Overview
One source page in, one complete self-study app out.
collocation-1000 takes one collocation lesson. The source can be a photo, PDF, Word file or pasted text with the collocations in bold and short explanations, plus an optional quiz. It turns that lesson into a single offline HTML file called “1000 English Collocations in 10 Minutes a Day”. The file contains 8 learning stations and 17 games and tools, ordered from remembering a collocation to using it in Speaking and Writing.
Input
A lesson page (e.g. Lesson 21 – Countryside), with or without a teacher's quiz.
Output
One HTML file, a Cloudflare ZIP (upload as a website) and a full ZIP (HTML + lesson data + voice scripts).
Learner path
Remember (EN⇄VI) → recognise → read → apply → write → speak and record → keep notes.
Devices
Laptop, Android and iPhone; works offline; progress saved on each device.
The 6-step workflow Claude follows
- Read the source. Every bold or explained collocation is extracted; your quiz is kept word for word.
- Write the lesson data. 3–6 usage groups, part-of-speech labels, example sentences, 10+ extra quiz items, 20 Right/Wrong pairs, an 8-sentence story with True/False, 8 Speaking cards, model paragraphs, a Task 2 paragraph.
- Automatic check. The data is validated (every example contains its collocation, the quiz has one correct answer, and so on).
- Voices. Either Google AI Studio voices generated in your Chrome and embedded, or the browser's built-in English voice.
- Build and test. The page is built and screen-tested at laptop and iPhone sizes.
- Deliver. HTML file + 2 ZIPs.
Core functions — 8 stations, 17 games
Each station targets one stage of learning a collocation.
| Station | Games / tools | What the learner does | Skill trained |
|---|---|---|---|
| 0 · Method | Method page | What a collocation is, right vs wrong pairs, pattern table (Adj + N, V + N…), 6 study steps, Speaking ⇄ Writing register | Language awareness |
| 1 · Learn | A Learn · B Flashcards | Colour-coded word classes, pattern, Vietnamese meaning, audio, example, own sentence | Meaning, form, pronunciation |
| 2 · Remember | G Match · L Listen · U Scramble · M Missing word | Pair EN–VI, listen and choose, unscramble, fill the missing word | Retrieval, spelling, listening |
| 3 · Read | R Reading | New story with sentence audio, tap a collocation for meaning, 10 True/False, record the whole story | Reading in context, fluency |
| 4 · Apply | Q Quiz · T Right/Wrong | Gap-fill quiz (10/20/all), spot the natural vs translated collocation | Accuracy, L1-transfer errors |
| 5 · Write | S Sentence · W Write · P Story · 2 Task 2 | Build sentences, write short then long sentences, narrative paragraph (used collocations turn green), IELTS Task 2 paragraph with model | Controlled → free writing |
| 6 · Speak | O Speak · E Repeat | 8 IELTS cards: ideas in Vietnamese → collocation → short answer → extended answer; unlimited recordings, play back, compare with model, download | Speaking Parts 1–3, shadowing |
| 7 · Notebook | N Notebook | Download all collocations, own sentences and saved writing as Word / .txt | Record-keeping, revision |
Features across the app
Group filter
Practise one usage group at a time (e.g. only “Mountains”).
Voice speed
0.75× · 1× · 1.25×; only one sound plays at a time.
Progress
XP, collocations marked as known, games played, progress bar.
Recording
Several takes per item, each with Play, Compare, Download, Delete; a “All recordings” box with Download all.
Further uses for IELTS
The template stays the same; what changes is the source you give it. Each idea below has a matching prompt in Tab 5.
| # | New use | Source to give Claude | Best for |
|---|---|---|---|
| 1 | Speaking topic packs — one file per common topic (Hometown, Work/Study, Travel, Technology…) | Your band 7 sample answers for Parts 1–3 | Band 4.5 → 6.5 Speaking, Lexical Resource |
| 2 | Writing Task 2 topic vocabulary — Environment, Education, Crime, Health, Globalisation | 2–3 model essays or a topic word list | Task Response + LR; idea generation |
| 3 | Task 1 language of change — rise sharply, a gradual decline, reach a peak, remain stable | Your Task 1 phrase sheet or 2 model reports | Academic Task 1, overview and detail sentences |
| 4 | Error-driven lesson — collocation mistakes from your students' essays become the Right/Wrong and Quiz stations | A list of real student errors with corrections | Targeted feedback after marking |
| 5 | Reading passage mining — extract topic collocations from a Cambridge-style passage | One Reading passage (photo or PDF) | Paraphrase awareness for Reading, reuse in Writing |
| 6 | Listening spelling and recognition — collocations from Section 1–4 scripts | Listening transcript | Spelling in gap-fills, hearing word chunks |
| 7 | Review lessons — combine 3–4 earlier lessons into one revision file | The lesson.json files or source pages of earlier lessons | Spaced revision before a mock test |
| 8 | Band-graded versions — the same topic at two levels (band 4.5–5.5 and band 6–6.5) | One topic + target band | Mixed-level groups |
Secondary school vocabulary (THCS, THPT)
Many school vocabulary lists are already collocations. The skill turns them into practice students can do at home.
