Word formation is of crucial importance in language learning. It gives a chance to enrich the vocabulary with the help of already-known roots and words. In this article, we will discuss affixation (adding suffixes and prefixes to the root) as a great word formation tool.
1. It is important for learners to know how to form nouns, adjectives, verbs, and adverbs. If the teacher intends to devote the lesson to noun formation suffixes, he/she may prepare a poster activity with a chart of different noun formation suffixes.
Learners are given a pack of verbs and they need to classify these verbs according to the appropriate noun formation suffIx (e.g. move, friend, revise, appear). This is a very useful activity since the learners work in groups and they come up with the forms rather than being provided with them. See an example of the chart below.
The same activity can be applied while teaching adjective or verb formation suffixes or prefixes.
2. A maze, aimed at recapping suffixes and prefixes, is a great revision activity of word formation. Students try to exit the maze looking for words which follow the same word formation rules. The task might be the following:
- find the right path choosing adjectives whose opposites start with the prefix in-.
- find adjectives which form nouns by adding ance/ ity, etc
- find the words with the correct word formation.
Students are timed and it adds extra competition spirit into the activity.
See an example of the maze activity here.
3. 3. The teacher prepares two sets of word card: prefixes/suffixes and words that fit the chosen prefixes/suffixes to create new words. Students select one card from the Words pile and try to match it with the appropriate prefix /suffix to make a new word, note the new word down, put the Words card aside, and continue until they have no Words cards left. They can play individually/in pairs, in groups, against the clock or against each other to make as many correct words as possible.
The example provided here is targeted at revising noun suffixes -ment, -tion, and -sion.
Parts of Speech Bingo is an old but a tried-and-tested way of not only teaching but also revising word formation. Teacher selects words he/she intends the students to revise and prepares bingo cards. The game can be played either in this way when learners call out names of parts of speech (noun, verb, adjective, adverb), students cross out one word at a time (even if they have several nouns on their bingo card) or read out a sentence with a gap. Students who have the fitting word say it out loud and cross it out.
5. Students stand/sit in a circle, you (or any other student) select a category (word building suffix or prefix), students pass the ball around saying the words without repeating them and you monitor whether they are correct. The first person to say the wrong word/not say anything at all is eliminated (leaves the circle). The game goes on until there are two players left. Change suffixes/prefixes for each new round. It is a super engaging game and helps the learners dig deep to find a word which fits the category.
All these games are nice tools to help learners memorize word formation affixes. In order to reinforce the material, learners may be asked to come up with sentences where they need to use some of the given words, make up stories, ask questions to their partners. In this way, the knowledge of these words seems more purposeful to them and they enjoy this great way of expanding their vocabulary.
Learn English Grammar: Lesson 8 – Word Forms
Sometimes you can look at a word and guess its part of speech. For example, if a word ends in -tion or -ation, it is probably a noun.
- Ex: (a) The teacher’s selection of questions is usually good.
- Ex: (b) The action of the police was very rapid.
- Ex: (c) The teacher will give us an examination
If you want to use these three words as verbs instead of nouns, you must change the word form. The verb forms are select, act, and examine.
- Incorrect: (d) The teacher selections good questions.
- Correct: (e) The teacher selects good questions.
Why is (d) wrong? Why is (e) correct?
The answer is that you must use a verb form, not a noun form.
Here are four examples of useful word formation patterns:
- verb + -(a)tion -> noun select -> selection
- verb + -able -> adjective chew -> chewable
- verb + -ment -> noun announce -> announcement
- adjective + -ly adverb slow slowly
Learn English Grammar: Lesson 9,10 – Noun Basics, Count Nouns
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C1 / Advanced
Standard Lesson 60 min
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Earth is our only shareholder
Business
Global Issues
In this lesson, students learn and practise using compound adjectives. They also discuss corporate misconduct and watch a video about a founder who gave his company away to fight climate change.
B1 / Intermediate | B2 / Upper Intermediate
Standard Lesson 60 min
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Rethinking your mindset
Business
Lifestyle
With this speaking lesson plan, students watch a video about growth and fixed mindsets and get plenty of opportunities to discuss them. They also learn some collocations referring to challenges and development, as well as practise word formation.
B2 / Upper Intermediate | C1 / Advanced
Critical Reading Club 30 min
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Are we lonelier than ever?
Lifestyle
In this lesson about loneliness, students get the opportunity to practise word formation and reflect on changes in their relationships with friends.
Unlimited Plan
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B1 / Intermediate
Standard Lesson 60 min
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Lessons in success from those you admire
Business
Lifestyle
With this lesson plan, your students will talk about success, what they might learn from people they admire and their own experience. What’s more, they will learn a few common English collocations.
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B2 / Upper Intermediate
Flipped Lesson 60 min
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Immediate response (not) required
Business
This lesson plan deals with synchronous and asynchronous communication. Apart from doing listening comprehension tasks, students will build adjectives with negative prefixes and learn some communication idioms.
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C1 / Advanced | C2 / Proficiency
Flipped Lesson 75 min
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Big Brother is watching you
Business
Technology
This surveillance lesson plan looks into the topic of employee monitoring software and questions the use of this technology raises.
