- •Exploratory task 1.1
- •M oney
- •Match the following vocabulary units with the types of “vocabulary sets”
- •Exploratory task 1.2
- •Exploratory task 1.3
- •Express the following messages in the given situations using any strategy of communicating the meaning (words, phrases, exclamations, gestures etc)
- •Exploratory task 1.6 Find the equivalents to the given words in your native tongue
- •Exploratory task 1.8
- •Exploratory task 1.10 Give adjectival collocations to the following
- •Exploratory task 1.11
- •Exploratory task 1.12 Combine the goods and the activities with them to cook food. The beginning has been done for you
- •Word observation sheet
- •Exploratory task 1.16
- •Exploratory task 1.17
- •Make up your own “cobweb” association with the word
- •H ouse
- •Input reading 2
- •Vocabulary acquisition
- •Exploratory task 2.1
- •Exploratory task 2.2
- •Match the following activities to teacher/learn the words with the types of exercises
- •Exploratory task 2.8
- •Exploratory task 2.11
- •Three-phase framework of teaching vocabulary
- •Exploratory task 2.12
- •Micro-teaching task
- •Integrated task
- •Answer Keys
- •Exploratory task 1.12
- •Exploratory task 1.13
- •Glossary
- •References and further reading
Exploratory task 1.6 Find the equivalents to the given words in your native tongue
English words |
Your native equivalents |
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Word polysemy in mental lexicon is a typical feature of the words stored in memory. Word polysemy it represented by homophones with a variety of assigned meanings.
Exploratory task 1.7
Complete the following sentences and comment on the polysemy of the word “bank”
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Fisherman |
The fisherman put his catch in the …
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Businessman |
The businessman put his money in the … |
Bank |
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Rivalry |
I will not … on it
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Word compounds in mental lexicon are phrasal verbs, adjectival collocations and other word combinations. Phrasal words are illustrated by the following example specially created for the demonstration purpose: Every time I try to talk up a new idea to my boss, he talks down to me, or talks around the issue. I can talk back to him but fail to talk him into anything. We can talk over and out (no words are left) the problem but here is no way to talk him round (make him change his mind). So we are just talking away (wasting time) I talk up (raise my voice) but we never come to talking through (consider the matter thoroughly). Word collocations can have connections between co-ordinates i.e. words that have a semantic relationship between them. E.g. fever – yellow, finger – green, mood – black, blood – red, colour – deep etc.
Exploratory task 1.8
With many adjectives you can use the word “very”. There are lots of other words with a similar meaning, which are more precise as parts of collocations. E.g. highly qualified, bitterly disappointed. Add a word, which means “very” to each of the following words
Very, highly, severely |
Adjective |
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(Data from The LTP Dictionary of Selected Collocations. Exercises and Activities for the Classroom. 1999. P.6))
Exploratory task 1.9
Combine the words in the left column with the words in the right column
Handsome, pretty, charming, lovely |
Woman, man, child, dog, bird, flower, weather, bed, picture, dress, present, voice, landscape, view, house, furniture |
(After Jordan, R. 1997. English for Academic Purposes. CUP. P. 156)
Adjectival compounds (collocations) abound in English and have become a feature of written and otherwise formal English. They have entered dictionaries and have become widespread (Ross, N. 1997. Double-barrelled adjectives. Modern English Teacher. Vol. 6. No. 3. P. 11-18).