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Odborný článek
Dictionary skills – verbs
1,7 (3 hodnocení)
Šestý článek ze seriálu Dictionary Skills in English Lessons for the 8th and 9th Grades. Aktivity uvedené v tomto článku představují možnosti, jak v rámci práce se slovníkem objevovat základní vlastnosti sloves – slovesné vzory, pravidelné či nepravidelné tvary sloves nebo význam frázových sloves.
Dictionaries give a huge opportunity to study verb patterns, to find whether the verb is regular or irregular or to look up the meaning of phrasal verbs. The following activities are designed to show possibilities for working with the verbs.
1. Regular and irregular beans
TIME
20 minutes
OBJECTIVE
To teach pupils to distinguish regular and irregular verbs in dictionaries
MATERIALS
Bowls with beans, paper strips with verbs, dictionaries, sheets of paper, glue
DESCRIPTION
1. Write for example eight verbs – both regular and irregular – on a sheet of paper and cut them into the strips. Hide them in the bowls with beans.
2. Divide the class into groups of three or four, give them at least two dictionaries per group. They also get a sheet of paper per group (they will use it at the end of the activity). Write on the board two verbs the pupils are not familiar with. The pupils look the verbs up in the dictionary. Ask them for the forms of the past tense. They should realize how the irregular verbs are marked.
3. Explain that they are going to hunt for verbs hidden in the bowls – each group has its own bowl with the same verbs as the other groups. The bowls are placed on the other side of the classroom. At one moment only one pupil can hunt in the bowl, he/she brings the paper strip with the verb to the group and then they can send the next representative for the verb. The other members of the group work with the dictionary (look up the forms of the past tense). At the end of this activity each group sticks both verbs and past tense forms on the sheets of paper. The fastest group is the winner.
COMMENTS
This activity worked very well in the lesson. The pupils were delighted that the activity was something new – not only learning regular and irregular verbs from a list. I changed this activity to a competition – when the pupil spilt out a bean from a bowl, I added a penalty to his/her group (e.g. 1 point). At the end the first group got 20 points, the second 15 and the third 10 points. Then I counted all the points for the group and the group with the highest score was the winner. This activity helped the pupils to realize how the irregular verbs are marked in the dictionary and where they can find the list of them.
2. Verb patterns
TIME
30 minutes
OBJECTIVE
To realize the verb patterns of essential verbs
MATERIALS
A worksheet with verbs (appendix 1), a dictionary for two pupils, a sheet of paper for a pair, scissors, glue
DESCRIPTION
1. Write a sentence with a modal verb CAN, e.g. I can ski, on the board. Point out that the verb CAN is always followed by the second verb in the base form. Explain that this feature is called a verb pattern.
2. Show the pupils that at the moment we are focused on two basic verb patterns:
a verb + -ing form
a verb + „to“ infinitive
Write them as the headlines of two columns on the board.
3. Ask the pupils to find a partner and give them a copy of the worksheet. Ask them to cut it up and write two verb patterns on their sheet of paper as it is shown on the board.
4. Then the pupils in pairs look up the verb patterns in the dictionary and stick the verbs into the correct column on their sheet of paper. They should add an example given in the dictionary or they can write their own sentences.
5. At the end of this activity go through it and check it.
COMMENTS
I would recommend this activity only for stronger groups. For the pupils in 8th and 9th grades verb patterns are quite difficult to understand and this activity did not bring them the result I expected.
3. Phrasal verbs I
TIME
30 minutes
OBJECTIVE
To raise awareness of using phrasal verbs
MATERIALS
Cards with phrasal verbs, a dictionary for each pupil, a copy of a worksheet for each student (appendix 2)
DESCRIPTION
1. Before the lesson pin around the classroom the cards with chosen phrasal verbs (switch on, get up, get off, try on, look for, look after).