Unlimited Plan
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B2 / Upper Intermediate
Flipped Lesson 60 min
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How to live 100 years and more
Lifestyle
This longevity lesson plan will make your students work at home on a video as well as on word formation, and discuss ideas about living 100+ years.
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C1 / Advanced
Standard Lesson 60 min
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Why do we take selfies?
Lifestyle
Our selfie lesson plan focuses on word formation, listening, and language straight from Instagram. All that based on an authentic street interview with New Yorkers.
B2 / Upper Intermediate
Standard Lesson 45 min
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The problem with fast fashion
Global Issues
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This lesson plan focuses on the issue of fast fashion and engages students in a discussion about fashion and the environment in the 21st century.
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This is a lesson plan for students preparing for the Cambridge main suite exams. I specifically created it with C1 or C2 students in mind but it could easily be adapted to B2. Students practice word formation while playing a game of noughts and crosses. Download the handout below:
Students play in pairs, they must choose a square on the board where they want to place their token, but they must first correctly complete the corresponding word formation question in order to do so. All of the words are based on the same root word.
If a student answers incorrectly, you could either have the opponent steal the square by answering correctly, or say that the square is now dead and nobody can place a token there.
An alternative game to play with the same 9 questions is this great, and very versatile, football game by https://tekhnologic.wordpress.com/
As a follow-up you could set your students the task of coming up with their own lists of nine sentences to use in future games. You could give them each a root word (use, communicate, etc.) and send them to the Longman Online Dictionary to look up all the derivatives in order to make their 9 questions: https://www.ldoceonline.com/
This is a lesson plan for C1/C2 students who are preparing for an upcoming exam but still want to celebrate Halloween in some way. Students read a creepy story about an old family home, practice some word formation and then write their own continuation of the story. I wrote the story myself, let me know what you think! Download the handout and teacher’s notes below:
Pre-Reading
You’re going to read the first part of a horror story called “The Family Legacy”, it involves:
- A father
- A son
- An old house
With your partner, make some predictions about what will happen in the story.
Reading
Read the story, ignore the gaps, see if your predictions were correct.
Roger trudged up the drive of the ancient hall, the seat of his family’s power for over two centuries. It stood on the top of the hill looking down over the land around, a 1. ………………(SYMBOL) effigy of the family’s grasp over the local 2. ……………. (POPULATE). Finally it was his, the jewel in the crown of his 3. ……………… (INHERIT) after his father’s passing the previous week. In the end, the death of the formidable patriarch of the family had been far from the 4. ……………… (PAIN) transition we all hope for, screaming night terrors, lashing out 5. ……………… (VIOLENT), catching his 6. ………………(SUSPECT) carers off-guard, until the final descent into silent 7. …………… (MAD) It was something that had befallen the last three generations of men in his family, a thought that he pushed to the back of his mind as a/an 8. ………………. (VOLUNTEER) shudder ran down his spine.
But it was over, and he could now envisage the 9. …………….. (REALISE) of all the 10. ……………… (BOY) hopes and dreams he had had for this 11. ……………….. (CRUMBLE) pile of stone and wood. As he approached the ancient 12. ………………..(WOOD) door, he took the old iron key from his pocket and unlocked it with a 13. ……………….. (SATISFY) thunk. As he stepped across the threshold his 14. ……………….. (FOOT) echoed throughout the house in a/an 15. ……………….. (SETTLE) way. What struck Roger immediately were the reminders of his father’s 16. ……………….. (QUESTION) taste in decorations; floor to ceiling oil paintings of 17. ……………….. (NOTE) ancestors and the heads of various animals mounted on the walls. He relished the thought of finally 18. ……………….. (CLUTTER) the whole place. No sooner had this thought crossed his mind than around the corner came an almost 19. ……………….. (PERCEIVE) breath of air, which flowed through the ground floor, as if the house itself was reacting to a/an 20. ……………….. (INVITATION) guest. The door slammed shut behind Roger, he heard a loud “clang” as the heavy old key hit the stone of the porch outside. Suddenly gripped by panic he grabbed the door handle and pulled with all his 21. ……………….. (STRONG) but to no avail. A sudden sense of 22. ……………….. (CONFINE) enveloped him, but what really set his nerves jangling and a creeping sense of 23. ……………….. (EXIST) dread curling up his back was the voice calling down the stairs from his father’s study….
Word Formation
Now look at the gaps, try to predict what type of word is needed, then attempt to transform the root words to fit the context.
Language Analysis
- How does the writer make the story creepy?
- Find two examples of onomatopoeia in the text.
- Find and underline the sentence with “around the corner”
- What do you notice about the syntax?
- Look for impressive collocations with the following words:
Power…………………………………………Grasp…………………………………………Jewel…………………………………………Patriarch…………………………………………Catching…………………………………………Madness…………………………………………Mind…………………………………………Spine…………………………………………Hopes and dreams…………………………… | Footsteps…………………………………………Taste…………………………………………Relish…………………………………………Guest…………………………………………Door…………………………………………Panic…………………………………………Strength…………………………………………Sense…………………………………………Nerves ………………………………………… |
Production
Write the next paragraph of the story. Try to use:
- Inversions:
- No sooner…. than….
