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Word formation

In a sentence or text you have to change the form of a word, e.g. from a noun to an adjective, or from a verb to a noun. For example:

The _____ was very nervous. (sing)

You have to complete the sentence with the person noun ( singer ). You change the verb ( sing ) into the person noun ( singer ).

  • Look at the word you have to change. Which words do you know that are in the same word family?
  • The beginning of the word is often the same and the end of the word changes.
  • What form is the new word? A verb? A noun? An adjective? An adverb?
  • Nouns often end: -ment, -ion, -ness, -ity.
  • People nouns often end: -er, -or, -ist, -ian.
  • Adjectives often end: -able, -ible, -ive, -al, -ic, -ed, -ing.
  • Some verbs end: -ise, -ate, -en.
  • Adverbs often end: -ly.
  • Is the new word negative? If so, you may need a prefix, e.g. un- ( unhappy ), im- ( impolite ), in- ( inexperienced ), dis- ( dishonest ), etc.
  • If you don’t know the new word, guess. You may be right!
  • Check your answers carefully when you finish.

Check your vocabulary: gap fill - word formation practice 1

Check your vocabulary: gap fill - word formation practice 2.

Do you find word formation tests difficult?

homework word formation

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Word Formation Exercises – Conversation Questions

Word formation exercises can be found all over the internet, but they are often dry and rather uninspiring to use in the classroom. I can’t imagine it’s much better when assigned as homework. Apart from that, how effectively does someone learn the target word formation vocabulary when going through sentence after sentence? There needs to be a more active learning process taking pace in order for the word formation exercises to be useful and the learning to be successful.

word formation exercises

That’s why we’ve created 40 conversation questions using word formation. Instead of boring word formation exercises, your students can use these to discuss in pairs or groups. After completing the gap, they will have to ask and answer the questions, using the target language in their answers. You could even turn it into a game and give points to students who use the prefixes and suffixes correctly when speaking. Don’t forget to monitor and write down any incorrect use of affixes for a post activity correction slot.

These questions have been designed with B2 First level in mind using common topics seen in Cambridge exams, but they may also be useful for a C1 Advanced group.

If all that’s not enough, extend the task by having students write their own word formation conversation questions. Provide them with a list of words commonly seen in word formation exercises, like the ones on our Quizlet sets. Then they write the questions in pairs and exchange with another group. The other group completes the task and discusses the question.

First (FCE) Word Formation Flash Cards – Quizlet

Advanced (CAE) Word Formation Flash Cards – Quizlet

If you still need more word formation practice, try some of these other posts:

  • Advanced (CAE) word formation up, down, over, under
  • Advanced (CAE) Word Formation Conversation Questions – Negative Prefixes
  • Word Formation Games
  • Advanced (CAE) Word Formation Board Game
  • First (FCE) Word Formation Board Game

Download a pdf version of the word formation conversation questions:

word formation exercises page 1

  • What behaviour do you consider ………………………….. in the workplace? Have you ever had to confront a co-worker about their behaviour? ACCEPT
  • Do you think that a ………………………….. workplace can be healthy or unhealthy? COMPETE
  • Have you ever experienced …………………………..? How did it make you feel? EMPLOY
  • Have you ever had to work in an ………………………….. or toxic work environment? How did you cope with it? HAPPY
  • Have you ever been in a work situation where you felt ………………………….. stressed or pressured? NEED
  • What would be the most ………………………….. job for you? Why wouldn’t you want to do it? INTEREST
  • What are some ………………………….. tasks you have to do at work or school? REPEAT
  • What are some common ………………………….. hazards in different types of workplaces? SAFE
  • Do you think being a ………………………….. worker is more important than being a hard worker? Why or why not? SKILL
  • Have you ever been ………………………….. in a job interview? What do you think went wrong? SUCCESS

Travel, leisure and culture

  • What sport or leisure activity gives you …………………………..? MOTIVATE
  • Do you think that ………………………….. athletes should be paid more or less than they currently are? PROFESSION
  • What is the most ………………………….. place you have ever visited? What made it so interesting to you? FASCINATE
  • Have you ever travelled somewhere that was ………………………….. stressful? EXPECT
  • Where is your favourite ………………………….. place to escape to when you need to unwind? PEACE
  • Do you like to keep up with the latest fashion trends? What is the most ………………………….. item of clothing you own? FASHION
  • What enjoyable ………………………….. events have you attended in your country or region? CULTURE
  • What are some examples of ………………………….. experiences or items in your culture? LUXURY
  • What are some ………………………….. traditions or customs in your country? Why do you think they are not widely accepted? POPULAR
  • In some cultures, it is considered ………………………….. to show warmth or affection in public. Do you think this is a good or a bad thing? Why? RESPECT
  • What was your ………………………….. like at school when you were a child? Do you think it has influenced who you are today? BEHAVE
  • Do you think that a person’s early ………………………….. education makes a big difference? CHILD
  • Do you think that a ………………………….. learning environment is important for academic success? COMFORT
  • In your opinion, what’s the most ………………………….. subject to study? Why? ENJOY
  • Can you tell me about a ………………………….. that you learned about in school that fascinated you? DISCOVER
  • How can we encourage children to be more …………………………..? IMAGINE
  • Do you believe that ………………………….. is innate or can it be developed? INTELLIGENT
  • What ………………………….. expectations do you think students have about college or university life? What advice would you give to someone who is starting college or university? REAL
  • How do you think education can be made more ………………………….. for students? ENCOURAGE
  • How influential were your teachers to your …………………………..? DEVELOP
  • What is the most ………………………….. medical solution that you have heard of? CREATE
  • What are some ………………………….. habits you have or used to have? How did you break or plan to break them? HEALTH
  • Do you believe that a healthy lifestyle can prevent …………………………..? Why or why not? ILL
  • How has the concept of ………………………….. developed over recent years? Is this a good thing? FIT
  • Have you ever undergone a ………………………….. operation? How did you prepare for it and what was the experience like? SURGERY
  • How do you manage stress in your daily life? Are there any particular techniques or activities that help you with …………………………..? RELAX
  • Do you think it’s important to eat food that is ………………………….. for your body type and lifestyle? Why or why not? SUIT
  • Is it healthy to be focussed on unimportant things? Why or why not? FOCUS
  • Is there anything that you have a natural ………………………….. to do? How have you coped with this limitation? ABLE
  • How can we reduce the amount of ………………………….. air in cities? POLLUTE
  • unacceptable
  • competitive
  • unemployment
  • unnecessarily
  • uninteresting
  • skilful/skillful
  • unsuccessful
  • professional
  • fascinating
  • unexpectedly
  • fashionable
  • disrespectful
  • comfortable
  • imaginative
  • intelligence
  • unrealistic
  • encouraging
  • development

