Unit 2
10 Complete these sentences with words of your own. Use verbs in the past simple tense.
Example: I was walking home when I saw the strangest thing ever . 1 I was lying in bed when ______________. 2 The bus was approaching the bus stop when ______________.
3 Everyone was having a good time when, suddenly, ______________. 4 We were sitting quietly working when ______________.
Word work: spelling tips
Everybody finds it difficult to spell some words. These strategies may help you.
1 Divide words into syllables: in / vest / i / gate 2 Pronounce a word as it is spelt: but-ler , cur-i-ous 3 Work hard to remember the problem part: calm 4 Find a word inside the word to help you: listened 5 Use look / cover / write / check to learn how to spell any word. • Look at the word and use one of your spelling strategies to try to remember it. • Cover the word. • Write it out. • Check against the correct spelling.
1 Which of the above strategies (1, 2, 3, 4 or 5) would you use to learn to spell these words?
Example: tongue è 3
If you are typing, you can use a computer spell checker but be careful. Spell checkers don't find all mistakes. They don't pick up errors that are real words. E.g. 'meet' for 'meat' or 'too' for ‘two’.
decided cautious neighbours
answered attention unpleasant fearful
gentle scent whistle gradually
WB 6 p102
2 Pick four words you have misspelt recently and learn to spell them.
3 Test your partner on the words they have learnt.
• You may wish to ask students to learn to spell words in groups that have similar spelling patterns. For example: gentle, whistle and other words ending in - le ; or fearful, careful and other words ending in - ful ; attention and other words ending in - tion . • Remind students to proofread work that has been typed. Spell checkers won't pick up common errors such as using 'effect' instead of 'affect' and students may continue to make the same mistakes.
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