Activities for Vocabulary for Academic Research

(TESOL Materials--Specific Vocabulary Sets, English for Academic Purposes)

Google Drive Folder HERE

* Model Text (Created by AI): docs, pub

* quizziz (match the words to the definitions): p.58 exercise 1a

* quizlet: p.58 Exercise 1a

* Kahoot: gap-fill sentences: p.58 exercise 1a

* Make Sentences: slides, pub

Notes: These activities were originally designed to supplement p.58 exercise 1a of Expert IELTS 6.  However, I believe these activities can also be used independently of that textbook, so I am posting them here as well:

The staging is as follows:

* Lead-in: Students talk about a school event that they participated in

* Gist task: Students read the model text and answer the question "What school event is described in this story?"

* Specific Information Questions: Students read the model text again and answer the specific information questions.

* Noticing Activity: Remove model text from students, and give them version with blanks.  Students reconstruct the text with a running dictation.

* Clarification of Meaning: On the projector, display the text with the target vocabulary underlined.  Check the meaning of the underlined words with Concept Checking Questions.  Follow this up with matching the words to the definitions games with quizziz and then with quizlet.

* Clarification of Form and Pronunciation

* Controlled Practice: gap-fill sentences: Kahoot game

* Semi-Controlled Practice: Make Sentences: slides, pub

1. How often did the team from Oak Street Elementary meet to brainstorm?

2. Who was the team leader?

3. As they looked at the sum of their hard work, how did the Oak Street Team feel?

4. By the end of the day, what had the Oak Street team won?

5. What did the Oak Street Team’s achievement show?

1. How often did the team from Oak Street Elementary meet to brainstorm?

2. Who was the team leader?

3. As they looked at the sum of their hard work, how did the Oak Street Team feel?

4. By the end of the day, what had the Oak Street team won?

5. What did the Oak Street Team’s achievement show?

It was time once again for the Annual Science Fair at the local science institute. This year's event was set to be the biggest yet, with teams of students from all over the city coming together to showcase their scientific achievements.

The team from Oak Street Elementary was determined to make a significant contribution. They had been working all year, meeting every week to brainstorm ideas and collaborate on their project.

"Our project will consist of a poster and an interactive display that demonstrates key scientific insights," said the team leader, Sasha. "We want to share our passion for science with everyone who comes to the fair."

The team members each had an important role to play. Some were in charge of the design and construction, while others focused on the content and educational aspects. It was a true team effort, with each member making valuable contributions.

As the day of the science fair arrived, the Oak Street team put the finishing touches on their display. They felt a sense of pride and achievement as they looked at the sum of their hard work.

When the doors opened, a crowd quickly gathered around their booth. Kids and adults alike were fascinated by the interactive exhibits and the team's knowledgeable explanations. By the end of the day, the Oak Street team had won the top prize for their outstanding project.  The prize consisted of a gold medal and a sum of $100.

"I'm so proud of what we were able to accomplish together," Sasha said. "This is just the beginning of our journey exploring the wonders of science!"

The annual science fair was a huge success, inspiring the next generation of scientists and researchers. The Oak Street team's achievement showed that great things can happen when you work as a united team.

It was time once again for the Annual Science Fair at the local science institute. This year's event was set to be the biggest yet, with teams of students from all over the city coming together to showcase their scientific achievements.

The team from Oak Street Elementary was determined to make a significant contribution. They had been working all year, meeting every week to brainstorm ideas and collaborate on their project.

"Our project will consist of a poster and an interactive display that demonstrates key scientific insights," said the team leader, Sasha. "We want to share our passion for science with everyone who comes to the fair."

The team members each had an important role to play. Some were in charge of the design and construction, while others focused on the content and educational aspects. It was a true team effort, with each member making valuable contributions.

As the day of the science fair arrived, the Oak Street team put the finishing touches on their display. They felt a sense of pride and achievement as they looked at the sum of their hard work.

When the doors opened, a crowd quickly gathered around their booth. Kids and adults alike were fascinated by the interactive exhibits and the team's knowledgeable explanations. By the end of the day, the Oak Street team had won the top prize for their outstanding project. The prize consisted of a gold medal and a sum of $100.

"I'm so proud of what we were able to accomplish together," Sasha said. "This is just the beginning of our journey exploring the wonders of science!"

The annual science fair was a huge success, inspiring the next generation of scientists and researchers. The Oak Street team's achievement showed that great things can happen when you work as a united team.

It was time once again for the Annual Science Fair at the local science _______________. This year's event was set to be the biggest yet, with teams of students from all over the city coming together to showcase their scientific _______________.

The team from Oak Street Elementary was determined to make a _______________ contribution. They had been working all year, meeting every week to brainstorm ideas and collaborate on their project.

"Our project will _______________ of a poster and an interactive display that demonstrates key scientific _______________," said the team leader, Sasha. "We want to share our passion for science with everyone who comes to the fair."

