Word form english lesson

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.

word formation Skyteach

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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compound adjectives

C1 / Advanced
Standard Lesson 60 min

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Earth is our only shareholder

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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.

speaking lesson plan

B1 / Intermediate | B2 / Upper Intermediate
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Rethinking your mindset

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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.

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common English collocations

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Lessons in success from those you admire

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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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negative prefixes

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Immediate response (not) required

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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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surveillance lesson plan

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Big Brother is watching you

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This surveillance lesson plan looks into the topic of employee monitoring software and questions the use of this technology raises.

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longevity lesson plan

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How to live 100 years and more

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selfie lesson plan

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Why do we take selfies?

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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/

Haunted Mansion Pictures | Download Free Images on Unsplash

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

  1. How does the writer make the story creepy?
  2. Find two examples of onomatopoeia in the text. 
  3. Find and underline the sentence with “around the corner”
    1. What do you notice about the syntax?
  4. 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.

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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

  1. Remember to _______ patients twice daily at 8.00am and 8.00pm. WEIGHT
  2. Why do you always want to go with those ignorant ___ people? WORTH
  3. This is the most interesting ___ I’ve ever seen. PERFORM
  4. Are you ___ of sailing in the prevailing conditions? ABLE
  5. Such an act would have been deceitful and ___ . RESPONSIBILITY
  6. There is already enough ___ without that, you know. PRESS
  7. You’d ___ too many people off with that speech. FRIGHT
  8. We must experience ___, pain, and death because we are alive. ANXIOUS
  9. I feel ___ about including the last sentence. HESITATE
  10. Now surely our ___ government must go. CREDIT
  11. The handshake is a basic gesture of ___ .FRIEND
  12. They fell into a ___ sleep which lasted until they were rediscovered in 1878. MIRACLE
  13. I’ve had a very sheltered ___, so this has really been an eye-opener. BRING
  14. The music was ___ loud, you couldn’t hear yourself think. BELIEVE
  15. Silk is always wonderful too, even if it’s totally ___ . PRACTICE
  16. People are being ________ into parting with their money. LEAD
  17. The government stopped funding ______ industries. PROFIT
  18. It’s normal for there to be _______ between brothers and sisters. COMPETE
  19. Walking the dog is ideal exercise for anyone and the fresh air will be ___ too. BENEFIT
  20. Her face was blotched and ___ with crying. SWELL
  21. There is a growing ______ that she will resign. BELIEVE
  22. It should come as no surprise that cycling builds leg ___ . STRONG
  23. He helped his underage son _______ his birth date to illegally obtain a driver’s license. FALSE
  24. All ___ must be over 18. APPLY
  25. It’s an ___ and dangerous policy. LOGIC
  26. As he was watching them, his eyes began to ___ in astonishment. WIDE
  27. Doctors have developed a new, modern ___ technique involving ultra-sound. PAIN
  28. There is a feeling of isolation and professional ___ in schools. SECURE
  29. Many candidates showed little ___ of the problems from the headhunter’s point of view. APPRECIATE
  30. Do these goods comply with our safety _________? REQUIRE
  31. We were unable to establish_______ of her innocence. PROVE
  32. An attempt is also being made to ___ textures and symbols where possible. STANDARD
  33. He took to it like the ___ fish to water. PROVERB
  34. In all ___________ the vase was made in the seventeenth century.LIKELY
  35. He’s definitely someone very nervy, very jumpy and basically___ . SECURITY
  36. ‘I regret, I cannot offer any ___, Madame’ he said with a smile. REFRESH
  37. He’s like a politician who wants to convince you of his _____. SINCERE
  38. There’s no damage done, there’s no ___ . THIEF
  39. But the level of social welfare was so high that poverty was ___ . THINK
  40. The first thing he discovered was that Newley had not died ___ . ACCIDENT
  41. The whole method is a form of ___ . SIMPLE
  42. But are we allowing ourselves to be carried away by false ___? VAIN
  43. Moments before there was a ___ with a car. COLLIDE
  44. It was not, he admits, the wisest ___ for a beginner. CHOOSE
  45. You can hold the snake: it’s _____. HARM
  46. The government is noted for its ___________ drugs policy. COMPROMISE
  47. He admired the ___ of relationships he saw around him. WARM
  48. We have caused enough harm by our ___, irresponsible, selfish behaviour. THINK
  49. But not all ___ are valid in reference to pedagogy. IMPLY
  50. And he accepts that he set out on the lonely road to ___ too early in life. STAR
  51. Critics say he has been weak and _______ . DECIDE
  52. He tried to look ___, but it didn’t work. APOLOGY
  53. The country will _______ currency controls to encourage spending abroad. LOOSE
  54. For some _______ reason, she chose that moment to break the news. EXPLAIN
  55. We spend $5 million a year on _________. ADVERTISEMENT
  56. Which women do you ___ about? FANTASY
  57. Every time the pictorial elements were similar, if not almost ___ . IDENTITY
  58. All this she heard, even understood, but still she was ___ . SPEAK
  59. The jury found the doctor criminally _______. NEGLECT
  60. She’s made an official ___ .COMPLAIN
  61. The economies of Western Europe and Japan experienced ___ growth. PRECEDE
  62. The system is liable to suffer from ___ of the type discussed above. ACCURATE
  63. It was a ___ room with a deep bay window overlooking the river. SPACE
  64. In that case, young lady, you would have my undying ___ . GRATEFUL
  65. It was very __________ of you. Thank you. CONSIDER
  66. It would be much more ___ for you to marry a woman with money. SENSE
  67. The tension in the room seemed ___ . ENDURE
  68. Winners will be _______as soon as possible. NOTE
  69. The evidence from ___ times can seldom be interpreted with any certainty. HISTORY
  70. ‘Play’ and ‘game’ are used ____- it does not matter which. CHANGE