- Hardly/Barely/Scarcely….. when
- An inversion of place:
- Into the river jumped the boys.
- At the top of the stairs sat a black cat.
- Spooky language:
- A shiver down the spine
- unsettling/creepy/etc.
Follow me on twitter @RobbioDobbio
Here’s a worksheet for CAE students to help them prepare for part 3 of the use of English paper. Download the worksheet and key below, I found the exercises on quizlet so full credit to evatrn for making the set. Use the quizlet set below to revise.
Word Formation Practice
Word Formation Key
Quizlet Word Formation set
Worksheet
- Remember to _______ patients twice daily at 8.00am and 8.00pm. WEIGHT
- Why do you always want to go with those ignorant ___ people? WORTH
- This is the most interesting ___ I’ve ever seen. PERFORM
- Are you ___ of sailing in the prevailing conditions? ABLE
- Such an act would have been deceitful and ___ . RESPONSIBILITY
- There is already enough ___ without that, you know. PRESS
- You’d ___ too many people off with that speech. FRIGHT
- We must experience ___, pain, and death because we are alive. ANXIOUS
- I feel ___ about including the last sentence. HESITATE
- Now surely our ___ government must go. CREDIT
- The handshake is a basic gesture of ___ .FRIEND
- They fell into a ___ sleep which lasted until they were rediscovered in 1878. MIRACLE
- I’ve had a very sheltered ___, so this has really been an eye-opener. BRING
- The music was ___ loud, you couldn’t hear yourself think. BELIEVE
- Silk is always wonderful too, even if it’s totally ___ . PRACTICE
- People are being ________ into parting with their money. LEAD
- The government stopped funding ______ industries. PROFIT
- It’s normal for there to be _______ between brothers and sisters. COMPETE
- Walking the dog is ideal exercise for anyone and the fresh air will be ___ too. BENEFIT
- Her face was blotched and ___ with crying. SWELL
- There is a growing ______ that she will resign. BELIEVE
- It should come as no surprise that cycling builds leg ___ . STRONG
- He helped his underage son _______ his birth date to illegally obtain a driver’s license. FALSE
- All ___ must be over 18. APPLY
- It’s an ___ and dangerous policy. LOGIC
- As he was watching them, his eyes began to ___ in astonishment. WIDE
- Doctors have developed a new, modern ___ technique involving ultra-sound. PAIN
- There is a feeling of isolation and professional ___ in schools. SECURE
- Many candidates showed little ___ of the problems from the headhunter’s point of view. APPRECIATE
- Do these goods comply with our safety _________? REQUIRE
- We were unable to establish_______ of her innocence. PROVE
- An attempt is also being made to ___ textures and symbols where possible. STANDARD
- He took to it like the ___ fish to water. PROVERB
- In all ___________ the vase was made in the seventeenth century.LIKELY
- He’s definitely someone very nervy, very jumpy and basically___ . SECURITY
- ‘I regret, I cannot offer any ___, Madame’ he said with a smile. REFRESH
- He’s like a politician who wants to convince you of his _____. SINCERE
- There’s no damage done, there’s no ___ . THIEF
- But the level of social welfare was so high that poverty was ___ . THINK
- The first thing he discovered was that Newley had not died ___ . ACCIDENT
- The whole method is a form of ___ . SIMPLE
- But are we allowing ourselves to be carried away by false ___? VAIN
- Moments before there was a ___ with a car. COLLIDE
- It was not, he admits, the wisest ___ for a beginner. CHOOSE
- You can hold the snake: it’s _____. HARM
- The government is noted for its ___________ drugs policy. COMPROMISE
- He admired the ___ of relationships he saw around him. WARM
- We have caused enough harm by our ___, irresponsible, selfish behaviour. THINK
- But not all ___ are valid in reference to pedagogy. IMPLY
- And he accepts that he set out on the lonely road to ___ too early in life. STAR
- Critics say he has been weak and _______ . DECIDE
- He tried to look ___, but it didn’t work. APOLOGY
- The country will _______ currency controls to encourage spending abroad. LOOSE
- For some _______ reason, she chose that moment to break the news. EXPLAIN
- We spend $5 million a year on _________. ADVERTISEMENT
- Which women do you ___ about? FANTASY
- Every time the pictorial elements were similar, if not almost ___ . IDENTITY
- All this she heard, even understood, but still she was ___ . SPEAK
- The jury found the doctor criminally _______. NEGLECT
- She’s made an official ___ .COMPLAIN
- The economies of Western Europe and Japan experienced ___ growth. PRECEDE
- The system is liable to suffer from ___ of the type discussed above. ACCURATE
- It was a ___ room with a deep bay window overlooking the river. SPACE
- In that case, young lady, you would have my undying ___ . GRATEFUL
- It was very __________ of you. Thank you. CONSIDER
- It would be much more ___ for you to marry a woman with money. SENSE
- The tension in the room seemed ___ . ENDURE
- Winners will be _______as soon as possible. NOTE
- The evidence from ___ times can seldom be interpreted with any certainty. HISTORY
- ‘Play’ and ‘game’ are used ____- it does not matter which. CHANGE
Key
- weigh Remember to _______ patients twice daily at 8.00am and 8.00pm. WEIGHT
- worthless Why do you always want to go with those ignorant ___ people? WORTH
- performance This is the most interesting ___ I’ve ever seen. PERFORM
- capable Are you ___ of sailing in the prevailing conditions? ABLE
- irresponsible Such an act would have been deceitful and ___ . RESPONSIBILITY
