W skrócie
Poziom CEFR :A1
Poziom klasy :Level 1, Level 2
Typ :Ćwiczenia i arkusze
Kultura i cywilizacja :Życie codzienne
Vocabulary
Ekskluzywne treści
Dostęp do Academy
This A1 Word Scramble exercise is a dynamic resource focused on fundamental everyday action verbs (see, listen, talk, walk, cook, sleep). It is ideal for consolidating the understanding and spelling of these essential words at the beginning of learning. By providing clear descriptive clues ("To say words," "To rest at night"), it stimulates lexical retrieval through context. It's an excellent way to strengthen the verbal foundation needed for describing routines and abilities.
Arkusz ćwiczeń
Sprawdź wiedzę swoich uczniów za pomocą gotowego do użycia arkusza ćwiczeń, zaprojektowanego w celu utrwalenia gramatyki i słownictwa.
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Przewodnik pedagogiczny
Objective & Plot Summary
The pedagogical objective is to master the spelling and recognition of basic A1 action verbs, necessary for describing abilities and routines. The resource is a word scramble exercise offering six words to decipher. Each word (e.g., ESE, NETLIS) is associated with an action definition (Hint) (e.g., "To look with your eyes", "To hear with your ears"). Students must unscramble the mixed letters to find the correct verbs: **SEE**, **LISTEN**, **WALK**, **TALK**, **COOK**, and **SLEEP**. The exercise helps link the verb to its concrete action and context.
Suggested Flow
Before the activity (~5 min): VERBAL MIMICRY
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Lead a quick mime game: the teacher mimes one of the actions (sleeping, cooking, walking) and students must say the verb in English (SLEEP, COOK, WALK).
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Draw attention to spelling difficulties such as **LISTEN** (with the silent 'T') and close pairs like **WALK** and **TALK** (KLAW, KLAT).
During the activity (~10-15 min): DECODING ACTIONS
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Step 1: Students work individually to decode all the verbs. They can circle the letters in the scrambled word to aid in reorganization.
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Step 2: Ask students to stop after solving. For correction, ask one student to give the clue, then mime the action, before revealing the verb and its spelling.
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Step 3: Emphasize the structure of the verbs. For example, **SEE** and **COOK** are short, while **LISTEN** is longer and contains unpronounced letters.
After the activity (~5-10 min): CREATE A SCHEDULE
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The Daily Schedule: Ask students to write three (A1) sentences describing their usual actions using verbs in the simple present tense (Ex: "I **COOK** dinner at 7 PM." "I **SLEEP** for eight hours.").
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Questions/Answers: In pairs, students ask each other about their abilities using 'Can you...' (Ex: "Can you **COOK**?"). They must answer using 'Yes, I can' or 'No, I can't' .
Adaptations
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To simplify: Replace the exercise with a matching activity: provide the clue table and the written answers in scrambled order (SEE, LISTEN, etc.) and ask to match the clue with the correct answer.
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To deepen: Introduce notions of frequency (always, usually) and ask students to reuse the verbs to describe their habits with adverbs (Ex: "I usually **WALK** to school.").
