INTRODUCTION 1 Rationale
Aims of the Study
The study is aimed at:
+ Finding the semantic features of the „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese
+ Finding the similarities and differences between the „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese
+ Providing some recommendations for the teaching and learning as well as translation of „make‟ collocations and „làm‟ collocations into the target language
To fully achieve these aims, the study should answer the following questions:
+ What are the semantic features of each verb in collocations and how are they similar and different in terms of these features?
+ What are the implications of the study for EFL teaching/ learning and translation?
Scope of the Study
This is a minor thesis As a result, it is unfeasible to discuss both the verbs in all aspects
Therefore, within this study, the author focuses on analyzing semantic features of the collocations of both the verbs, and then gives a brief introduction about the similarities and differences between them.
Methods of the Study
The study has been carried out based on a combination of different methods, among which the main method is contrastive analysis For the contrastive analysis method, English is considered to be the target language and Vietnamese- the source language – a means to contrast This method involves two steps: describing the semantic features of the verb „make‟ collocations in English and those of the verb „làm‟ collocations in Vietnamese and then juxtaposing them to point out their similarities and differences Another important method used in this thesis is descriptive research method, which involves componential analysis and surveys Componential analysis is one of the most effective methods in identifying the meaning because it involves the analysis of the sense of a lexeme into its component parts (semantic features or semantic properties) Surveys are used to collect data about the situation of learning and teaching English collocations, especially those with „make‟ in English as well as the students‟ knowledge of collocations in English in general and that of „make‟ collocations in English in particular in Lao Cai High School for Gifted Students Besides, other methods are also exploited in this thesis: statistical (the author has collected data about semantic features of the two verbs in collocations and carried out survey research to find out the situation of learning and teaching English collocations, especially those with „make‟ in English in Lao Cai High School for Gifted Students as well as the students‟ knowledge of collocations in English in general and that of „make‟ collocations in English in particular), analytical ( the author has examined in detail the data obtained from the dictionaries and examples in the stories to point out semantic features of the collocations of the two verbs as well as the data obtained from the survey) and synthetical (the author has based on the analysis to draw outstanding semantic features of the verbs in collocations, point out their similarities and differences and show the students‟ knowledge of collocations and the situation of learning and teaching collocations in general and those with the verb „make‟ in particular
The steps of the study are in the order as follows:
First, the author synthesized the meanings of „make‟ and „làm‟ collocations as well as examples from various sources such as dictionaries and literary works
Then, the author analyzed and contrasted each verb to make clear the similarities and differences between them
Lastly, the author suggested how to apply these findings to the language teaching/ learning and translation.
Designs of the Study
The study consists of three parts organized as follows:
Part I entitled “INTRODUCTION” outlining the background of the study in which a brief account of relevant information such as the rationale, aims, scope, methods and design of the study is provided
Part II, the “DEVELOPMENT” is subdivided into three chapters Chapter 1 – THEORETICAL BACKGROUND, as its names suggests, provides the theoretical concepts for the main contents of the study, covering a series of concepts ranging from semantic features, an overview of verbs, types of meanings to an overview of collocations Chapter 2 focuses on “SEMANTIC FEATURES OF THE VERB „MAKE‟ IN ENGLISH
COLLOCATIONS AND THEIR EQUIVALENTS IN VIETNAMESE” After pointing out the semantic features, the author analyzes and contrasts each verb to make clear the similarities and differences between Chapter 3 deals with the errors made by the students at Lao Cai High School for Gifted Students, therefore some suggestions for English learning and teaching as well as translation should be presented Each chapter ends with a summary
Part III, the “CONCLUSION”, provides concluding remarks The “REFERENCES”,
“SOURCES OF DATA” and “APPENDIXES” mark the end of the thesis.
