Common Adjective Noun Collocations
COLLOCATIONS (AD JECTI VES + NO UNS )
A. Match the adjectives 1-8 with the nouns a-h
to form common collocations. Some adjectives
collocate with more than one noun.
vocabulary grammar
A. Read the examples below reporting some of the
interviewer’s questions in the radio programme that
you heard in the listening section. What were the
interviewer’s actual questions?
REPORTED QUESTIONS
1. ‘What time is the ferry expected to arrive from Malta?’
asked Hugh.
2. ‘When did you visit the States?’ Terry asked Bill.
3. ‘Can you tell the twins apart?’ Tina asked me.
4. ‘Why are you going to buy another pair of jeans?’ Peter
asked Bill.
5. ‘Do you remember the name of the restaurant where Andy
works?’ asked George.
6. ‘Why are you reading an old newspaper?’ Claire asked
Gemma.
7. ‘Who gave you permission to use my computer?’ Mr
Jackson asked Michael.
8. ‘Will I ever be rich?’ David wondered.
Grammar Reference p. 109.
1. common
2. mental
3. strong
4. vivid
5. lasting
6. stimulating
7. wide
8. burning
a. impression
b. imagination
c. desire
d. range
e. environment
f. sense
g. power
h. influence
B. Complete the sentences with collocations
from the previous exercise.
1. My first teacher made a
on me.
2. Our facilities offer a
of activities from hiking to swimming with
sharks.
3. Mustafa has a to
succeed as a writer.
4. Many people believe that certain colours can
create a in a room.
5. Some years ago, people used to rely on IQ
tests to estimate their .
6. Teachers usually have a
on their students.
7. Dylan has such a
that sometimes I wonder where he gets his
ideas from!
8. It’s only that you
don’t leave the lights on when you’re not at
home.
The interviewer asked how Leonardo da Vinci had enriched
himself to develop greater intelligence.
How
?
The interviewer asked if/whether Einstein’s genius had shown
itself in early childhood.
Did
?
C. Rewrite the questions in Reported Speech.
• Which verb is used to introduce the reported questions?
• Which words do the reported questions begin with?
• Are the verbs in the reported questions in the affirmative or
in question form?
• What other verbs do we use to introduce reported questions?
B. Look at the examples above again and answer the
following questions.
• What career path do you want to follow? Why?
• Which school subjects appeal to you? Why?
1. warm-up
2. Help solv e a probl em
Work in pairs. Student A, read the situation, look at the pictures and ask the questions. Student B, go to page 104,
read the information and answer Student A’s questions.
3. further discu ssion
Discuss the following questions. You can use some of the words and expressions in the box.
• What do you think the best age to start thinking about one’s future career is ?
• Do schools in your country provide career counselling? Do you think that
career counselling helps students decide on a career? Why / Why not?
• Do you think schools/colleges provide students with the skills required in
the job market?
• What facilities should schools/colleges provide for students?
teens during high school inform
fields of study options
job opportunities academic subjects
practical skills general education
library labs computers
sports facilities
(im)mature
decision
dead-end job
(un)employed
job security
(im)practical
hobby
Situation:
I am your friend and I have a problem. Find
out what my problem is and offer me some
good advice.
First:
You should look at the pictures below and ask:
• Who is this person?
• What is the problem?
• What are the possible solutions?
Then:
When you have all the information you need, you should
offer some advice to help solve the problem. You can
choose one of the solutions or create your own solution to
the problem. Remember to use the information you learn
from asking questions to explain your ideas.
Finally:
After you have shared your decision, the examiner will ask
you more questions about the topic.
B. Complete the second sentence so that it has a similar meaning to the first, using the word given. Do not change
the word given. You must use between two and five words including the word given.
1. ‘Are you working today, Peter?’ he asked. whether
He wanted to know day.
2. ‘Don’t smoke in the shop,’ the shop owner said to Mark. forbade
The shop owner in the shop.
3. ‘I rang you last night, John,’ said Brian. rung
Brian explained to John that he night.
4. ‘Why don’t we go to the library to study?’ he asked me. should
He to the library to study.
5. ‘You’d better not swim too far from the shore,’ the lifeguard said to us. advised
The lifeguard too far from the shore.
6. ‘I have been standing in this queue for two hours!’ said the man. complained
The man queue for two hours.
7. ‘I’m sorry that I woke you up this morning, Harry,’ said Tom. him
Tom apologised to Harry that morning.
8. ‘Henry broke the window,’ said Steve. breaking
Steve the window.
There is an (1) new experiment
taking place in British schools; children are being taught
how to be happy. The ‘well-being’ classes will provide
students with (2) life skills and enable
them to cope with future problems. In a recent survey
focusing on life (3) , British children
scored the lowest out of 21 other countries. In addition,
research has shown that the number of children in the
UK with (4) problems has increased
dramatically in the last 25 years. As a result, the
government is trying to introduce the study of
(5) in state schools. The classes
will initially be taught to 4,000 pupils in the UK, ages
ranging from 11 to 16 over the next three years. The idea
of being taught how to deal with our feelings sounds very
(6) . However, some academics have
criticised these classes as they believe they make children
focus too much on themselves and how they feel, and
this could lead to (7) . Although the
results of this experiment are yet to be seen, children can
benefit from (8) on how to cope with
the difficulties they may face in later life. Nonetheless,
the (9) of teaching students how to
think for themselves should not be overlooked. Students
should be taught how to focus on living a life full of
(10) rather than searching for ways to
be happy.
