practising fce use of english part 3

Practising FCE Use of English Part 3

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Practising FCE Use of English Part 3 www.teachers.cambridgeesol.org of 12

Contents

A. TEACHERS’ NOTES ...........................................................................................................2

A1. Lesson Plan..................................................................................................................2

A2. Classroom Handout 1...................................................................................................5

A3. Classroom Handout 1 – Answer Key............................................................................6


A5. Classroom Handout 2 – Answer Key............................................................................8


A7. Classroom Handout 3 – Answer Key..........................................................................10

B. GUIDANCE FOR FOLLOW UP ACTIVITIES.....................................................................11




A. TEACHERS’ NOTES

Description

Time required: 50-60 minutes

Materials required:

Classroom Handout 1

Classroom Handout 2

Classroom Handout 3

Aims: to practise changing words through using prefixes and suffixes, in preparation for FCE Use of English Part 3

A1. Lesson Plan

1. Write the following on the board: disobey, enjoyment, education, illegal, unable, beautiful.

In pairs, students have one minute to identify the prefixes and suffixes.

Check the answers with the whole class. Answers: (disobey, enjoyment, education, illegal, unable, beautiful).

Timing: 3 mins

2. Give out A2 Classroom Handout 1

Students complete the worksheet on their own.

Once finished, they check their answers in pairs and make a note of the prefixes and suffixes used. (See A3 Classroom Handout 1- Answer Key)

Check their answers and put them on the board in the appropriate column. Underline the suffixes and prefixes.

Prefixes Suffixes enable natural, fishing, tropical, mainly, ability,

geographical, visitor(s), nationality,

commercial, busily

Timing: 10 minutes

3. Give out A4. Classroom Handout 2

In pairs or small groups, the students do the matching exercise and add their own examples.

The teacher monitors and corrects as necessary.




If the students are having difficulty identifying the meaning, encourage them to look at the structure as well.

Some questions that will help them to identify the structure are

‘What type of word is the example?’ (e.g. adjective or noun)

‘What is the root word?’ (e.g. main)

‘What type of word is the root word’ (e.g. adjective or noun).

Once all students have finished the activity, add their examples to the table on the board. Encourage the students to add all of the examples to their notebooks.

Timing: 15 mins.

4. Give out A6. Classroom Handout 3.

First, the students discuss in pairs “What type of place is Marathon?”.

Before they start reading the text, you may want to pre-teach some of the more difficult vocabulary:

conveniently - suitable for your purposes and needs and causing the least difficulty

rooted - relating to the cause or origin of something

seafaring - connected with travelling by sea

aviation - the activity of flying aircraft, or of designing, producing and keeping them in good condition (These definitions are from the Cambridge Dictionary Online http://dictionary.cambridge.org/)

Timing: 10 mins.

5. Students then read through the text and try to identify what type of words are missing (e.g. verb, adjective, noun) and which word it might be.

Students check their answers with a partner and discuss how they came to their decisions

If the students are finding this activity difficult, point out to them that all of the answers are the words that appeared in A2. Classroom Handout 1.

With the whole class, the teacher goes through the answers and whether the students found the answers based on the meaning or the type of word. (A6. Classroom Handout 3 – Answer Key).

Timing: 10 mins.




6. Put the class into small teams of three or four.

Write the following words on the board: nation, able, commerce.

The teams have 5 minute to make as many new words as possible using any prefix or suffix.

The winning team is the one with the most correct words. Possible answers:

Nation – nationalistic, national, nationalize, nationalism

Able – ability, unable, disabled, disability, inability, abler, ablest

Commerce – uncommercial, commercialism, commercialise

Timing: 10 mins.




A2. Classroom Handout 1 Look at the words in CAPITALS at the end of the sentences. Change the word by adding a prefix or a suffix so that it fits into the sentence. 1. Some people think animals should live in their .............. environment, not in zoos.

NATURE

2. .............. is a favourite sport for men in many countries. FISH 3. They didn't like the .......... …weather - it was too hot and wet for them.

TROPICS

4. The school …………….taught scientific subjects. MAIN 5. The excellent train service ............... him to get to his meeting on time yesterday.

ABLE

6. One remarkable .......................... feature of the area is the huge lakes.

GEOGRAPHY

7. In summer the town had so many ............... it was impossible to move around.

VISIT

8. He hasn't told me his ……................. but I think he's Russian. NATION 9. The city centre was full of large, empty, .................... properties. COMMERCE 10. She had to rush ............. between one office and the other for the whole day.

BUSY




A3. Classroom Handout 1 – Answer Key 1. Some people think animals should live in their natural environment, not in zoos.

NATURE

2. Fishing is a favourite sport for men in many countries. FISH 3. They didn't like the tropical weather - it was too hot and wet for them.

TROPICS

4. The school mainly taught scientific subjects. MAIN 5. The excellent train service enabled him to get to his meeting on time yesterday.

ABLE

6. One remarkable geographical feature of the area is the huge lakes.

GEOGRAPHY

7. In summer the town had so many visitors it was impossible to move around.

VISIT

8. He hasn't told me his nationality but I think he's Russian. NATION 9. The city centre was full of large, empty, commercial properties COMMERCE 10. She had to rush busily between one office and the other for the whole day.

