Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

LBA 1 The Value of Teaching Lexis in Combination word count: 2,324

Katherine Wilson Centre No: ES068 Candidate No: 010

Introduction

The impact of Lewis' Lexical Approach together with a move towards more learner centred approaches, appear to
have raised the profile of vocabulary in recent years. Since more is now known about the lexis employed by native
speakers, the climate is right to implement a more systematic and informed vocabulary syllabus. Previously, either
because it was difficult to select, difficult to make systematic, or felt by structural linguists, such as Hocket,
(1958) to be the easiest aspect of a second language "Vocabulary was necessary to give students something to hang
on to when learning structures, but was frequently not a main focus for learning itself." Harmer (1991). By limiting
learners to the minimum lexis required to activate structures, the sentence making machine was only able to produce
output which was one dimensional and largely irrelevant to the learner's needs and interests. Patterns were not
filled with the colour of vibrant or pertinent language and consequently remained uninternalised.

However, perhaps because lexical items, rather than structures or functions, describe the world and our feelings
towards it in an emotionally expressive way, the learner has always had an innate desire to develop lexical
competence. Certainly the most common question in my classrooms is 'how do you say…?'

Throughout this assignment I shall be talking about ‘chunks of language, this will include familiar multi-word items
such as phrasal verbs and functional phrases ( how do you do, good night), as well as conversation or text organisers
(by the way, on the other hand), compound words and collocations (traffic lights, pouring with rain), idiomatic or
fixed expressions (an only child, in love) and verbal expressions such as can’t afford, don’t mind.

Problems and solutions

1 - Problems in the learner centred classroom

 The move towards learner centred teaching which incorporates an individual's needs, learning styles and
circumstances suggests that the student should be actively involved in vocabulary selection, personalisation,
storage and retrieval. While course book designers and teachers can select grammar and, to some extent,
functions which are relevant to all learners, surely vocabulary is an area which should be most tailored to
students' perceptions of need, particularly if, as most experts agree, their acquisition is highly dependant on
this need. The traditional presentation of vocabulary in terms of individual words within a related word list
limits students' ability to produce probable and meaningful language since it burdens them with the need to
retrieve the disparate elements on one hand and then apply them to a suitable grammatical structure on the
other.

 In my view, placing a greater focus on what Lewis describes as probable language chunks such as fixed
expressions (e.g. take a photograph, make a mistake), semi-fixed expressions (have breakfast, make a cake)
or common collocations (a long road, the sun shone) rather than single words, which are rarely used in
isolation, would be an efficient and perhaps less difficult way of guiding students towards producing probable
communicative English. As Ellis (1997) suggests, the learner who has a store of collocations "minimises the
amount of clause-internal encoding work to be done and frees himself to attend to other tasks in talk-

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

exchange." Lewis' (1997) assertion that "the lexicon of the language is considerably larger than any list of
the 'words' of that language" should certainly be considered when attempting to deal with vocabulary. What
is being highlighted is that the majority of communication relies on the countless combinations of an
otherwise quite limited word bank, indicating that a lexically competent student would ultimately be one who
is able to combine words to create meanings rather than store a vast number of individual items.
Furthermore, the nature of language chunks would also appear to have benefits for pronunciation, speaking
and listening. Presenting these items means that the analysis of suprasegmental aspects can instantly ensue
as the focus is "not primarily on distinctions such as sit/seat, but rather on larger scale features, which have
greater communicative value and are more learnable." (Lewis 1997) Multi-word units naturally lend themselve
to an examination of sounds in combination, weak forms etc. demonstrating the extent to which ideas are
expressed in utterances, and thereby dissuading learners that language is produced word by word. Thus, the
hesitant speaker can build discourse from larger language blocks and the unconfident listener will not have to
struggle to decode meaning on a word by word basis.

2. Problems with meaning

Despite the importance of teaching multi-word items or language chunks however, one of the difficulties I have
encountered is disengaging students from the first meaning they acquired of the component elements of the
collocation. Since so many of these items comprise frequent, de-lexicalised verbs such as take, get, have and give
for example, convincing learners that take does not only mean catch (pick up) or have (consume), and that have
does not only indicate possession has proved a major obstacle. Coe (1987) indicates that as a Latin based language,
the Spanish learner has a tendency to employ cognates which, although serve to express meaning on one level, are
often inappropriately formal. Students frequently employ permit and responsible in spoken production where a
native speaker would prefer allow and in charge.