EXCITE
CRITIC
SATISFY
EMOTION
HAPPY
HELP
DEPRESS
GUIDE
IMPORTANT
GOOD
COLLOCATIONS (AD JECTI VES + NO UNS )
A. Match the adjectives 1-8 with the nouns a-h
to form common collocations. Some adjectives
collocate with more than one noun.
vocabulary grammar
A. Read the examples below reporting some of the
interviewer’s questions in the radio programme that
you heard in the listening section. What were the
interviewer’s actual questions?
REPORTED QUESTIONS
1. ‘What time is the ferry expected to arrive from Malta?’
asked Hugh.
2. ‘When did you visit the States?’ Terry asked Bill.
3. ‘Can you tell the twins apart?’ Tina asked me.
4. ‘Why are you going to buy another pair of jeans?’ Peter
asked Bill.
5. ‘Do you remember the name of the restaurant where Andy
works?’ asked George.
6. ‘Why are you reading an old newspaper?’ Claire asked
Gemma.
7. ‘Who gave you permission to use my computer?’ Mr
Jackson asked Michael.
8. ‘Will I ever be rich?’ David wondered.
Grammar Reference p. 109.
1. common
2. mental
3. strong
4. vivid
5. lasting
6. stimulating
7. wide
8. burning
a. impression
b. imagination
c. desire
d. range
e. environment
f. sense
g. power
h. influence
B. Complete the sentences with collocations
from the previous exercise.
1. My first teacher made a
on me.
2. Our facilities offer a
of activities from hiking to swimming with
sharks.
3. Mustafa has a to
succeed as a writer.
4. Many people believe that certain colours can
create a in a room.
5. Some years ago, people used to rely on IQ
tests to estimate their .
6. Teachers usually have a
on their students.
7. Dylan has such a
that sometimes I wonder where he gets his
ideas from!
8. It’s only that you
don’t leave the lights on when you’re not at
home.
The interviewer asked how Leonardo da Vinci had enriched
himself to develop greater intelligence.
How
?
The interviewer asked if/whether Einstein’s genius had shown
itself in early childhood.
Did
?
C. Rewrite the questions in Reported Speech.
• Which verb is used to introduce the reported questions?
• Which words do the reported questions begin with?
• Are the verbs in the reported questions in the affirmative or
in question form?
• What other verbs do we use to introduce reported questions?
B. Look at the examples above again and answer the
following questions.
• What career path do you want to follow? Why?
• Which school subjects appeal to you? Why?
1. warm-up
2. Help solv e a probl em
Work in pairs. Student A, read the situation, look at the pictures and ask the questions. Student B, go to page 104,
read the information and answer Student A’s questions.
3. further discu ssion
Discuss the following questions. You can use some of the words and expressions in the box.
• What do you think the best age to start thinking about one’s future career is ?
• Do schools in your country provide career counselling? Do you think that
career counselling helps students decide on a career? Why / Why not?
• Do you think schools/colleges provide students with the skills required in
the job market?
• What facilities should schools/colleges provide for students?
teens during high school inform
fields of study options
job opportunities academic subjects
practical skills general education
library labs computers
sports facilities
(im)mature
decision
dead-end job
(un)employed
job security
(im)practical
hobby
Situation:
I am your friend and I have a problem. Find
out what my problem is and offer me some
good advice.
First:
You should look at the pictures below and ask:
• Who is this person?
• What is the problem?
• What are the possible solutions?
Then:
When you have all the information you need, you should
offer some advice to help solve the problem. You can
choose one of the solutions or create your own solution to
the problem. Remember to use the information you learn
from asking questions to explain your ideas.
Finally:
After you have shared your decision, the examiner will ask
you more questions about the topic.
B. Complete the second sentence so that it has a similar meaning to the first, using the word given. Do not change
the word given. You must use between two and five words including the word given.
1. ‘Are you working today, Peter?’ he asked. whether
He wanted to know day.
2. ‘Don’t smoke in the shop,’ the shop owner said to Mark. forbade
The shop owner in the shop.
3. ‘I rang you last night, John,’ said Brian. rung
Brian explained to John that he night.
4. ‘Why don’t we go to the library to study?’ he asked me. should
He to the library to study.
5. ‘You’d better not swim too far from the shore,’ the lifeguard said to us. advised
The lifeguard too far from the shore.
6. ‘I have been standing in this queue for two hours!’ said the man. complained
The man queue for two hours.
7. ‘I’m sorry that I woke you up this morning, Harry,’ said Tom. him
Tom apologised to Harry that morning.
8. ‘Henry broke the window,’ said Steve. breaking
Steve the window.
There is an (1) new experiment
taking place in British schools; children are being taught
how to be happy. The ‘well-being’ classes will provide
students with (2) life skills and enable
them to cope with future problems. In a recent survey
focusing on life (3) , British children
scored the lowest out of 21 other countries. In addition,
research has shown that the number of children in the
UK with (4) problems has increased
dramatically in the last 25 years. As a result, the
government is trying to introduce the study of
(5) in state schools. The classes
will initially be taught to 4,000 pupils in the UK, ages
ranging from 11 to 16 over the next three years. The idea
of being taught how to deal with our feelings sounds very
(6) . However, some academics have
criticised these classes as they believe they make children
focus too much on themselves and how they feel, and
this could lead to (7) . Although the
results of this experiment are yet to be seen, children can
benefit from (8) on how to cope with
the difficulties they may face in later life. Nonetheless,
the (9) of teaching students how to
think for themselves should not be overlooked. Students
should be taught how to focus on living a life full of
(10) rather than searching for ways to
be happy.
EXCITE
CRITIC
SATISFY
EMOTION
HAPPY
HELP
DEPRESS
GUIDE
IMPORTANT
GOOD
Post a Comment