Key

  1. weigh Remember to _______ patients twice daily at 8.00am and 8.00pm. WEIGHT
  2. worthless Why do you always want to go with those ignorant ___ people? WORTH
  3. performance This is the most interesting ___ I’ve ever seen. PERFORM
  4. capable Are you ___ of sailing in the prevailing conditions? ABLE
  5. irresponsible Such an act would have been deceitful and ___ . RESPONSIBILITY
  6. pressure There is already enough ___ without that, you know. PRESS
  7. frighten You’d ___ too many people off with that speech. FRIGHT
  8. anxiety We must experience ___, pain, and death because we are alive. ANXIOUS
  9. hesitant I feel ___ about including the last sentence. HESITATE
  10. discredited Now surely our ___ government must go. CREDIT
  11. friendship The handshake is a basic gesture of ___ .FRIEND
  12. miraculous They fell into a ___ sleep which lasted until they were rediscovered in 1878. MIRACLE
  13. upbringing I’ve had a very sheltered ___, so this has really been an eye-opener. BRING
  14. unbelievably The music was ___ loud, you couldn’t hear yourself think. BELIEVE
  15. impractical Silk is always wonderful too, even if it’s totally ___ . PRACTICE
  16. misled People are being ________ into parting with their money. LEAD
  17. unprofitable The government stopped funding ______ industries. PROFIT
  18. competition It’s normal for there to be _______ between brothers and sisters. COMPETE
  19. beneficial Walking the dog is ideal exercise for anyone and the fresh air will be ___ too. BENEFIT
  20. swollen Her face was blotched and ___ with crying. SWELL
  21. belief There is a growing ______ that she will resign. BELIEVE
  22. strength It should come as no surprise that cycling builds leg ___ . STRONG
  23. falsify He helped his underage son _______ his birth date to illegally obtain a driver’s license.FALSE
  24. applicants All ___ must be over 18. APPLY
  25. illogical It’s an ___ and dangerous policy. LOGIC
  26. widen As he was watching them, his eyes began to ___ in astonishment. WIDE
  27. painless Doctors have developed a new, modern ___ technique involving ultra-sound. PAIN
  28. insecurity There is a feeling of isolation and professional ___ in schools. SECURE
  29. appreciation Many candidates showed little ___ of the problems from the headhunter’s point of view. APPRECIATE
  30. requirement Do these goods comply with our safety _________? REQUIRE
  31. proof We were unable to establish_______ of her innocence. PROVE
  32. standardise An attempt is also being made to ___ textures and symbols where possible. STANDARD
  33. proverbial He took to it like the ___ fish to water. PROVERB
  34. likelihood In all ___________ the vase was made in the seventeenth century.LIKELY
  35. insecure He’s definitely someone very nervy, very jumpy and basically___ . SECURITY
  36. refreshment ‘I regret, I cannot offer any ___, Madame’ he said with a smile. REFRESH
  37. sincerity He’s like a politician who wants to convince you of his _____. SINCERE
  38. theft There’s no damage done, there’s no ___ . THIEF
  39. unthinkable But the level of social welfare was so high that poverty was ___ . THINK
  40. accidentally The first thing he discovered was that Newley had not died ___ . ACCIDENT
  41. simplification The whole method is a form of ___ . SIMPLE
  42. vanity But are we allowing ourselves to be carried away by false ___? VAIN
  43. collision Moments before there was a ___ with a car. COLLIDE
  44. CHOICE It was not, he admits, the wisest ___ for a beginner. CHOOSE
  45. harmless You can hold the snake: it’s harmless. HARM
  46. uncompromising The government is noted for its ___________ drugs policy.. COMPROMISE
  47. warmth He admired the ___ of relationships he saw around him. WARM
  48. thoughtless We have caused enough harm by our ___, irresponsible, selfish behaviour. THINK
  49. implications But not all ___ are valid in reference to pedagogy. IMPLY
  50. stardom And he accepts that he set out on the lonely road to ___ too early in life. STAR
  51. indecisive Critics say he has been weak and _______ . DECIDE
  52. apologetic He tried to look ___, but it didn’t work. APOLOGY
  53. loosen The country will _______ currency controls to encourage spending abroad.  LOOSE
  54. inexplicable For some _______ reason, she chose that moment to break the news. EXPLAIN
  55. advertising We spend $5 million a year on _________. ADVERTISEMENT
  56. fantasize Which women do you ___ about?FANTASY
  57. identical Every time the pictorial elements were similar, if not almost ___ . IDENTITY
  58. speechless All this she heard, even understood, but still she was ___ . SPEAK
  59. negligent The jury found the doctor criminally _______. NEGLECT
  60. complaint She’s made an official ___ .COMPLAIN
  61. unprecedented The economies of Western Europe and Japan experienced ___ growth. PRECEDE
  62. inaccuracies The system is liable to suffer from ___ of the type discussed above. ACCURATE
  63. spacious It was a ___ room with a deep bay window overlooking the river. SPACE
  64. gratitude In that case, young lady, you would have my undying ___ . GRATEFUL
  65. considerate It was very __________ of you. Thank you. CONSIDER
  66. sensible It would be much more ___ for you to marry a woman with money. SENSE
  67. unendurable The tension in the room seemed ___ . ENDURE
  68. notified Winners will be _______as soon as possible. NOTE
  69. prehistoric The evidence from ___ times can seldom be interpreted with any certainty. HISTORY
  70. interchangeably ‘Play’ and ‘game’ are used ____- it does not matter which. CHANGE