The _______________ members each had an important role to play. Some were in charge of the design and construction, while others focused on the content and educational aspects. It was a true team effort, with each member making valuable _______________.

As the day of the science fair arrived, the Oak Street team put the finishing touches on their display. They felt a sense of pride and achievement as they looked at the _______________ of their hard work.

When the doors opened, a crowd quickly gathered around their booth. Kids and adults alike were fascinated by the interactive exhibits and the team's knowledgeable explanations. By the end of the day, the Oak Street team had won the top prize for their outstanding project. The prize consisted of a gold medal and a sum of $100.

"I'm so proud of what we were able to accomplish together," Sasha said. "This is just the beginning of our journey exploring the wonders of science!"

The _______________ science fair was a huge success, inspiring the next generation of scientists and researchers. The Oak Street team's achievement showed that great things can happen when you work as a united team.

Peer Editing Checklist for Formal Essay

(TESOL Worksheets--Writing, English for Academic Purposes)

Google: docs, pub

[I was recently teaching an English for Academic Purposes class in which students had to peer-edit each other's essays, and so I repurposed my IELTS Writing Task 2 Peer-Edit Check List and turned it into a Peer-Edit Checklist for essays in general.  It is mostly the same checklist, but I've made some small changes to make it less focused on IELTS, and more focused on general essay structure.

For an older version of this same idea, see my Peer-Edit Guide from 2014.]

Writing Portfolio Peer Editing Checklist

Paragraphing:

Your partner’s essay should consist of an introduction, a conclusion, and either 2 or 3 body paragraphs, for a total of either 4 or 5 paragraphs.

	Yes	Need to fix
Is your partner’s essay divided into clear paragraphs (with line breaks in between the paragraphs)?
Does your partner have an introduction?
Does your partner have a conclusion?
Does your partner have between two or three body paragraphs?

Introduction Paragraph Structure:

Your partner’s introduction should start with a general statement about the topic.  Then the next couple sentences should transition from the general to focus on the specific idea of the essay.  (The exact number of transition sentences is flexible.  In most essays, it will be somewhere between 1 and 2).  The final sentence of the introduction should include the main idea of the essay, and also the main points from the boyd paragraphs.

	Yes	Need to fix
Is the first sentence a general statement about the topic?
Following the general statement, does your partner transition to the specific idea of the essay?
Does the final sentence of your partner’s introduction contain a thesis statement containing the main idea of their essay?
Does the thesis statement also contain the main points from the body paragraphs?

Body Paragraph Structure:

Each body paragraph should start with a clear topic sentence, which gives the main idea of the paragraph.  Every other sentence in the paragraph should support the topic sentence.  Any sentences in your paragraph that are not on the same subject as your topic sentence should either be deleted, or moved to a separate paragraph.

Typically an formal paragraph will follow this structure:

Topic sentence

1st supporting idea

Example of 1st supporting idea

2nd supporting idea

Example of 2nd supporting idea

Concluding Sentence

First Body Paragraph	Yes	Need to fix
Does the first body paragraph start with a clear topic sentence, which give the main idea of the paragraph?
Does every other sentence in the paragraph relate to the main idea in the topic sentence?
Is the topic sentence supported by supporting ideas and examples?
Does the first body paragraph end with a concluding sentence?

Second Body Paragraph	Yes	Need to fix
Does the second body paragraph start with a clear topic sentence, which give the main idea of the paragraph?
Does every other sentence in the paragraph relate to the main idea in the topic sentence?
Is the topic sentence supported by supporting ideas and examples?
Does the second body paragraph end with a concluding sentence?

Conclusion: 

		Yes	Need to fix
Does the conclusion contain a sentence summarizing the main points from the body paragraphs?
Does the conclusion contain a sentence stating your partner’s opinion about the topic and explaining why?
Does the conclusion contain a sentence talking about the future?

Grammar:

Go through and check your partner’s essay for grammar mistakes. Underline any grammar mistakes you see. You will talk to your partner later about these mistakes.

Readability:

Do you understand your partner’s essay? Underline any sections or sentences that you have trouble understanding. You will talk to your partner later about these sections.

Your name_________________________________________

Your partner’s name_________________________________________

Writing Skill: Moving from Old Information to New Information. Beyond the Sentence

(TESOL Worksheets--Writing)

Google Drive Folder HERE

Worksheet: docs, pub

Slideshow: slides, pub

This is a worksheet and slideshow based on the sample text from Beyond the Sentence by Scott Thornbury.  

Ever since I first read that book, I was very impressed by Scott Thornbury's demonstration of how coherence is created in a text by putting old information at the beginning of a sentence, and new information at the end of the sentence.  But I've struggled finding a way to convey this same information to students.  So in the end, I've resorted to just copying Scott Thornbury's explanation.  (Scott Thornbury himself was borrowing the model text on genetics, so hopefully my borrowing from his borrowing is forgivable.)