Global Success units (Grades 6–12)
Take the vocabulary list and reading text of one unit; group the collocations by the unit's skills (Getting started, Reading, Speaking).
Grade 10 entrance exam
High-frequency exam collocations by theme: make/do, take/have, pay attention to, take part in, be interested in.
National high-school exam (THPT)
Collocation and word-choice items in the exam's own format; the Quiz station can mirror real exam distractors.
Verb + preposition and Adj + preposition
Short lists (depend on, be good at, be famous for) where the Right/Wrong station targets L1 transfer errors.
Phrasal verbs by topic
look after, give up, set up, run out of, with a story that shows them in context.
Holiday homework
One file per week over the summer or Tet break; students send the Word notebook as proof of work.
Suggested weekly routine for secondary students
| Day | Stations (≈10 minutes) | Evidence for the teacher |
|---|---|---|
| Mon | 1 Learn + B Flashcards (one group) | “Known” count |
| Tue | 2 Match + Missing word | Score |
| Wed | 3 Reading + True/False | Recording of the story |
| Thu | 4 Quiz + Right/Wrong | Screenshot of score |
| Fri | 5 Write (short + long sentences) + 6 Speak (2 cards) | Word notebook + recordings |
Prompt library
Copy, replace the parts in [square brackets], and attach your source. Every prompt starts with /collocation-1000 so the skill is loaded.
Teaching method behind the skill
Why the station order works, and how to get more out of it in class.
| Principle | Where it appears | How to strengthen it in class |
|---|---|---|
| Lexical Approach (Lewis): learn chunks, not single words | Every station works with whole collocations | When correcting, recast the whole chunk (“foot of the mountain”), not just the wrong word |
| Noticing (Schmidt) | Word-class colours, highlighted collocations in examples and the story | Before the app, give students the source text and ask them to underline word partners themselves |
| Retrieval practice | Match, Listen, Scramble, Missing word, Quiz | Start each lesson with a 3-minute oral quiz from the previous file |
| Spaced repetition | Progress tracking, group filter | Return to the file on day 1, 3, 7 and 14; use a review lesson (Tab 3, idea 7) |
| L1-contrast | Right/Wrong pairs, Method page | Ask students to explain why the wrong pair is wrong (literal translation, wrong verb, wrong preposition) |
| Controlled → free practice (PPP / TBLT) | Sentence → Write → Story → Task 2; short → long Speaking answers | Use the Story station as the “task” in class, then give feedback on accuracy |
| Register awareness | Speaking ⇄ Writing table | Have students rewrite one Speaking answer as a formal Task 2 sentence (no “I”, general subject) |
Limits and practical tips
Know these before sending files to students or parents.
Fixed template
The 8 stations and 17 games are fixed. Content changes per lesson; layout and game types do not, unless the skill's engine is edited.
Branding
The skill's built-in branding belongs to its original author. Ask Claude each time to rebrand to Ms. Phương Vũ, or have the skill edited once so this becomes the default.
Voices
Browser voice: no download, but quality depends on the device. Google AI Studio voices: consistent and natural, but generated in your Chrome and take longer.
Recordings
Kept only while the page is open. Students must press Download before closing.
Progress
Saved per device and browser. Changing phone or clearing data resets it; the Word notebook is the reliable record.
In-app browsers
Zalo and Facebook browsers block the microphone and voice. The page asks students to open it in Chrome or Safari.
Tips for best results
- Send a clear source: bold collocations and short explanations give the cleanest extraction.
- State the lesson number and topic in the prompt so file names and progress keys stay consistent.
- Say who the learners are (Grade 8, band 4.5, adults) so examples and the story match their world.
- Include your own quiz if you have one; it is kept exactly as written.
- For a class website, upload the Cloudflare ZIP once and add new lessons over time.