Vocabulary – Words that go together

This lesson was created for an E3 course I had to cover at short notice with no knowledge of the learner’s current programme.

Activities: Start of lesson

Ss write their names on random sticks

Around the class, all introduce their partner to the teacher (country, job, time in UK).

  • Ask one pair to demo, then give Ss a couple of minutes to quiz their partner.
  • Ss intro their partner.

Activate schemata (no writing)

  • T boards: head-hand class cloth, sun basin, trafficburn, gas table , ache metre, cakelight, birthday gas, room head. T asks if Ss know what a sun basin is or birthday gas. Ss think/discuss briefly what’s strange about these words.
  • Ss look at some photos of compound nouns and and rearrange the boarded nonsense compounds to match the pics.
  • T introduces the term compound nouns then goes through today’s aims.

Lesson Aims

  • To increase and consolidate your vocabulary of verbs that go with certain nouns
  • To increase and consolidate your vocabulary of compound nouns
  • To begin to stress compound nouns correctly
  • To be aware of how compound nouns are written

Activities: Body of lesson

Ss look at HPISB8.68.3 (on the IWB) and read through the intro to compound nouns.

  • Note spaced, joined, or hyphenated; no spelling change; stress usually first.
  • T checks knowledge/understanding of these elements, eliciting answers from different learners using random sticks.
  • Ss match the nouns to make new words (looking at IWB and talking to partner – taking turns). [S asks if any of these compounds new and ensures all students aware of meanings].
  • T elicits compounds by pointing at one half on board and requiring ever speedier responses.
  • T obscures second column to see if Ss can recall the compounds from only the first word. Ss practice (taking turns) with their partner. T tests using random sticks.

Ss give definitions to classmates who must guess the word. HPISB8.68.4 (on the IWB)

  • T demos the following first and then gives Ss time to create definitions.
  • Ss can use T’s random sticks to choose who will answer after small groups have had a chance to discuss/agree.

Ss have some fun creating compounds HPITRB8.2

  • Ss divide into groups of 4 and T calls out words (e.g. car, book, hair) and Ss respond with compounds (e.g. car park, book case). 
  • T explains Ss must arrange the dominoes in a circle. He creates a random circle (Ss able to see) and asks (e.g.) if ‘rush clock’ is correct. A S would then choose a better domino to follow rush. If S creates a non-word, T warns Ss to check in their dictionary if uncertain.
  • T gives each group of 4 a set of shuffled dominoes. Ss work cooperatively to make a complete circle. T goes around monitoring/helping as needed.
  • Ss check each other’s completed circles.

HPISB8.68.1 and HPISB8.66-67

  • If time do the verb – noun collocation activities. 
  • If time do some of the agony aunt activities.

Differentiation

  • If at any point  Ss finish something early they can work on HPISB8.66-67 independently of T. This will allow T to give extra support to less able learners/slower workers.

Activities: End of lesson

Quick spelling test of compounds covered in today’s session.

  • T reads out sentences containing the target vocab. Ss copy into their books. 
  • T elicits correct answers. Ss correct their work in a different colour.
  • Ss count no. of syllables – check with teacher.
  • Ss identify the stressed syllable in each word (it will be the first in the vast majority.

Homework

None

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