DEVELOPMENT
THEORETICAL BACKGROUND 1.1 Semantic Features
Semantics is a branch of linguistics dealing with the meaning of words, phrases and sentences, however, contrary to pragmatics it does not analyze the intended speaker meaning, or what words denote on a given occasion, but the objective, conventional meaning Additionally, it is concerned with the conceptual meaning and not the associative meaning The conceptual meaning is what a word in fact denotes, as for example Friday the 13 th is a day between Thursday the 12 th and Saturday the 14 th, and that is the conceptual meaning of the phrase Friday the 13 th Yet, for many people the idea of that day brings to mind thoughts of bad luck and misfortune, which is the associative meaning The meaning of words is analyzed in several different ways in order to account for as many aspects of meaning as possible and among the ways of analyzing the meaning of words is that words are analyzed in terms of their semantic features
According to Kamil Wiśniewski (2007), semantic features are considered basic elements which enable the differentiation of meaning of words This view is also shared by Cornelius Puschmann: “Semantic feature analysis allow us to decompose words into bundles of attributes” and “semantic features can be used to describe differences between antonyms, superordinates and their hyponyms, and near synonyms”
In short, the analysis of word meaning is often seen as a process of breaking down the sense of word into its minimal components, which are known as semantic features or sense components
The verb is king in English The shortest sentence contains a verb We can make a one-word sentence with a verb, for example: "Stop!" We cannot make a one-word sentence with any other type of word
A verb is often defined as a word which shows action or state of being The verb is the heart of a sentence - every sentence must have a verb Recognizing the verb is often the most important step in understanding the meaning of a sentence In the sentence „The dog bit the man’, „bit‟ is the verb and the word which shows the action of the sentence In the sentence
„The man is sitting on a chair’, even though the action doesn't show much activity, „sitting‟ is the verb of the sentence In the sentence „She is a smart girl‟, there is no action but a state of being expressed by the verb „is‟ The word „be‟ is different from other verbs in many ways but can still be thought of as a verb
A verb always has a subject For example, in the sentence „John speaks English‟ John is the subject and speaks is the verb In simple terms, therefore, we can say that verbs are words that tell us what a subject does or is; they describe:
- state (Anthony seems kind.) According to Jack C Richards et al (1992:398), in English, a word is a verb when it satisfied these following criteria:
- Occur as part of the predicate of a sentence;
- Carries markers of grammatical categories such as tense, aspect, person, number, and mood; and
- Refers to an action or state
Almost verbs in English change in form in accordance with tense, mood, person, etc for example: „Lower fares make it advantageous to travel in winter.‟; „I first made his acquaintance in 2006’; „Please stop making that noise annoying’, etc
In Vietnamese, verbs are one of the two fundamental parts of speech like nouns Verbs in Vietnamese also play an important role in vocabulary as well as in forming sentences
Contrary to verbs in English, verbs in Vietnamese do not have the concord with other parts of speech In other words, they are not affected by number, person, gender, mood, voice, and tense And in Vietnamese, verbs can combine with other auxiliary components to indicate tense, aspect like „sắp‟, „sẽ‟, „đã‟ , continuation like „còn‟, „vẫn‟, etc
There are many ways to classify verbs, however, in this thesis, the classification of verbs into transitive and intransitive verbs shall be applied, which would be convenient to compare the two verbs “make” in English and “làm” in Vietnamese