Prepositions pose a particular problem for Arab learners since there are various prepositions in English that have
the same function. As a result, when students are not sure which preposition to use in a certain sentence, they often
compare that sentence with its Arabic equivalent, giving a literal translation of that Arabic preposition in English.
However, "prepositions seldom have a one to one correspondence between English and Arabic. An Arabic preposition
may be translated by several English prepositions while an English usage may have several Arabic translations"
(Scott and Tucker, 1974, p. 85).

Another obvious area of lexical difficulty for both Spanish and Italian learners is the use of common collocations.
These are frequently mistranslated giving rise to non-standard variations such as a strong breakfast and an
important illness. This type of error cannot be attributed to lack of lexical resources; students would be capable of
producing a serious illness just as they do an important one, so the problem must lie in the way items are presented
Such items are often considered separately and are not always incorporated into the traditional word lists which
focus on a particular semantic field. Thus, students will have a store of vocabulary related to health or food for
example, but they are not trained to consider the collocates as intrinsic elements of these fields.

 Perhaps more attention to these de-lexicalised verbs or a more frequency-based and flexible order in their
presentation would facilitate the learners' acquisition of these L2 elements as well as providing them with a
firm basis for greater lexical development in their subsequent language learning.

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

Problems with presentation

If we assume then that language chunks are extremely useful and should be addressed in the classroom, how they
are presented becomes the first obstacle to overcome.

Tackling the presentation of new items in context would appear to have several benefits. Providing a suitable
context means that students are required to engage with the language immediately in order to infer meaning while
also practising strategy development. Indeed, using a context to activate the learners' world knowledge or
schemata, which is a common approach to the receptive skills, would be similarly useful in presenting vocabulary
especially when familiar items are being used in unfamiliar collocations.

Contextualised lexis has the added advantage of usually appearing in its most likely text type, discourse, tense and
aspect. Indeed, contexts can be used to heighten learners' awareness of text types and thus develop their
appreciation of style and register which are fundamental aspects of lexical use.

Nattinger (1988) argues that "it is only after experiencing a word in its many contexts that one approaches a
complete understanding of its meaning" and Richards (1976) suggests that "knowing a word means knowing how often
it occurs, the company it keeps, its appropriateness in different situations, its syntactic behaviour, its underlying
forms and derivations, its word associations, and its semantic features." Contextualised exposure together with
noticing activities can often highlight these essential factors more effectively than teacher led explanations.
Similarly, as there are no rules governing collocation, except those dictated by use, exposure would seem to be the
best option. Having learners find collocations which are hidden because of the use of pronouns, ellipsis and
substitution is an excellent way of maximising the benefit of written discourse which both Lewis and McCarthy
refer to. Once collocates have been identified, they can be subjected to componential analysis. Having learners
complete the charts themselves is an engaging strategy for providing them with more encounters with previously
noted frequent combinations, thereby speeding up acquisition. They can be of value in distinguishing between areas
of difficulty such as the differences between wait, hope, expect and look forward to for example.

Furthermore, using the learners' existing knowledge of core meanings to draw attention to derivatives, metaphorica
use, fixed combinations or other meanings would not only increase lexical ability but provide practice in manipulation
In this sense, the teacher is also facilitating learner autonomy since the student is being guided towards a greater
receptive store through attention to systematic patterns, affixations and so on.

I have found contextualised spoken input to be an effective vehicle for overcoming lexical items in which
phonological complexity has created impediments. It is also true that many semi-fixed expressions are more
common in spoken language.

However it is often difficult to find contexts which include the groups of items the teacher wishes to focus on.
Although there are obvious benefits to teaching items together according to topic, similarity of meaning, grammar,
or notion, phonological difficulty or false friends, many of the items included will vary in frequency of actual use.
Dictionaries can therefore serve to "overcome one of the limitations of contextual exercises, in that, in contrast to
the context bound meaning of the word (which may be idiosyncratic or peripheral to its core meaning), the
dictionary presents the prototypical meanings of the word." Nunan (1991)

In my experience coursebooks do provide useful exercises illustrating collocates and learners can generally complete
the tasks. However, the typical gap fill exercise which follows often fails to address the issue of personalisation.

