Topic: Primary

Sub-topics

Relevant for Primary School teachers and students.

Spelling - Eliminating 'e'

Goals

To learn and practise the spelling rules associated with base words ending in 'e' when endings (suffixes) are added.

Lesson plan

The lesson is divided into a series of activities where students group words according to whether they drop or keep the final 'e' of the base word when a suffix is added. For each set of examples, students are asked to identify and make predictions about the patterns for this area of spelling.

Activity 1

Spelling - Eliminating 'e': Activity 4

Sort the examples into two groups

 

Spelling - Syllables, consonants, vowels

Goals

  • To increase student awareness of the sound sequences in one syllable words.
  • To highlight that there is not a one-to-one correspondence between sounds and letters.
  • To practise dividing words into syllables.

Lesson plan

In this lesson, students will work through three activities. The first two involve categorising words according to syllable structure and number of syllables, while the third activity is a class competition requiring students to draw on their vocabulary knowledge.

Spelling - Syllables, consonants, vowels: Activity 1

Vowel and consonant sequences

Here are five patterns of vowel (V) and consonant (C) sound sequences in words with one syllable.

  • CV: go, though
  • VC: up, inn
  • CVC: ban, mine
  • CCV: slow, true
  • CVCC: mint, mined

Instructions:

Subject-Verb Agreement

In this lesson, students select the correct verb to compose an acceptable sentence.

Goals

  • Practise composing sentences with appropriate Subject-Verb agreement.
  • Identify acceptable patterns in Standard English.

Lesson Plan

The teacher explains that today, we will select the correct verb on the smart board, to construct acceptable sentences.

Subject-Verb Agreement: 'Be' verbs

Telephones
are
is
am
really weird.

Verb endings

In this activity we will look at suffixes which change adjectives and nouns into verbs. This process is a part of derivational morphology

Verb identification

In this activity, students work through the criteria for identifying verbs.

Verb identification: Activity 1

Which words do you think are verbs?

Verb identification: Activity 2

He played cricket with Charlie.

Is played a verb?

  • Is it a doing word?
  • Can it show tense? Can you say Yesterday, I ____ed, for example?
  • Does it add -s to agree with a Subject like he or she, as in He ___s.
  • Can it take an -ing ending?

He played cricket with Charlie.

Is cricket a verb?

Verb images: Activity

The girls are rehearsing a song.

Several boys were playing football.

Sally has studied French for three years.

John has been studying French for one hour.

 

Verbs in fiction

In this lesson, students identify verbs in fictional extracts and discuss the value of choosing verbs carefully in their own writing.

Verbs in fiction: Activity

Word frequency

What are the most frequently used words in English? And could we do without them?

Word frequency: Activity

The 10 most common English words are:

the

of

and

a

in

to

it

is/was

I

for

Can you answer the following questions without using these 10 words?

Word salads (primary)

In this lesson, students arrange words on the smart board in order to create acceptable sentences.

Goals

  • Use implicit grammatical knowledge to arrange word tiles on a smart board into sentences.

Lesson Plan

The teacher explains that today, we will arrange words to make sentences. All of the example sentences here have been drawn from our corpus.

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