Forever learning 1
LEAD-IN Play Noughts and crosses . Draw a large 3 by 3 grid on the board. Number the boxes 1 to 9 and write time expressions (e.g. already, yet, before, since, ever, never, just, still, so far ) in the boxes. Divide the class into two teams, X and O. Flip a coin to see which team goes first. In order for the team to receive the X or the O for the box they have chosen, they must make a correct sentence using the time expressions. Alternate between the teams until one team has a line of three Xs or Os, or it is a draw. 1 Students complete the exercise. For question 2, write a table on the board with a su x at the head of each column. Elicit answers from the students and complete the table. Ask students to copy it. Answers 1 nouns: -ship, -sion; verbs: -ing (verb form); adverbs: -ly; adjectives: -ful, -ing, -less 2 Suggested answers: beautiful, awful, peaceful; working, seeing, doing; careless, hopeless; slowly, carefully, quickly; friendship, relationship; television, decision LANGUAGE NOTE Elicit common suffixes in English, e.g. -al, -ance, -ent, -ful, -ing, -ion, -ise, -ity, -ive, -less, -ly, -ment, -ness, -ous, -ship . Point out that students can guess the correct word by adding various prefixes and suffixes until they get something that sounds right and obeys the rules of word formation. Highlight that the suffix often causes a spelling change to the original word. OPTIMISE your exam Word formation Students read the tips. • Suffixes are often tested in key word transformation tasks such as Exercise 2 in this lesson. Remind students that there are usually three or four conversions from verb to noun and at least one negative in this type of task. • Remind students to read through the whole text again with their answers completed to make sure it makes sense and sounds correct. By reading the whole text they will see if it is grammatically correct and makes sense in the context.
Exam Exam task 6 In pairs, students complete the exercise. Set a two- minute time limit. Remind students to use phrases for making suggestions from the Phrase expert box. Walk round, monitoring students for good use of language and errors to go over at the end of the activity. Write any errors on the board and go through them with students, eliciting corrections where possible. EXTRA SUPPORT Model this activity first with a pair of confident students in open class. Introduce key expressions such as What do you think? What about you? I like your idea of … because … What you said about … is really interesting. 7 In pairs, students complete the task. Set a one-minute time limit. Elicit the decisions students reached from di erent pairs around the class. EXTRA SUPPORT Elicit the key steps and useful phrases students can use when they have to reach a decision. Define the issues – Well, we have to talk about … so … Generate options – What about …? How about …? Expand your ideas – Yes, because … Look for the common ground – Do we agree that …? Disagree on one thing – I don’t agree with you there. Reach a decision – So, in the end, let’s say … OPTIONAL EXTENSION In class or for homework, students write about a school trip they have been on and say what they enjoyed. Encourage them to say what they think they learnt on the trip. Alternatively, students could plan a trip they would like to go on. Homework Workbook Unit 1: Speaking, page 9 USE OF ENGLISH Word formation | Key word transformation Student’s Book, page 17 Lesson aims • Focus on word formation and practise a word-formation exam task • Focus on key word transformation and practise a key word-transformation task
29
Made with FlippingBook Publishing Software