Portfolio of Vocabulary

Building Materials
Yuki Hosoda

Department of Linguistics
Southern Illinois University Carbondale
Spring 2015
 Preface
This learning material is a series of interactive activities that focus on the lexical,
grammatical, and morphological components of English vocabulary learning.
The first two lessons in Part One include lexical activities, followed by the third
lesson in Part Two which focuses on grammatical knowledge. In Part Three, the
activities are meant to build learners morphological knowledge.

Target Learners: The first two lessons in Part One, Getting Ready for Reading
and Grow and Raise, are appropriate for English learners at the beginner or
intermediate levels. The third lesson in Part Two, Relative Pronouns, and forth lesson
in Part Three, The suffix en in Verbs Based on Adjectives, are appropriate for
learners at intermediate or higher level. The lessons are not appropriate for children
because they all require metalinguistic skills.

Teaching Approaches: The creation of the lessons was influenced by the principles
of three language teaching approaches: Data Driven Learning, the Lexical Approach,
and the Cognitive Approach.
General Structure: activities in each lesson, except the first one, are divided into three
major parts as follows:
Analysis (Data Driven Discovery Learning)
Practice
Use in novel contexts
The activities in the first lesson are appropriate for the pre-stage of a reading lesson.

Teaching Objectives: The teacher should do the following in each lesson:

Lesson 1: familiarize students with the new vocabulary words and phrases for
the reading material in the first lesson.
Lesson 2: make students understand the different meanings and grammatical
usage of grow and raise and enable them to use the words properly.
Lesson 3: make students understand the grammatical use of relative pronouns
who, which, and that, and enable them to use the words properly.
Lesson 4: make students understand the function of the suffix en attached to
the end of adjectives, and enable them to recognize and use it in novel
contexts.

Learning Outcomes: through the entire session of this vocabulary learning material,
students should know and be able to do the following:
1. Know ten new words and phrases from the reading material.
2. Know the difference of grow and raise, correct mistakes, and use the
words in contexts.
3. Know the grammar rule of relative pronouns, correct mistakes, and use who,
which, and that properly.
4. Know the general meaning of the suffix en, predict the meanings of
unfamiliar words ending in en, recognize false words, and use verbs formed
from adjectives with the suffix.
 Part One
Getting ready to read
1. Key words: Focus on meaning
The following words are important for your understanding of
the reading passage in this lesson. Check your knowledge by
circling the correct definition for each word.
1) To transform
s) To make a change in the form, or characteristics
b) To make or become better with something
c) To become progressively worse with something
2) Deaf
a) Lacking the ability of speaking
b) Lacking the ability of hearing
c) Lacking the ability of seeing
3) Mainstream school
a) A school for children with special talents
b) A school for children with personal problems
c) A school for children without special needs
4) Hearing disability
a) Difficulty of following directions
b) Difficulty of receiving sounds through the ear
c) Difficulty of listening to someone with concentration
5) To fit in
a) To be socially accepted by other people
b) To be the correct site
c) To be in good shape because of exercising
6) Gregarious
a) Unfriendly, avoiding the company of others
b) Pessimistic, worrying about the future
c) Friendly, enjoying the company of others
7) Self-esteem
a) A feeling of confidence in ones own worth
b) An awareness of ones own individuality
c) A concern for ones own interests and welfare
8) To read someones lips
a) To read someones mind by watching the gestures of a person
b) To know someones emotions by observing his/her facial expression
c) To understand what is being said by following the movement of
someones mouth
9) To soar
a) To stay steady at a usual level
b) To rise rapidly
c) To decrease all of a sudden
10) Turnabout
a) A sudden and complete change or reversal of a situation
b) A process of starting something new in a new situation
c) A gradual development of a situation

Share your answers/ Find your questions

2. Vocabulary in context: Use the words in the box
to complete the sentences that follow. (space
transform deaf mainstream school
hearing disability fit in gregarious
self-esteem read ones lips soar turnabout
increase)
1) Sign language was invented to make communication
possible with the __________.
2) Freshmen attempt to _________ with classmates during
their first semester.
3) Flight ticket prices __________ in vacation seasons.
4) My sister was whispering so much that I had to
__________ to know what she was saying.
5) The moment I met my wife was a ________ in my life.
6) World top athletes must have extremely high
_________ and great patience.
7) He is so _________ that it is a piece of cake for him to
make friends.
8) More and more students who are immigrants choose to
study in ___________ than private schools nowadays.
9) Natural disasters often _________ the human
environment.
10) Many famous musicians have, in fact, suffered from
__________.

