CAE – Word formation lesson (90′ lesson)

As you may have noticed I haven’t been having much time to post my lessons here. This is mainly because I have been preparing material for Cambridge trainees. It will take place in June (already!), so this is why I’ve decided to post this lesson here. The topic is: “The benefit of being multi-lingual” and the focus will be on Part 3 – word formation. I have added another step to the lessons – now you’ll also find the “instructions” here.

The paper parts were taken from  http://www.cambridgeenglish.org/exams/advanced/exam-format/ 

Level: CAE (C1 CEFR) – all ages.

[Slide 1] Presenting the exam + background image below

  • Instruction: (after welcoming the students) Now you will work in pairs or trios. You have to find one single word that will fit the three sentences. One of them will be very clear, the other two might confuse you. You’ll have 3 minutes to complete this task.
  • Timing: 3 – 5′
  • Interaction: S-S (pairs) – Ss-S (trios)
  • Monitoring: Teacher walks around the room, listening to students’ contributions. T makes notes of the vocabulary and words used – so you have data for the feedback stage.
  • Feedback: on Vocabulary + pronunciation. T boards ss’ contributions and explains why or why not.

People-Talking

To start this lesson, students will get to know the websitehttp://www.flo-joe.co.uk/  by doing the three-word exercise.

(my famous posts on facebook https://www.facebook.com/)

Which one word fits all three sentences?

1. There was an unexpected …….. of events in the world of politics today.

2. I always try to do people a good …….. as it doesn’t cost anything to be thoughtful.

3. He was born around the …….. of the century.

WORD: ______________________

(answer: turn)

[Slide 2] Presenting the exam + background image above

  • Timing: 7 – 10′
  • Interaction: T-Ss
  • Monitoring: Teacher pays attention to ss’s body and facial expressions for they can say whether they are with you (following it) or completely lost (in need of further attention).
  • Feedback: maybe paraphrasing what was said; repeating, or simply explaining it again.

I really like the “have your passport to the world” idea. Thus, before setting the scene I present the papers, the exam and the “whys” for doing it. Briefly: 

CAE – 4 papers

PAPER 1. Reading and Use of English – (8 parts/ 56 questions) 1h 30min

PAPER 2. Writing – (2 parts) 1h 30min

PAPER 3. Listening – (4 parts / 30 questions) about 40min

PAPER 4. Speaking – (4 parts) 15min per pair/trio

Here I also mention the website: where the student can have further practice online, and the app: English Learning Lounge https://itunes.apple.com/us/app/the-english-learning-lounge/id658250794?mt=8  that has proven to be very useful.

Why should you sit for it:

More than 6,000 educational institutions, businesses and government departments around the world accept Cambridge English: Advanced (CAE) as proof of high-level achievement in learning English. 

Preparing for Cambridge English: Advanced helps learners develop the skills to make the most of studying, working and living in English-speaking countries.

Ask ss if they have any questions. 

[Slide 3] Setting the scene + background image below

  1. Pre-Reading task.

Multilingual-Support-For-WordPress-Themes-featured

  • Instruction:  1. Have a look at the topic of the lesson. Can you make a list of 3 benefits you can think of? 2. Now, have a look at the following questions, answer them in pairs or trios. (T uses teaching and psychological techniques to pair them up).
  • Timing: 15′
  • Interaction: S-S (pairs) – Ss-S (trios)
  • Monitoring: Teacher walks around the room, listening to students’ contributions. T makes notes of the vocabulary and words used – so you have data for the feedback stage.
  • Feedback: on Vocabulary + pronunciation. T boards ss’ contributions and explains why or why not.

T shows ss the topic of the lesson: The benefits of being multi-lingual.

Ss make a list of at least 3 benefits. (5′)

Ss share their lists and compare their conclusions. Remind them to keep their lists, since they will use them soon.

Questions (7′)

  • What languages do you know at least 5 words from?
  • What are the advantages of learning (new) languages? Any disadvantages?
  • Do you know anyone who speaks more than 5 different languages? Which ones do they speak?

Share with the whole group. Share different ideas + feedback (3′).