All languages have a large numbers of collocations, and linguists have defined collocation in different ways The concept of collocations was first identified by Palmer (1981) as a string of words that must or should be learned or is best or most conveniently learned as an integral whole or independent entity rather than by the process of piecing together their component parts Most of the researchers who define collocation agree that it is a lexical unit consisting of a cluster of two or three words from different parts of speech (e.g Baker, 1992; Benson and Ilson, 1997) Most of the definitions are paraphrases of Firth (1957: 183) definition that collocations are “words in habitual company” Most of the definitions have at their core some sense of the „co-occurrence‟ of words For instance, Colin Mclntosh et al (2009) gives a general definition of collocation that collocation is the way words combine in a language to produce natural-sounding speech and writing For example, in English we say strong wind but heavy rain More specifically speaking, Robins (1989: 65), defines collocation as the habitual association of a word in a language with other particular words in sentences but less closely connected extra-linguistic reference For example, „white race‟, „white coffee‟, etc all contain the word „white‟ with different meanings from the denotative meaning of the color However, one of the most detailed definitions is provided by Howard Jackson & Etienne Ze Evenla (2000:256) “collocation is a lexical relationship of mutual expectancy, the presence of a particular lexical item gives rise to the greater likelihood that other lexical items belonging to the same area of meaning will also occur.” And collocation should be discussed in terms of continuum in which they are placed in the middle position At the two ends of the continuum are free word combinations which are phrases constructed using rules of syntax and idioms which allow little or no variation form and whose meaning cannot be determined by the literal meanings of individual words
In short, collocations are not easily defined As a teacher, I feel that students need a more transparent and practical definition And in my opinion, collocations have these features: (1) Collocations are arbitrary, which means that these are the combinations that students are not expected to produce in their free production of language (2) Individual words in a collocation can contribute to the overall semantics of the compound (3) Collocation is neither free word combination nor idiom, it is somewhere in the middle of the spectrum
In discussion of the nature of collocation, linguists have been trying to generalize what characteristics collocations have in common Generally, collocations have two major features as follow
According to Kathleen R McKeown and Dragomir R Radev, the notion of arbitrariness captures the fact that substituting a synonym for one of the words in a collocational word pair may result in an infelicitous lexical combination Thus, for example, a phrase such as make an effort is acceptable, but make an exertion is not; similarly, a running commentary, commit treason, warm greetings are all true collocations, but a running discussion, commit treachery, and hot greetings are not acceptable lexical combinations In short, there is no absolute rule that can be learned for collocations Thus, they are best dealt with isolation as they arise or depending on notion of typicality to decide what acceptation and unacceptable collocations are
As Larson (1984:141) points out, every language interprets the physical words in its own way and has its own convention which governs the collocability of words In other words, combinations of words will differ from language to language For example, in Vietnamese we say “earn money” but in English the equivalent phrase is “make money” Similarly, in American English one says set the table and make a decision; whereas in British English, the corresponding phrases are lay the table and take a decision Therefore, what is perfectly acceptable collocation in one language may be unacceptable in another Take the case of make in English and làm in Vietnamese as a typical example Although these two words are equivalent to each other, they cannot go with the same range of nouns While such collocations as làm trai, làm duyên làm dáng, làm lẽ are acceptable in Vietnamese, the verb make in English actually cannot co-occur with these corresponding nouns Instead, the equivalents phrases must be be a man, posture, be a concubine in which different verbs are employed
1.3.3 The Distinction among Free Word Combinations, Idiomatic Expressions and Collocations
SEMANTIC FEATURES OF THE VERB ‘MAKE’ IN ENGLISH
In this chapter, an attempt is made to draw an overall picture of the collocations of the two relevant verbs in the English and Vietnamese language In this part, we will deal with semantic features of the verbs in collocations We shall give examples in each case to illustrate the meanings