Share your answers/ Find your questions

 Grow and Raise
Background
Target Learners: This lesson is appropriate for English learners at the beginner or intermediate levels. The lesson
is not appropriate for children because it requires metalinguistic skills.

Methodological Approaches: The activities are based on principles of three language teaching approaches: Data
Driven Learning, the Lexical Approach, and the Cognitive Approach. They are organized in three stages as follows:
Analysis (Data Driven Discovery Learning)
Practice
Use in contexts

Purpose: The main objective of the lesson is to teach students the correct use of the two verbs, grow and raise,
which are used in certain contexts. The primary difference between the two target words is illustrated with relevant
activities throughout the lesson in depth.
Learning Objectives: At the end of the lesson students should know and be able to the following:
1) Know that grow is used with nouns related to plants, and raise is used with nouns related to human or
animals.
2) Be able to discover errors in use and correct them.
3) Be able to use grow and raise in appropriate contexts.

Teaching procedure: The teacher should introduce each stage and ask students to do activities in pairs or a small
group. Before moving on to the next activity, the teacher should review the answers with thorough explanations as a
class and provide feedback so that students can learn from their mistakes.

Corpus Search: The data was generated through the Corpus of Contemporary American English. Two separate
searches were performed for grow and raise. The search syntax was as follows:
[grow].[v*] [nn*]
[raise].[v*] [nn*]

Page 6
 Stage 1: Analysis
Activity One: Language Detectives
Do you know how to use the verbs grow and raise properly? These two words are synonyms. In other words, the meanings are
alike. However, the use of the two words is completely different. In this lesson, you will discover the contexts in which the two verbs
are used differently. For this purpose, you will analyze two sets of lines in the middle of which you will see the words grow and
raise with a noun following. Use these two sets of lines to complete the following tasks:

1. Examine each set of lines carefully and enter the nouns which follow grow and raise in column 2 of Table 1
on the next page.

2. Select a number (1 or 2) that describes the correct meaning of grow and raise from the Box A below. Then
enter the number for each word in column 3 of Table 1.

3. Select a letter (a or b) that describes the proper usage of grow and raise from the Box B below. Then enter
the letter for each word in column 4 of Table 1.

Box A Box B
Meaning Context
grow
a) With nouns related to plants raise
1) To bring up
b) With nouns related to humans
2) To produce
or animals

Page 7
Table 1: Fill in the columns, following the instructions on the previous page.
1) Word of interest 2) Nouns used after the word 3) Meaning from Box A 4) Context from Box B

grow

raise

Page 8
 Summarize your conclusions, based on the data in Table 1.

Grow is used with ___________________________________, and means _______________________.

Raise is used with ___________________________________, and means _______________________.

Page 9
 Set 1: grow + noun

1. He tries to find space to grow vegetables in his greenhouse.

2. Many farmers grow crops on private agricultural land.
3. Flower producers grow roses to supply a local supermarket chain.
4. People here create more land to grow corn to feed their children.
5. You can grow fruits if you have a garden.
6. My parents grow rice to sell.
7. The capital of Colombia is an ideal place to grow flowers to sell in the United States.
8. We grow wheat to the south of the river.

Set 2: raise + noun

1. Norway refined methods to raise salmon cheaply enough to compete with others.
2. I think its the greatest place to raise children in this small rural area.
3. The agricultural communities raise pigs and export them.
4. Many people raise chickens in backyard for eggs.
5. My father likes to raise dogs without a cage in house.
6. Some students raise animals for research.
7. It is much harder to raise a daughter than a son.
8. We raise fish that we got from the ocean for eating.

Page 10
 Stage 2: Practice
In this stage, you will practice the correct use of grow and raise. Remind yourself of the conclusions in Stage 1 as you work on the
following activities:

Activity Two: Matching words with pictures

In this activity, you will match the verb grow and raise with the correct pictures. Write grow or raise underneath each
picture.

1. 2. 3. 4.

5. 6. 7. 8.