- pressure There is already enough ___ without that, you know. PRESS
- frighten You’d ___ too many people off with that speech. FRIGHT
- anxiety We must experience ___, pain, and death because we are alive. ANXIOUS
- hesitant I feel ___ about including the last sentence. HESITATE
- discredited Now surely our ___ government must go. CREDIT
- friendship The handshake is a basic gesture of ___ .FRIEND
- miraculous They fell into a ___ sleep which lasted until they were rediscovered in 1878. MIRACLE
- upbringing I’ve had a very sheltered ___, so this has really been an eye-opener. BRING
- unbelievably The music was ___ loud, you couldn’t hear yourself think. BELIEVE
- impractical Silk is always wonderful too, even if it’s totally ___ . PRACTICE
- misled People are being ________ into parting with their money. LEAD
- unprofitable The government stopped funding ______ industries. PROFIT
- competition It’s normal for there to be _______ between brothers and sisters. COMPETE
- beneficial Walking the dog is ideal exercise for anyone and the fresh air will be ___ too. BENEFIT
- swollen Her face was blotched and ___ with crying. SWELL
- belief There is a growing ______ that she will resign. BELIEVE
- strength It should come as no surprise that cycling builds leg ___ . STRONG
- falsify He helped his underage son _______ his birth date to illegally obtain a driver’s license.FALSE
- applicants All ___ must be over 18. APPLY
- illogical It’s an ___ and dangerous policy. LOGIC
- widen As he was watching them, his eyes began to ___ in astonishment. WIDE
- painless Doctors have developed a new, modern ___ technique involving ultra-sound. PAIN
- insecurity There is a feeling of isolation and professional ___ in schools. SECURE
- appreciation Many candidates showed little ___ of the problems from the headhunter’s point of view. APPRECIATE
- requirement Do these goods comply with our safety _________? REQUIRE
- proof We were unable to establish_______ of her innocence. PROVE
- standardise An attempt is also being made to ___ textures and symbols where possible. STANDARD
- proverbial He took to it like the ___ fish to water. PROVERB
- likelihood In all ___________ the vase was made in the seventeenth century.LIKELY
- insecure He’s definitely someone very nervy, very jumpy and basically___ . SECURITY
- refreshment ‘I regret, I cannot offer any ___, Madame’ he said with a smile. REFRESH
- sincerity He’s like a politician who wants to convince you of his _____. SINCERE
- theft There’s no damage done, there’s no ___ . THIEF
- unthinkable But the level of social welfare was so high that poverty was ___ . THINK
- accidentally The first thing he discovered was that Newley had not died ___ . ACCIDENT
- simplification The whole method is a form of ___ . SIMPLE
- vanity But are we allowing ourselves to be carried away by false ___? VAIN
- collision Moments before there was a ___ with a car. COLLIDE
- CHOICE It was not, he admits, the wisest ___ for a beginner. CHOOSE
- harmless You can hold the snake: it’s harmless. HARM
- uncompromising The government is noted for its ___________ drugs policy.. COMPROMISE
- warmth He admired the ___ of relationships he saw around him. WARM
- thoughtless We have caused enough harm by our ___, irresponsible, selfish behaviour. THINK
- implications But not all ___ are valid in reference to pedagogy. IMPLY
- stardom And he accepts that he set out on the lonely road to ___ too early in life. STAR
- indecisive Critics say he has been weak and _______ . DECIDE
- apologetic He tried to look ___, but it didn’t work. APOLOGY
- loosen The country will _______ currency controls to encourage spending abroad. LOOSE
- inexplicable For some _______ reason, she chose that moment to break the news. EXPLAIN
- advertising We spend $5 million a year on _________. ADVERTISEMENT
- fantasize Which women do you ___ about?FANTASY
- identical Every time the pictorial elements were similar, if not almost ___ . IDENTITY
- speechless All this she heard, even understood, but still she was ___ . SPEAK
- negligent The jury found the doctor criminally _______. NEGLECT
- complaint She’s made an official ___ .COMPLAIN
- unprecedented The economies of Western Europe and Japan experienced ___ growth. PRECEDE
- inaccuracies The system is liable to suffer from ___ of the type discussed above. ACCURATE
- spacious It was a ___ room with a deep bay window overlooking the river. SPACE
- gratitude In that case, young lady, you would have my undying ___ . GRATEFUL
- considerate It was very __________ of you. Thank you. CONSIDER
- sensible It would be much more ___ for you to marry a woman with money. SENSE
- unendurable The tension in the room seemed ___ . ENDURE
- notified Winners will be _______as soon as possible. NOTE
- prehistoric The evidence from ___ times can seldom be interpreted with any certainty. HISTORY
- interchangeably ‘Play’ and ‘game’ are used ____- it does not matter which. CHANGE
Image credit: www.fitxfitnessinc.com
Follow me on twitter @RobbioDobbio
This is a lesson plan I have designed for my CAE students who are about to take the exam. It is designed to help them prepare for the four use of English exercises in paper 1. You could set the worksheet as homework or have students complete it stage by stage in class in pairs or individually. Download the worksheet and key below:
CAE Use of English Training
CAE Use of English Training Key
Part 1 – Multiple Choice Cloze
Complete the 4 sentences with the words in the box below:
- I’ve been trying to get _______ of my boss all morning but he’s not picking up.