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

Similarly, the gapped sentences into which the items are to be put are frequently little more then definitions of the
items and are therefore unsuitable for use as productive language. Sentence transformation would perhaps be a
more beneficial means of providing controlled practice, as the utterance created by the learner can then be actually
incorporated into output.

Putting the theory into practice.

Sökmen (1997) suggests that "the ultimate goal of learning - language use - entails re-contextualisation by the
users". Creating a need for new language items and providing opportunities to incorporate them into existing
productive ability are vital if new lexis is to be committed to long-term memory. Pelmanisms, which requires the
learner not only to match collocates but also to give a personalised example, is one good way of providing controlled
practice and aiding retention.

I believe that vocabulary notebooks which go further than listing items together with their L1 equivalents to be ver
beneficial for students of all levels. Schmitt and Schmitt (1995) suggest incorporating notebooks in classroom
activities which aim to promote their value. Referring to these notebooks and adding to the items in them with
possible affixes and collocations leads to frequent re-engagement with new items by learners. This means that they
are encountering the items enough times to speed up acquisition and promote retention. This type of activity also
highlights the holistic nature of language learning in that the learner would be constantly augmenting and
consolidating their knowledge of items.

Ultimately a successful approach to teaching lexical items in general would firstly require the identification of
students' needs. Learners should be listened to so that what they produce, what they don't and what they struggle
to, indicate the lexical paths to be taken. Opening channels of communication so that learners can convey their
requirements is surely also one of the teacher's essential tasks.

Taking the developing perception of students' needs as an underlying premise of language teaching then, the teache
can focus on the best means of satisfying these needs. In my experience, Arab learners in particular rarely progress
to native levels of proficiency. Although the tendency has been to concentrate quite intensively on grammar as a
means of developing their linguistic competence, what these learners are most often frustrated by is their inability
to communicate meanings fluently. The value of lexis is undeniable in this sense and using lexical items as a
springboard not only for lexical development itself but even grammar use would be of practical benefit and more
expedient in providing them with what they feel they lack.

By taking a more lexical approach, learners will acquire lexis suitable for their needs, a priority which accords with
the recognition of the importance of genre analysis. Research in this area shows clearly that the lexis which is
suitable for EAP groups, for example, may not be suitable for conversation classes. Therefore, a lexical approach
would recognise that in order to design an EAP class, it is necessary to consult an academic, rather than a general
English corpus.

The presentation of language chunks, as I have argued, lends itself to this kind of approach since they highlight the
different uses and meanings of what, in isolation, may appear to be straightforward items. Similarly, they provide
descriptive and probable examples of combinations of grammatical elements such as possessive adjectives, nouns,
verbs, adjectives, articles and prepositions in combination. This in turn leads to a natural focus on essential aspects
of phonology which will further aid speaking and listening and thus can be used to develop all areas of linguistic
acquisition simultaneously. If a movement towards teaching in lexical chinks in implemented further.

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

Bibliography

McCarthy, M Vocabulary OUP, 1990

Lewis, M Implementing the Lexical Approach LTP, 1997

Gairns,R & Redman, S Working with Words CUP, 1986

Morgan, J & Rinvolucri, M Vocabulary OUP, 1986

Nunan, D Language Teaching Methodology Longman, 1991

Bowen, T & Marks, J Inside Teaching Macmillan Heinemann, 1994

Lightbown, P & How Languages are Learned OUP, 1999

Spada, N

Harmer, J The Practice of English Language Teaching Longman, 1991

Coe, N Learner English (Ed. Swan &Smith) CUP, 1987

Schmitt, N & Schmitt, D Vocabulary Notebooks: theoretical underpinnings and practical suggestions
ELTJ Vol. 49/2 OUP, April 1995

Julian, P Creating word-meaning awareness ELTJ Vol. 54/1 OUP, Jan 2000

Nattinger, J Some current trends in vocabulary teaching in Vocabulary and Language Teaching
Ed. Carter,R & McCarthy,M Longman, 1988

Sökmen, A Current trends in teaching second language vocabulary in Vocabulary Ed.Schmitt, N &
McCarthy,M CUP, 1997

Ellis, N Vocabulary acquisition: word structure, collocation, word- class, and meaning in Vocabulary
Ed.Schmitt,N & McCarthy,M CUP, 1997

Scott, M. & Tucker R. (1974). Error analysis and English language strategies of Arab students. Language

Learning, 24: 69-97.