Page 11
Activity Three: Is it correct to say___________________?
In this activity, you will judge whether grow and raise are used in the right context or not. Read the
sentences carefully, and decide if it is correct or not by circling either Correct or Wrong for each sentence.
If you circle Wrong, write the correct answer above the wrong word. (See the example below.)
raise
Example: I grow chickens. Correct Wrong

1. My neighbors like to raise cats. Correct Wrong

2. They usually grow cows in mountains. Correct Wrong
3. Some vegetarians grow vegetables themselves. Correct Wrong
4. An ideal place to raise bananas is Brazil. Correct Wrong
5. He grows eggplants, potatoes, and rice every year. Correct Wrong
6. Why dont you grow a pet? Correct Wrong
7. I raised tulips when I was in primary school. Correct Wrong
8. Farmers do not grow fish in farms. Correct Wrong
9. It is possible to raise tunas in the ocean. Correct Wrong
10. My parents have raised two sons. Correct Wrong

Page 12
 Stage 3: Creative Use
In this stage, you will make sentences using grow and raise and share them with your partner(s).

Activity Four: What do you grow/raise?

Suppose that you will have your own garden and farm shown below. Pick three items from the box (or
your own ideas) for each place and develop your own sentences, using the words grow and raise
with your choices of items. When your partner(s) is ready, ask what he/she will do in each place.

What will you grow? What will you raise?

Garden Farm

-________________________________ -________________________________
-________________________________ -________________________________
-________________________________ -________________________________

Items Items
tulips, roses, sunflowers, cabbages, pigs, cows, horses, sheep, rabbits,
tomatoes, corns, apples, oranges, chickens, ducks, salmons,
wheat, rice, cottonetc. bassesetc.
Page 13
 Part Two
Relative Pronouns (who, which, that)
Background
Target Learners: This lesson is appropriate for English learners at the intermediate or higher levels. The lesson is
not appropriate for children because it requires metalinguistic skills.

Methodological Approaches: The activities are based on principles of three language teaching approaches: Data
Driven Learning, the Lexical Approach, and the Cognitive Approach. They are organized in three stages as follows:
Analysis (Data Driven Discovery Learning)
Practice
Use in contexts
Purpose: The main objective of the lesson is to teach students the correct use of the three relative pronouns who,
which, and that based on the grammar rule. The primary difference between the three target words is illustrated
with relevant activities throughout the lesson.
Learning Objectives: At the end of the lesson students should know and be able to do the following:
1. Know that who is used when the preceding noun is related to humans; which is used when the noun is related
to things; that can be used for both types of nouns.
2. Be able to discover errors in use and correct them.
3. Be able to use the relative pronouns who, which, and that appropriately.

Teaching procedure: The teacher should introduce each stage and ask students to do activities in pairs or a small
groups. Before moving on to the next activity, the teacher should review the answers with thorough explanations as
a class and provide feedback so that students can learn from mistakes.

Corpus Search: The data was generated through the Corpus of Contemporary American English. Two separate
searches were performed for grow and raise. The search syntax was as follows:
[nn*] who
[nn*] which
[nn*] that

Page 14
 Stage 1: Analysis
Language Detectives
Activity One: Do you know how to use the relative pronoun who, which, and that? All three relative pronouns are used to modify a
preceding noun; however, the grammatical use of them is different. In this lesson, you will discover the grammatical rule for when to
use who, which, and that as relative pronouns. For this purpose, you will analyze three sets of lines in the middle of which you will see
the words who, which and that with a noun preceding. Use the three sets of lines to complete the following tasks:

1. Examine each set of lines on page 4 and enter the nouns which precede who, which, and that in column 2 of
Table 1 on the next page.

2. Select the option (a, b, or c) that describes the right use of who, which, and that from the Box A below. Then
enter the letter of the respective rule in column 3 of Table 1.

Box A
Grammatical use
WHO
a) Used with nouns related to things

b) Used with nouns related to humans

WHICH
c) Used with nouns related to both humans and things THAT

Page 15
Table 1: Fill in the columns, following the instructions on the previous page.
1) Word of interest 2) Nouns used before the word 3) Grammatical use from Box A

who

which

that

Summarize your conclusions, based on the data in Table 1.

Who follows _________________________________________________.

Which follows_______________________________________________.

