English I Through ESOL - The School District of Palm Beach County
English I Through ESOL - The School District of Palm Beach County
English I Through ESOL - The School District of Palm Beach County
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Beginning Vocabulary Activities<br />
Line <strong>of</strong> Fortune<br />
Objective: Identify and recreate words and word parts from spelling clues.<br />
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.)<br />
Choose a word from the lesson’s vocabulary and write the appropriate number <strong>of</strong><br />
dashes to represent the letters <strong>of</strong> the word. For example, for the word dicot you would draw five<br />
dashes. A team member guesses a letter. If the letter is not found in the word, write the letter<br />
under the dashes and move on to the next team. If their letter is found in the word, then write<br />
the letter on the appropriate dash. When a team guesses correctly, they have the option to<br />
guess the word. If they choose not to guess the word, call on the next team. If they choose to<br />
guess and successfully guess the word, then they receive ten points minus the number <strong>of</strong> letters<br />
written under the dashes from incorrect previous guesses, and the game is over. If they choose<br />
to guess and do not guess the word, then they lose points equal to the number <strong>of</strong> letters written<br />
under the dashes, and you call on the next team. If no team can guess the word before ten<br />
incorrect letters are written under the dashes then all teams lose points equal to the number <strong>of</strong><br />
teams in the class.<br />
Concentration<br />
Objective: Identify vocabulary words and their meanings.<br />
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card.<br />
Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one<br />
word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place<br />
them behind the numbered cards.<br />
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to<br />
go first. A member <strong>of</strong> that team picks two numbers. Remove those cards from the chart, leaving<br />
the words behind them visible to the class. <strong>The</strong> student reads the words, with the team’s<br />
assistance if needed. If the words match, leave them showing and give the team a point. If they<br />
do not match, replace the numbers and call on the next team.<br />
Option: Instead <strong>of</strong> writing each noun 2 times, write it once in the singular and once in the plural.<br />
When working with verbs, write one in the present tense and one in the past. Matching<br />
variations such as these helps the students understand that, despite certain differences in the<br />
visible spelling <strong>of</strong> two words, they are still semantically related at a deeper level.<br />
Romeo and Juliet: Lesson 5: Concentration:<br />
Match vocabulary words with their meanings:<br />
wild<br />
crazy, violent, uncontrollable<br />
plague<br />
disease, infection<br />
interfere<br />
get in the way, obstruct, hinder<br />
prove<br />
show, verify, provide evidence<br />
pale<br />
colorless, pallid, ashen<br />
poison<br />
venom, toxin<br />
join<br />
unite, stick together<br />
honor<br />
respect, pay tribute to<br />
victim<br />
injured party, sufferer<br />
torchlight<br />
light, fire, lantern<br />
<strong>English</strong> I <strong>Through</strong> <strong>ESOL</strong>: Romeo and Juliet<br />
Page 26