Practising Advanced Use of English Part 5

Contents

A. TEACHERS NOTES ...........................................................................................................2 A1. Lesson Plan ...............................................................................................................2

A2. Classroom Handout 1 ................................................................................................5 A3. Classroom Handout 2 ................................................................................................6 A4 A5. Answer keys...............................................................................................................7 Suggested homework/self study activities .................................................................8

B. GUIDANCE FOR FOLLOW-UP ACTIVITIES ......................................................................9

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Practising Advanced Use of English Part 5 A. TEACHERS NOTES

Description Time required: Materials required: 50 minutes Aims: Classroom Handout 1 (one copy per student) Classroom Handout 2 (one copy per student, as homework) English-English dictionaries (optional) To practise word formation as a strategy for tackling the key word sentence transformation task in Part 5 of Advanced Use of English test

A1.

Lesson Plan

1. Begin by asking how many of the learners drive a car. Find out what they like about driving, if any of them enjoy driving fast, and what they think the top speed limit in their country should be. Write this sentence on the board. When your car engine has been modified, you will be able to exceed 200kph. Elicit learners reactions to the idea of driving this fast. Explain that the lesson is not going to be about driving, but about a strategy for Advanced Use of English Part 5, the key word transformation task. Timing: 5 minutes 2. Elicit what kinds of words are likely to be the content words of a sentence, i.e. the words which carry most meaning. (Answer: nouns and verbs. Also possibly adjectives and adverbs, although these will not feature much in the lesson). Ask: Can you identify the content words in this sentence?

Feed back. (Answers: car, engine, modified, able, exceed. They should have ignored grammatical words such as has, to and will. Knowing the difference between the two types of words is the essential first step.) Ask learners to focus on engine, modified, able, exceed. In pairs, allow learners one minute to write down other words which can be formed from these ones, e.g. engine > engineer. At the end of one minute, establish which pair has the largest number of words and check them, as well as any different words from other pairs. Write all the words on the board, ensuring all the words from the answer key here are included. Plurals and past participles such as abilities and enabled can also be accepted if learners suggest
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Practising Advanced Use of English Part 5

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Practising Advanced Use of English Part 5

them. (Answers: engineer, engineering, ability, enable, disable, exceed, excessive, excess) Timing: 10 minutes. 3. Give out A2 Classroom Handout 1. Alternatively, show the sentences from Classroom Handout 1 on an OHT or IWB. Learners work in pairs to identify the content words in each sentence. They should underline or circle the words. Feed back quickly, then ask learners to list any different forms of these words, as they did for the words in Step 2. Point out that its ok if learners cant find any alternative forms for some of the content words. You may wish to allow learners to use dictionaries to find the other word forms. Timing: 10 minutes 4. Explain that you are now going to show learners how they can use this knowledge of word formation to help them with Part 5 of the Use of English test, the key word sentence transformations. Clarify that they are practising Part 5, and not Part 3, the word formation task. Return to the example sentence from Step 1 and add the key word and second sentence. When your car engine has been modified, you will be able to exceed 200kph. IN After modifications to your car engine have been made, you will be able to reach ____________ of 200kph. Review the key content words from sentence 1, identified in Step 2 (car, engine, modified, able, exceed). Elicit which of these words is not also expressed in sentence 2 (Answer: exceed: all the other words are repeated in sentence 2, or given in a different form). Establish that this implies that the missing words in the sentence must express the idea of exceeding. Remind learners they must use between three and six words to complete the sentence. Learners work in pairs to find a way to complete the sentence, using one of the words from Step 2. Elicit some ideas and give the answer: After modifications to your car engine have been made, you will be able to reach speeds in excess of 200kph. Point out that this strategy will not help with all the questions in Part 5, but it helps learners to identify the meaning required in the gap. Timing: 10 minutes 5. Refer learners back to A2 Classroom Handout 1.

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Practising Advanced Use of English Part 5

In pairs, learners rewrite each of the sentences, using one of the key words they underlined in an alternative form. Monitor, helping learners with collocations and ensuring that the new sentences have the same meaning as the originals. When they have finished, ask learners to choose a section of each sentence (between three and six words) to remove. They should also choose a key word. Reorganise learners into new pairs, so they are working with a different partner. They take it in turns to read out the key word and their gapped sentence, for their partner to try to complete. Timing: 15 minutes 6. Give out A3 Classroom Handout 2 for learners to complete for homework.

