Vocabulary · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Use appropriate vocabulary in specific contexts. E.g., Formal and informal situations

By the end of the lesson, learners can:

Distinguish between formal and informal vocabulary and identify which register suits a given situation.
Select appropriate vocabulary for at least three different formal contexts (e.g., hospital, school office, job interview) and three informal contexts (e.g., chatting with friends, family gathering, football match).
Role-play a short dialogue in a specific context, using vocabulary that matches the formality of the setting.
Justify their choice of vocabulary in a given context, explaining what makes a word or phrase formal or informal.
Revise an informal passage into a formal one, and vice versa, changing key vocabulary while preserving meaning.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Grammar (Strand 3)
Sub-strand: Vocabulary (3.2)
Content standard: 1.3.2.CS.1 - Demonstrate and apply the appropriate use of vocabulary in general communication. 1.3.2.LO.1 Employ the appropriate use of vocabulary in contexts.
Indicator: 1.3.2.LI.1 - Use appropriate vocabulary in specific contexts. E.g., Formal and informal situations
Suggested placement: Semester 2, Week 3 (Week 23 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

strand name - p.64: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
Curriculum reference: NaCCA curriculum document, p. 64

Exemplars (from the NaCCA curriculum)

Experiential Learning: Using role-play/dramatisation and conversational drills, learners in mixed ability groups, use appropriate vocabulary in specific contexts while tolerating and accepting divergent views.
Example: Greetings at different occasions
i.
At the hospital
ii.
At the shopping mall
iii.
On the bus with parents etc.
Teaching and Learning Resources:
- Pictures for description and prediction
- Brainstorming
- Role-play
- Games on vocabulary building and use (Mother-and-children, Semantic map, Word - of - the - day, Charades, Hangman etc.
- Check online...teambuilding.com
Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.