Topic: Lessons

Goals

To learn and practise the spelling rules associated with base words (of more than one syllable) ending in consonant letters when endings (suffixes) are added.

In this exercise, students reinforce their spelling skills with the help of colour coding.

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

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.

In this exercise, students look at two examples of English language and describe their characteristics. What each one actually represents may surprise you.

Goals

• Describe the features of some examples of English language. 
• Try to determine from the features where the example might have come from.

Lesson Plan

The teacher explains that today, we will look at two examples of English language and try to describe them as well as we can.

English is used in remarkably different ways around the world. Exploring that variation is an extremely effective tool towards understanding our own use of English. This lesson looks at some features of colloquial Singapore English.

Please note: there are two pages of activities for this lesson.

Activity 1

Start by explaining the meaning of the term synonym. For an example, ask learners to think of some synonyms for the word 'argument'. 

In the next slide, show the two possible examples. Ask learners if these two words have the exact same meaning or if there are any subtle differences. Try asking learners in what situations they would/would not use each word.