That follows _________________________________________________.

Page 16
 Set 1: noun + who

1. He and others who used to farm here built a greenhouse.

2. There is a
3. We are grateful to all the
4. I have trained many foreign
5. My neighbors
6. It was the president
7. You should find a
woman who handles business naturally.
people who agreed to be interviewed.
students who became teachers in their own countries.
son who turned 35 got married last week.
Obama who said we had 57 states.
dentist who is skilled at this procedure.

Set 2: noun + which Set 3: noun + that

1. He visited a focus group which
2. We were in a complicated situation which
3. Special habitats were animals which
built for
4. Participants responded to questions which
5. People might put out information which
6. She found a colored story book which
7. I had a class in American history which
came up with names for cars. 1. Phone contacts will be teachers that do not attend the meeting
could have been misinterpreted. made to
2. An archaeologist culture that used to exist.
might go extinct. unraveled a
3. People should choose a dog that fits their lifestyle and
personality.
assess their relationship quality.
4. I know many people that do not have jobs now in
could threaten natural security. America.
she read as a child. 5. Wolves were attracted by animals that are young and female.
6. They are my students that are a little hesitant.
I and my roommate attended 7. She wrote this book that was published in 1995.
together.

Page 17
 Stage 2: Practice
In this stage, you will practice the correct use of who, which, and that. Remind yourself of the conclusions in Stage 1 as you work on the
following activities:

Activity Two: Fill-in the blanks

In this activity, you will choose either who or which to fill in the blanks. Write the most appropriate
relative pronoun in each blank based on your knowledge from the previous activity. Also, you are allowed to
use that only ONE time in sentence 7.

Example: He is a student who study English as a second language.

1. There is a woman __________ handles business naturally.
2. I recently purchased a dog __________ is small and adorable.
3. She found a colored story book _________ she read as a child.
4. Participants responded to questions _________ assess their relationship quality.
5. Special habitats were built for animals __________ might go extinct.
6. You should find a dentist __________ is skilled at this procedure.
7. The person __________ I saw on TV last night is one of my relatives __________ is very generous.
8. These are my students __________ helped me with the project.
9. He visited a focus group __________ came up with names for cars.
10. Novak Djokovic __________ is the world top tennis player won another championship yesterday.

Page 18
Activity Three: Is it correct to say___________________?
In this activity, you will judge whether who and which are used properly or not. Read them carefully, and decide if it is correct
or not by circling either Correct or Wrong for each sentence. If you circle Wrong, write the correct answer above the wrong
word. Remember NOT to use that when you correct. (see the example below.)

which
Example: I like cats who are patient. Correct Wrong

1. My family, who is large, is very united. Correct Wrong

2. Children like animals which are small and fluffy. Correct Wrong
3. The police who were gazing at us across from street are my friends. Correct Wrong
4. I interviewed several groups of people which were on the street. Correct Wrong
5. We will meet a faculty member which is from another university. Correct Wrong
6. I need to fix the refrigerator who my mom broke. Correct Wrong
7. Those entertainers which are famous seem patient and polite. Correct Wrong
8. The school has installed new computer rooms which students can soon use. Correct Wrong
9. The movie which we watched last night was amazing. Correct Wrong
10. In general, Americans which are independent have high self-esteem. Correct Wrong

Page 19
 Stage 3: Creative Use
In this stage, you will make sentences, including who, which, and that. Then share your answers with the
classmates.
Activity Four: Describe your Likes and Dislikes
Make at least two sentences with the correct use of either who, which, or that for each of the following :
People that you like or dislike, because of certain qualities.
Things that you like or dislike, because of certain qualities.
Prepare your answers and ask the same questions to a classmate to fill in the box below.

Example: I like students who turn in homework on time.

Your answers Classmates answers

Likes Dislikes Likes Dislikes

People

Things

Page 20
Yuki Hosoda

Part Three
The Suffix -en in Verbs Based on Adjectives

Target : This lesson is appropriate for adolescent and adult learners of

English who are at intermediate through high intermediate level of
proficiency.

