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Vocabulary - Set 20 - A1 Word Scramble

Vocabulary

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This A1 Word Scramble focuses on action verbs related to communication and cognition, pillars of early vocabulary learning. By offering a fun challenge where students must decipher essential terms like WRITE and THINK from clear definitions, it helps firmly embed the spelling and meaning of these fundamental verbs. It's the ideal activity to start a sequence on personal abilities and school tasks.

In short

CEFR level :A1

Class level :Level 1, Level 2

Type :Exercices and Worksheets

Cultural themes :Everyday Life

Your Worksheet

Assess your students' knowledge with this ready-to-use worksheet, designed to reinforce grammar and vocabulary points.

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Pedagogical Guide

Objective & Plot Summary

The pedagogical objective is to consolidate the recognition and spelling of action verbs related to mental processes and communication (A1 level). The resource is a word scramble exercise with six verbs. Each scrambled word (e.g., LACL, KINTH) is associated with a descriptive clue that defines its function (e.g., "To use a phone", "To use your brain"). Students must decode these letters to find the correct verbs: **CALL**, **WRITE**, **ANSWER**, **THINK**, **KNOW**, and **READ**. The exercise highlights essential verbs for expressing learning and interactions.

Suggested Procedure

Before the activity (~5 min): RAISE YOUR HAND FOR ACTION

  • Write the categories *Brain actions* and *Communication actions* on the board. Ask students to list the verbs they associate with these actions in English.

  • Warn about the tricky spelling of certain verbs, especially **KNOW** (WONK) with the silent 'K' and **ANSWER** (SNAWRE).

During the activity (~15-20 min): BRAIN DECODING

  • Step 1: Students work individually to decode the verbs. They should focus on the clue first and foremost, as the word's function is more important than pure letter deciphering.

  • Step 2: Ask students to link the verbs to their context (e.g., **READ** and **ANSWER** in a school context) to reinforce the meaning. They can help themselves by crossing out the letters of the scrambled word as they go.

  • Step 3: Collective correction. For **WRITE** and **ANSWER**, ask students to explain what they are writing or what they are answering to ensure the verb is well-anchored in a concrete context.

After the activity (~5-10 min): CLASS RULES

  • **Rule Production:** Ask students to write two or three simple imperative sentences (A1) using the verbs to create "class rules" (Ex: "Please **ANSWER** the questions." "Don't **CALL** your friends in class.").

  • **Abilities Game:** Use the "I can..." / "I can't..." structure. Students ask each other questions about the decoded verbs (Ex: "Can you **WRITE** a long story?").

Adaptations

  • To simplify: Do the deciphering in pairs to allow for mutual help and spelling correction.

  • To extend: Introduce the present continuous (I am reading...). Ask students to describe the action their neighbor is performing using the verbs and the present continuous.



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