Topic: KS3

Relevant for UK National Curriculum Key Stage 3.

Passives with 'get'

Goals

  • Identify the difference between a get-passive and a standard passive.
  • Describe some of the differences between get-passives and standard passives in terms of grammar, semantics, and pragmatics.

Lesson Plan

The teacher explains that today, we will look at passives.

First, let's briefly review our understanding of actives, and of passives and get-passives. 

Passives with 'get': Activity

Uncle Ahmed was bitten by the snake.
Uncle Ahmed got bitten by the snake.

A large house was demolished on Westmoreland Hill.
A large house got demolished on Westmoreland Hill.

These temples were abandoned in medieval times.
These temples got abandoned in medieval times.

Past participles in composition

This activity involves working with nonfinite clauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

Past participles in composition: Activity 1

His report, published yesterday, demands fundamental changes in the way safety is regulated in the North Sea. →

His report was published yesterday. It demands fundamental changes in the way safety is regulated in the North Sea.

Invented in the late sixties, the melotron used a complicated system of loop tape recordings to achieve an effect similar to sampling. →

Past participles in composition: Activity 2

Beckett’s early work was written in English over the period from 1929 to 1938. It seems restless, nomadic. →

Written in English over the period from 1929 to 1938, Beckett’s early work seems restless, nomadic.

The electromagnetic bell was patented in 1878 by Thomas Watson. It is rugged, reliable and loud enough to be heard from some appreciable distance. →

Phrases: coordination

In this activity, students look at phrases conjoined by coordinating conjunctions.

Goals

  • Identify different types of phrases which have been conjoined with coordinating conjunctions.
  • Consider the effect of conjoining more than one phrase.
  • Consider the effect of omitting coordinating conjunctions.

Lesson plan

Click on the interactive whiteboard icon (top right) and work through the following slides with students.

Playing with person

In this exercise, students make changes to pronouns in texts, and evaluate the effects of those changes.

Goals

  • Identify first, second, and third person pronouns, and practise switching from one to another.
  • Evaluate the effects of writing using different personal pronouns.

Lesson Plan

The teacher explains that today, we will make changes to existing texts by changing the personal pronouns in those texts.

Playing with person: Activity

I’m sitting here looking out of the window. Nothing’s happening; it never does. I sit here every day for hours on end, just looking. Looking for what? I don’t know. They never told me what I should be looking for. And I’ve never found out.

I once thought I’d found something, but I couldn’t be sure. It might just have been a trick of the light. How was I to tell?

Pragmatics and turn-taking

Goals

  • Identify the place of turn-taking in spoken conversation.
  • Analyse some examples of turn-taking in real spoken conversation.

Lesson Plan

The Activity pages appear in the menu entitled 'This Unit' in the upper right corner of this page. Each Activity page includes a video interview. If you like, you can try this lesson with any other interview or dialogue you would like to use.

Pragmatics and turn-taking: Activity 1

Stacey Solomon TV interview

Pragmatics and turn-taking: Activity 2

Russell Brand TV interview

Pragmatics in a political interview

Goals

  • Identify some elements of spoken dialogue in an interview setting.
  • Analyse some features of colloquial language, specifically the kinds of words and phrases that are used.

Lesson Plan

The Activity page appears in the menu entitled 'This Unit' in the upper right corner of this page. It includes a video of an interview between Russell Brand and Ed Miliband, recorded just before the UK General Election in May 2015.

Prefixes in adjectives

In this lesson, students will look at some common prefixes that can be added to adjectives and see how they change meanings.

Goals

  • Identify some common prefixes in adjectives.
  • Describe the meanings contributed by common adjective prefixes.
  • Experiment with acceptable and unacceptable prefixes for particular adjectives.

Lesson Plan

The teacher explains that today, we will look at adjectives with distinctive prefixes.

Preposing

In this exercise you can see what happens when you move elements, particularly Direct Objects, earlier in the clause.

Preposing: Activity

Some things I can remember without writing them down. → I can remember some things without writing them down.

Hardbacks I wouldn’t lend to anyone. → I wouldn't lend hardbacks to anyone.

Present participles in composition

This activity involves working with nonfinite clauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

Present participles in composition: Activity 1

Returning to the area after the War, Pissaro largely retained the same fiction about Louveciennes. →

Pissaro returned to the area after the War. He largely retained the same fiction about Louveciennes.

Having fallen completely from view since May, he finds another window suddenly beckoning. →

Present participles in composition: Activity 2

I arrived just before lunch. I looked for Harry Frampton in the dining room. →

Arriving just before lunch, I looked for Harry Frampton in the dining room.

The ZR-1 looked little different from the normal Corvette. It performed like a Ferrari or a Lamborghini. →

Register and vocabulary

This lesson invites students to explore the differences and similarities between vocabulary pairs like make and produce, take and transfer, and give and provide.

Register and vocabulary: Activity

It's very difficult to produce any form of art unless you are driven.
It's very difficult to make any form of art unless you are driven.

The way oceans take heat from the equator to the poles is different for two reasons.
The way oceans transfer heat from the equator to the poles is different for two reasons.

Register: finding the right word

This activity is based on the idea of register and how language choices are often linked closely to context.

At its simplest level, this could mean that if you are talking to small children you might adopt a more straightforward register, choosing sentence structures that don't involve too much complicated information delivered in one go.

Restrictive and non-restrictive relative clauses

In this lesson, we look at the difference between two kinds of relative clause. A relative clause is a special kind of subordinate clause, and like other subordinate clauses it is introduced by a subordinating conjunction. More specifically, the introduction of a relative clause can be carried out by a relative pronoun.

The two types of relative clauses we will be looking at are:

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