Vocabulary

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 Flow

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 some verbs, especially **KNOW** (WONK) with the silent 'K' and **ANSWER** (SNAWRE).

During the activity (~15-20 min): CEREBRAL 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 purely deciphering the letters.

• Step 2: Ask students to connect 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 write or what they answer to ensure the verb is firmly rooted 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.").

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

Adaptations

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

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