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Practising Advanced Use of English Part 5

A2. Classroom Handout 1

Underline the important content words in these sentences. 1. The airline spokesman did not explain why the flights had been cancelled. 2. John was not sure how to pronounce his colleagues name. 3. Many people believe that pirates buried treasure on the island. 4. Some members of the audience were offended by the words of the song. 5. It is not certain when the college was founded but it was probably in the early 17th century.

List any different forms of the words you underlined, e.g. explain explanation, explanatory, self-explanatory.

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Practising Advanced Use of English Part 5

A3. Classroom Handout 2

Complete the second sentences using the key word. Use three to six words.

1. The airline spokesman did not explain why the flights had been cancelled. OFFERED The airline spokesman _______________________ regarding the cancellation of the flights.

2. John was not sure how to pronounce his colleagues name. ABOUT John was uncertain __________________ of his colleagues name.

3. Many people believe that pirates buried treasure on the island. COMMON It _______________________ that pirates buried treasure on the island.

4. Some members of the audience were offended by the words of the song. GAVE The words of the song ___________________________ some members of the audience

5. It is not certain when the college was founded but it was probably in the early 17th century. EXACTLY Nobody knows ______________________________ the college took place, but it was probably in the early 17th century

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Practising Advanced Use of English Part 5

A4 Answer keys
A2. Classroom Handout 1 (content words) 1. airline, spokesman, explain, flights, cancelled 2. sure, pronounce, colleague, name 3. people, believe, pirates, buried, treasure, island 4. members, audience, offended, words, song 5. certain, college, founded, probably, century

A2. Classroom Handout 1 (other word forms) This answer key lists only the forms that are needed for the next stage in the lesson. Check that learners have these and accept any other correct forms. 1. explanation, cancellation 2. pronunciation 3. belief 4. offence 5. foundation

A3. Classroom Handout 2 1. offered no explanation 2. about the pronunciation

3. is a common belief 4. gave offence to 5. exactly when the foundation of

A5. Suggested homework/self-study activities 1. accept responsibility for 2. make extensive modifications to 3. their deep disappointment 4. have been significant improvements in 5. frequent misunderstandings between

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Practising Advanced Use of English Part 5

A5. Suggested homework/self study activities

Five additional sentences for homework. Complete the second sentences using the key word. Use three to six words. Use your dictionaries if necessary. 1. Martin claimed that he was not responsible for the accident. ACCEPT Martin did . the accident

2. The builders will need to modify these plans extensively before they can start work. MAKE The builders will need to these plans before they can start work.

3. The scientists said that they were deeply disappointed by the results of the experiment. EXPRESSED The scientists . at the results of the experiment.

4. The students work has improved significantly this year. HAVE This year there . students work.

5. Peter and his colleagues frequently misunderstood each other and this led to conflict. BETWEEN Conflict was caused because of the . Peter and his colleagues.

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Practising Advanced Use of English Part 5 B. GUIDANCE FOR FOLLOW-UP ACTIVITIES

1. The strategy outlined here helps learners if they cannot immediately see the answers to the sentences in Part 5. This lesson will introduce them to a tactic which will help them with some (but not all) sentences. This strategy will not work for every sentence. Some sentences are based on synonyms or active/passive structures (where other strategies that can be used). 2. The different word forms are often part of a collocation, such as to give offence to. Encourage learners to record the full form of the collocation in their notebooks. Work on word formation has obvious links with Part 3, the word formation task. When practising for Part 3, explore the collocational phrases that different word forms can be part of, even if they are not needed for that task. They could be useful for Part 5. 3. To make your own key word transformation questions, choose interesting sentences which can easily be paraphrased. These could come from: students work articles books course books magazines websites, etc. Rewrite the sentence using different words. You may need to write three or four paraphrases of the sentence before you produce one that youre happy with. Decide which part of the sentence youd like to remove (between three and six words). There should be an element of grammatical change. Choose a key word from the part youve removed. This shouldnt be one of the main words you want to test. 4. Use key word transformations in the classroom as a game. Give each team one question (sentence 1, key word, gapped sentence) and ask them to complete it quietly. Once everyone knows their answer, take turns for a team to read out their question (sentence 1 and gapped sentence only). If any of the other teams can complete the sentence correctly, they get three points. If not, give the key word. If any of the other teams can complete the sentence correctly, they get two points. If not, give one other word from the gap. If anyone answers now, they get one point.
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