Topic: Secondary

Sub-topics

Relevant for Secondary School teachers and students.

Dizzee Rascal and the textbook

The way we use language can differ dramatically according to context. This creative lesson asks students to translate from one context into another. This is a great approach that allows students to apply their implicit knowledge of language, and to analyse linguistic features naturally and implicitly, based on their intuitive language skills.

Dizzee Rascal and the textbook: Activity

Stress on the brain, complain, too da fool. Stress on the brain, complain, too da max.

I'm gonna search for big money stacks, top tens and platinum whacks.

Ain't got no need for a chain of a chaks. I'm a rude boi, I ain't gotta relax.

I got this game in my head like dax. Got this game in my hand, be cool.

Unstoppable, make a boi relax. I'll take teeth for the money and jaks.

We make money off album tracks. Come on, I'll face it, let's all face facts.

Formal and informal

This lesson resource is designed to draw attention to how we use different registers in a variety of written contexts. When we use language, we make a number of different lexical and grammatical choices, depending on the context, or 'situation of usage'.

Formal and informal: Activity

working with register variation

The concept of register is about the idea of appropriate language, which is shaped by context. Thinking about context is a fundamental part of language analysis, and is a useful 'way in' to exploring language choices and meanings. 

Being able to vary your register is an important skill.

In this activity we will start by looking at two real letters. One of them is a personal letter and the other a business letter. You can download them, or read through them here:

Information structuring

In this activity, students will be asked to find different ways to express a similar meaning. You may be surprised at just how many different ways you can find! The activity is based on an idea from Max Morenberg’s book Doing Grammar (3rd edition, Oxford University Press, 2002).

Information structuring: Activity

  • Sally was late. It annoyed the boss.

  • Sally was late and it annoyed the boss.
  • It annoyed the boss that Sally was late.
  • Sally’s lateness annoyed the boss.

Language and context

Sometimes great humour is born from taking language out of context. This lesson explores that fact with some examples, and asks students to think of some of their own.

Morphology - an introduction

In this lesson, students explore word morphology. Morphology is an area of language study concerned with how words are formed. While syntax is about the larger structures formed when words are put together, morphology is about the structure within words.

Nonfinite clauses in literature

In this activity, students look at how nonfinite clauses might be used in their own writing and that of others to vary the structure of a text. On one level, this is about creating something that people like to read: something that is interesting, varied and engaging and designed to hook the reader or suit the style you are hoping to adopt. On another level, it’s about students showing teachers and examiners that they know about different forms and can use them in their writing.

Noun endings

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

Noun identification

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

Noun identification: Activity 1

Which words do you think are nouns?

Noun identification: Activity 2

I'll see you on Thursday.

Is Thursday a noun?

  • Does it represent a person, place, thing or idea?
  • Can it be singular or plural? Can you say one ___ and two ___s?
  • Can it be possessive? Can you add 's or ' at the end?
  • Can it follow the or a?
  • Can it be replaced with a pronoun like it, he, she, or they?

Noun phrase generator

Students can generate noun phrases using a quick and easy smartboard tool.

Goals

  • Create some new noun phrases.
  • Examine what can and can't happen in noun phrases.
  • Evaluate example noun phrases, looking at why they do or don't work.

Lesson Plan

The teacher explains that today, we will be generating noun phrases. 

Nouns and only nouns

Students are asked to communicate using a bank of nouns - and nothing else.

Goals

  • Communicate with a partner using only nouns.
  • Discuss what can and can't be easily expressed using only nouns.
  • Determine which other types of words are useful for expressing complex ideas.

Lesson Plan

The teacher explains that this activity will involve you trying to express progressively more complicated concepts and actions to a partner using only these words, your own body language and imagination.

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.

»

Englicious contains many resources for English language in schools, but the vast majority of them require you to register and log in first. For more information, see What is Englicious?

Englicious (C) Survey of English Usage, UCL, 2012-15 | Supported by the AHRC and EPSRC. | Cookies