2. Write a simple sentence with a phrasal verb on the board and explain the expression PHRASAL VERB.
3. Distribute to each pupil a copy of a worksheet and ask them to have a look at it and predict what can be in the gaps. At this stage they should not use the dictionaries.
4. Ask them to stand up, go around the class and remember as many phrasal verbs as possible. They might know only some.
5. After a few minutes tell them to sit down and to fill in the gaps – now they can use the dictionaries to look up the meaning of the phrasal verbs pinned up round the class.
6. Check the answers with the whole class.
COMMENTS
The pupils usually like moving around the class and this activity was not an exception. Some of the pupils had a difficulty to remember the verb with the correct particle, so they had to look up the phrasal verb again. With a stronger group I would recommend phrasal verbs with the same verb but different particles (e.g. get in, get out, get off etc.) or the same particle but different verbs (e.g. get on, go on, hold on etc.).
4. Phrasal verbs II
TIME
20 minutes
OBJECTIVE
To raise awareness of using phrasal verbs
MATERIALS
Blank strips of paper, a dice, a counter, two dictionaries per group
DESCRIPTION
1. If necessary explain the expression PHRASAL VERB (you can write a simple sentence on the board).
2. Divide the pupils into groups of three or four and give them at least two dictionaries per group.
2. Write on the board e.g. 8 phrasal verbs in CZECH. Ask the pupils to look up the English translation in their dictionaries and write them on the board.
3. Give out each group 8 blank strips of paper, a dice and a counter. Ask the pupils to write Czech verbs on the strips and then to arrange them in a circle face up.
4. Now the pupils are going to play a game – they take turns in throwing a dice and moving the counter around the circle. When the player lands on the strip, he/she says a phrasal verb in English and writes it on the back of the strip. At this stage the pupils can have a look at the board to check the correctness. Then the phrasal verb in English is left face up.
5. The next player throws the dice and continues in counting from where the previous player finished. If he/she lands on the strip that has already been turned up (the English phrasal verb is face up), he/she must say it in Czech and use the English phrasal verb in a sentence. Now the Czech translation stays face up.
6. The pupils keep going round the circle, turning the cards and saying the translations and different sentences until everyone in the group knows the word. Then the strip can be removed from the circle. The game is over when there is no card in the circle.
COMMENTS
The pupils enjoyed this game and it showed them a funny way of learning phrasal verbs. However this game can be used not only for phrasal verbs but also for practising new vocabulary. Here I would recommend maximum 12 words otherwise the game becomes too long and it can spoilt it.
Literatura a použité zdroje
Collins Cobuild New Student’s Dictionary. 4. vyd. Glasgow: HarperCollins Publishers, 2000. 754 s. ISBN 0003750949.
Cambridge Learner’s Dictionary – worksheets. Cambridge: Cambridge University Press, 2001. 14 s.
Oxford Advanced Learner’s Dictionary. 7. vyd. Oxford: Oxford University Press, 2005. 1780 s. ISBN 0194316491.
HAIS, Karel; HODEK, Břetislav. Praktický slovník anglicko-český, česko-anglický. 1. vyd. Voznice: Leda, 2003. 664 s. ISBN 8085927241.
FRONEK, Josef. Anglicko-český, česko-anglický slovník. 1. vyd. Voznice: Leda, 2003. 1277 s. ISBN 8085927489.
WRIGHT, Jon. Dictionaries. Oxford: Oxford University Press, 1998. 172 s. ISBN 0194372197.
WARING, Rob. How to get your students to use their dictionaries effectively [online]. 2001. [cit. 2009-03-08]. Dostupné z: http://www1.harenet.ne.jp/~waring/vocab/dictionary/dictionary.htm.
VÍT, Marek. Jak na to: Používáme slovník [online]. 2006. [cit. 2008-02-07]. Dostupné z: http://www.helpforenglish.cz/tipy-a-triky/jak-na-anglictinu/c2006061601-jak-na-to--pouzivame-slovnik.html.