[Slide 4] Getting to know more about the topic + background image above

2. Reading task (reading for gist and for detailed information – work on vocabulary).

Adapted article can be found here: The amazing benefits of being multi

It was adapted from http://www.bbc.com/future/story/20160811-the-amazing-benefits-of-being-bilingual

  • Instruction:  

1. (GIST) Go back to the lists you have just put together. You are going to read an article from BBC on multi-lingual benefits. Check if they mention your items.  (7′)

2. (DETAILED) Now read the text again and answer the following questions (shown on the board). (5′)

3. (VOCABULARY WORK) Pay attention to the bold words or phrases, talk to your pairs or trios and share their meanings (based on the context). (10′)

4. (VOCABULARY WORK)Now match with their definitions (shown on the board). (3′)

5. (VOCABULARY WORK) Answer the following questions (shown on the board) using the new vocabulary. (5′)

After all of the steps: ss check their answers (or findings) with their peers, share with the whole group.

  • Timing: 30′
  • Interaction: S-S (pairs) – Ss-S (trios)
  • Monitoring: Teacher walks around the room, listening to students’ contributions to their peers and checking if they are able to do the tasks properly. If not, T helps them on the spot. T makes notes of the vocabulary and words used – so you have data for the feedback stage.
  • Feedback: on Vocabulary + pronunciation. T boards ss’ contributions and explains why or why not.

2. Questions:

A. What are the health improvements bilingual people are known to acquire? (expected answer: faster stroke recovery, delayed onset of dementia and Alzheimer)

B. What did the author do wrong while being tested by Athanasopoulos? (expected answer: she tried to work the language out and find a pattern).

C. Why do bilingual people have more benefits? (expected answer: because they have extra gray matter and alternative neural pathways, boosting people’s cognitive reserve).

3 / 4. VOCABULARY WORK:

  • swathe   /sweɪð/
  • catch (noun)
  • ebullient   /ɪˈbʌljənt/
  • glumly   /ˈglʌmli/
  • primed   /praɪmd/
  • holistic   /həʊˈlɪstɪk/
  • buff   /bʌf/
  • boosting   /ˈbuːstɪŋ/
  • succumb   /səˈkʌm/
  • a shade of meaning   /ʃeɪdəv ˈmiːnɪŋ/

MEANINGS:

  • (informal) a concealed, unexpected, or unforeseen drawback or handicap. (a catch)
  • first or early in time, order, or sequence. (primed)
  • moody and melancholy. (glumly)
  • to cover completely (swathe)
  • to give in (succumb)
  • (slang) having good muscle tone (buff)
  • increase or raise (boost)
  • enthusiastic, filled with personality (ebullient)
  • same as nuances (shade of meaning)
  • whole (holistic)

5. Questions:

  • In your opinion, are languages taught holistically? (presentation of cultural aspects, grammar structures, vocabulary in context, etc.)
  •  Are you able to mention a teacher that can be qualified as being ebullient when it comes to teaching per se? 
  • What are the things you can do to boost your knowledge of the language?
  • Have you ever felt glum in a lesson?

[Slide 5] Working with word formation + background image below

word formation

Word formation task can be found hereCAE UoE Part 3 word formation

It was taken from http://www.cambridgeenglish.org/exams/advanced/exam-format/

  • Instruction:  

1. Have a look at the title of the word formation text (The benefits of being multi-bilingual) Make a list of words or ideas you’ll probably find here. Brainstorming (5′)

Share and check answers.

2. Now, have a look at the words that will have to be used. With your peer discuss the possible transformations you know for those. (10′) [aware / appear / perceive / relevant / participate / decide / conclude / confidence]

Share and check answers.

3. Now you’ll be better prepared to do this task. Remember: one or two words will use a negative prefix. (10′)

Check with your peers. Share and check answers.

  • Timing: 25′
  • Interaction: S-S (pairs) – Ss-S (trios)
  • Monitoring: Teacher walks around the room, listening to students’ contributions. T makes notes of the vocabulary and words used – so you have data for the feedback stage.
  • Feedback: on Vocabulary + pronunciation. T boards ss’ contributions and explains why or why not.

[Slide 6] Recycling words + background image above

  • Instruction:  

1. Now use the transformed words (you cannot change them), and make questions to your peers. The topic should be towards languages, learning, multi-tasking. (3′)

Transformed words: awareness, apparently, perceptive, irrelevant, participants, decisive, conclusions, confidently.

Share and check answers.

 

  • Timing: 5′
  • Interaction: S-S (pairs) – Ss-S (trios)
  • Monitoring: Teacher walks around the room, listening to students’ contributions. T makes notes of the vocabulary and words used – so you have data for the feedback stage.
  • Feedback: on Vocabulary + pronunciation. T boards ss’ contributions and explains why or why not.

The teacher uses the final minutes to revisit the topic of the lesson and go over new vocabulary and/or techniques that were acquired in this lesson.

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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