Selinker, L. (1974). Interlanguage. In Richards, J. (Ed.). Error analysis: Perspectives on Second Language
Acquisition. 31-54. Essex: Longman

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

The Value of Teaching Lexis in Combination

by Katherine Wilson
Lesson plan - preliminary information

Time: 55 minutes

Level: Upper-Intermediate

Class Profile: There are approximately 11 students in the class. The class is offered at a reduced rate as DELTA
candidates use the group for teaching practice. This will be their second week here though some students have
studied at CLIC on previous courses. Although all students have been placement tested there is some difference in
level within the group although this does not appear to be detrimental to either individual motivation or group
dynamics. When all students attend there are 8 women and 3 men. All are Spanish except for Wiebke who is from
Germany. The majority are working with some currently looking for employment. Three learners; Alex, Rocio and
Nuria joined the group late. Both Lucia and Wiebke are very strong students in all skills with Reyes being the
weakest. The rest are pretty much at the same level.

Learner Style questionnaires indicate that there is a mix of learner styles within the class with many being visual or
auditory learners. Research carried out in the class has also shown that there are a variety of motivational factors
within the group with some studying to improve their employment prospects (whether finding a job or gaining
promotion) whereas others are studying because they have an interest in the English language and culture.

Main Aims:
-To present and give controlled practice in ten frequently used multi-word lexical items. (All stages)
-To provide learners with speaking practice to activate personal engagement with the target language. (stage 3)

Subsidiary Aims:
-To provide comprehensible input. (stage 1)
-To give practice in listening for language chunks. (stage 4)
-To have the students express their reaction to the story by being responsible for its completion and allow them the
opportunity to employ the target language in spoken production should they feel ready to do so. (stage 5)
-To raise awareness of techniques for storing vocabulary. (homework)

Timetable Fit: This will be my second 55minute lesson with these learners. In previous classes the students have
worked on reading for gist, writing about their personal lives and collocations with ‘Get’’. I therefore feel that it wi
be beneficial for them to continue to work on chunking of language as well as to increase their listening skills and
oral fluency.

Assumptions:
-Learners will be familiar with the component parts of the lexical items to be presented.
These learners are extremely communicative and keen to develop their speaking skills. There is an excellent
atmosphere in class. With this in mind, I foresee no dangers in asking them to relate personalised responses to their

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

partners.
-These learners should respond positively to the song as several students have said it’s an activity they enjoy doing
in the classroom.

-Students have been made aware of the importance of speaking only English in the classroom; they have been
provided with a classroom vocabulary sheet to enable them to ask questions, request repetition, explanation etc.
from the teacher and other group members without recourse to L1.

Anticipated Problems and Solutions:

(stage order)
Abilities of group (stage 1) Within this group with its range of levels some learners are better able to cope with this
kind of input than others. I will therefore reassure them that they will be getting a written copy of the items at the
end of the stage and, during the story, try to adjust the pace of delivery and amount of back checking according to
their reactions.
Linguistic
To do one's best
Although the context of the story aims to illustrate the idea of making an effort and doing everything possible,
students may well confuse this item with to do well. I will ask the learners to compare the two items after the
matching exercise in stage 2.
Use of the definitive article instead of the possessive adjective L1 interference may cause the students to produce
utterances such as, she changed the mind and he did the best. A list of subject pronouns and possessive adjectives
will be on the board in order to highlight this L1-L2 difference. The inclusion of the pronouns on the board will also
aid the explanation of the way the subject and object can be different in two of the vocabulary items. I predict
that the first two items (to get to know someone and can't get someone/something off one's mind) will be the most
difficult to recall so coloured card for get will be used to aid memory. As these two items are first to appear in the
story they will be subject to the most back checking.
Listening (Stage 4) Some of the weaker learners may not recognise all the items from the song. The learners will
therefore be asked to identify the items in groups of three or four. Similarly, I have extended some of the items in
order to make the task a little more achievable and illustrate a context. (e.g. if you need me, let me know)Some
learners may become a little discouraged if they have failed to recognise the items from the song. After all the
target vocabulary has been sung at least once, I will give the learners the opportunity to read from the
OHP/photocopy whilst listening to the final part of the song. Although language which is sung is perhaps not an ideal
model, I think this activity can go some way towards raising learners’ awareness of sound / spelling relationships.

