Now let’s take what we’ve learnt so far and apply that to the classroom. Please follow the steps below:
Now let’s take what we’ve learnt so far and apply that to the classroom. Please follow the steps below:
You can think about two words that students have been having trouble with in class or you choose from the list below (these include some of the pairs that we’ve looked at already):
| Pair | Word One | Word Two |
|---|---|---|
|
V |
cause |
effect |
|
N |
result |
effect |
|
V |
arise |
emerge |
|
V |
produce |
create |
|
N |
need |
requirement |
|
V |
suggest |
propose |
|
V |
experience |
face |
|
J |
particular |
specific |
|
J |
high |
large |
|
J |
personal |
individual |
|
J |
serious |
important |
|
N |
development |
growth |
|
N |
condition |
situation |
Now think about the type of task you want to do with your students. You’ve already seen multiple examples of tasks in the classroom recording you watched as well as the tasks you did in the previous topic. However, to remind you, please click on the names below to expand:
Ask students to guess which words collocate with which word in the pair (and both if included). Then get them use The Word Sketch Difference tool to find words that collocate with only one of the pair of words and with both.
Give students a definition of the two words based but leave a space to complete the words. e.g. ___________ generally collocates with negative words, while _________ generally collocates with positive words.
Ask students to explore Word Sketch difference to complete the definition.
Give students a series of sentences with the choice of words embedded within it. e.g. smoking can cause/affect damage to your lungs and ask them to guess the correct answer first. You might want to include some that take both. Then get them to go to Word Sketch Difference to find the answer.