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Helping students with word formation exam tasks

homework word formation

Word formation is not only a task that you encounter in most language exams, but also a skill that our students need for everyday language use, be it written or spoken.

In this blog post, we are going to look at what’s being tested in the word formation task, how we can exploit more the short text of the task, how students can record vocabulary to maximise exam success and how to get students to work collaboratively with some games to spice up the preparation. Even if you’re a seasoned veteran of preparing students for word formation, I’m sure you’ll take away a fresh perspective here and an idea there to augment your routine.

What is being tested?

In Cambridge main suite exams (Preliminary, FCE and CAE), the word formation task appears in the Use of English part of the written exam. In this task, students are given a short text with 8 gaps and some root words. They have to formulate new words using the roots to make the sentences (and the whole text) logical and coherent. It tests students’ lexico-grammatical knowledge as well as their reading skills. In order to be able to fill in the gaps, learners need to understand the text as a whole and know how to formulate words.

Here’s an extract from Formula B2 Exam File which describes the task:

homework word formation

Formula B2 Exam File

Treat it as a text

How can we help our students master this task? Well, first of all, it’s a good idea to treat word formation texts just like any other kind of text we make our students read: activate schemata and do a gist reading task .

Here is an example task from the Formula C1 Student’s book:

homework word formation

Formula C1 Students’ Book

As you can see, the text deals with an interesting topic. It would be a shame only to use it as a Use of English task. Instead, you could:

  • Only show students the title of the text and get them to talk about it . What do they think? What could be the reasons positive thinking might not work? Do they tend to think positively?
  • Then, give students the text and cover the words on the right . When I’m teaching online I do this by zooming in or using the annotate tools on Zoom to draw a square covering the words on the right.
  • Ask the students to read the text quickly (tell them not to worry about the gaps at this point) and discuss what they have found out. Is it surprising? Once you’ve done this, you can start using the task as an exam preparation activity.

You might argue that doing a lead-in to activate schemata is not realistic in an exam situation, so why bother doing it in our lessons? Doesn’t it give our learners a false impression as to how long they have in the exam for such a task? I don’t think so! It’s important for students to read through the text quickly before starting to fill in the gaps because they need to understand the general meaning. However, if you just tell your students to read the text quickly without a task, it’s highly unlikely that they will really focus on the general meaning. My advice is: start slow and build autonomy gradually . Going through the steps I listed before the first time you are doing the task and then gradually making the lead-in and gist stages shorter trains our students to read for general meaning and can significantly increase their chance of getting a high score.

Make it bite-sized

Instead of spending 2-3 lessons in a row on word formation, it’s a good idea to make it bite-sized and revisit the task type frequently to decrease cognitive load and build exam habits. If you don’t use a preparation book, bear this in mind! If you are using a course book like Formula, the work is done for you because tasks like word formation get frequently revisited.

Try to promote word-formation from the get-go , every time you teach or revise vocabulary. Here are some tips:

  • When you are teaching new vocabulary, devote an extra minute or two to brainstorm words that can be derived from the same root. Challenge your students and give them 1 minute to come up with as many as they can! For example, if you are teaching ‘apply for university’ –» What other words can we form from ‘apply’? Applicant, application, applicable, applied, etc.
  • You can also tell your students to have an extra column in their notebooks and set it as a homework task (or group work in class) to brainstorm and find other forms. For example, if it’s an adjective, what’s the antonym? Can you form the opposite by adding a prefix? What would be the adverb? What about the negative adverb?
  • When revising vocabulary , don’t just settle with recalling the terms, ask for learners to form other words from them. Then they can make sentences with the new forms so that they can see the differences in meaning and form, too.
  • You can do a quick task like this at the beginning of each lesson , even if it’s only 5 minutes. You’ll soon see the results!

