Take Cover

Teacher sheet

28 Irregular pick ’n’ mix

Teacher input required / Medium/some involvement
Framework substrand / 9.2 using grammar accurately and appropriately
Lesson level / A
National Curriculum ref. / 2.3u use grammar accurately in a variety of sentence types, including subject-verb agreement and correct and consistent use of tense

Learning objective

To investigate and revise different kinds of irregular verbs.

Resources required

Spare dictionaries (one between three should be enough) and spare coloured pencils/ highlighters, student instructions, student resource sheet (copies for individual students or one displayed on OHT) for making ‘Pairs’ game, card (two sheets per student) and scissors.

Lesson guidance

·  Starter – match present and past irregular verb forms and add some more to the list.
(10 mins)

·  Development

1.  In twos or threes or as teacher-led whole class plenary with words written on the board, students share their lists, correct their mistakes and add any additional words to their list.

2.  Colour-code verbs that have similar patterns of past tense. (For example: catch/caught; buy/bought OR swim/swam; sit/sat). (This step in twos or threes, as before, or as whole class using words already scribed on the board.)

3.  Individuals work to make a game of ‘Pairs’ using verbs from their lists. (25–30 mins)

·  Plenary – swap games and get into twos to try them out. Get partners to test each other on spellings. Swap again and do the matching game again. Finally, ask students to self-assess against success criteria by writing on the student sheet how many verbs are in their list.
(10 mins)

Notes for SEN students

Warm up — draw lines on sheet to connect the verbs. Main – make smaller set of cards – only 12 cards.

Extension activities / notes for gifted and talented students

Writing task on ‘Extra challenge’ sheet. Continue story in writing or orally.

Student instructions

28 Irregular pick ’n’ mix

Learning objective

To investigate different kinds of irregular past tense verbs (Note: An irregular verb is one that does not end ED in the past tense)

Success criteria

By the end of the lesson I will have:

·  made a list of at least 15 irregular verbs

·  made a set of cards that can be used to test or revise irregular verbs.

Warm up

1.  Make two columns in your book and label them ‘present tense’ and ‘past tense’. Copy the words from the present tense box into the first column. Now choose the matching form from the past tense box to complete column 2.

Present tense box
swim / catch / know / wear / drive / keep / have / go / am / do
Past tense box
did / wore / swam / had / caught / went / was / knew / drove / went

2.  How many other irregular verbs can you think of? Try to think of at least five more and add them to your list, writing the present and past forms in the relevant columns. (Use a dictionary to check any tricky spellings.)

Your main task!

1.  In pairs or threes, share your lists. Correct any mistakes. Add any new words to your lists.

2.  Still working with your partner(s), use different coloured highlighters or pencils to colour code any verbs that go together because their past tenses are formed in similar ways. (For example: catch and teach go together because their past tenses are caught and taught; OR swim and sit go together because the i changes to a in the past tense = swam/sat)

3.  Working on your own, make a set of 16 cards that contain 8 pairs of present and past tense verbs. The set of cards can then be used as a revision game for one or two people to:

·  revise irregular past tense verbs

·  test tricky spellings

·  boost your memory and concentration!

Follow the instructions on the separate student resource sheet.

© 2009 Teachit (UK) Ltd 1 1

Take Cover 28 Irregular pick ’n’ mix

Round it off with this

Step 1 Swap your sets of cards so that you have someone else’s. Find a partner to work with and set out one set of the cards in rows face down on the table. Take it in turns to turn over two cards, trying to find a matching pair. If the pair doesn’t match, replace the cards face down in exactly the same place and then the next person has a turn. If the pair does match, you have to make up two sentences that use the verbs correctly to ‘win’ that pair of cards. The winner is the one who collects the most matching pairs.

Step 2 Using the other set of cards, share them between you and test each other on the correct spellings.

Step 3 Swap cards with another group and repeat step 1.

Extra challenge

Here is the start of a story by Matthew Green. Fill in the past tense verbs. What happens next?

Sergeant Walter Eaton s at the Police Station reception desk busying himself with whatever it is that Police do when they're manning reception, when a person literally
walk in through the door. Now, to clarify, the door s never opened and
there s no gap for anybody to climb in through. He actually passe through the wood without causing any damage at all. The man w over to Walter and sa , “I'm here to report a murder.”

Walter notice that the man s slightly transparent. He c see the far wall through the man’s skull. “Okay,” Walter s , “What is the name of the person who was murdered?”

“Richard Thomas,” he repl .

“And what is your name, and your relation to the murder victim?”

“My name is Richard Thomas, and the murder victim is me.”

Walter s confused. “What?”

“Observe,” sa Richard, as he passe his hand through the Sergeant’s chest.

“I really don’t think we have any regulations regarding this sort of thing. Let me get the chief.”

Richard s Walter disappear to the back of the station. After a few minutes he
hear a muffled argument going on. Walter pushe the Chief through to the reception area and sa , “See for yourself.”

The Chief compose himself and said: “So sonny, you claim to be dead eh?”

Richard sp very politely. “Yes sir.”

Student resource sheet

© 2009 Teachit (UK) Ltd 1 1