CAE Use of English Part 3 teachers notes

Description First, students complete a table with the verb, noun, adjective and adverb form of a given word. They are asked to think about whether the word has a form with a prefix or suffix. Students then complete a word formation task which uses some of the words from the table. Time required: Additional materials required: Aims: 30 minutes sample task

to develop students awareness of all the forms of a word to encourage students to consider a word with a negative prefix or suffix as a key for CAE Paper 3, Part 3 to give guided practice at a CAE word formation task

Procedure 1. If necessary, remind students about what they have to do in Part 3 see Additional information below. Give out the worksheet. To make sure that students can talk about different types of words, e.g. verb, adverb, ask them to do question 1. If you know your students will not know these terms, do the question as a whole class activity and write examples on the board. Otherwise, students could do the question in pairs. Ask students to complete the table. The XXX in a box means that the word is not commonly used in this form. If you have dictionaries, you could encourage use of dictionaries here. The key here is not intended to be totally exhaustive. Check the answers. Give out the sample task. Go through the instructions and example. Elicit from students why it is important to read the whole text first before deciding which form to use. (They have to understand the sentence structure and the context of the whole text.) Point out that there is usually at least one prefix in each Part 3 task, and a negative form may be required. Check the answers and ask students which answers were easier and which were more difficult.

2. 3.

4.

5. 6.

7.

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

CAE Use of English Part 3 answer keys

www.teachers.cambridgeesol.org Page 1 of 6

Additional information Part 3 consists of a text containing 10 gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap. The focus of this task is primarily lexical, though an understanding of structure is also required. It tests the candidates knowledge of how prefixes, suffixes, internal changes and compounds are used in forming words. Candidates may be required to demonstrate understanding of the text beyond sentence level. Answers on the answer sheet must be written in pencil and in capital letters.

Suggested follow-up activity Ask students which words required them to change the spelling of the original word: increase, suffice, maintain, stable, intend, ready, diverse, remove. That is 8 out of 10, so they have to pay attention to spelling.

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

CAE Use of English Part 3 answer keys

www.teachers.cambridgeesol.org Page 2 of 6

CAE Use of English Part 3 answer keys

Key to Students worksheet Exercise 1 1 D 2 F 3 E 4 B 5 A 6 C

Exercise 2 Adjective Can it take a negative prefix or suffix? comparative comparable incomparable increase suffice doubt increase sufficiency doubt increasing sufficient insufficient undoubted doubtless doubtful maintained stable unstable intended unintended unintentional ready diverse removed removable attract attraction attractive unattractive attractively Adverb Can it take a negative prefix or suffix? comparatively comparably incomparably increasingly sufficiently insufficiently undoubtedly doubtlessly doubtfully XXX stably unstably unintentionally readily diversely XXX

Verb compare

Noun comparison

maintain stabilise intend

maintenance stability intention

ready diversify remove

readiness diversity removal

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

CAE Use of English Part 3 answer keys

www.teachers.cambridgeesol.org Page 3 of 6

Key to Sample Task 1. increasingly 2. sufficient 3. undoubtedly/doubtlessly 4. maintenance 5. stability 6. intentions 7. readily 8. diversity 9. removal 10. unattractive

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

CAE Use of English Part 3 answer keys

www.teachers.cambridgeesol.org Page 4 of 6

CAE Use of English Part 3 Students Worksheet

1 Match the definitions of some grammatical terms to the terms. Grammatical terms 1 Noun A Definitions a letter/group of letters added to the beginning of a word to make a new word a word that describes or gives more information about a verb a letter/group of letters added to the end of a word to make a new word a word that refers to person, place or thing a word that describes a noun or pronoun a word that describes an action

2 Verb

B C

3 Adjective

4 Adverb

D E F

5 Prefix

6 Suffix

Complete the table. In the third and fourth column add the word with a negative prefix or suffix if it exists e.g. doubtless. If there is XXX in the box, it means that this word is not commonly used in that form.

Verb compare increase suffice doubt maintain

Noun

Adjective Can it take a negative prefix or suffix?

Adverb Can it take a negative prefix or suffix?

XXX stable

intend ready diverse remove attract XXX

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

CAE Use of English Part 3 answer keys

www.teachers.cambridgeesol.org Page 5 of 6

CAE Use of English Part 3 Sample Task

For questions 110, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: 0 COMPARISON

An ancient tree
In Totteridge, in north London, there is a yew tree estimated to be between 1,000 and 2,000 years old. This tree, however, is a mere youngster in (0) .. with others of the species. The record in the UK is held by a yew in Scotland that is thought to be between 4,000 and 5,000 years old. However, such trees are becoming (1) rare and the Totteridge specimen was considered of (2) importance to be named in 1999 as one of the 41 great trees in London. Like many yews, the Totteridge tree (3) predates the buildings around it and its exact age is unknown. The Totteridge tree needs little (4) . Some of its outer branches hang down so low that they have taken root. But this is part of the trees natural architecture and contributes to its (5) ... in high winds. With the best of (6) , ancient yew sites are often tidied up with no benefit to the tree STABLE INTEND MAINTAIN INCREASE SUFFICE DOUBT COMPARE

Dead branches are not (7) shed by the tree and their wood harbours a READY multitude of insects, an inseparable part of the old trees natural (8) Something of the trees history is lost with the (9) of dead wood. After all, the decaying, twisted and (10) parts give the tree character. DIVERSE REMOVE ATTRACT

UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

CAE Use of English Part 3 answer keys

www.teachers.cambridgeesol.org Page 6 of 6