Materials:
Whiteboard
OHP
Song - Take A Chance On Me - ABBA 1977 Polar Music International
All other materials are home-made and included.

Lesson Rationale:
The lesson aims to present and give controlled practice in ten multi-word vocabulary items while raising learners’
awareness of the meaning creating potential of de-lexicalised verbs when used in combination with other familiar
items. The vocabulary has been selected as I believe it is relevant to all learners in a variety of situations and its

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

ultimate production will allow them to communicate the meanings they wish to express more succinctly. Although the
lexis will be presented in the context of a story, learners will be given the opportunity to engage with the target
language as it pertains to their own lives, circumstances and opinions.

I have chosen to contextualise the lexis in the story of a relationship as I believe these learners will have the
schema in place to be better able to associate these meanings with their own world knowledge. As the target
language is most frequently employed verbally, the items will be presented in this way. Verbal presentation will also
allow the drilling of the vocabulary as chunks of language which incorporate weak forms of pronouns thereby
reinforcing the students' awareness of this aspect of spoken language.

The controlled practice activities will provide the learners with the security of a written record and, at this stage,
attention will also be drawn to the form of the items. The transformation tasks should help to reinforce meaning in
different contexts and provide learners with examples which are frequently used in oral communication. The double
gap fill transformations have been included to draw the learners' attention to how these items can be used in
combination.

In the next activity the students will relate the target language to their own lives and opinions. This should aid
retention and start learners thinking about how they themselves could use this vocabulary. Sharing reactions to the
questions should also promote group dynamics while providing me with the opportunity to check understanding
unobtrusively.

I believe the song should make the target language more memorable. Some learners may well recognise it and I have
often found that students tend to value new vocabulary more if they are exposed to it creating meaning
authentically. It also provides the continuation of the story presented at the beginning of the hour. Putting the firs
two lines on the board and then having learners predict the sentiments of the song should create more interest and
motivate learners to listen to confirm their expectations. The listening task, in which the students must hit the
target language written on a card, has been chosen to highlight the sound/spelling relationship between the items
and their delivery as chunks. As all the target language is delivered in the first three minutes of the song, I have
decided to give the learners the opportunity to read the final part from the OHP/photocopy as they listen.

Bearing in mind that there is some difference in linguistic ability within the group, I do not want to deny them the
opportunity to produce the target language if they feel ready to do so. However the main aim of this stage is to
have the learners incorporate their own reactions to the preceding parts of the story by making them responsible
for its completion. Giving the learners’ time to consider the language they wish to employ before starting this
activity should enhance linguistic performance. Feedback will be student led and the learners will be asked to tell
others what decision was made and why.

The final encounter with the target language at the end of the lesson will be phonologically induced; some items
share vowel sounds (take your time, waste your time, change your mind etc.). The homework will serve to provide
another encounter with the target language and should raise awareness of ways of storing collocates

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

The Value of Teaching Lexis in Combination

by Katherine Wilson
Lesson plan - lesson materials

Framework for story

In 'Once Upon a Time' (CUP) 1988 Morgan & Rinvolucri are quite adamant that stories should be told and not read.
They even go as far as to say that the teacher (or teller) should not refer to notes during the delivery. One obvious
advantage of this is that learners are listening to more realistic speech. Another is that the teacher can adjust the
pace of delivery according to the students' reactions. The third and perhaps most important is that the teacher can
involve the learners more. They can predict what might happen and even throw in some reaction.

Well…story about man (PICTURE OF MAN GOES ON BOARD) and…..yes….woman (Her PICTURE ON BOARD).
Names?

Anyway, he seen and likes her, not spoken,

he wants more info. about her, wants to talk, discover what she's like.
He wants to get to know her

Repeat - DRILL (CHORAL + SOME INDIVIDUAL)

Well he does, now really likes, thinking about her all day, on metro, at work, not eating etc.
He can't get her off his mind
She's not interested. Still very keen. Sends flowers, texts, etc.
He does his best
His friends say
He's wasting his time
not deterred. Eventually
She's changes her mind
as
She'd been feeling down
but insists wants to
Take her time
However
He is in a hurry
after some thought
He makes up his mind
going to propose, tells all his friends, she has no idea until someone
Lets her know
she is very angry. Finishes with him

How will he react??