Methodological Approaches: The activities are based on principles of

three language teaching approaches: Data Driven Learning, the Lexical
Approach, and the Cognitive Approach. They are organized in three stages
as follows:
Analysis
Practice
Use in novel contexts

Purpose: The main purpose of the lesson is to make learners aware of the
meaning the suffix -en carries and the shift in a words part of speech (the
suffix en makes adjectives into verb). This lesson will not cover nouns with
the suffix -en. Despite the focus only on one suffix, students will gain
productive knowledge of 15 different verbs that contain the suffix en and
will be able to use them in context.

Learning Objectives: At the end of the lesson, the students should know
and be able to do the following:

Know the general meaning of the suffix -en

Know that it occurs with adjectives changing the part of speech to
verb
Be able to predict the meaning of unfamiliar verbs ending in -en
based on adjective
Be aware of false examples with -en and be able to identify them
Be able to use verbs derived from adjective with -en in context

Teaching Procedure: The teacher will introduce each stage and integrate
students with activities in small groups or pairs. After each activity, the
teacher will bring the class together, discuss the answers, provide
feedback, and move onto the next activity.

Sources used in compiling the data and designing the activities

http://www.yourdictionary .com/
COCA: Search Syntax: *en.[v*]

21
 Analysis Stage
In this stage, you will discover the general meaning of the suffix -en and how a word is
formed with it.

Activity One: Discover the meaning and part of speech

The suffix -en can be added to some (not all) adjectives to change
their meaning and part of speech. Examine the four sentences below
and guess the meaning of the suffix en and what part of speech the
adjective words are changed to. Write your answers in the figure box
below.

-Meaning of -en:
________________________________________
________________________________________
adjective -en ________________________________________
-Part of Speech (adj. with -en):
Adjective__________________________

Sentences with Adjective+en

1. He usually sweetens green tea with a lot of sugar to drink.

2. Many people visit a dentist to whiten their teeth.

3. The new detergent is good for softening towels.

4. She loosened her ankle straps and did a flip off the table.

22
Activity Two: Putting it together
In this activity, you will put together adjectives and the suffix -en.
Fill in the verbs that derive from the given adjectives. Then write the
meaning for each word.

Adjectives Verbs (-en) Meanings

bright

short

moist

quick

sad

less

tight

dark

Hints
You may look up the words in a dictionary.
Share you answers with a partner.

23
 Practice Stage
In this stage, you will learn how to use the suffix -en correctly in sentences as well as to
identify false examples also ending in -en.

Activity Three: Fill in the Blanks

Choose the most appropriate word from the box and add the suffix
-en to form the corresponding verb. Then, place the verb in the
corresponding blank. Make sure that you put the verbs in the correct
tense forms. There is only one possible word for each blank.

Word Bank

soft quick dark short

less sweet tight sad

1. The graduation of students _____________ teachers last week.

2. You should try my body shampoo that helps _____________
your skin.
3. Not only drivers, but also passengers must _____________
seatbelts when traveling.
4. In some areas of Canada, the sky usually ____________ around
10 pm in summer.
5. The length of this semester was _____________ due to the new
legislation.
6. My teacher never _____________ the amount of homework.
7. Harry _____________ his stride until he was walking alongside
the church.
8. Most beverages in the United States are _____________.

24
 Activity Four: How to recognize false examples?
There are many verbs ending in -en in English. However, not all of
them have the suffix -en; this means that there are words which end
in en, but are not formed from adjectives. The best way to
recognize the true -en verbs is to ask the question:

What is the word that -en is added to?

True Example: shorten False Example: open

Test: What is the word
that -en is added to?
Answer: short (adj.)
Test: What is the word
that -en is added to?
Answer: There is no
word op, so -en
is not a suffix.

Practice

Circle all words that DO NOT contain -en as a suffix. Check

the meaning of the unknown words in a dictionary and write
them with their definitions in the table below.

stiffen moisten even lessen happen

weaken burden screen freshen widen

Adjective+en that I did not know False examples that I did not know

25
 Use Stage
In this stage, you will develop your own sentences using the word with the
suffix -en.

Activity Five: Resolve a problem

In this activity, you will develop a solution for each problem
situation. Look at the pictures below and write what you would do to
solve the problem, including a word with the suffix -en (see the
example). After you finish, share your answers with a partner.

Problems Your ideas of how to solve the

problem
Example: Too hard meat.

I would cook it more thoroughly or

microwave it to soften the meat.

