Awareness Learners should be encouraged to view a language as a complex living phenomenon and not just as a number of words arranged according to simple rules. Introduce the term ‘language awareness’

Teaching lexical items, lexical chunks and collocation
A Lexical Chunk is a unit of language which is made up of two or more words.
Here are a few examples of lexical chunks:
Good morning.
Nice to see you!
What’s the time?
Other lexical chunks can include phrasal verbs, idioms, collocations and so on.
Lexical chunks are the common coinage of English. They’re the bread and butter, the everyday and the mundane. They’re the reliable standards around which we can hang poetic and emotive language.
Teaching Lexical Chunks
The key to teaching lexical chunks is to treat them in the same way as individual words. So, for example, instead of having flashcards with a single word on them, have flashcards with the lexical chunk in its entirety.
Like single words, of course, they should also be taught in context. Take these typical conversations which native speakers have all the time:
A: Hi, how’s things?
B: Not bad, thanks. How are you?
A: Good.
A: Good morning.
B: Good morning.
A: I’d like a cup of coffee, please.
B: Sure
Collocations
What is a collocation?
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time. On the other hand, other combinations may be unnatural and just sound "wrong". Look at these examples:
natural English... unnatural English...
the fast train
fast food the quick train
quick food
a quick shower
Teaching phonology: Analysing phonology activities
to explore different types of activities focused on phonological features in a context.

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  Differentiate between phonetics as the study of sounds in a language and how they are made and phonology which is an umbrella term covering all the supra-segmentals including stress, intonation, rhythm etc as well as the pure pronunciation of words and phonemes.
  
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  Establish that different accents, intonation patterns, pronunciation, etc are known as ‗phonological features‘. Suggest that there are different activities focused on different phonological features.
  

Phonology is a branch of linguistics that studies how languages or dialects systematically organize their sounds (or constituent parts of signs, in sign languages). The term also refers to the sound or sign system of any particular language variety. At one time, the study of phonology only related to the study of the systems of phonemes in spoken languages. Now it may relate to
(a) any linguistic analysis either at a level beneath the word (including syllable, onset and rime, articulatory gestures, articulatory features, mora, etc.), or
(b) all levels of language where sound or signs are structured to convey linguistic meaning.
Sign languages have a phonological system equivalent to the system of sounds in spoken languages. The building blocks of signs are specifications for movement, location and handshape.[2] At first a separate terminology was used for the study of sign phonology ('chereme' instead of 'phoneme', etc.) but the concepts are now considered to apply universally to all human languages.