- The government realises that homelessness is an issues but has failed to ________ the scale of the problem.
- The article gives a fascinating ________ into the lives of the most vulnerable people in society.
- The _________ was dawning that this was a major disaster.
Insight | Realisation | Hold | Grasp |
- It’s just a ________of time before all courses are taught at least partially online.
- The police are only beginning to realise the complexity of the _________ now.
- The ______ of the accident has yet to be identified, but police have their suspicions.
- Since the inconclusive elections the political system has been in a _______ of disarray.
State | Situation | Matter | Cause |
- After the show I was ________ by an agent from a record company and offered a contract.
- Over the course of the trip we _________ many difficulties but we carried on regardless.
- After 30 years of service to the company he was _________ with a golden Rolex watch.
- They ________ us double what we originally paid for the house so we accepted straightaway.
Presented | Offered | Encountered | Approached |
- After several attempts to untie the knot I had to ________ defeat and cut the rope with a knife.
- I’m afraid I can’t ________ you to enter this area, it’s a restricted zone.
- The family will ________ €25,000 in compensation for the damage caused in the accident.
- I’m sorry sir but your parking ________ has expired and you have to pay a fine.
Permit | Admit | Allow | Receive |
- Hi, I’ve come ______ the party, I’m a friend of Josh’s.
- When it comes _____ computers, I’m completely useless.
- My family originally comes _____ Scotland but I grew up in Birmingham.
- The console comes _____ 2 free games of your choosing.
- University should be _________ to people from all backgrounds to increase equality.
- Planning and organising the whole festival in just 2 days is not __________.
- The summit of the mountain is only __________ to experienced climbers.
- It’s best to use turkey for this dish, but if it isn’t ___________, just use chicken.
Feasible | Obtainable | Accessible | Reachable |
- We must do more challenge stereotypical gender _______ like male heroes and females needing rescuing.
- My favourite comic-book _________ are Batman and Ironman because they’re just normal guys with amazing gadgets.
- He is a general in the army and he certainly looks the ________.
- Surfing isn’t a hobby dude, it’s a _______ of mind!
Characters | State | Part | Roles |
Part 2 – Open Cloze
Complete the sentences with 1 word.
- Two students, neither of ______ had done their homework, showed up to class.
- The study was carried _____ by a group of scientists from Harvard.
- The houses on my street, all of ______ were built over 200 years ago, are painted in a range of colours.
- It normally takes me an hour or ____ to get home from school.
- Sometimes as _____ as 50 people come to the free dance classes.
- The city has many places of interest, _____ the beautiful roman buildings in the centre ___ the ultra-modern harbour side.
- I try to do at least a little exercise ____ a daily basis.
- The government have cut spending on education. ______ this means is that class sizes will increase.
- This part of the building is in the process of ______ repaired.
- _____ there were so many people at the concert, people had to sit on each other’s laps.
- The problems associated ____ shooting the film underwater were a real headache for the director.
- The development of smaller, hand-held cameras led ____ photography becoming a popular hobby.
- In the past people _____ have to wait up to a week for their photographs to be developed.
- They were ____ the point of calling off the search when they found the missing dog sleeping under a tree.
- When taken ____ a whole, the Lord of the Rings saga is one of the most impressive stories ever told.
- He has written well _____ a thousand songs in his career. (much more than)
- We’re thinking about having our house done ____ this summer, but it might be too expensive.
- I’m still not sure ______ or not I lost my phone or someone stole it.
Part 3 – Word Formation
Put the correct negative prefix on the word: in-/dis-/il-/im-/ir-/un-
1. ____legal
2. ____secure 3. ____regular 4. ____logical 5. ____predictable 6. ____pleased 7. ____sufficient 8. ____reparable 9. ____loyal 10. ____literate 11. ____rational 12. ____adequate 13. ____conventional 14. ____professional 15. ____willing |
16. ____capable
17. ____able 18. ____precise 19. ____mature 20. ____patient 21. ____complete 22. ____belief 23. ____agreement 24. ____affected 25. ____pleasant 26. ____coherent 27. ____ accurate 28. ____valid 29. ____perfect 30. ____certain |
Complete the sentences with one of the words above, check the context, should the word be positive or negative?