2.1 Semantic Features of the Verb “Make” in English Collocations
On talking about the semantic features, the author attempts to discuss different senses of the verb „make‟ collocations Like any other lexical verbs, „make‟ indicates an action or state, e.g
- I‟ve got to make some phone calls before dinner (18:18)
- She made a useful contribution to the discussion (18:18)
- We need more money if we are to make any further advances in this area of science (19:12)
According to Oxford Collocations Dictionary for students of English (2009 Oxford University Press); Oxford Advanced Learner‟s Dictionary of Current English (1995 Oxford University Press); Collins Pocket Thesaurus (2008 HarperCollins Publishers), Oxford Wordpower Dictionary (2008 Oxford University Press ); English-Vietnamese Dictionary (1993 Nhà Xuất Bản TP Hồ Chí Minh) when collocating with other words, the verb “make” has the following basic meanings
2.1.1 Make Conveys the Meaning of “produce or create something”
„Make‟ can be understood as to construct, create or prepare something by combining materials or putting parts together Its Vietnamese equivalent expressions are: „làm‟, „tạo ra‟, „ chế tạo‟, sản xuất‟, „cắt may‟, etc e.g.:
- Shall I make a sandwich for you? (26: 443)
- This model is made of steel (26: 443)
- Her speech made a tremendous impact on everyone (5: 594)
- I first made his acquaintance in 2006 (19: 7) Also referring to this meaning, „make‟ can be understood as to arrange a bed so that it is ready for use In Vietnamese, it means „dọn giường‟ See the following example:
- Please make your beds before you go out (5: 708)
„Make‟ also means to create or establish something Its Vietnamese equivalent is „đặt ra‟:
- These regulations were made to protect children (5:708)
- Who made this ridiculous rule? (5:708) Besides, „make‟ expresses the act of writing, composing or preparing something In Vietnamese, it means „viết‟, „soạn thảo‟, „chuẩn bị‟, etc e.g.:
- Have you made your will? (5:1365)
- I‟ll ask my lawyer to make a deed of transfer (5:708)
2.1.2 Make Conveys the Meaning of “cause a state/ situation”
The next meaning is to cause a state or a situation In Vietnamese, it means „gây ra‟, „tạo ra‟, etc For example:
- Who‟s making those strange noises? (31: 1135)
- The children have made an awful mess in the lounge (31:1057) There are 5 sub-groups relating to this sense of meaning of „make‟ First, „make‟ denotes the act of causing st to exist, happen or be done In this case, it can be understood as „gây ra‟, „tạo ra‟ in Vietnamese For example:
- It makes a change to have the house to ourselves (5: 708)
- She tried to make a good impression on the interviewer (5: 708) Second, „make‟ can be used to describe the act of causing somebody/something to be or become In Vietnamese, it means „làm cho‟, „nói‟
- She made clear her objections (5:708)
- The news made her happy (19:382)
- Can you make yourself understood in English? (5:708)
- I‟ll make it clear to him that we won‟t pay (26:443) Third, when combining with infinitive verbs, „make‟ means to cause somebody/ something to do something Its equivalents in Vietnamese are „khiến cho‟, „làm cho‟, etc e.g.:
- Onions make your eyes water (5: 709)
- Her jokes made us all laugh (5: 709)
- I couldn‟t make my car start this morning (5: 709)
- Nothing will make me change my mind (5: 709) Fourth, „make‟ can be understood as to represent somebody or something as being or doing something In Vietnamese, it means „tả‟, „để cho‟, etc e.g.:
- You‟ve made my nose too big (5: 709)
- The novelist makes his heroine commit suicide at the end of the book (5: 709)
- He makes Lear a truly tragic figure (5: 709) Last, „make‟ also means to elect or appoint somebody as something In Vietnamese, it means
„bầu‟, „bổ nhiệm‟, „lập‟, „cử làm‟, etc e.g.:
- He was made spokesman by the committee (5: 709)
- She made him her assistant (5: 709)
2.1.3 Make conveys the Meaning of “be or become something”
We can use the verb „make‟ when we want to express the meaning of being or becoming something And its Vietnamese equivalents are „thành‟, „trở thành‟, etc e.g.:
- Karen is very good at making friends (5: 473)
- That will make a good ending to the book (5:709)
2.1.4 Make Conveys the Meaning of “to gain or to win something”
Its Vietnamese equivalents are „kiếm được‟, „giành được‟, etc e.g.:
- He made a fortune on the stock market (5: 709)
- They make a profit of ten pence on every copy they sell (5:924)
