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Description
This activity uses a text to lead participants towards identifying different types of nouns and
adjectives. Participants also reflect on learner problems in this area and analyse why these
occur.
Time required:
4550 minutes
Materials
required:
Aims:
Note: this activity should be done after the activity TKT: KAL Part 3: Word Classes. The
sample task supplied here also covers determiners and pronouns, and is included in the
activity TKT: KAL Part 3: Determiners and pronouns as well as here.
Procedure
1. Ask: Who would like to buy a new laptop? Where would you look for advice on
which to buy? Brainstorm for a few minutes any vocabulary participants might
expect to find in a review of a new laptop. Write their suggestions on the board. If
possible, write nouns in one colour and adjectives in another colour.
2. Give out Participants Worksheet 1 Exercise 1. Ask participants to skim through
the text to see if any of the key vocabulary they brainstormed appears in the text.
Feed back briefly.
3. Participants should now work individually to underline all the nouns and circle all the
adjectives, before checking with a partner. Feed back as necessary, going over any
disagreements (see Key below).
4. Give out Participants Worksheet 2. In their pairs, participants then review the types
of nouns by finding examples in the text for the different types of nouns listed in
Exercise 1. There are not examples for all of the types of noun. If you have not
already done the activity: Word Classes, this exercise will allow you to judge whether
participants already know all/ some of the terms. You could input the meaning of the
terms beforehand, or as queries emerge.
5. Pairs check their answers with another pair. Feed back as necessary (see Key
below).
6. Individually, participants should now add two more examples of their own for each of
the categories of noun in Exercise 1. Allow 3 minutes for this. Participants then check
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their answers in their groups of four, adding other examples as appropriate. Feed
back some ideas.
7. Refer participants to Participants Worksheet 2 Exercise 2 and the text on
Participants Worksheet 1 again. They now work in pairs to look for examples of the
different types of adjectives listed. Feed back, discussing any areas of difficulty (see
Key below).
8. Individually, participants should now add two more examples of their own for each of
the categories of adjective in Exercise 2. Allow 3 minutes for this. Participants then
check their answers in their groups of four, adding other examples as appropriate.
Feed back some ideas.
9. Participants work in small groups (3 or 4) to discuss the following question:
Do your learners have any problems with any of these categories of
nouns? Why do you think this may be?
Allow 5 minutes for them to discuss difficulties they have noticed among their
learners. Then feed back a couple of ideas from each group, encouraging them to
analyse the reasons for the problems theyve noticed. See Key below for some
possible answers.
10. Give out Participants Worksheet 3. This has two examples of student writing at
about B1 level. Allow 34 minutes for participants to read the texts individually and
identify the problems with nouns and/or adjectives that they find. They then discuss
answers in their groups, considering the possible reasons for these problems (see
Key below).
11. Discuss the following question with the group:
How might knowledge of the different features of nouns and adjectives
help the teacher in the classroom? (This can help teachers in analysing
problems learners have with these areas, e.g. adjective-noun agreement not
required, order of adjectives, predicative and attributive use of adjectives,
grammatical requirements of countable and uncountable nouns, and helping
learners with these areas)
Additional information
In the TKT: KAL test, candidates may find features of nouns and adjectives tested as part of
tasks on areas such as suffixes and prefixes. They may also appear in tasks focussing just
on nouns or adjectives, e.g. requiring candidates to match adjectives in texts or sentences
with types of adjectives.
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The unusual design stretches to the keyboard location, which sits smack in the centre of the
chassis with a lot of vacant space above it. As a result, the palm rest is very small, leading to
your hands sitting on the desk or hovering as you type. There are no touchpad buttons below the
touchpad - theyre located on each side instead, which takes some getting accustomed to.
The keyboard is excellent, with a design reminiscent of Sonys previous-generation VAIO
laptops. The centres are raised, with a slight dip around the edges that makes it a bit easier to
type. The keys are well attached and very comfortable to type on, providing a good travel,
although its not the quietest board during use.
Instead of an Intel Atom processor, youll find a CULV Intel Pentium chip running at 1.3GHz. With
a dual-core chip, and backed by 3072MB of memory, it offers far better performance than youll
find in similarly priced netbooks, with the ability to multi-task without too much lag. A battery
life of around 3 and a half hours is reasonable, although those looking for all-day use will be
disappointed.
uncountable nouns
concrete nouns
abstract nouns
collective nouns
none
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proper nouns
countable nouns
compound nouns
regular plurals
Exercise 2
Type of adjective
3. a gradable adjective
4. a comparative adjective
easier, better
priced, disappointed
6. a superlative adjective
quietest
7. an ungradable adjective
excellent, previous
reminiscent of
9. an adjective suffix
un-
better
2A
3B
4C
5B
6C
7B
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UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
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uncountable nouns
concrete nouns
abstract nouns
collective nouns
proper nouns
countable nouns
compound nouns
regular plurals
Exercise 2
Find examples in the review of as many of the following types of adjectives as possible.
Type of adjective
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B:
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Line 1
Line 2
Line 3
Line 4
Line 5
Line 6
Line 7
Line 8
Line 9
Line 10
1.
2.
C. 9
B. 5
C. 7
B. 5
C. 7
7.
B. 6
6.
C. 9
5.
B. 5
4.
C. 6
3.
B. 3
B. 4
C.7
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Acknowledgements
Cambridge ESOL is grateful to the following for copyright permission:
Pocket Lint
Laptop Review (http://www.pocket-lint.com/review/4475/samsung-x120-laptop-netbook-review)
Every effort has been made to identify the copyright owners for material used, but it is not always
possible to identify the source or contact the copyright holders. In such cases, Cambridge ESOL
would welcome information from the copyright owners.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
www.teachers.cambridgeesol.org
Page 9 of 9