Learner training

Just like with other exam tasks, learner training is key. In the lesson about positive thinking, before revealing the words, you can ask your students to look at the text and try to guess the words that are missing from the gaps. I usually separate my learners into two groups:

Group A has to write the type of word that is missing in each gap.

homework word formation

Group B has to think of words that would fit the gaps . They don’t have to be very creative but they need to fit the text grammatically.

homework word formation

Then I pair up students from the two groups and they have to compare their answers,  discussing their choices.

homework word formation

After this, you can reveal the words in the task and get students to complete the task. They can do it in pairs or individually, it’s up to you. If it’s the first time my students have encountered this type of task, I usually opt for collaborative work. If they know the drill, I get them to do it individually first and then compare their answers. Make sure you tell them to justify their answers and look for contextual clues.

Another awareness-raising activity would be to give the students the task with incorrect solutions . They have to work in pairs and discuss why the answers are incorrect.

homework word formation

The trick here is to give your learners wrong answers that are likely to be given by exam candidates. This way, students can use the text to find out why the answers are wrong and what would be the small modification that would need to be made (e.g. in number one, you need an adverb –» undoubtedly).

I have found that this task is great to promote the importance of contextual cues . Based on the mistakes they identify, they can come up with a checklist for the task, things to watch out for. The Formula Exam File provides you with a checklist for each exam task, too:

homework word formation

Don’t forget to have fun!

Exam preparation courses can easily end up being quite tedious and repetitive, especially if they go on for a whole academic year. Therefore, it’s important for us to look for ways to ‘spice things up’ a bit. Here are two games that can work well to motivate learners, especially if they are competitive:

Word formation tennis

Line up your students in two lines, facing each other. Take a ball or another object and give it to the first student. Say the root form of a word, e.g. attend. Students have to pass the ball and every time they pass it, they have to say a word that derives from the root ‘attend’.

homework word formation

If a student runs out of ideas, they lose a life. However, they can start the next round. I like this game because it requires minimal preparation and is a good way to raise the energy level in the classroom.

Jamboard Word formation

If you are teaching in a socially distanced or online classroom, passing a ball around might not be an option. In that case, you can use Google Jamboard for a quick brainstorm game.

homework word formation

All you have to do is create a Jamboard and write a word on each slide. Divide students into teams. Each team chooses a colour for their sticky notes and a person who is going to use the timer. They have only 90 seconds (or longer, your call) on each slide and they have to add sticky notes with words derived from the routes. Make sure they don’t all start with the same slide. When the time is up, they have to go to the next slide and continue there. If they reach a slide that another team has worked on, they need to make sure they don’t repeat any of their words. The winner is the team with the most correct sticky notes.

If you are teaching on Zoom , you don’t even need a person with a timer, you can use the ‘broadcast message’ function to remind students that they need to move on to the next slide.

You can find a template for this game here . If you want to use it in your lessons, just make a duplicate and you can edit it to add words that you want to focus on.

I hope this blog post has given you some ideas and will help you train your students to be successful at the word formation exam task. And of course, it doesn’t end with the task! This skill can be useful in their everyday English communication, especially when writing.

Click here if you’d like to know more about Formula, Pearson’s 3-level flexible, unique and enjoyable route to Cambridge exam success.

homework word formation

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Word Formation Exercise 3

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Cambridge Dictionary

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Word formation

There are four main kinds of word formation:

prefixes ( un usual , multi purpose )

suffixes ( employ er , reason able )

conversion ( email , microwave - verbs from nouns)

compounds ( backache , easy-going )

Click on a topic to learn more about word formation.

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7 Word Formation Games

Word formation is the addition of affixes like -ly and semi- to make longer words and different kinds of speech. Although it is often included in EFL exams and higher-level textbooks, it still probably gets just a few percent of the attention of lists of similar vocabulary, let alone tenses. Perhaps one reason for that is the lack of fun things you can do with it, something that this article seeks to start redressing.

Word formation brainstorming races

Give students a couple of minutes to brainstorm words with a single affix, e.g. il- or –ity. If it isn’t a prefix, you could also give them an additional two minutes with a (paper) dictionary to try to add to their answers. Then give them a big list of such words to compare their answers to (something which you can easily make by searching the internet for lists of words “beginning with…” or “ending with…” then editing the lists down). If there are patterns in those words (e.g. im- usually being with words beginning in P or M), see if they can work them out for themselves, perhaps with some good examples highlighted to help them.

There are also ways of making this more competitive, e.g. as Board Race or with different groups brainstorming different things and correcting each other (losing points if their corrections didn’t turn out to be correct).

Word formation list dictation

This is kind of the opposite of the game above. Read out a list of words which have something in common, e.g. words which take –en to make verbs (broad, wide, length, etc). Students listen to the list until they work out the missing affix, with five points for a correct guess, minus one point for a guess which isn’t true about those words, and no points for a guess which is also true but isn’t what the teacher is thinking of. They can then do the same thing with a version of the worksheet that the teacher is reading from with the answers taken out, check their answers, and test each other in groups. They could also use dictionaries or the internet to make similar lists to test other groups with.

A variation is to read a list of words that already have affixes on them in which all the affixes have the same meaning, e.g. –ship for relationships, asking students to guess the meaning of the affix for that list of words.

Word formation snap/pelmanism

This is a livelier game for practising several similar ways of forming words, e.g. un-, il-, ir- and im- for opposites or –ment, -ness and –ity for nouns. Prepare a pack of cards without those affixes. With the usual rules of Snap or Pelmanism, students have to try to get cards by finding pairs which match by the affix that could be added to them.