1) Dry lips (Hint: moist)

2) Too dark room (Hint: bright)

3) Too bitter coffee (Hint: sweet)

26
 Answer Keys

Part One: Getting Ready to Read

1. Key words: Focus on meaning
1) a
2) b
3) c
4) b
5) a
6) c
7) a
8) c
9) b
10) a

2. Vocabulary in context: Use the words in the box to complete

the sentence that follow.
1) Deaf
2) Fill in
3) Soar
4) Read her lips
5) Turnabout
6) Self-esteem
7) Gregarious
8) Mainstream school
9) Transform
10) Hearing disability

27
 Grow and Raise
Stage 1
Activity One: Language Detectives

Summarize your conclusions, based on the data in Table 1.

Grow is used with nouns related to plants, and means to produce something.

Raise is used with nouns related to human or animals, and means to bring something (someone) up.

Stage 2
Activity Two: Matching words with pictures
1. raise 2. grow 3. raise 4. raise
5. grow 6. raise 7. grow 8. grow

28
Activity Three: Is it correct to say___________________?

1. My neighbors like to raise cats. Correct Wrong

2. They usually grow cows in mountains. Correct Wrong
3. Some vegetarians grow vegetables themselves. Correct Wrong
4. An ideal place to raise bananas is Brazil. Correct Wrong
5. He grows eggplants, potatoes, and rice every year. Correct Wrong
6. Why dont you grow a pet? Correct Wrong
7. I raised tulips when I was in primary school. Correct Wrong
8. Farmers do not grow fish in farms. Correct Wrong
9. It is possible to raise tunas in the ocean. Correct Wrong
10. My parents have raised two sons. Correct Wrong

29
 Part Two: Relative Pronouns (who, which, that)
Stage 1
Activity One: Language Detectives
Who:b Which:a That:c

Summarize your conclusions, based on the data in Table 1.

Who follows a noun related to human.
Which follows a noun related to things.
That follows a noun related to both human and things.
Stage 2
Activity Two: Fill-in the blanks
1. There is a woman who handles business naturally. Note: that put in any blanks is correct
2. I recently purchased a dog which is small and adorable.
3. She found a colored story book which she read as a child.
4. Participants responded to questions which assess their relationship quality.
5. Special habitats were built for animals which might go extinct.
6. You should find a dentist who is skilled at this procedure.
7. The person who I saw on TV last night is one of my relatives who is very generous.
8. These are my students who helped me with the project.
9. He visited a focus group which came up with names for cars.
10. Novak Djokovic who is the world top tennis player won another championship yesterday.

30
 Activity Three: Is it correct to say _______________?
1. My family, who is large, is very united. Correct Wrong
2. Children like animals which are small and fluffy. Correct Wrong
3. The police who were gazing at us across from street are my friends. Correct Wrong
4. I interviewed several groups of people which were on the street. Correct Wrong
5. We will meet a faculty member which is from another university. Correct Wrong
6. I need to fix the refrigerator who my mom broke. Correct Wrong
7. Those entertainers which are famous seem patient and polite. Correct Wrong
8. The school has installed new computer rooms which students can soon use. Correct Wrong
9. The movie which we watched last night was amazing. Correct Wrong
10. In general, Americans which are independent have high self-esteem. Correct Wrong

31
 Part Three: The Suffix en in Verbs Based on
Adjectives
Activity One

-Meaning of en:
To make (adjective)_________________
________________________________________
-Part of Speech (adj. with en):
Adjective___Verb_________________

Adjectives Verbs (-en) Meanings Activity Two

bright brighten to make bright,

short shorten to make short

moist moisten to make moist

quick quicken to make quick

sad sadden to make sad

less lessen to make less

tight tighten to make tight

dark darken to make dark

32
Activity Three
1. The graduation of students saddened teachers last week.
2. You should try my body shampoo that helps soften your skin.
3. Not only drivers, but also passengers must tighten seatbelts when
traveling.
4. In some areas of Canada, the sky usually darkens around 10 pm in
summer.
5. The length of this semester was shortened due to the new legislation.
6. My teacher never lessens the amount of homework.
7. Harry quickened his stride until he was walking alongside the church.
8. Most beverages in the United States are sweetened.

Activity Four
stiffen moisten even lessen happen

weaken burden screen freshen widen

33