- The company made a loss on the deal (5: 698)
- He makes a living by repairing secondhand cars (5:698)
2.1.5 Make Conveys the Meaning of “to calculate or estimate something to be something”
„Make‟ also means to calculate or estimate something to be something Its Vietnamese equivalents are „tính toán‟, „ước tính‟, etc e.g.:
- What do you make the time? (5: 709)
- I make it that we‟ve got about 70 miles to go (5: 709)
2.1.6 Make Conveys the Meaning of “to put something forward for consideration; to propose something”
When we want to mean that something is proposed or offered, then use „make‟ Its Vietnamese equivalents are „đề nghị‟, „đề xuất‟, „đặt giá‟, etc e.g.:
- Has she made an offer for you car? (5: 709)
- Various proposals were made for increasing sales (5: 1365)
- I made him a bid for the antique table (5: 1021)
2.1.7 Make Conveys the Meaning of “to ensure the success of something”
When we want to indicate that something can cause or ensure the success of something, we can use „make‟ In this case, „make‟ means „làm cho‟ E.g.:
E.g A good wine can make a meal (5: 709)
It was the beautiful weather that really made the holiday (5: 709) This news has really made my day (5: 709)
2.1.8 Make Conveys the Meaning of “to do something”
In this case, „make‟ usually collocates with some nouns to mean that someone performs the action of the noun „Make‟ is often used in a pattern with a, n, in which make and the n have the same meaning as a v similar in spelling to the n, for example „make a decision‟ = „decide‟; make a guess (at something) = guess (at something) „Make‟ can be used like this with a number of different nouns One advantage of using this pattern is that if we use „make‟ + noun, we can use an adjective with it For example:
- He made the right decision (26: 443)
- They made a generous offer (26: 443) When „make‟ has this meaning, it is very difficult to find a right equivalent in Vietnamese As a result, we have to rely on the meaning of the noun to know the meaning of „make‟ See the following examples:
- I made a mistake about Julie – she‟s quite nice really (26: 746)
In this example, „make a mistake‟ means „get a wrong idea about somebody or something We cannot separate the meaning of „make‟ from the meaning of the rest The meaning is dominantly understood by the meaning of the noun in the phrase Similarly, we have:
- I realize that I made the wrong decision (26: 190) („to make a decision‟ = „decide to do something‟)
- Have you got any comments to make on the recent developments? (5: 227) („to make a comment‟ = „to give one‟s opinion‟)
- Several people made suggestions about how to raise funds (5: 1195) („to make a suggestion‟ = „to suggest somebody doing something‟)
- The patient is making slow progress after her operation (5: 925)
(„to make progress‟ = „to advance or develop towards a better or finished state‟)
- I‟d better make a start on the ironing (5: 1163) („to make a start‟ = „to begin doing something‟)
2.1.9 Make Conveys the Meaning of “Manage to reach or go”
The next meaning is to manage to reach or go to a place or position With this sentence of meaning, no passive is used though „make‟ is a transitive verb In Vietnamese, it means „có thể đến‟, „đạt được vị trí‟, „lên chức‟…See the following examples:
- I‟m sorry I couldn‟t make your party last night (31: 1021)
- Her novel has made the best-seller lists (31: 1021)
- She‟ll never make the team (31: 1021)
- He made sergeant in six months (31: 1021)
- The story made the front page of the national newspapers (31: 1021)
2.2 Semantic Features of the Verb „Làm‟ in Vietnamese Collocations
Generally, like other Vietnamese verbs, „làm‟ refers to an action, an activity, a progress, an impression and feeling, a change, a state, etc „Làm‟ is used by Vietnamese people in everyday communication in many contexts and usages In this section, we will bring out the following senses of the verb „làm‟ in Vietnamese language These senses and semantic features have been collected on the basis of Từ Điển Tiếng Việt (2006 Nhà Xuất Bản Đà Nẵng) The data for the realization of these semantic features are illustrated with the examples cited verbatim from this dictionary and stories
2.2.1 „Làm‟ Conveys the Meaning of „produce or create something‟
Like the verb „make‟ in English, „làm‟ in Vietnamese also denotes the act of producing or
‘…Đã lâu, người mình làm thơ hầu hết chỉ làm những bài tám câu, mỗi câu bẩy chữ…’ (12:
‘…Họ ước mong làm được một ngôi nhà gỗ tốt, có một cuộc sống yên bình ’ (5: 106)