BUSY




A4. Classroom Handout 2

1. Match the prefixes and suffixes to their meaning and structure.

2. Write down two more examples of each type.

The first one has been done for you.

Prefix or

suffix Example Meaning and structure

1. -al, -ial -ical

natural tropical commercial geographical

A. Meaning: in what manner Structure: makes an adjective into an adverb

2. -ly, -ily

mainly busily

B. Meaning: describes a person who does Structure: makes a verb into a noun

3. –ing

fishing

C. Meaning: related to Structure: makes a noun into an adjective

4. –or

visitor

D. Meaning: to cause to become Structure: used to form verbs

5. en-

enable

E. Meaning: a state or quality Structure: makes a noun or adjective into an abstract noun

6. –ity

nationality

F. Meaning: an activity Structure: makes a noun or gerund from a verb




A5. Classroom Handout 2 – Answer Key

1. -al, -ial, -ical - C 2. -ly, -ily - A 3. -ing - F 4. -or - B 5. en- - D 6. -ity - E




A6. Classroom Handout 3

1. You are going to read a text about Marathon, a town in the USA. Before you read, have a look at the pictures. What type of place is Marathon?

2. Now read the text and decide what type of word is missing (e.g. verb, adjective) and what word it might be.

This pretty 1. ………. city is conveniently situated in the middle of the Keys island chain. Located 2. ………. on Vaca, Fat Deer and Grassy Key, Marathon is a 10- mile-long family-oriented island community rooted in a tradition of sea 3. ………. and reflects the old-Keys lifestyle that residents and 4. ……... enjoy so much. It is maintaining this simple, seafaring tradition that has made Marathon so special. It is celebrated through the community's annual family-friendly seafood festivals.

For Live Streaming Video and Camera

Pan/Tilt/Zoom control, Click Here MORE MARATHON WEBCAMS:

Dolphin Research Center Hawks Cay Resort

The Island Fish Company Cam

Marathon airport 5. ………. accommodates general and 6. ………. aviation to 7. ………. travellers to easily reach what locals call "The heart of the Keys"; a name given for 8. ………. reasons, but also to show pride in home. Undeniably, Marathon’s 9. ………. environment has activities for everyone, of any age, interest or 10. ………..

http://www.fla-keys.com/marathon/marathon_airport.cfm




A7. Classroom Handout 3 – Answer Key This pretty 1. tropical city is conveniently situated in the middle of the Keys island chain. Located 2. mainly on Vaca, Fat Deer and Grassy Key, Marathon is a 10- mile-long family-oriented island community rooted in a tradition of sea 3. fishing and reflects the old-Keys lifestyle that residents and 4. visitors enjoy so much. It is maintaining this simple, seafaring tradition that has made Marathon so special. It is celebrated through the community's annual family-friendly seafood festivals.

For Live Streaming Video and Camera

Pan/Tilt/Zoom control, Click Here MORE MARATHON WEBCAMS:

Dolphin Research Center Hawks Cay Resort

The Island Fish Company Cam

Marathon airport 5.busily accommodates general and 6. commercialaviation to 7. enable travellers to easily reach what locals call "The heart of the Keys"; a name given for 8. geographical reasons, but also to show pride in home. Undeniably, Marathon’s 9. natural environment has activities for everyone, of any age, interest or 10. nationality.

http://www.fla-keys.com/marathon/marathon_airport.cfm




B. GUIDANCE FOR FOLLOW UP ACTIVITIES

1. The exercises in A2.Classroom Handout 1 and A6.Classroom Handout 3 were based on a text taken from a website.

Good sources of texts include graded readers, reading skills books, articles from magazines and the internet and FCE coursebooks.

When selecting a text, it is useful to think about the following:

keep the text quite short so that students don't get 'frightened' by it

include visuals if possible to make the text look more attractive

make sure that your blanks are regularly spaced out

don't have long stretches of text with no blanks, unless they give meaning needed as a clue

make sure you only blank out words which have enough clues in the text to allow students to work out their meaning and part of speech

you can adapt the text by substituting a high level word with an easier synonym.

2. In A2.Classroom Handout 1 we were asking the students to work at sentence level rather

than text level as in the exam. This is useful, because:

it makes it easier for students to focus on prefixes and suffixes

it helps students to get the idea that the sentence contains clues to the meaning

students don’t get confused or demotivated by having to process a longer text.

To make a similar exercise:

find a suitable text for your FCE students (see above)

extract up to 10 sentences containing words with prefixes and/or suffixes

make sure your prefixes and suffixes really are prefixes and suffixes and don't just look like them e.g. re- in 'realise'

check that the sentences really show the meaning of the missing word

focus on prefixes and suffixes that are likely to occur in FCE 3, Part 3 i.e. that are at the right level

try to include a good mix of different parts of speech and different prefixes and suffixes.




3. In Worksheet/Classroom Handout 2 we looked at different prefixes and suffixes and their meanings.

You can find this information in dictionaries or on suitable websites. If you search on the internet for “list of prefixes”, “list of suffixes” or “list of prefixes and suffixes”, you will find lots of useful information.

If you are creating a table like the one in Worksheet/Classroom Handout 2 make sure that you include both the meaning and use of the prefix/suffix as students will need to learn both.

practising fce use of english part 3

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