Category Archives: One-off assorted lessons

Words that go together

This lesson started out as an idea for a 15 minute job interview micro-teach. However the plan below can run for about an hour. Therefore, it is anticipated that only Activities 1 and 2 will be completed in the 15 min micro-teach. Brief: to teach a vocabulary session. Students not known to teacher. If the vocab below is already known to Ss, then the aim would be to improve pronunciation and/or spelling of these words. The category of words being studied is compound nouns, and this is contextualised by concentrating on words used in college.

Aims 

  • Understand the term ‘compound nouns’
  • Practice using compound nouns you know
  • Learn some new compound nouns
  • Improve your pronunciation and spelling, if time


Key

  • Underlined text denotes assessment opportunities
  • [Square bracketed] text denotes differentiation strategies
  • Differentiation that is also an assessment opportunity or vice versa is both [bracketed and underlined].


Warmer

T writes boards his name and Ss write names on EGART sticks. [Point out misuse of capital letters. Be aware of anyone who has difficulty writing their own name]. Given time constraints, this may have to suffice by way of introduction. Otherwise, T and students intro themselves using I’m (+ name, + from …, + a …)

Teaching and learning activities

Throughout the three activities, Ss should not write unless specifically asked to. Instead they should actively engage with a partner, taking turns saying target vocabulary items. [This needs close monitoring to ensure all are participating.] Ss should discuss difficult items rather than using a dictionary. Where possible, pictures (or actual items present in the classroom) should illustrate meaning.

Activity 1 (Intro) should be used to assess how much Ss already know in order to judge what to cover and how quickly. Matters not grasped in Activity 1 may become clearer in Activity 2 so don’t labour Activity 1. Activity 1 should raise awareness of compounds inductively.
T displays nonsense  words. (Ss should not yet see the pictures.) Ss consider the nonsense words with some prompting from T (Where’s the course basin? Does anyone have handrinks? Allow Ss to talk among themselves briefly before saying more in open class. Ss should reach the conclusion that something’s wrong with these words. T guides them subtly towards this if necessary. T elicits from Ss (using EGART sticks) English terms for the numbered pictures underlining each element on the the board after each plausible answer. [Give emerging E2’s clues rather than waiting too long for responses. Consider alternating EGART stick selection with allowing more confident Ss to volunteer–this will also keep things moving.] If Ss give a plausible ‘wrong’ answer causing a word to be used twice, T underlines it twice. If there are any words left over (and corresponding words underlined twice), T asks Ss to revise their ideas in order to use all words once. T points out that compound nouns are either spaced, joined, or hyphenated, and even native speakers need to check the dictionary to know which. Ss match the words spaced, joined, hyphenated with doorway, fire exit, mother-in-law .

Activity 2 (small groups/pairs), Ss pair single words from columns to provide compound nouns. (Dictionary use not allowed.) If Ss can find the object in the classroom they write what it’s called on a post it and stick the post it on the item thereby ‘claiming’ it. (No item can be claimed twice.) After the time is up (4mins?) T counts up who claimed what and declares a winning team. T explains what’s wrong with any unacceptable choices. [Ss who finish the task early should test each other on the spellings, while less advanced Ss receive more support from T.](Where more time available all Ss to use up most/all of the available compounds.) T points out that no spelling change occurs. T asks Ss which is correct: back’spack or backpack. By this point the 15 min micro teach would have ended.

There will, in all likelihood, be no time for Activity 3 in the micro-teach. However it might come in handy in the event of unforeseen issues arising.

Activity 3 Ss arrange all their cards in a complete circle so that a well-established compound is formed across each join. In feedback, T points out (or asks Ss to identify) where the stress falls. This should lead to the observation that in most compounds the first syllable is stressed.

 

 

Activity 1 materials

doortext
bookfire
hand drinks
exit mate
address way
class machine
course basin
email representative

 

 

Activity 2 materials

When you get to 26, go to 1.         

1. book
2. capital
3. class
4. emergency
5. English
6. enrolment
7. exclamation
8. exit
9. fire
10. hand
11. notice
12. plug
13. data
board
class
exit
form
letter
mark
projector
writing
room
socket
shelf
sign
alarm
14. head
15. hole 
16. home
17. key
18. learning 
19. lesson 
20. lunch 
21. note
22. back
23. work
24. Tower
25. light 
26. door
work
aims
pack
book
break
handle
phones
Hamlets
plan
switch
punch
sheet
board


 

 

 

Activity 3 answers

phone number, workbook, lesson plan, timetable, website, staff room, question mark, student number, student card, pencil case, fire extinguisher

 

 

Complete word list

Words for warmer using photos Words for body using split/mixed columns Words for game
classmate
email address
course representative
doorway
drinks machine
fire exit
hand basin
textbook
backpack
bookshelf
capital letter
classroom
emergency exit
English class
enrolment form
exclamation mark
exit sign
fire alarm
handwriting
headphones
hole punch
homework
keyboard
learning plan
lesson aims
lunch break
notebook
notice board
worksheet
Tower Hamlets
plug socket
light switch
data projector
phone number
workbook
lesson plan
timetable
website
staff room
question mark
student number
student card
pencil case
fire extinguisher
spelling test

 

 

 

 

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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