‘Nước ở đây thở và kêu như cái giếng bê tông thả xuống để chuẩn bị làm móng cầu…’ (15:
‘Chiếc cầu làm trong gần hai năm mới xong, xanh biếc và đẹp như một giấc mộng ’ (2: 247)
Here are some more examples:
„Chim làm tổ‟; „Làm cơm‟; „Làm thí nghiệm‟; „Làm thơ‟; „Làm tròn nhiệm vụ‟; Làm nên lịch sử…
2.2.2 „Làm‟ Conveys the Meaning of „cause a state or situation‟
First, we can use „làm‟ to reflect the state or situation caused by somebody/something For example: ‘Làm đổ cây’; ‘Làm hỏng việc’; ‘làm náo động’; ‘Làm ngập’; ‘Làm nghẽn’; ‘Làm tổn hại’; ‘Làm um’; ‘Làm nhặng xị’; etc
Secondly, „làm‟ describes the act of causing somebody to be or to do something For example:
‘Hắn còn làm mình bật cười hơn nữa cơ lúc hắn đeo lên người hắn đủ cả bộ lụa là, đủ cả bộ hạt cườm…‟ (10: 15)
Here are some more examples: „Làm vui lòng’; ‘Làm khó dễ’; ‘Làm ngạc nhiên’; ‘Làm yếu’;
2.2.3 „Làm‟ Conveys the Meaning of „be or become‟
This sense of meaning in Vietnamese is similar to that in English „Làm‟ can combine with certain adjectives or nouns to indicate the state of being or becoming For example:
‘Nhà tôi nó mới về làm bạn với tôi đấy u ạ! Chúng tôi phải kiếp với nhau…‟ (7: 115)
‘…Sau này, nếu Mĩ-Diệm giết anh, Tnú phải làm cán bộ thay anh Không học chữ làm sao làm được cán bộ giỏi.‟ (13: 204)
Here are some more examples:
CONCLUSION 1 Objectives of the study
Methods of the study
In this study, various methods are used to achieve the objectives such as contrastive analysis, componential analysis, surveys, etc Each step of the study requires another relevant method
However, as the title of the thesis suggests, the method which works best in this study is contrastive analysis Only by using this method, in which English is considered to be the target language and Vietnamese- the source language – a means to contrast can semantic features of the two verbs in collocations as well as their similarities and differences be brought to light.
Implications for Pedagogy
According to the results of the present study, many implications for teaching „make‟ collocations in particular and other collocations in general can be suggested These implications can be applied as a generic framework or a model for teaching all collocations and collocation categories The study‟s implications are as follows:
3.1 In teaching new words, more attention should be given to teaching collocations of these words The learners do not really know the word unless they know how that word is used
3.2 Since the learning environment is shown to play a significant role in the acquisition of collocations, it may be most effective to use as many collocations during the class as possible, which gives EFL learners the chance to be exposed to natural language, which in turn helps them improve their language proficiency
3.3 In light of the difficulty of the production in collocations, learners are in need of more practice producing collocations Also, they should receive as much collocation input as possible Therefore, different kinds of activities can be used to improve learners‟ receptive and productive skills
3.4 Selecting and teaching collocations should be done with reference to L1 where learners become aware of the L1-L2 differences and similarities
3.5 Adding a bilingual glossary of frequently used collocations to textbooks is highly recommended to keep learners aware of the similarities and differences between the first and second language.
Contributions made by this study
This study provides three main contributions to the collocation research in the field of SLA
The first contribution is the thesis‟s addition to the previous studies into collocations, especially the very limited studies into collocations acquired by Vietnamese learners Second, the present study is the first to conduct a contrastive analysis of semantic features of the verb
„make‟ in English collocations and their equivalents in Vietnamese The verb „make‟ and the verb „làm‟ are highly frequently used for Vietnamese learners, therefore, knowing semantic features of these two verbs in collocations as well as their similarities and differences can facilitate the learners‟ process of learning vocabulary Finally, the third contribution is the formulation of five implications for teaching collocations in general As a result, these implications can be applied as a general framework or model for teaching all collocations
This is extremely significant for EFL learners in particular.