Word formation sentence halves matching pairwork

Find or create some sentences that include the affixes that you are practising. Split the sentences at the affix, e.g. “A sense of wonder” “ment is essential in a great artist”. As in this example, the sentence halves should be matchable by both the affix and the meaning. Give the sentences halves to different students and ask them to match them without showing them to each other (i.e. just speaking and listening). They should try to do so just with the split words first, then use the whole sentence to check their answers. There are several ways of organising this. The easiest is to give pairs of students Student A and Student B worksheets with the sentence halves in mixed up order, asking them to match sentence starter 1 with sentence ending J etc. It can also be organised as a mingling activity with single cut up sentence halves, with students coming up to the teacher for more when they think they have found matches.

Word formation jigsaw text

This is like an extended version of the task above. Cut up a whole text before suffixes and after prefixes, e.g. “The plan was completely il” “conceived and badly planned but somehow the original” “ity of how it was carried out made some kind of crazy sense and…” Students work together to put the text back together from logical and word formation clues. It might also be possible to design this as an oral task.

Word formation Call My Bluff

Students find examples of real word formation in a dictionary and make up two or three wrong alternatives, e.g. “punishment”, “punishness” and “punishation”. They read them out to another group, seeing if they can fool them about which one is the real one.

Something similar can also be done with written exercises such as FCE Use of English word formation ones. Students fill the gaps with a mix of the real and wrong answers and other groups see if they can spot which is which.

Word formation sentence transformations

The keyword sentence transformation exercises in FCE Use of English can also be used for word formation, e.g. by giving them “I was happily playing in the sandpit when the snake appeared – happy” for them to make “Playing in the sandpit was making me happy when the snake appeared”. Games with this include memory games like Grammar Reversi and challenging them to use as many different forms of the underlined word as they can to express exactly the same meaning as the original sentence.

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37 comments

This article proposes different activities to form words, which are useful and practical, because they range from very practical activities to activities that are a bit more rigid. I think they are activities that I can implement, because they can help me improve my vocabulary. I did not know many of these exercises, but they are very ingenious, I liked them.

In my opinion, this article expands the vocabulary with activities that are easy to understand

Me parece muy interesante ya que a través de diferentes juegos didácticos estamos aprendiendo nuevo vocabulario teniendo otra perspectiva de enseñar y entretener al alumno para que tenga más ganas o amor por aprender otro idioma

The article is interesting and encourages us to learn through creativity and that it is possible in different ways.

This article help us to improve our vocabulary in a fun way to learn.

the activities is very interesting for the learn of the students

This article is very enriching, it allows us to know different strategies to confirm words, which allows me to nurture and improve my vocabulary

This article shows and explain how using multiple words can be fun and having the results of providing new words by formating these groups of words

The proposal made in this article is very interesting, because it presents some ways in which the vocabulary can be expanded that are easy to put into practice

In my opinion, the activities are very interesting and didactic which allows easy understanding.

The proposed activities are fantastic, and will certainly help us a lot in our process

these games help to understand better in a didactic way

I find it very interesting since through different didactic games we are learning new vocabulary having another perspective of teaching and entertaining the student to have more will or love to learn another language

I think all of these are very good games so we have many options to choose and learn more

THESE GAMES ARE A GOOD IDEA TO LEARN EASIER AND IN A BETTER WAY

The activities are very good since we can learn, study and review the topics seen in the classes.

I find it very interesting, since through different didactic games you not only play but also learn new vocabulary, and the traditional way of teaching new vocabulary is left a little behind.

In my personal opinion it is a very interesting and enriching article, there is a lot of variety of vocabulary, it is important to know more vocabulary and how to combine them.

Thanks for the information, It’s very interesting because teaches us new didactic ways for we learn vocabulary and we can develop new skills as the analysis.

The word formation snap is somethingfun that helps to memorize words of a form very quickly.

Photocopiable examples of some of the ideas I put in this article here: https://tefltastic.wordpress.com/worksheets/vocabulary/word-formation/

This is a good material to improve our vocabulary as a students and improve our knowledge in english words in a different way. I like it!

NICE ACTIVITY

Thank you for sharing this with us, because many times it is difficult to differentiate when I should use a word with a similar meaning so this can help me improve and expand my vocabulary.

In my opinion, the article develops a great interest in learning in all of us as students eager to continue with our acquisition of new knowledge but also to reinforce many others.

This article shows different word games showing that they are useful in practice, because they can be done from home. I was unaware of many of these.

Want to learn more

I want leant more

I want to learn more

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Cinderella - Word-Building / Word-Formation Exercises

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Academic English UK

Academic Word Formation

by AEUK | Feb 17, 2019 | Academic Word List , Vocabulary | 0 comments

academic word list word form

 Academic Word List [AWL] –  Word Formation

What is Academic Word List word forms?

The Academic Word List (AWL) is a word list of 570 English words which appear with great frequency in a broad range of academic texts . This lesson helps students to develop an awareness of the 3,000 different word forms of the 570 words.

Lesson Plan                                                                                                                                                      

Aim: to develop the students’ awareness and lexical repertoire of the Academic Word List. The lesson is a great way to help students improve their understanding of the Academic Word List, word formation and use in contextualised sentences. This lesson is designed as a homework activity for students to research words using online dictionaries.