- Don’t be so ___________! You have to wait for your turn like everyone else. PATIENCE
- I’m afraid there is ___________ money to pay everyone this month. SUFFICE
- There was a __________ smell coming from the kitchen that made my mouth water. PLEASE
- It was very difficult for the _______________ refugee children to fit in at school. LITERACY
- We finally reached a(n) ________________ about what to do with the money. AGREE
- I’m afraid that the damage to the car is _______________. REPAIR
- Your tickets are ___________ for the VIP area, take a glass of champagne and sit down. VALIDATION
- He was so drunk that his speech was completely ______________. COHERENCE
- Our son is so ___________ compared to the other boys in his class, he never gets in trouble. MATURITY
- If your ___________ behaviour continues, you’re going to be out of a job. PROFESSIONALISM
- I hate that kind of film, the endings are always so __________ you can see it coming a mile off. PREDICT
- What Donald Trump said about Mexican immigrants was completely _____________ and should be corrected at once. ACCURACY
- Luckily out area was _____________ by the storm and heavy rain. AFFECT
- Your work on the project was _______________ and I expect you to do better next time. ADEQUACY
- We should sack him immediately, he’s _____________ of arriving on time. CAPABILITY
- Calm down, we need to be ____________ and think about it carefully. RATIONALITY
- If they are ____________ to lower the price then we should break off negotiations. WILL
- When I was a teenager I felt very ____________ about my body, but I’m fine now. SECURITY
- The puzzle is still _____________, we’re missing 4 pieces. COMPLETION
- Her methods may be _______________, but they’re very effective. CONVENTION
Part 4 – Key Word Transformations
Choose the correct option to complete the key word transformations:
- Mauro says he prefers to do his homework on his own
RATHER
Mauro says that ______________________________________ do his homework with other people.
- He wouldn’t rather to
- He would rather not
- He would rather not to
- He rather wouldn’t
- Clara said that she had not seen the missing letter.
HAVING
Clara ___________________________________ the missing letter.
- Refused having seen
- Denied having to see
- Admitted to not having seen
- Denied having seen
- It took Layla five minutes to find her car keys.
SPENT
Layla ___________________________________ for her car keys.
- Spent five minutes looking
- Spent five minutes to search
- Spent five minutes finding
- Spent five minutes to find
- A short meeting of the cast will take place after today’s rehearsal.
BY
Today’s rehearsal ___________________________________________ a short meeting of the cast.
- Will be after by
- Followed after by
- Will be followed by
- Will followed by
- I’ll be happy to show you round the sights of my city when you come to visit me.
TAKE
It will be a _____________________________________________ sightseeing tour of my city when you come to visit me.
- Happiness taking you to a
- Pleasure to take you on a
- Pleasing to take you to a
- Pleasure taking you on a
- Rousseau painted fabulous pictures of the rainforest although he had never travelled outside Europe.
SPITE
Rousseau painted fabulous pictures of the rainforest ____________________________________ travelled outside Europe.
- In spite of the fact that he never
- In spite of he never
- In spite the fact he never
- In spite of never having
- It is thought that one in every five people cannot control how much they spend.
UNABLE
One in every five people is thought _______________________________ their spending under control.
- To be unable to keep
- That is unable to control
- Of being unable to control
- Unable to keep
Key
Part 1:
1. Hold
2. Grasp 3. Insight 4. Realisation 1. Matter 2. Situation 3. Cause 4. State 1. Approached 2. Encountered 3. Presented 4. Offered 1. Admit 2. Allow 3. Receive 4. Permit |
1. For
2. To 3. From 4. With 1. Accessible 2. Feasible 3. Reachable 4. Obtainable 1. Roles 2. Characters 3. Part 4. State |
Part 2:
1. Whom
2. Out 3. Which 4. So 5. Many 6. From, to 7. On 8. What 9. being |
10. as/since/because
11. with 12. to 13. would 14. on 15. as 16. over 17. up 18. whether |
Part 3:
1. illegal
2. insecure 3. irregular 4. illogical 5. unpredictable 6. displeased 7. insufficient 8. irreparable 9. disloyal 10. illiterate 11. irrational 12. inadequate 13. unconventional 14. unprofessional 15. unwilling |
16. incapable
17. unable (adjective) disable (verb) 18. imprecise 19. immature 20. impatient 21. incomplete 22. disbelief 23. disagreement 24. unaffected 25. unpleasant 26. incoherent 27. inaccurate 28. invalid 29. imperfect 30. uncertain |
1. impatient
2. insufficient 3. pleasant 4. illiterate 5. agreement 6. irreparable 7. valid 8. incoherent 9. mature 10. unprofessional |
11. predictable
12. inaccurate 13. unaffected 14. inadequate 15. incapable 16. rational 17. unwilling 18. insecure 19. incomplete 20. unconventional |
Part 4:
- b
- d
- a
- c
- b
- d
- a
Just a quick note…
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://soundcloud.com/2tspod
https://www.facebook.com/2tspodcast/
Word Formation List
Thanks to Valerie Collins for bringing this great list to my attention.