Limitations of the study
There are many aspects of the verb „make‟ which can be investigated, the study however only focuses on semantic features of the verb „make‟ in collocations The second limitation pertains to the number of the selected collocations used in this study Due to the time constraints, the author has been unable to list all collocations with the two verbs to help teachers and learners of English have a thorough understanding of these two verbs in collocations The third limitation of the study is related to the time constraints for both the participants and the researcher This study is limited to two collocation tests to measure the production and reception as well as the situation of teaching and learning collocations with the verb „make‟ in particular and other collocations in general, which may not be enough to draw detailed and exact implications The last limitation is due to the limited knowledge of the author so this thesis may have shortcomings Therefore, all the remarks and comments from the readers will be highly appreciated.
Recommendations for further research
The present study is only concerned with semantic features of the two verbs‟ collocations due to the time, limitations and requirement of the minor M.A research In fact, there are still many other aspects still remaining to be investigated This is why further research is recommended to be done in the following areas:
First, research should be done on not only semantic features but also grammatical features of both verbs‟ collocations
Secondly, research should be done to investigate the verb „make‟ and „làm‟, synonyms and idioms with both the verbs to help teachers and learners of English to have an overall picture of the similarities and differences between the two verbs
Last but not least, research should be done on lexical and grammatical collocations of other words to further examine the mechanism of learners‟ acquisition of collocations
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27 Wilkins D.A (1972), Linguistics and language teaching, London, Edward Arnold
28 Wiśniewski K (2007), Semantics, In Yule, G (1996), The Study of Language, Cambridge University Press, Cambridge http://www.tlumaczenia-angielski.info/linguistics/semantics.htm
29 Wright J (1999), Idioms Organizer, Commercial Colour Press, England
30 Hoàng Phê et al (2006), Từ Điển Tiếng Việt, NXB Đà Nẵng
31 Hồ Hải Thụy et al (1993), English – Vietnamese Dictionary, NXB TP Hồ Chí Minh
1 Nam Cao (1948), “Đôi mắt”, Văn 12 (1991), tr 69 - 70, NXB Giáo Dục
2 Nguyễn Minh Châu (1970), “Mảnh trăng cuối rừng”, Văn 12 (1991), tr 238 - 247, NXB Giáo Dục
3 Nguyễn Du (1972), Truyện Kiều, NXB Giáo Dục
4 Nguyễn Khoa Điềm (1974), “Đất nước”, Văn 12 (1991), tr 216, NXB Giáo Dục
5 Tô Hoài (1953), “Vợ Chồng A Phủ”, Văn 12 (1991), tr 106, NXB Giáo Dục
6 Nguyễn Khải (132), “Mùa Lạc”, Văn 12 (1991), tr 140 - 143, NXB Giáo Dục
7 Kim Lân (1962), “Vợ nhặt”, Văn 12 (1991), tr 115 -119, NXB Giáo Dục
8 Hồ Chí Minh (1945), “Tuyên Ngôn Độc Lập”, Văn 12 (1991), tr 61, NXB Giáo Dục
9 Nguyễn Ái Quốc (1925), “Những trò lố hay là Varen và Phan Bội Châu”, Văn 12 (1991), tr
10 Nguyễn Ái Quốc (1923), “Vi hành”, Văn 12 (1991), tr 15, NXB Giáo Dục
11 Nguyễn Quang Sáng (1967), “Quán rượu người câm”, Văn 12 (1991), tr 303, NXB Giáo Dục
12 Hoài Thanh, Hoài Chân (2005), “Cung chiêu anh hồn Tản Đà” (pp 12), “Một thời đại trong thi ca”( pp 18 - 36), Thi Nhân Việt Nam NXB Văn Học
