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‘Crosswords are the perfect first-week activity’

‘Crosswords are the perfect first-week activity’

Crosswords aren’t just filler activities, says this English teacher – they’re a great way to teach English language, too

31st August 2018, 3:03pm

Fran Hill

It’s that time of year again: the time for “getting to know you” activities and lessons that will ease students into their new courses.

Crosswords often get lumped in with word searches as “filler” activities for English lessons. But they’re worth more than that, and are a great choice for the start of term. Pupils can revise and revisit English concepts while having fun completing, or compiling.

Here are my top tips for using crosswords to teach about the English language.

1. Synonyms and formality

Clue: ask (7)
Answer: enquire/request

English is a pick ’n’ mix language, comprising varied linguistic influences. Hence, words often have multiple synonyms, each with their own origins, connotations and associated formality. For example, when do we use “ask” and when “enquire”? How many other synonyms for “ask” can pupils find, and from how many different language origins?

2. Nouns

Clue: feline pet (3)
Answer: cat

Usually, a noun clue leads to a noun answer and likewise with verbs, adjectives or adverbs. Pupils can revise word classes and phrase construction. For example, “feline pet” - adjective + base noun = noun phrase.

Noun clues also give pupils a chance to discuss noun types. For example:

Clue: boy’s name (5)
Answer: Peter

Clue: writing tool (6)
Answer: pencil

Clue: joy (9)
Answer: happiness

Devise a crossword using only abstract noun clues, noting how common suffixes such as -ness, -ity, -tion, -ment and -ence are. Can pupils turn a list of adjectives into abstract nouns, adding a relevant suffix?

3. Adjectives

Clue: more secure (5)
Answer: safer

Clue: most secure (6)
Answer: safest

When the clue mentions “more” or “most”, pupils can predict the relevant suffixes -er and -est. Do they understand why small children will say “more importanter” or “most fastest”?

4. Homonyms

Clue: bear (5)
Answer: teddy/carry

Clue: mean (7)
Answer: average/callous

Homonyms look identical but have different meanings. What’s more, “bear” can be both noun and verb, and “mean” can be both noun and adjective. Word class depends on context.

5. Tenses

Clue: hating (7)
Answer: loathing

Clue: hated (8)
Answer: loathed

A clue in one tense demands an answer in the same tense, so letters can be predicted. Inconsistency in tense usage is a common weakness in pupils’ writing; this is a good reminder.

6. Prefixes

Clue: route under a road (6)
Answer: subway

Clue: take clothes off (6)
Answer: undress

The word “under” leads pupils to consider relevant prefixes. Likewise, the clue “take clothes off (6)” describes a reverse process, so the prefix un- is likely. Challenge pupils to make the longest word possible, using prefixes and suffixes.

7. Suffixes

Clue: painter (6)
Answer: artist

The suffix -er often indicates someone or something performing a process, so the answer may end in -er, -ist or -ian. Also, word class is relevant here. The verb “paint” becomes the noun “painter”. The noun “art” stays a noun: “artist”. And -ian gets attached to nouns and does lots of jobs: musician, physician, electrician. Ian’s a busy man.

Clue: reluctantly (11)
Answer: unwillingly

The suffix -ly tags on to many of our adverbs, but not all: “fast”, “well”, “yesterday” and “never” are all adverbs. Can pupils find out what type take -ly, and what job they do?