1. Preparation

  • Photocopy the one Academic Word Form Sheet with the Contextualised Sentences Activity on the back of the sheet. (Generally do one word formation activity a week).
  • Photocopy a copy of the AWL:  https://academic-englishuk.com/wp-content/uploads/2017/03/AWL-copy.pdf
  • Disclaimer: only the most frequent words in the sublists are used in the word forms and not every form is shown.
  • Give out and explain the rationale behind the Academic Word list sheet (if necessary). The  Academic Word List (AWL) contains 570 word families which were selected because they appear with great frequency in a broad range of academic texts. The list helps identify academic vocabulary and formality .
  • Give an example of word formation ‘analyse’ – ask the students to write down the other forms of this word.

word forms analyse

3. Academic Word Forms Sheet

  • Show the students possible online dictionaries to use to help find the answers.
  • Longman Dictionary: https://www.ldoceonline.com/
  • Cambridge Dictionary:  https://dictionary.cambridge.org/dictionary/english/     

4. Contextualised Sentence Sheet

  • Only use the words from Academic Word Forms sheet.
  • Only use the same word once.
  • Disclaimer: there are many possible answers for this activity.

5. Feedback

  • Give out / email Academic Word Forms sheet with answers.
  • Go through the Contextualised Sentences Sheet as a class to check the variety of possible answers.

6. Production Activity

  • Use the AWL Kinaesthetic Lesson (cut up words) to consolidate understanding (see below this lesson).
  • https://academic-englishuk.com/vocabulary

homework word formation

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50 Word Formation Ex. & Test | C1 Advanced (CAE)

homework word formation

C1 Advanced (CAE) Use of English: Part 3  question type here is called word-formation .

For each gap you get  one word in capitals  which you have to change so the grammar and meaning fit in the sentence. Here you have to show how well you know word families and if you can change words by using prefixes and suffixes

50 Word Formation Exercises: CAE

Word formation: exercises 10.

Use the word in capitals to form a word that fits in the gap. For each question, write your answer in the gap.

They had to obey the decisions taken by the leadership of the party. LEAD

The news transmission has just finished and there was no mention of it. TRANSMIT

A guardian angel is believed to be a good spirit that protects each of us. GUARD

They tested the transparency of water in the village wells. TRANSPARENT

They have announced the nominees for the Oscars. NOMINATE

Psychologists show more insight into human character and behaviour. SIGHT

She spoke with disapproval of his impudent behaviour. DISAPPROVE

Unfortunately, slavery still exists in some parts of the world. SLAVE 

The thieves have stolen all my jewellery . JEWEL

The Princess looked stunningly beautiful at the wedding. STUN

Word Formation: Exercises 20

During the war, a lot of refugees fled to America. REFUGE 

This woman has had two pregnancies in three years. PREGNANT

Some refreshments will be served at the end of this meeting. REFRESH

She will decorate her house regardless of the cost. REGARD

I counted on your discretion and you let me down. DISCREET

When I asked for his permission, I was met with a refusal . REFUSE

The principal took disciplinary measures against the culprits. DISCIPLINE

He was such a joker that I couldn’t tell when he was being serious. JOKE

I looked at them in speechless amazement. SPEECH

The general checked the readiness of the troops for battle. READY

Word Formation: Exercises 30

After the death of his uncle, he became the lawful owner of the castle. LAW

Fishing is one of my favourite relaxations . RELAX

I dare say this is a subjective view of the problem. SUBJECT

Due to massive deforestation there is frequent landslide in this area. FOREST

The baby had watery eyes when he had measles. WATER

They will bury her remains the day after tomorrow. REMAIN

I need four widths of cloth for my kitchen curtains. WIDE

The professor’s elaborate lecture was incomprehensible to most of us. COMPREHEND

When she saw the results of the exam, her disappointment was obvious. DISAPPOINT

London Promenade Orchestra is one of the most prestigious in the world. PRESTIGE

Word Formation: Exercises 40

The transcription of this document will take me about twenty minutes. TRANSCRIBE

In this profession men outnumber women by two to one. NUMBER

Alice looks fantastic in her new dress. FANTASY

This time he had an unpredictable reaction. PREDICT

Suddenly we saw a ghostly figure in the darkened room. GHOST

She made several references to your remarks. REFER

We need extra storage place either in the loft or in the cellar. STORE 

What is the most significant event in your life? SIGNIFY

His avoidance of talking to me that evening surprised me. AVOID 

That business transaction took us several days. TRANSACT 

She has had several recurrences of her illness lately. RECUR 

Word Formation: Exercises 50

 Your signature on this document means that you agreed to it. SIGN 

The doctor wanted to know if my knee was still painful . PAIN

She has had this scar on her forehead since babyhood . BABY

I had my eyes tested last week, at my wife’s insistence . INSIST

Oxygen is a gaseous element of paramount importance for life. GAS

Wild animals live in captivity and sometimes in neglect in a zoo. CAPTIVE

What is your opinion about the recuperative powers of certain substances ? RECUPERATE

The woman’s voice was unmistakably Margaret’s. MISTAKE

As a result of shrinkage this shirt is now too small to wear. SHRINK

If we allow this man to go unpunished, it will seta precedent . PRECEDE

FCE, CAE, CPE

Practice tests online, c1 advanced (cae) use of english: part 3.

  • Read the text for general understanding.
  • Decide what type of word you need for each gap (e.g. noun, adjective, etc.).
  • Look at the whole sentence , not just al the line containing the gap.
  • You may need to add a prefix or suffix to some words.
  • Read through the text and check that your words make sense.
  • Check your spelling .

You need to read the whole text to get the writer’s opinion on the topic.  That’s because  sometimes a negative prefix  will be required. There is usually at least one word requiring a negative prefix, so look out for these.

In the exam always write something. You never know, you might be lucky even if you are not sure of the answer!