Our Essential Lessons are a sequence of lessons that form the backbone of the Writing Program curriculum, illustrating what we want all students to learn across our program’s diverse course topics.
Multilingual students often need intensive work on word forms (affixes, parts of speech, and word families) to help them both in their reading and writing. This lesson focuses on high-frequency academic vocabulary and takes a strategic, metacognitive approach.
Inclusion
This lesson models a research-based approach to addressing language errors in a way that empowers English language learners by focusing on a kind of error (word form) that is both teachable and crucial to reader understanding.
Objective
Students will be able to use effective vocabulary acquisition strategies to avoid word form errors and employ various parts of speech in their writing.
Key Terms
parts of speech, word forms, vocabulary, word families, diction, register
Timing
This lesson should occur in a single period (with homework before and follow-up after) within the first few weeks of the WR 111 semester, ideally in response to the in-class writing diagnostic or other early written work. It is recommended to use excerpts from students’ writing samples to create the lesson, which would also allow the difficulty to match students’ level. As the semester progresses and the language of the content becomes more challenging, and/or students continue to struggle with such types of errors, repeating a shorter version of this lesson once or twice later in the semester would be beneficial.
Conceptual Framework
Lesson
Genre Awareness
An enhanced morphological awareness will enable students to be more discerning regarding variations in word meanings that occur across different genres and fields of writing. For example, a student in the sciences will benefit from being able to quickly identify how key terminology relates to parts of speech, but also how affixes/suffixes shape the roots of those terms and how semantics may change across contexts (see the EAP Foundation Academic Word List).
Metacognition
Reading journals and Vocabulary Logs provide an excellent medium for students to reflect on and ask questions about relevant vocabulary from their readings. When discussing these terms, consider presenting questions regarding how certain roots may relate to other previously discussed words as well as how affixes play a role in changing meanings. Encourage students to reflect on their morphological awareness with regards to their own writing; focusing on vocabulary acquisition strategies seem to help or hinder this awareness.
PART I: BEFORE CLASS
Students should first read Tutorial #1 (Parts of Speech) in Language Power: Tutorials for Writers, by Dana Ferris, and also Tutorial #14 (Word Forms). Most WR 111 students will have a fair amount of knowledge on these subjects, but the Ferris chapters provide a cohesive review of rules and common errors that is easy for students to understand. Depending on identified student needs, one or two of the practice assignments from these chapters may be assigned and reviewed in class.
PART II: IN-CLASS ACTIVITIES
- Review key concepts from the Ferris chapters, and briefly discuss the significance of parts of speech and word forms.
- Ask students to complete the paradigm for a particular word family, in a chart or on a handout or a Google doc, starting with a single content word. Students should complete this chart in pairs or small groups with no use of outside resources. See the Word Relatives Chart for one possible handout format approach. The chart you provide students might draw content from a combination of:
- observed student word form errors, and
- vocabulary from recent or upcoming materials that could prove morphologically enlightening.
- Discuss the completed charts as a class, asking groups to give their suggestions for each row’s paradigm in a rotation, so each group shares their response at least once. Take time to discuss variations in answers and whether they fit within a particular word family and why.
- Distribute a printout of the Common Affixes Chart (adapted from the Academic Word List resources) and have students individually create as many viable word form variations as possible for an assigned word (or words). Students should then cross-check their answers against the Oxford English Dictionary, while also learning more about a given word’s history.
Variations and Follow-Ups
Further Reading
See all Writing Program Essential LessonsRemote Implementation of Essential Lesson Activities
The aim of this activity is to let students use the words in context before they apply the familiar principles of word formation. This activity fosters the understanding of both the meaning and the form of words students are required to use in the exam and prevents mindless guessing and relying on false friends. I use it to help students with Use of English, Part 3.
The Problem
When dealing with word formation exercises, my students would often resort to guessing the new word form without even trying to understand the context in which the word was used, not to mention trying to establish whether they needed to form a noun / verb/ adjective/adverb. They would rely on the principles of word formation they already knew (e.g. various suffixes used to create nouns) to form nonsense words that would very often resemble “English versions” of words in their L1.
Word formation exercises were of no educational value at all, my students wouldn’t learn any new vocabulary, they would only try to memorise suffixes (to create new words) and prefixes (to create opposites). They also saw no point in expanding their vocabulary and understanding it at the same time since this was not how they saw the point of the word formation exam exercise.
The Question
Since the exam preparation course required doing countless word formation exercises, was it in any way possible to make them about something more than just memorising and regurgitating? How could I promote learning new vocabulary, using it in a meaningful context, and understanding both its form (it’s a noun, here’s how I should use it) and its meaning (I can use this word to talk about XYZ)?
The Solution
I decided to try and build an entirely new exercise based on a word formation task. I used the Complete First by CUP workbook I was teaching from at the time as the basis for the exercise.
