Vocabulary · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.1 - Use appropriate vocabulary in speech and writing in specific contexts.

By the end of the lesson, learners can:

Identify the specific context (formal, informal, academic, social) that requires a particular word choice in given sentences and short passages.
Distinguish between words with similar denotations (e.g., “cheap” and “inexpensive”) and explain the different connotations each carries.
Use appropriate vocabulary to replace vague or general words in given sentences to make meaning more precise.
Create a short text (a dialogue, an advertisement, or a social media post) that uses context-appropriate vocabulary to achieve a specific purpose.
Explain how word choice affects the tone and meaning of a message, and justify their own vocabulary choices in writing and speech.

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Curriculum details

Strand: Grammar Usage (Strand 3)
Sub-strand: Vocabulary (3.2)
Content standard: 2.3.2.CS.1 - Demonstrate the appropriate use of vocabulary. 2.3.2.LO.1 Identify and use vocabulary appropriately and creatively in speech and writing.
Indicator: 2.3.2.LI.1 - Use appropriate vocabulary in speech and writing in specific contexts.
Suggested placement: Semester 2, Week 5 (Week 25 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.136: 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. 136

Exemplars (from the NaCCA curriculum)

Games:
- Using games such as Activity ball, Think-Pair-Share, Matching and Ordering of cards, Talking points etc......
- Learners in mixed ability groups, create texts incorporating correct vocabulary and expressions form coherent structures in Proverbs, Idioms / Idiomatic expressions.
Collaborative Learning: Learners in mixed ability groups, collaboratively and carefully analyse the meaning and use of vocabulary from given passages using games. E.g., word relations such as Synonyms, Antonyms, Analogy in context.
Communication Skills: Learners use appropriate vocabulary to communicate specific meaning with confidence by adding a variety of information to enrich their writing and speech. E.g: use connotations and associations of words with similar denotations (vocabulary in context).
Teaching and Learning Resources:
- Word cards
- Sentence cards
- Warm-up games: E.g Sit in a circle and choose a word - everyone must take turns coming up with a rhyme but if they repeat a word or take too long, the game is over.
- Mother and children game
- Ann Erskine's fish game
- Puzzles
Assessment (2.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.
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