编者按:本期本栏目精选了国外教师利用课堂活动讲授英语习语和固定搭配的实例，老师们不妨借鉴思路帮助学生学习地道英语。

　　Teaching idioms and collocations

　　Jim Scrivener

　　HOW about basing a whole class round a single word? The ideas below would work for many items but, for now, let’s use “green” as an example for lesson activities.

　　* Green lists

　　Step 1: Give students five minutes to work in threes and collect the names of twenty things that are typically green.

　　Step 2: Tell them that you will give three points for every good word — but five points if the team is the only one to get that particular word.

　　Step 3: Check at the end (You might choose to disallow arguable items, such as “my mum’s hat”).

　　* Green idioms

　　Step 1: Before class, use a dictionary to select four to six green idioms, e.g. green fingers.

　　Step 2: Prepare a short story that includes use of the idioms, e.g. “…and everybody said that she had green fingers.” The context should help students to work out possible meanings.

　　Step 3: Tell the class that you are going to tell them the same story three times and there will be some differences in the way you tell it (but don’t say what will be different).

　　Step 4: Tell the story first time with all the green idioms. Don’t explain them. Allow a little time for students to react to the story， but don’t answer questions yet.

　　Step 5: Tell the story a second time — don’t say the green idioms but instead substitute an alternative way of saying the same meaning， e.g. “… and everybody said she was naturally good at gardening.” For the third time tell it with the idioms again.

　　Step 6: Put students into pairs and ask them if they can work out what was different between the stories. Get feedback and use this to teach the idioms.

　　* Green collocations

　　Step 1: Use a dictionary to find some compounds and collocations with green, e.g. green salad, greenhouse, green with envy.

　　Step 2: Write all the non-green words (e.g. salad) on the blackboard. Add an incorrect one, e.g. a collocation with red, such as “herring”.

　　Step 3: Give students a few minutes to study the blackboard and work out what the missing word is. When they agree on green, give ten minutes to use a dictionary to find out meanings of all the green words / phrases — and which one is the red herring.

　　想过围绕一个单词开展一整节课的教学吗？以下的教学建议适用于很多词汇，我们以“green”为例来设计课堂活动。

　　* 关于绿色的单词列表

　　第一步:让学生每三人一组利用5分钟的时间搜集颜色是绿色的物品名称。

　　第二步:告诉学生他们每举出一个好例子就得到3分——如果某一组列举出一个其他组都没有想到的单词，奖励他们5分。

　　第三步:最后核对答案（教师可以选择不接受有争议的词，如“我妈妈的帽子”）。

　　* 关于绿色的习语

　　第一步:上课之前，教师查字典选择4至6个关于green的习语，如“green fingers”。

　　第二步:准备一篇用到该习语的短篇故事。例如:“……每个人都说她‘有绿色的手指’”。故事的上下文语境可以帮助学生猜测该习语的含义。

　　第三步:告诉学生你将要把一篇故事讲3遍——讲述的方式会有某些差别（但是不要告诉学生差别是什么）。

　　第四步:第一遍讲故事的时候用上所有关于green的习语。不要解释习语的含义。给学生一点理解故事的时间，但是不要回答任何问题。

　　第五步:把这个故事再讲一遍——第二遍讲故事时不要用到这些习语，而是用其它的方式解释习语的含义。例如:“……每个人都说她很擅长园艺”。第三遍讲故事时再次用到习语。

　　第六步:让学生每两人一组讨论三个故事之间的差别。从学生那里得到回馈并讲授习语的含义。

　　* 关于绿色的固定搭配

　　第一步:利用字典查找一些和green有关的合成词或固定搭配，如green salad, greenhouse, green with envy。

　　第二步:把green之外的词（如salad）写在黑板上，附加一个不和green搭配的词，如和red搭配的单词“herring”。

　　第三步:给学生几分钟的时间研究黑板上的单词然后找到能和这些单词搭配的词。当他们一致认为这个词是green的时候，给他们10分钟的时间查字典找出这些搭配的含义，同时找到red herring。