C1 Advanced (CAE) Use of English: Part 3 Example Test

The story of muscle cars.

Muscle cars were never intended to be valuable. In fact, the whole idea behind muscle cars was to make them inexpensive EXPENSIVE and fast. Muscle cars were stripped-down versions of the most utilitarian UTILITY homely, and basic mass-produced cars to ever roll out of Detroit. These rattle trap, bare-bones, crude devices were built to conform to a price point with little regard given to sophistication or longevity LONG , and aimed squarely at the youth YOUNG market. And this market couldn’t get enough of them. These were the cars every red-blooded American kid wanted. The image, the speed, the lifestyle were all highly addictive.

Looking back, the muscle car years were relatively RELATIVE brief moment in time that we will never see the likes of again. It was a perfect storm, just what the market wanted, and was presented at the right place at the right time. So how did these seemingly disposable DISPOSE cars, built-in large numbers and owned by kids who literally LITERAL tried to kill them from the first twist of the key, become so valuable? More importantly, why did they become so valuable? Most people are astounded when they hear the recent sales results of the most desirable DESIRE muscle cars. We call them two-comma cars, cars that are worth so much money that you need two commas to separate all the zeroes in the price.

What is your level of English?

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Tag: word formation

Word formation noughts & crosses.

homework word formation

This is a lesson plan for students preparing for the Cambridge main suite exams. I specifically created it with C1 or C2 students in mind but it could easily be adapted to B2. Students practice word formation while playing a game of noughts and crosses. Download the handout below:

Students play in pairs, they must choose a square on the board where they want to place their token, but they must first correctly complete the corresponding word formation question in order to do so. All of the words are based on the same root word.

If a student answers incorrectly, you could either have the opponent steal the square by answering correctly, or say that the square is now dead and nobody can place a token there.

An alternative game to play with the same 9 questions is this great, and very versatile, football game by https://tekhnologic.wordpress.com/

As a follow-up you could set your students the task of coming up with their own lists of nine sentences to use in future games. You could give them each a root word (use, communicate, etc.) and send them to the Longman Online Dictionary to look up all the derivatives in order to make their 9 questions: https://www.ldoceonline.com/

C1/C2 Halloween Spooky Word Formation: The Family Legacy

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This is a lesson plan for C1/C2 students who are preparing for an upcoming exam but still want to celebrate Halloween in some way. Students read a creepy story about an old family home, practice some word formation and then write their own continuation of the story. I wrote the story myself, let me know what you think! Download the handout and teacher’s notes below:

Pre-Reading

You’re going to read the first part of a horror story called “The Family Legacy”, it involves:

  • An old house

With your partner, make some predictions about what will happen in the story.

Read the story, ignore the gaps, see if your predictions were correct.

Roger trudged up the drive of the ancient hall, the seat of his family’s power for over two centuries. It stood on the top of the hill looking down over the land around, a 1. ………………(SYMBOL) effigy of the family’s grasp over the local 2. ……………. (POPULATE). Finally it was his, the jewel in the crown of his 3. ……………… (INHERIT) after his father’s passing the previous week. In the end, the death of the formidable patriarch of the family had been far from the 4. ……………… (PAIN) transition we all hope for, screaming night terrors, lashing out 5. ……………… (VIOLENT), catching his 6. ………………(SUSPECT) carers off-guard, until the final descent into silent 7. …………… (MAD) It was something that had befallen the last three generations of men in his family, a thought that he pushed to the back of his mind as a/an 8. ………………. (VOLUNTEER) shudder ran down his spine.

But it was over, and he could now envisage the 9. …………….. (REALISE) of all the 10. ……………… (BOY) hopes and dreams he had had for this 11. ……………….. (CRUMBLE) pile of stone and wood. As he approached the ancient 12. ………………..(WOOD) door, he took the old iron key from his pocket and unlocked it with a 13. ……………….. (SATISFY) thunk. As he stepped across the threshold his 14. ……………….. (FOOT) echoed throughout the house in a/an 15. ……………….. (SETTLE) way. What struck Roger immediately were the reminders of his father’s 16. ……………….. (QUESTION) taste in decorations; floor to ceiling oil paintings of 17. ……………….. (NOTE) ancestors and the heads of various animals mounted on the walls. He relished the thought of finally 18. ……………….. (CLUTTER) the whole place. No sooner had this thought crossed his mind than around the corner came an almost 19. ……………….. (PERCEIVE) breath of air, which flowed through the ground floor, as if the house itself was reacting to a/an 20. ……………….. (INVITATION) guest. The door slammed shut behind Roger, he heard a loud “clang” as the heavy old key hit the stone of the porch outside. Suddenly gripped by panic he grabbed the door handle and pulled with all his 21. ……………….. (STRONG) but to no avail. A sudden sense of 22. ……………….. (CONFINE) enveloped him, but what really set his nerves jangling and a creeping sense of 23. ……………….. (EXIST) dread curling up his back was the voice calling down the stairs from his father’s study….

Word Formation

Now look at the gaps, try to predict what type of word is needed, then attempt to transform the root words to fit the context.

Language Analysis

  • How does the writer make the story creepy?
  • Find two examples of onomatopoeia in the text. 
  • What do you notice about the syntax?
  • Look for impressive collocations with the following words:

Write the next paragraph of the story. Try to use:

  • No sooner…. than….
  • Hardly/Barely/Scarcely….. when
  • Into the river jumped the boys.
  • At the top of the stairs sat a black cat.
  • A shiver down the spine
  • unsettling/creepy/etc.