13 Nguyễn Trung Thành, “Rừng Xà Nu”, Văn 12 (1991), tr 198 - 204, NXB Giáo Dục
14 Nguyễn Thi (1978), „Những đứa con trong gia đình”, Văn 12 (1991), tr 225 - 226, NXB Giáo Dục
15 Nguyễn Tuân (1960), “Người lái đò song Đà”, Văn 12 (1991), tr 169 - 171, NXB Giáo Dục
16 Chế Lan Viên (1960), “Tiếng Hát Con Tàu”, Văn 12 (1991), tr 125, NXB Giáo Dục
FIRST PRODUCTION TEST Student’s name:………
Do the following exercises You have 25 minutes
Task 1: Choose the correct collocation, do or make
1 Did the fire do/make much damage to the factory?
2 I hate doing/ making my homework at the last minute
3 You must do/ make an effort to work harder
4 Did you do/ make any work at the weekend?
5 We are trying to do/ make improvements to the system for registering
6 Do you think it would do/ make any harm if I cut some leaves off this plant?
Task 2: Translate the following underlined combinations from Vietnamese into English
1 Họ mong muốn làm được một ngôi nhà tốt
2 Đừng làm um mọi chuyện lên thế
3 Anh ấy rất dễ làm bạn
4 Anh ấy làm (nghề ) bác sỹ
5 Ông ấy thường làm vườn vào thời gian rảnh rỗi
6 Họ sắp làm đám cưới
7 Cô ấy làm ngơ khi nhìn thấy tôi ngày hôm qua
8 Bà làm gà để đãi khách đi
9 Cô ấy đang làm cơm trong bếp
10 Ngôi nhà này làm bằng gỗ
SECOND PRODUCTION TEST Student’s name:………
Do the following exercises You have 15 minutes
Exercise 1: Complete each questions with do or make (in the correct forms)
1 Do you always……….your best to be on time when meeting a friend?
2 Do you ever……….the cooking at home?
3 Do you………….excuses if someone asks you to do a big favor for them?
4 Do you ever…………negative comments about your friends’ hair, clothes, etc.?
5 Do you find it easy to……… friends?
6 The waiter didn’t ……….a fuss when I split my drink
7 This model is ……… of steel
Exercise 2: Use a collocation with make and a noun instead of the underlined words in each of these conversations
1 Miriam: The bill says we’ve had three desserts We only had two
Rosa: The waiter must have been mistaken
2 Kim: It’s so difficult Should I take the job or not?
Todd: I know it’s difficult But you have to decide one way or the other
3 Jane: Can you and Brian come to dinner on Saturday?
Jill: Yes, we’ll have to arrange to get a babysitter, but it should be OK
4 Brona: Did you hear about the air traffic controllers’ strike in the USA?
Aaron: Yes We had to change our travel itinerary because of it
5 Pete: Can I have chips and rice with my lunch?
Clare: No, you have to choose, chips or rice, but not both
6 Fran: Do you intend to speak at the meeting?
Gloria: Yes, I hope I can contribute to the debate
1 Look at the words below Cross out the ones which can not be used with the word in bold
1 do: some work, the washing, a sketch, your will
2 make: an appointment, an operation, the bed, a face
3 have: a nap, an argument, a smile, a risk
4 take: a sip, research, control, a dislike to somebody
5 give: advice to somebody, a lecture, the food for a party, an insight into something
2 Choose the most suitable word or phrase to complete each sentence
1 What do you………… for a living? – I’m a dentist a do b make c produce d create
2 He can’t have……… the crime a committed b made c taken d given
3 I’m having my house………… a built b made c done d performed
4 You look tired Would you like me ……….you a cup of coffee? a to make b to do c to bring d to take
5 What have I…….with my handbag? I can’t find it anywhere a made b done c taken d given
6 I haven’t got a $20 note Will two $10 notes……… ? a play b perform c do d make
7 They…………fun of him whenever he wore his new hat a made b did c talked d played
8 That will…… , children! You’re giving me a terrible headache a take b do c make d annoy
9 The college has asked a journalist to come and ……… a lecture on the media a make b do c bring d give
10 Don’t forget to…… your hair before you go out a do b make c take d bring