Part 3 Task type: ‘Word formation na text conning elaht gare. Each gap corresponds toa vir. The stom of the missing word is given beside the text and must be changed to form the missing were Training © You will need w form nouns, verbs, adjetives and adverbs from base words that you ae given. ‘You need to look carefully to decide what kind of word is needed and whether itis positive, or negative, singular or plural, depending on the context ‘a/b This section Focuses on the kins of changes that students need 19 make tothe base words they ate given in Part 3 of Reading and Use of Enslish. Suppor from a teacher o¢ dictionary may be needed. Exercise 1 looks at different suffixes tat can be added to words to change the type of word, inthis case changing verbs oF nouns into nouns that relate to peopl. Pr the suffixes on the board and ask students to think about job titles that might end in these suffixes. Give a couple of examples first, such as design = designer, science ~ scientist to illustrate what you are Teoking for ~ not just job titles that end with dese suiixes, but titles that come from a base noun ‘or verb, If this is too difficult for studemts to do, accept any. job ties in the fist instance and thea move on to a couple of examples ofthe kind of transformations you ae looking for However, limit the amount of time spent on this, and move on to the examples inthe exercise. Students complete Exeecise 1b 1s consolidation, ‘rwlatvo assistant 9 photographer 4 economist polician Ssunpler inhabitant 8 detective Odacler 10 compattor i economist 2competiors 3 photographers) 4 assistant Spoltcian 6 relatives / relations 2 This exercise looks again at suffixes, but this time also ‘considers the hind of changes tbat might need to he mede to base words when suffixes are adkied, Write a couple of ‘examples onthe board to shove what you ae looking fo, independent ~ independence —remmov ve final iE mysterious 2 cont tinuous 3 Japanese 4 athletic 5 southern densely 7 ciferer nee Bpriceless 8 tour 10 patience 3 This exercise includes examples of nouns that aren't formed just by adding a sufix tothe adjective or ver tha they come from, eg, hot heat. Ask students to work through the lie in Pais and check answers around the class, [eg 2strergth Stength heat Sdestruction & behaviour Tranxiety 8 fnecom division 10 scmirtion ‘4a/b One key skill that is needed for Part 3s ides atiying the pare ‘of speech that is needed to fil the gap, ic. is ita noun, verb, ‘adjective or adverb? In order for students tobe able to work this ‘out they need to have understood the surrounding content, Get Students to complete this exercise in pairs and then think ubost ‘Which words could possibly fit the gaps, Then ask them how they decided on the kind of word that is missing. Which worts Provided the clues? Some suggestions as to possible answer ‘re supplied for he missing words, 218 | Teacher's Notes Test 2 Jive anon sadie Aadjeatio. sroun @ ade Possible answers 1th, migrate, go ‘2reserves, paces, aroas 8 absolutely, completely ‘These longer words ae often misspelt by students. You could by ‘wall display and add words that the class are frequently getting ‘wrong. The more that students see them, the easier they may find them to remember when it comes to writing them. Regular spelling tests wil also be useful ‘exhausted, trea S poopie, vistors 6 amazing, strange, increible ‘Laccomodition 2 advertisement 3 suddenly 4 envionment [nota Exam practice Lead-in Look at the tite with the students. What do they already know about swans? Are they common birds inthe students" home countries? Where do they live? What do they feed an? Then ask students to read quickly through the text, ancl ask them some comprehension-checking questions, c.g. What does migration ‘mean? Why do birds migrate? When do swans begin to migrate, according tothe tex? Where from? Where de they go? Why? What effects does such a ong journey have on them? When do they return 1 their home countries? Why? {7 sight 1B.arival_ 19 combination 20-steadlly 21 succosstuly, BBrecovery 23 eeting 24 Unfortunately Extension (GLIL Ask students to find out « bit more abo Encourage them to look on a map and see exactly how far some of these birds fly by locating the countries at the start and end of their joumeys, Tell them, for exam, id migration, ‘Yeat— but Low do they find their way? Swallows also feed on she Wing and rarely land on the ground — so how do they feed and reat uring ther incredible joumeys? Ask students to find out more about swan and swallow migrations, and report back in a func lesson, Part 4 Tack type: ey word transformation of eontonce, Training Lead-in Ask students o respond to these examples using I wish. didi’, 1 Wish... wouldn’y oF L wish .. hadn't [rent to the party on Saturday, but it was really boring Possible response: [wish I hadn’l gone. / wish it hadn't been so. boring Thave loads of homework todo tonight! Possible response: wish I didn’ have so much fo do. Lwish ha’ efit all until his evening My brother Keeps playing realy loud music late at night! Possible response: ! wish he wouldn't keep doing thar six separate ems, each with a lead-in Reading and Use of English Parts 4-7