CAE Word Formation Practice

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Here’s a worksheet for CAE students to help them prepare for part 3 of the use of English paper. Download the worksheet and key below, I found the exercises on quizlet so full credit to evatrn for making the set. Use the quizlet set below to revise.

Word Formation Practice

Word Formation Key

Quizlet Word Formation set

  • Remember to _______ patients twice daily at 8.00am and 8.00pm. WEIGHT
  • Why do you always want to go with those ignorant ___ people? WORTH
  • This is the most interesting ___ I’ve ever seen. PERFORM
  • Are you ___ of sailing in the prevailing conditions? ABLE
  • Such an act would have been deceitful and ___ . RESPONSIBILITY
  • There is already enough ___ without that, you know. PRESS
  • You’d ___ too many people off with that speech. FRIGHT
  • We must experience ___, pain, and death because we are alive. ANXIOUS
  • I feel ___ about including the last sentence. HESITATE
  • Now surely our ___ government must go. CREDIT
  • The handshake is a basic gesture of ___ .FRIEND
  • They fell into a ___ sleep which lasted until they were rediscovered in 1878. MIRACLE
  • I’ve had a very sheltered ___, so this has really been an eye-opener. BRING
  • The music was ___ loud, you couldn’t hear yourself think. BELIEVE
  • Silk is always wonderful too, even if it’s totally ___ . PRACTICE
  • People are being ________ into parting with their money. LEAD
  • The government stopped funding ______ industries. PROFIT
  • It’s normal for there to be _______ between brothers and sisters. COMPETE
  • Walking the dog is ideal exercise for anyone and the fresh air will be ___ too. BENEFIT
  • Her face was blotched and ___ with crying. SWELL
  • There is a growing ______ that she will resign. BELIEVE
  • It should come as no surprise that cycling builds leg ___ . STRONG
  • He helped his underage son _______ his birth date to illegally obtain a driver’s license. FALSE
  • All ___ must be over 18. APPLY
  • It’s an ___ and dangerous policy. LOGIC
  • As he was watching them, his eyes began to ___ in astonishment. WIDE
  • Doctors have developed a new, modern ___ technique involving ultra-sound. PAIN
  • There is a feeling of isolation and professional ___ in schools. SECURE
  • Many candidates showed little ___ of the problems from the headhunter’s point of view. APPRECIATE
  • Do these goods comply with our safety _________? REQUIRE
  • We were unable to establish_______ of her innocence. PROVE
  • An attempt is also being made to ___ textures and symbols where possible. STANDARD
  • He took to it like the ___ fish to water. PROVERB
  • In all ___________ the vase was made in the seventeenth century.LIKELY
  • He’s definitely someone very nervy, very jumpy and basically___ . SECURITY
  • ‘I regret, I cannot offer any ___, Madame’ he said with a smile. REFRESH
  • He’s like a politician who wants to convince you of his _____. SINCERE
  • There’s no damage done, there’s no ___ . THIEF
  • But the level of social welfare was so high that poverty was ___ . THINK
  • The first thing he discovered was that Newley had not died ___ . ACCIDENT
  • The whole method is a form of ___ . SIMPLE
  • But are we allowing ourselves to be carried away by false ___? VAIN
  • Moments before there was a ___ with a car. COLLIDE
  • It was not, he admits, the wisest ___ for a beginner. CHOOSE
  • You can hold the snake: it’s _____. HARM
  • The government is noted for its ___________ drugs policy. COMPROMISE
  • He admired the ___ of relationships he saw around him. WARM
  • We have caused enough harm by our ___, irresponsible, selfish behaviour. THINK
  • But not all ___ are valid in reference to pedagogy. IMPLY
  • And he accepts that he set out on the lonely road to ___ too early in life. STAR
  • Critics say he has been weak and _______ . DECIDE
  • He tried to look ___, but it didn’t work. APOLOGY
  • The country will _______ currency controls to encourage spending abroad. LOOSE
  • For some _______ reason, she chose that moment to break the news. EXPLAIN
  • We spend $5 million a year on _________. ADVERTISEMENT
  • Which women do you ___ about? FANTASY
  • Every time the pictorial elements were similar, if not almost ___ . IDENTITY
  • All this she heard, even understood, but still she was ___ . SPEAK
  • The jury found the doctor criminally _______. NEGLECT
  • She’s made an official ___ .COMPLAIN
  • The economies of Western Europe and Japan experienced ___ growth. PRECEDE
  • The system is liable to suffer from ___ of the type discussed above. ACCURATE
  • It was a ___ room with a deep bay window overlooking the river. SPACE
  • In that case, young lady, you would have my undying ___ . GRATEFUL
  • It was very __________ of you. Thank you. CONSIDER
  • It would be much more ___ for you to marry a woman with money. SENSE
  • The tension in the room seemed ___ . ENDURE
  • Winners will be _______as soon as possible. NOTE
  • The evidence from ___ times can seldom be interpreted with any certainty. HISTORY
  • ‘Play’ and ‘game’ are used ____- it does not matter which. CHANGE
  • weigh Remember to _______ patients twice daily at 8.00am and 8.00pm. WEIGHT
  • worthless Why do you always want to go with those ignorant ___ people? WORTH
  • performance This is the most interesting ___ I’ve ever seen. PERFORM
  • capable Are you ___ of sailing in the prevailing conditions? ABLE
  • irresponsible Such an act would have been deceitful and ___ . RESPONSIBILITY
  • pressure There is already enough ___ without that, you know. PRESS
