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.
- 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.
- 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.