Procedure:

Prediction task: Ask the students what they know already know about genetics.  Students discuss in groups.  A list is generated on the board.  Then students are given the text, and read to check to see which of their predictions were in the text.

Detailed Comprehension: Students are then given the list of questions about the text, and answer them.

Reference words: students are then given the worksheet with reference words, and identify them.  Feedback as a class.

I then briefly give the students time to discuss in their groups how the text is connected, but my expectations for this part are low.  Basically I just want to try to get them thinking a bit.

Then, I go through the slideshow to show them how the text is connected.

I regret that I wasn't able to think of a way to make this section more student centered.  Like all of my worksheets, this one was produced on a deadline.  (I was rushing to get this ready in the couple hours I had before class.)  If I had more time, or if I ever come back to this activity again, I might try to think of a way to make it more of a guided discovery.

However, as it was, I elicited as much as possible during the slideshow--the sentences come up on animation, so I got my students to tell me how the old information becomes the new information before I showed them on the slideshow.

It worked okay.  My students stuck with me for the most part.

As for follow up activities--there are two follow up activities to this that can be found in the appendixes of Beyond the Sentence--in the photocopiable worksheets section at the end of the book.  If you can get your hands on a copy of the book.

Genetics

The science of genetics explains why living things look and behave as they do.  Advanced animals have two sexes: male and female. Each individual produces sex cells.  If a male and female sex cell join, the female cell grows into a new individual.  Each parent passes on certain characteristics to its offspring.  This process is called heredity.

Heredity works in an amazing way.  Inside every cell are tiny chromosomes, largely made up of a chemical called DNA.  Different parts of each chromosome carry different coded messages.  Each part is called a gene.  The genes carry all the information needed to make a new plant or animal.  They decide its sex and also what characteristics it inherits.

Some inherited characteristics are stronger than others.  They are dominant.  Weaker ones are recessive.  Genes for brown eyes, for example, dominate over the weaker genes for blue eyes.

1. What do we call the science of why living things look and behave as they do?

2. Which kind of animals have 2 sexes?

3. What does each parent pass on to its offspring?

4. What are the chromosomes largely made up of?

5. What are the different parts of the chromosome called?

6. What do we call strong inherited characteristics?

7. What do we call weak inherited characteristics?

Genetics

The science of genetics explains why living things look and behave as (1)they do.  Advanced animals have two sexes: male and female. (2)Each individual produces sex cells.  If a male and female sex cell join, the female cell grows into a new individual.  (3)Each parent passes on certain characteristics to its offspring.  (4)This process is called heredity.

Heredity works in an amazing (5)way.  Inside every cell are tiny chromosomes, largely made up of a chemical called DNA.  Different parts of each chromosome carry different coded messages.  Each part is called a gene.  The genes carry all the information needed to make a new plant or animal.  (6)They decide (7)its sex and also what characteristics (8)it inherits.

Some inherited characteristics are stronger than (9)others.  (10)They are dominant.  Weaker (11)ones are recessive.  Genes for brown eyes, for example, dominate over the weaker genes for blue eyes.

What do the reference words refer to in these sentences?

1. they:

2. Each:

3. Each:

4. This process:

5. way:

6. they:

7. its:

8. it:

9. others:

10. they:

11. ones:

How do each of these sentences connect to each other?

(1)Genetics

(2)The science of genetics explains why living things look and behave as they do.  (3)Advanced animals have two sexes: male and female. (4)Each individual produces sex cells.  (5)If a male and female sex cell join, the female cell grows into a new individual.  (6)Each parent passes on certain characteristics to its offspring.  (7)This process is called heredity.

(8)Heredity works in an amazing way.  (9)Inside every cell are tiny chromosomes, largely made up of a chemical called DNA.  (10)Different parts of each chromosome carry different coded messages. (11)Each part is called a gene.  (12)The genes carry all the information needed to make a new plant or animal.  (13)They decide its sex and also what characteristics it inherits.

(14)Some inherited characteristics are stronger than others.  (15)They are dominant.  (16)Weaker ones are recessive.  (17)Genes for brown eyes, for example, dominate over the weaker genes for blue eyes.

How do each of these sentences connect to each other?

(1)Genetics

(2)The science of genetics explains why living things look and behave as they do.  (3)Advanced animals have two sexes: male and female. (4)Each individual produces sex cells.  (5)If a male and female sex cell join, the female cell grows into a new individual.  (6)Each parent passes on certain characteristics to its offspring.  (7)This process is called heredity.

(8)Heredity works in an amazing way.  (9)Inside every cell are tiny chromosomes, largely made up of a chemical called DNA.  (10)Different parts of each chromosome carry different coded messages. (11)Each part is called a gene.  (12)The genes carry all the information needed to make a new plant or animal.  (13)They decide its sex and also what characteristics it inherits.

(14)Some inherited characteristics are stronger than others.  (15)They are dominant.  (16)Weaker ones are recessive.  (17)Genes for brown eyes, for example, dominate over the weaker genes for blue eyes.