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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:

  1. I’ve been trying to get _______ of my boss all morning but he’s not picking up.
  2. The government realises that homelessness is an issues but has failed to ________ the scale of the problem.
  3. The article gives a fascinating ________ into the lives of the most vulnerable people in society.
  4. The _________ was dawning that this was a major disaster.
Insight Realisation Hold Grasp
  1. It’s just a ________of time before all courses are taught at least partially online.
  2. The police are only beginning to realise the complexity of the _________ now.
  3. The ______ of the accident has yet to be identified, but police have their suspicions.
  4. Since the inconclusive elections the political system has been in a _______ of disarray.
State Situation Matter Cause
  1. After the show I was ________ by an agent from a record company and offered a contract.
  2. Over the course of the trip we _________ many difficulties but we carried on regardless.
  3. After 30 years of service to the company he was _________ with a golden Rolex watch.
  4. They ________ us double what we originally paid for the house so we accepted straightaway.
Presented Offered Encountered Approached
  1. After several attempts to untie the knot I had to ________ defeat and cut the rope with a knife.
  2. I’m afraid I can’t ________ you to enter this area, it’s a restricted zone.
  3. The family will ________ €25,000 in compensation for the damage caused in the accident.
  4. I’m sorry sir but your parking ________ has expired and you have to pay a fine.
Permit Admit Allow Receive
  1. Hi, I’ve come ______ the party, I’m a friend of Josh’s.
  2. When it comes _____ computers, I’m completely useless.
  3. My family originally comes _____ Scotland but I grew up in Birmingham.
  4. The console comes _____ 2 free games of your choosing.
  1. University should be _________ to people from all backgrounds to increase equality.
  2. Planning and organising the whole festival in just 2 days is not __________.
  3. The summit of the mountain is only __________ to experienced climbers.
  4. It’s best to use turkey for this dish, but if it isn’t ___________, just use chicken.
Feasible Obtainable Accessible Reachable
  1. We must do more challenge stereotypical gender _______ like male heroes and females needing rescuing.
  2. My favourite comic-book _________ are Batman and Ironman because they’re just normal guys with amazing gadgets.
  3. He is a general in the army and he certainly looks the ________.
  4. 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.

