Yes, so that's what happened. Isn’t that crazy? So, now she has a hot date, but she expects me to do her makeup. >> Hey, what are you doing? >> Hey, hang on. What, what’s going on? >> We're starting the commentary now. Hang up the phone. >> So let's hang out soon, I gotta go, bye. >> My Gosh, you're so rude. This is our last commentary and you're taking a call? >> Well, how else was I supposed to help demonstrate the topic of today's commentary. Didn't you notice the phrasal verbs that I used? Hang on and hang out, and you used it too. You said, hang up. >> Of course I know what you're thinking. That's why I noticed that you included collocations like hot date and do someone's makeup and I added my own collocation, take a call. >> Once again input flooding. I hope you remember what that is. >> So today we're reviewing our final topics, phrasal verbs and collocations. Do you know the difference? >> Well basically, collocations are words that frequently go together,such as adjectives-noun combinations like hot date. Or verb-noun combinations like do make up and take a call. In your collocations review video, you provided a very helpful chart of different combinations. >> But there are also verb-proposition combinations and some verb-adverb combinations, which are called phrasal verbs. Basically phrasal verbs are collocations. But not all collocations are phrasal verbs. >> Got it, but there's so many different collocations and even phrasal verbs to study. How can teachers help students? Where do teachers even begin? >> Well, if you remember the instructor who made the phrasal verb videos part one and two, basically she explained different types of phrasal verbs to look out for, namely transitive versus intransitive, separable versus inseparable. And then encouraged students to use learner dictionaries to check how certain phrasal verbs can be used. >> So she was encouraging learner autonomy. Learner dictionaries are invaluable tools when studying a language. Students should be encouraged to use them. >> I on the other hand, decided to focus on the most common collocation mistakes that my colleagues noticed their students were making. And moreover, they are collocations that are used daily. >> What was helpful about your video on tricky collocations was that you separated the collocations according to different themes. The house idea, very clever. >> Why thank you, I figured that it would help increase retention if I grouped them and then related them to a particular room in the house. I'm not sure if you are familiar with the concept of memory palaces, but that's where I got the idea. You can actually google a memory palace, and find lot's of websites that teach you how to apply the technique. >> Yeah, it's actually a very powerful mnemonic device that's been around since Ancient Roman times. So, both the instructor of the phrasal verbs videos and I agree that there are no rules that students can follow. Even when they know the meaning of the words separately, it doesn't mean that they can figure out the definition of the words together. >> So for example, hang out. We know what hang means, like hanging something on a wall. And we know what out means, like the opposite of in. But hang out means to leisurely spend time with someone. >> Yeah, I don't even know how they got that meaning from hang and out. But I guess we call this idi- >> Otic. >> No, but idiomatic. Certain phrases have special meanings. >> Yeah, special and difficult. So teachers need to spend some time explicitly explaining these types of phrases to students, and especially pointing out common mistakes. >> Right, it might be helpful for you to create an ongoing list of various collocations and try to intentionally use them over and over again. And adjust the collocation mistakes that students often make. >> Keep watching and find out how our instructors teach phrasal verbs and collocations. We hope that we can help you figure out ways to teach these forms to your students. >> If you're nervous about these topics, don't worry about it, it'll turn out okay. But no matter what, don't back out. You'll work out some kind of solution. >> Come on, cut it out. I don't think our learners need anymore input flooding. >> You cut it out. >> Okay. >> Let's get out of here. >> Well, we hope that you've enjoyed our commentaries on tricky grammar. >> Thank you so much for checking out our videos. >> Time to phase out!. 'Bye!