Vocabulary Focus

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

Match the language from the story with the definition. The first one has been done for you.

To change one's / someone's mind To change a decision or opinion

To make one's mind up To do everything possible, to make a big effort

To waste one's / someone's time To go slowly/methodically, to use all the time necessary

To take one's time To be a little depressed

To let someone know To be unable to stop thinking about someone or something

To do one's best To learn more about someone by having contact with them

To be in a hurry To make a decision after some consideration or doubt

To feel down To go quickly due to lack of time

To get to know someone To give information to someone

can't get someone/something off one's mind To spend time doing something useless

NOTE (on w/b)

* The subject can be different from the object in these

expressions.
e.g. He changed his mind. I'm wasting my time.
She changed his mind. You're wasting my time.
+ Up can be placed in two positions.
e.g. I haven't made my mind up yet.
I haven't made up my mind yet.

A. Transform the following sentences

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

e.g. 1. Since he told me the news, I keep thinking about it (off)

I can't get it off my mind

2. Although I tried as hard as I could, I still failed the exam.

I __________________ but I still failed the exam. (best)

3. She wanted to consider the offer carefully, before making a decision.

She wanted ____________________ , before ___________________ (time & mind)

4. (In the street) Hi, Tom, look, I can't stop, I haven't got much time. I'll give you a ring later. Bye.

Hi, Tom, look, I can't stop, I _________________. I'll give you a ring later. Bye. (hurry)

5. Tell me if your decision changes.

_________________ if _____________________ (know & change)

6. Trying to get him to stop smoking is pointless.

You're ____________________ trying to get him to stop smoking. (time)

7. You only learn what someone is really like when you live with them.

It's only when you live with someone that you really _________________ them. (know)

8. She's been a little depressed since her cat died.

She's been ______ a bit ______ since her cat died. (down)

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

How the new language relates to you

Discuss the following questions with your partner. See if you can find three things you have in common.

When was the last time you changed your mind about something important in your life?

If you feel down, do you let other people know about it? What do you do to feel better again?

Is there anybody who you would like to get to know better, if so, why?

When you go shopping, do you find it easy to make your mind up about what you're going to buy or are you quite
indecisive?

Do you work/study better when you are in a hurry or when you can take your time?

In which ways do you waste your time?

In general, what sort of things can't people get off their minds?

At school, in which subjects did you do your best and in which did you make little effort? Why?

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

Take A Chance On Me
by ABBA
(1977 Polar Music International)

If you change your mind, I'm the first in line

Honey I'm still free
Take a chance on me
If you need me, let me know, gonna be around
If you've got no place to go, when you're feeling down
If you're all alone when the pretty birds have flown
Honey I'm still free
Take a chance on me
Gonna do my very best and it ain't no lie
If you put me to the test, if you let me try
Take a chance on me
(That's all I ask of you honey)
Take a chance on me

We can go dancing, we can go walking,

As long as we're together
Listen to some music, maybe just talking,
Get to know you better
'Cos you know I've got
So much that I wanna do, when I dream I'm alone with
you
It's magic
You want me to leave it there, afraid of a love affair
But I think you know
That I can't let go

If you change your mind, I'm the first in line

Honey I'm still free
Take a chance on me

If you need me, let me know, gonna be around

If you've got no place to go, if you're feeling down
If you're all alone when the pretty birds have flown
Honey I'm still free
Take a chance on me
Gonna do my very best and it ain't no lie
If you put me to the test, if you let me try

Take a chance on me (Come on, give me a break will

you?)
Take a chance on me
Oh you can take your time baby, I'm in no hurry, know
I'm gonna get you
You don't wanna hurt me, baby don't worry, I ain't
gonna let you

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Katherine Wilson Candidate No: 010 Centre no: ES068 DELTA 26/06/2018

get to know you better I can't get you off my mind oh you can take your time

you say that I waste my time if you change your mind if you need me, let me know

when you're feeling down I'm in no hurry gonna do my very best

Some learners find it useful to group vocabulary collocations

and expressions according to the verb. If you think this
would help you to remember vocabulary, transfer some of
today's language to this sheet. You can include examples
and / or definitions, phonemes etc.
What other ways could you use to remember new
vocabulary?

GET DO

your mind up (or) up your mind= to

decide after consideration or doubt.
e.g. I've made up my mind, I'm going
to tell him the truth.

TAKE
MAKE

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