  1. Two students, neither of ______ had done their homework, showed up to class.
  2. The study was carried _____ by a group of scientists from Harvard.
  3. The houses on my street, all of ______ were built over 200 years ago, are painted in a range of colours.
  4. It normally takes me an hour or ____ to get home from school.
  5. Sometimes as _____ as 50 people come to the free dance classes.
  6. The city has many places of interest, _____ the beautiful roman buildings in the centre ___ the ultra-modern harbour side.
  7. I try to do at least a little exercise ____ a daily basis.
  8. The government have cut spending on education. ______ this means is that class sizes will increase.
  9. This part of the building is in the process of ______ repaired.
  10. _____ there were so many people at the concert, people had to sit on each other’s laps.
  11. The problems associated ____ shooting the film underwater were a real headache for the director.
  12. The development of smaller, hand-held cameras led ____ photography becoming a popular hobby.
  13. In the past people _____ have to wait up to a week for their photographs to be developed.
  14. They were ____ the point of calling off the search when they found the missing dog sleeping under a tree.
  15. When taken ____ a whole, the Lord of the Rings saga is one of the most impressive stories ever told.
  16. He has written well _____ a thousand songs in his career. (much more than)
  17. We’re thinking about having our house done ____ this summer, but it might be too expensive.
  18. 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?

  1. Don’t be so ___________! You have to wait for your turn like everyone else. PATIENCE
  2. I’m afraid there is ___________ money to pay everyone this month. SUFFICE
  3. There was a __________ smell coming from the kitchen that made my mouth water. PLEASE
  4. It was very difficult for the _______________ refugee children to fit in at school. LITERACY
  5. We finally reached a(n) ________________ about what to do with the money. AGREE
  6. I’m afraid that the damage to the car is _______________. REPAIR
  7. Your tickets are ___________ for the VIP area, take a glass of champagne and sit down. VALIDATION
  8. He was so drunk that his speech was completely ______________. COHERENCE
  9. Our son is so ___________ compared to the other boys in his class, he never gets in trouble. MATURITY
  10. If your ___________ behaviour continues, you’re going to be out of a job. PROFESSIONALISM
  11. I hate that kind of film, the endings are always so __________ you can see it coming a mile off. PREDICT
  12. What Donald Trump said about Mexican immigrants was completely _____________ and should be corrected at once. ACCURACY
  13. Luckily out area was _____________ by the storm and heavy rain. AFFECT
  14. Your work on the project was _______________ and I expect you to do better next time. ADEQUACY
  15. We should sack him immediately, he’s _____________ of arriving on time. CAPABILITY
  16. Calm down, we need to be ____________ and think about it carefully. RATIONALITY
  17. If they are ____________ to lower the price then we should break off negotiations. WILL
  18. When I was a teenager I felt very ____________ about my body, but I’m fine now. SECURITY
  19. The puzzle is still _____________, we’re missing 4 pieces. COMPLETION
  20. 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:

  1. Mauro says he prefers to do his homework on his own

RATHER

Mauro says that ______________________________________ do his homework with other people.

  1. He wouldn’t rather to
  2. He would rather not
  3. He would rather not to
  4. He rather wouldn’t
  1. Clara said that she had not seen the missing letter.

HAVING

Clara ___________________________________ the missing letter.

  1. Refused having seen
  2. Denied having to see
  3. Admitted to not having seen
  4. Denied having seen
  1. It took Layla five minutes to find her car keys.

SPENT

Layla ___________________________________ for her car keys.

  1. Spent five minutes looking
  2. Spent five minutes to search
  3. Spent five minutes finding
  4. Spent five minutes to find
  1. A short meeting of the cast will take place after today’s rehearsal.

BY

Today’s rehearsal ___________________________________________ a short meeting of the cast.

  1. Will be after by
  2. Followed after by
  3. Will be followed by
  4. Will followed by
  1. 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.

  1. Happiness taking you to a
  2. Pleasure to take you on a
  3. Pleasing to take you to a
  4. Pleasure taking you on a
  1. 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.

  1. In spite of the fact that he never
  2. In spite of he never
  3. In spite the fact he never
  4. In spite of never having
  1. 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.

  1. To be unable to keep
  2. That is unable to control
  3. Of being unable to control
  4. 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:

  1. b
  2. d
  3. a
  4. c
  5. b
  6. d
  7. a

word formation 5

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


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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
  1. Review key concepts from the Ferris chapters, and briefly discuss the significance of parts of speech and word forms.
  2. 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.
  3. 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.
  4. 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:

  1. speaking using target words
  2. discussing target words in context
  3. filling in the gaps in the text with target words
  4. looking at the relationship between the target words and the words in CAPITALS
  5. coming up with sample exam-type questions using target vocabulary

What did I hope for this activity to achieve:

  1. 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
  2. students would actually practice and/or learn new vocabulary items in context
  3. 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:

IMG_20151109_134051

The words students are supposed to create are:

  1. movement
  2. locally
  3. reliable
  4. difficulty
  5. solution
  6. impossible
  7. easiest
  8. 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. IMG_20151109_134051Words 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?

If you are looking for more ideas to use in your exam preparation classes take a look here and here.

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