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B. GUIDANCE FOR FOLLOW-UP ACTIVITIES ......................................................................7 B1. B2. Teachers notes ........................................................................................................7 Classroom Handout 3 ...............................................................................................9
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A1.
1.
Lesson Plan
Begin by checking that learners are familiar with common negative prefixes. Write the following words on the board: literate visible exciting practical similar relevant pronounced
Elicit the negative forms of each word. Answers: illiterate, invisible, unexciting, impractical, dissimilar, irrelevant, mispronounced Write the negative forms of the words on the board. As you do so, check: spelling by making a few deliberate mistakes(e.g.* iliterate, *disimilar, *irelevant) for learners to correct. pronunciation, especially word stress and weak sounds meaning by eliciting examples or definitions from learners as appropriate.
Elicit what all these words have in common. Answer: they all have negative prefixes, i.e. prefixes which give the word an opposite meaning. The only exception is mis-, which means wrongly, i.e. wrongly pronounced, rather than not pronounced.
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Complete the sentences by using the word in capitals on the right. You must change the word in capitals to fit the meaning of the sentence.
1. Johns help in writing my CV was absolutely .. 2. The .. criminal was finally arrested after years on the run. 3. Be careful with this liquid because it is highly .. . 4. The last residents left the island in 1990 and it is now completely .. . 5. I can hardly read this letter because the handwriting is almost .. . 6. When Joe returned to his home town after twenty years away, he found it .. . 7. All the houses in the deserted village are in a state of .. .
INHABITED
LEGIBLE
RECOGNISABLE REPAIR
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Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.
Joe and his fellow mountaineers knew that if they encountered any (1) .. hazards it was unlikely that anyone could assist them. The mountain was on an (2) .. island and they were the only people there. Help was a long boat journey away. The mountain had an (3) .. reputation and many previous expeditions had been (4) .. . They had already tried two routes to the summit and found them (5) .. . Now they were trying the third. Joe had a note, in almost (6) . handwriting, from the leader of a previous expedition advising him to try it. The information in the note had proved (7) . and they had made good progress at first. VALUABLE FAMOUS SUCCESSFUL PASSABLE LEGIBLE FORESEEN INHABITED
For the last two days, however, bad weather had confined them to their tent. It would be (8) . to climb in such conditions. The climbers had found their equipment reliable but were (9) . with their tent, which leaked badly. They had not (10) . it in any way but it was not fit for purpose. Joe suspected the tent material was (11) . because their cooker almost set it on fire. Eventually, the weather improved and the climbers set off once more, (12) by the challenges ahead of them. FLAMMABLE DAUNTED RESPONSIBLE SATISFIED TREATED
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1. In Step 1 of the lesson, a vocabulary revision activity was used to check spelling and pronunciation. Although word formation exercises are essentially written tasks, they provide a good opportunity to practise the pronunciation of polysyllabic words. This should take four forms: identifying the stressed syllable noting the relationship between strong/weak syllables and stress (for example: atom, atomic) identifying the number of syllables (for example: indefinite has three syllables not four) practising shifting stress (for example: geography, geographical; archaeologist, archaeological). Note that the shift in stress is caused by keeping the stress on the third syllable from the end in these words. This is known as the antepenultimate rule.
Pronunciation practice should always be incorporated into a word formation lesson. This adds an extra dimension to a vocabulary lesson. 2. Correct spelling is vital in the CAE Use of English test. Therefore, the prefixes dis-, mis-, il- and ir- need plenty of practice (for example: misspell, dissatisfied). Students should also practise choosing between in- and im- (e.g. insufficient but improbably) 3. In A2 Classroom Handout 1, we used a sentence-based activity. Although the exam task is text-based, using sentences enables us to focus on specific types of affixation in contrast to the wide variety found in the exam task. This specific focus is helpful to students who are preparing for the exam. You can prepare similar tasks by: making a note of interesting sentences that you come across in your reading making these into exercises which focus on particular types of affixation.
You will not find an authentic text that has only one kind of affixation. You will have to write such a text yourself. It is easier to collect sentences from your reading. 4. Other affixes you could focus on include negative or opposite suffixes, e.g. -less (e.g. in the word priceless) other types of prefixes, such as en- (endanger), under- (undercook), over(overdo), re- (rewrite), sub- (subway)
5. In A3 Classroom Handout 2, learners did a modified version of a CAE Use of English Part 3. They only had to add a prefix to the words. In the exam, there are a range of changes that candidates may have to make, and they may need to make more than one change to a word.
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6. Although it can be tiresome if done to excess, it is valuable to select some words for a full analysis of word classes. For example, success, succession (noun), succeed (verb), successful/unsuccessful (adjective), successfully (adverb). You can ask learners to complete tables with these headings.
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Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.
Joe and his fellow mountaineers knew that if they encountered any (1) .. hazards it was unlikely that anyone could assist them. The mountain was on an (2) .. island and they were the only people there. Help was a long boat journey away. The mountain had an (3) .. reputation and many previous expeditions had been (4) .. . They had already tried two routes to the summit and found them (5) .. . Now they were trying the third. Joe had a note, in almost (6) . handwriting, from the leader of a previous expedition advising him to try it. The information in the note had proved (7) . and they had made good progress at first. VALUE FAME SUCCESS PASS LEGIBLE SEE INHABIT
For the last two days, however, bad weather had confined them to their tent. It would be (8) . to climb in such conditions. The climbers had found their equipment reliable but were (9) . with their tent, which leaked badly. They had not (10) . It in any way but it was not fit for purpose. Joe suspected the tent material was (11) . because their cooker almost set it on fire. Eventually, the weather improved and the climbers set off once more, (12) by the challenges ahead of them. FLAME DAUNT RESPONSE SATISFY TREAT
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