The new activity consisted of:
- speaking using target words
- discussing target words in context
- filling in the gaps in the text with target words
- looking at the relationship between the target words and the words in CAPITALS
- coming up with sample exam-type questions using target vocabulary
What did I hope for this activity to achieve:
- the focus would be shifted from putting the word form first and forgetting about the context and meaning to understanding and using the words orally by the students themselves and THEN using them in the context provided by the exercise
- students would actually practice and/or learn new vocabulary items in context
- because of understanding the context, they would gain a deeper understanding of new vocabulary and would be more confident using it
The Task
Here is what the original exercise looks like:
The words students are supposed to create are:
- movement
- locally
- reliable
- difficulty
- solution
- impossible
- easiest
- protection
I used these 8 words ( + the word increasingly that has already been transformed) to write 9 questions.
INCREASINGLY | What is becoming increasingly expensive in your country? |
MOVEMENT | Can you name a movement that has changed the course of history? |
LOCALLY | What are the advantages of vegetables grown locally? |
RELIABLE | What’s the most reliable source of information nowadays? |
DIFFICULTY | Are there any words you have difficulty remembering in English? |
SOLUTION | Your friend is qualified but has no work experience and because of that she can’t find a job. What’s the best solution to this problem? |
IMPOSSIBLE | What do you think will still be impossible for humans in 100 years? |
EASIEST | What’s the easiest way of getting around in your city? |
PROTECTION | What do people in your country need protection from? |
Stage 1: Speaking, words in context
I divided my students into pairs. I cut the questions, mixed the order and gave each pair a pile. Their task was to draw questions from the pile and answer using the word in bold.
Example:
What do you think will still be impossible for humans to do in 100 years?
I think it will still be impossible to fly without using any technology.
This stage of the activity allowed my students to get familiar with some word forms (increasingly, locally) and make sure they understood some others correctly (movement, reliable). It also resulted in some spontaneous expanding on the target words and in fact “deconstructing” them:
a) what are some other meanings of the word movement?
b) if you find a SOLUTION to a problem = you SOLVE a problem
c) INCREASINGLY looks almost like INCREASING only with -ly at the end
There were some aha! moments experienced by my students. The best part of it: it was student-led, they were the ones noticing some connections between words, asking questions and trying to figure out answers.
Stage 2: gap filling
Once we worked through the target words, I distributed the worksheets. Words in CAPITALS were erased. Students worked individually to put 8 target words in the gaps in the text. Then they checked with their partner and we finally corrected the exercise together. In order to do the exercise correctly, they really needed to understand the text they were reading and focus on the meaning more than on the form (as the original activity would require).
Stage 3: reversed word formation
After correcting the exercise, I distributed the original copy of the task. The students were able to see the words in CAPITALS that were supposed to be used to create the target words. This is when we really focused on the form. We discussed each of the words in CAPITALS to establish what part of speech they were and then compared with the target word. Which nouns turned into verbs? Which verbs turned into nouns or adjectives? Adjectives to adverbs? Adverbs to adjectives? How do you know it’s a noun? Can you think of any similar nouns?
We spent a considerable amount of time looking at the word formation aspect and I saw there was much less hesitation and, more importantly, guessing and “absurd word formation” than before. My students seemed more confident dealing with the words as they had already used them in the speaking part of the class and had a hunch or two about several ways these words could be transformed to make new ones (movement – ment = move, easy huh?).
Stage 4: delivering a sample exam task
The aim of this stage was to make sure the students were able to use the target words in context. Their task was to come up with 3 exam-type sentences with a word in CAPITALS that would have to be transformed. They could use any given form of the words from the original exercise (their word in CAPITALS might have been either the original MOVE or the target MOVEMENT) as long as it made sense.
Students worked in pairs to come up the sentences and then exchanged them with other classmates. Obviously, coming up with the word to fill in the gap was a no-brainer at that point. The difficulty lied in coming up with a sentence that would justify using this word. Once again, it boiled down to my students understanding the meaning of the words in context.
For more word formation activities take a look here, here, here, and here.
Personal Experience
I decided to use this exercise for the first couple of weeks with all new FCE groups I was teaching, especially if it was their first year of learning for the exam and they had little knowledge of what it was about. I noticed it worked better than burdening the students with e.g. 4 different suffixes + examples.
Reversing the order of this activity was also an appreciated change for the students who had already been studying for the exam for some time and were getting frustrated with the repetition. It helped them see how much they had already learned and rediscover some vocabulary that they hadn’t used in for some time.
I also tried this with some of my CAE students and it has been a great tool in expanding their vocabulary and letting them use new, often complicated words in context first.
The biggest upside of this activity: the materials are already there in the coursebook, I just had to tweak them.
The biggest downside: it is definitely not a low-prep activity, it takes time to come up with appropriate questions that would make sense, appeal to the learners and use the target word correctly. I have never managed to come up with a set of related questions, they all usually come up a bit random, but so far my students didn’t seem to mind.
Encouraged by how well-received this activity has been, I have been trying to modify other parts of the Use of English exam paper to make it more about learning English and less about the exam itself. Sadly, nothing substantial has come out of it yet. I would love to hear from other teachers preparing their students for Cambridge (or other) exams: how do you deal with these courses?