The document outlines various activities to enhance vocabulary and sentence structure, organized under working with words, sentences, and texts. It includes tasks such as labeling diagrams, matching definitions, sorting sentences, and organizing information into tables. Each activity is designed to engage learners in understanding language within a scientific context.

1. WORKING THE LANGUAGE WITHIN THE SUBJECT CONTENT
(based on Keith kelly's work “Science” , Macmillan Vocabulary practice Series)
1.- Building up a dictionary for each lesson following this pattern:
Word (with Definition Example Translation
transcription)
A) Working with words:
1. write these words in the correct place on the word map
2. Label the diagram with these words. There is one word you don’t need to use
3. label the picture with these words…
4. Label the diagram (picture…)with these words and phrases
5. look at the diagram and put these labels into the correct places
6. underline the correct option (word) in each sentence (ex.: igneous rock is formed
when magma…-climbs/ calms/ cools- down.)
7. underline the correct words in the text (inside the sentence two options are
provided between brackets)
8. Complete the sentences/text with these words…
9. match the words and phrases with their explanation (their meaning)
10. read the text. Some of the sentences contain incorrect words. These are
underlined. Replace them with one of these words (below the text the list of
incorrect words with room for the replacement next to each is provided)
11. match the phrases with the definitions
12. label the pictures with these words and phrases
B)Working with sentences
1. put the phrases in the correct order to make sentences
2. put the sentences in the correct order. Use the picture/diagram to help you.
3. Read the texts and sort them into the correct place on the diagram
4. match these words (and/or phrases) with the correct paragraph
5. match the beginning and ending of the sentences
6. match the beginning and ending of the sentences. There is one ending you don’t
need to use.
7. underline the incorrect word in each sentence. Write the correct word next to the
sentence. There is one word you don’t need to use.
8. read the sentences and put them in the correct place on the map
9. put the sentences and phrases in the correct order (temporary order)
10. Read the text. Then match the words for resources with their uses to make
sentences in the table. Resources can have more than one use and vice versa.
11. put the sentences in the correct place on the picture
12. look at the picture (diagram/map/table with data/charts/map and table…).
Decide which sentences are true and which are false.
13. label the picture/diagram with these sentences/phrases
14. read the text and make notes in the framework below (framework/table with
headings and the beginning of sentences to describe characteristics)
15. read the sentences and sort them into the correct column in the correct order
16. read the sentences and choose the best ending

2. 17. read the sentences and sort them into the correct order in the grid (tabla de doble
entrada with headings in both sides)
18. read each sentence. Some are correct, but some have a word which should not be
there. Tick (symbol)each correct sentence. If a sentence has a word wichi should
not be there, write it next to the sentence.
19. the text describes how you organize … (whatever). The steps have been mixed
up. Place these sentences in the correct order on the diagram.
20. read the sentences and put them in the correct place on the diagram. Some
sections contain more than one sentence.
C) working with texts
1. read the text, look at the map and write collide, separate or slide (subject
concepts we are interested in) next to each letter below (a, b, c, d, e, f…)
2. look at the picture. Then read the sentences and sort them into the correct section
(A)Crust B)Mantel C)Core)
3. read the text and put the words in the correct place in the diagram/chart
4. read the text and sort the sentences into the correct columns (so, text, a set of
sentences describing something and a table with, at least, a couple of items are
required)
5. read the text and make notes on the benefits and problems of …
6. the sentences describe …. and ...... (two items) but the texts have been mixed up.
Put the sentences in the correct order in the table (a table with both items is
provided)
7. read the text and sort the information into the correct columns. Some words and
phrases can be used more then once (so, text, a set of words/phrases and a table
with different sections/features are required)
8. read the text and sort the information into the table (the table is partially filled in
with some info that can help the Ss sorting out the characteristics given in the
grey box)
9. read the text and make notes using the frame provided (the frame/table has
headings related to each paragraph and numbers to give clues about the amount
of sentences for each item)
10. read the text and make notes in the diagram
11. the text below has been mixed up. Place the sentences in the correct order on the
diagram
12. read the phrases and sort them into the correct place in the table (the table is
partially filled in with headings and some info that can help the Ss sorting out
the characteristics given in the grey box)
13. read the information and sort it into the grid to make short texts (the beginning
of some statements is provided and the Ss have to add reasons, examples…
extracted from the text above)
14. read the text and make notes on the problem of… (a table with the sections from
the text and some words as guidelines is provided)
15. read the text and sort the arguments for and against … (topic) into the correct
column.
16. read the arguments about… (topic) and sort them into the correct columns, for
and against (tabla de doble entrada with issues about the topic and for/against)
17. read the sentences and place them in the correct section below in the correct
order.

3. 18. put the text in the correct order. Use the diagram to help you (the diagram is a
graphic organizer on the structure and content of the text)