Compound pelmanism Activity ‘Small groups Aims Students review compound nouns and practise using them ina game. ‘Time 15-20 minutes Number of students Any Before class Photocopy one worksheet for each group and cut along the lines so that there is one word in each box. Shutfile the papers before giving them out to the groups. Procedure 1 Check students can remember what compound nouns are by giving them ‘examples, such as shop assistant and outbreak, Refer to page 106 in the Student's Book if necessary. the students into small groups. Ask each group to sit in a cirele around a 3 Give out the piles of paper and tell them to spread them ont on the table with the swords facing down. Students take it in turns to tur over two pieces of paper. If they form a compound noun, e.g, shop + assistant, they keep the combination. If they do not form a compound noun, tum them face down again. The other students in the group must pay close attention to what the words are and where they are placed on the table. The process of turning over and matching is repeated until all the combinations have been found. ‘The object of the game is to win as many compound, runs as possible. The winner is the student with the most compound nouns Key bookcase lunchtime computer programmer breakdown disk drive take-off credit card university lecturer mouse mat input make-up checkoutbook i computer i time lunch case i programmer=— | To define words without using certain key words erm ‘Compound nouns Describing things and/or how tings work ‘Speaking and istening Lesson link Use after Unit 58 ps in ‘One copy ofthe worksheet cut upper _r0up of four students. Each group should have a watch with a second hand Deol Pre-activity (10 minutes) + Write hairdryer on the board, and underneath write: water, hot, ar. Explain that the words underneath are key words. Ask students, in pairs, to think of a definition for hairdryer without using the key words or any of the words that make up the compound noun itself, ive, hair or dryer. ‘+ Invite students to say their definitions, eg. When you go swimming, all of your body is wet, including the stuff on your head, If you don’t want to use a towel, or wait for a long time, you can use this thing and the stuff on your head won't be wet any more. ‘+ Brainstorm other expressions for describing things, ¢.. It’ similar t0 a... but larger/smallerifaster It's useful for when you want to... Ie’sa game where two players... This is a person who ..., This isa ‘machine which ..., Thisis something you'd find in a... It'sa thing {you use for... IPS stuff you use to... yet. Procedure (15 minutes) ‘+ Explain that students are going to play a game, defining as many words as they can in a minute but without using key words or the word itself * Divide students into groups of four, and each group into two teams: A and B. Give each group a set of cards in a pile, placed face down on the table, Make sure each group has got a watch with a second hand, + The first student in team A picks up a card, looks at it and shows it to team B, but not to his/her partner. The student has a limit of ‘one minute to define the word for his/her partner to guess. A student in team B acts as time keeper and shouts Stop! when the ‘minute is up. The other student in team B listens to make sure the speaking student doesn't say any of the key words. (If this happens, play automatically passes to the other team.) If the listening student in team A guesses the word, that student then picks up a card and defines it to his/her partner, but play must stop when the minute is up. Each word correctly guessed scores one point, * After one minute, the teams swap and a student from team B defines a word for his/her partner. Go around listening, making sure that students in each team take turns at defining the words. + The game finishes when all the cards are used. The team with the ‘most points is the winner. Extension (10 minutes) ‘+ Ask students, in pairs, to write more cards with key words to give to another team to define. Go around helping with vocabulary as. necessary.insomnia medicine newspaperCOMPOUND SNAP Materials: one set of cards and set of answers per group ‘Ss work in small teams. Two teams compete against each ‘other and one student is the referee. The teams have one set Of cut up cards and the referee has the answers, Half the cards are compound nouns and the other half are gapped sentences that can be completed with the nouns. Ss shuffle all the cards together and distribute them equally between the two teams, 30 that each player has one set of cards face down in front of them, The referee has the answer card, A player from each ‘eam turns over one of their cards at the same time and places it face up on the table in a pile infront of them. When there is ‘a matching compound noun and sentence card Ss shout Snap! and say the complete sentence. The referee verifies whether the answer is correct. If itis, the student wins the cards. If the student is wrong, the students carry on turning over their cards until they run out, when they shuffle them and start again. The winner is the student with the most pairs at the end, TEACHER’S NOTES' Scientists don't often ‘make __s breakthrough | that are this important. The ‘was made when he breakthrough || was working late in the | laboratory one night. ‘There isa} \ There ' between making the |__ between | ' battery bigger and trade-off | the performance of the | \creasing the weight of ' engine and the need for | | the product. itto be economical, | | The engine used in the | Over 100,000 { | early model had many | kilometres, this vehicle | s. breakdown | hadno___s. | : of | ‘The ' ‘the experiment was | ' of the modifications | | not possible to guess. | outcome | was an increase in the | i i | product's efficiency. | ' of | ' The biggest { ' this material is the cost. ' 1_____of ' ' ' downside — theproduct was its | ' ' t reli ' : ' Even though it { : ‘ had a number of { ; drawback | major : drawback |——___sthe | ' | first design was chosen. | , \ - 4 } Answers ' Scientists don’t often make | The breakthrough was | The outcome of the The outcome of the | | breakthroughs that are | made when he was working | experiment was not possible | modifications was an | | this important late in the laboratory one | to guess. increase in the product's | | right. efficiency ' ‘There isa trade off ‘There isa trade off ‘The downsideldrawback | The biggest { between the performance of | between making the battery | of this materialis the cost. | drawback/downside | | the engine and the need for | bigger and increasing the of the product wasits | ! itto be economical weight of the product. reliably. ' The engine used in the ‘Over 100,000 kilometres, | The factit doesn’t work | Even thoughithada | | ‘early model had many this vehicle had no underwater isa major number of drawbacks, | | breakdowns. breakdowns. drawback. the fist design was ' chosen. ‘or Erne ea Pre-activity (10 minutes) * Write the following words on the board: alarm, rush, coffe, lunch, evening, night, sweet, clock, hour, break, time, meal, out, dreams. rr Ask students, in pairs, to make six compound nouns and then Compania? ‘order them to form a logical sequence throughout a normal day (alarm clock, rush hour, coffee break, lunchtime, evening meal, night on out, sweet dreams). |Z wm ‘To match cards to make compound nouns en Procedure (20 minutes) Use after Unit, p24 ‘+ Explain that students are going to play Pelmanism where they match word cards to make compound nouns. + Divide students into pairs. Give Students A a set of A word cards ‘One copy ofthe worksheet cut up into (in two groups), and Students B a set of B word cards (in two «cards per pait of students: A and 8. Keep the groups), placed face down on the table. Ask students to spread card foreach student separate and divide out their cards, keeping their two groups separate, so that each each student’ cards into two groups: group 1 with the for) on the eft ofthe cad, opi ee fehl a * Give Students A the answer sheet for Student B, and give Students B the answer sheet for Student A. Tell students not to show each other their answer sheets. card can be seen. ‘+ Students take turns to turn over a card from each of their group of cards. Ifthe cards make a compound noun, the student invents a sentence with that compound noun. The other student checks the compound noun is correct by looking at the answer sheet. ‘+ Students remove their cards after each correct answer and continue to play until the cards they turn over don’t make a compound noun. Go around listening, helping and correcting as necessary. + The first student to correctly match and remove all their compound nouns wins. Extension (15 minutes) * Ask students, in pairs, to write a story (100 words) including six of the compound nouns from the worksheet. Go around helping as necessary.director3) Hi | powering mobile phonetraffic travel account | | Answers for Student A’s cards | Answers for Student B’s cards smoked salmon film director dining room | teaspoon | snowstorm | word processor football pitch | food poisoning bookcase | mobile phone detective story | life story traveller’s cheque | maternity leave business trip | air conditioning firework | traffic jam sunset | travel agent chocolate cake | backache