  • frighten You’d ___ too many people off with that speech. FRIGHT
  • anxiety We must experience ___, pain, and death because we are alive. ANXIOUS
  • hesitant I feel ___ about including the last sentence. HESITATE
  • discredited Now surely our ___ government must go. CREDIT
  • friendship The handshake is a basic gesture of ___ .FRIEND
  • miraculous They fell into a ___ sleep which lasted until they were rediscovered in 1878. MIRACLE
  • upbringing I’ve had a very sheltered ___, so this has really been an eye-opener. BRING
  • unbelievably The music was ___ loud, you couldn’t hear yourself think. BELIEVE
  • impractical Silk is always wonderful too, even if it’s totally ___ . PRACTICE
  • misled People are being ________ into parting with their money. LEAD
  • unprofitable The government stopped funding ______ industries. PROFIT
  • competition It’s normal for there to be _______ between brothers and sisters. COMPETE
  • beneficial Walking the dog is ideal exercise for anyone and the fresh air will be ___ too. BENEFIT
  • swollen Her face was blotched and ___ with crying. SWELL
  • belief There is a growing ______ that she will resign. BELIEVE
  • strength It should come as no surprise that cycling builds leg ___ . STRONG
  • falsify He helped his underage son _______ his birth date to illegally obtain a driver’s license.FALSE
  • applicants All ___ must be over 18. APPLY
  • illogical It’s an ___ and dangerous policy. LOGIC
  • widen As he was watching them, his eyes began to ___ in astonishment. WIDE
  • painless Doctors have developed a new, modern ___ technique involving ultra-sound. PAIN
  • insecurity There is a feeling of isolation and professional ___ in schools. SECURE
  • appreciation Many candidates showed little ___ of the problems from the headhunter’s point of view. APPRECIATE
  • requirement Do these goods comply with our safety _________? REQUIRE
  • proof We were unable to establish_______ of her innocence. PROVE
  • standardise An attempt is also being made to ___ textures and symbols where possible. STANDARD
  • proverbial He took to it like the ___ fish to water. PROVERB
  • likelihood In all ___________ the vase was made in the seventeenth century.LIKELY
  • insecure He’s definitely someone very nervy, very jumpy and basically___ . SECURITY
  • refreshment ‘I regret, I cannot offer any ___, Madame’ he said with a smile. REFRESH
  • sincerity He’s like a politician who wants to convince you of his _____. SINCERE
  • theft There’s no damage done, there’s no ___ . THIEF
  • unthinkable But the level of social welfare was so high that poverty was ___ . THINK
  • accidentally The first thing he discovered was that Newley had not died ___ . ACCIDENT
  • simplification The whole method is a form of ___ . SIMPLE
  • vanity But are we allowing ourselves to be carried away by false ___? VAIN
  • collision Moments before there was a ___ with a car. COLLIDE
  • CHOICE It was not, he admits, the wisest ___ for a beginner. CHOOSE
  • harmless You can hold the snake: it’s harmless. HARM
  • uncompromising The government is noted for its ___________ drugs policy.. COMPROMISE
  • warmth He admired the ___ of relationships he saw around him. WARM
  • thoughtless We have caused enough harm by our ___, irresponsible, selfish behaviour. THINK
  • implications But not all ___ are valid in reference to pedagogy. IMPLY
  • stardom And he accepts that he set out on the lonely road to ___ too early in life. STAR
  • indecisive Critics say he has been weak and _______ . DECIDE
  • apologetic He tried to look ___, but it didn’t work. APOLOGY
  • loosen The country will _______ currency controls to encourage spending abroad.  LOOSE
  • inexplicable For some _______ reason, she chose that moment to break the news. EXPLAIN
  • advertising We spend $5 million a year on _________. ADVERTISEMENT
  • fantasize Which women do you ___ about?FANTASY
  • identical Every time the pictorial elements were similar, if not almost ___ . IDENTITY
  • speechless All this she heard, even understood, but still she was ___ . SPEAK
  • negligent The jury found the doctor criminally _______. NEGLECT
  • complaint She’s made an official ___ .COMPLAIN
  • unprecedented The economies of Western Europe and Japan experienced ___ growth. PRECEDE
  • inaccuracies The system is liable to suffer from ___ of the type discussed above. ACCURATE
  • spacious It was a ___ room with a deep bay window overlooking the river. SPACE
  • gratitude In that case, young lady, you would have my undying ___ . GRATEFUL
  • considerate It was very __________ of you. Thank you. CONSIDER
  • sensible It would be much more ___ for you to marry a woman with money. SENSE
  • unendurable The tension in the room seemed ___ . ENDURE
  • notified Winners will be _______as soon as possible. NOTE
  • prehistoric The evidence from ___ times can seldom be interpreted with any certainty. HISTORY
  • interchangeably ‘Play’ and ‘game’ are used ____- it does not matter which. CHANGE

CAE Use of English Training

homework word formation

Image credit:  www.fitxfitnessinc.com

This is a lesson plan I have designed for my CAE students who are about to take the exam. It is designed to help them prepare for the four use of English exercises in paper 1. You could set the worksheet as homework or have students complete it stage by stage in class in pairs or individually. Download the worksheet and key below:

CAE Use of English Training Key

Part 1 – Multiple Choice Cloze

Complete the 4 sentences with the words in the box below:

  • I’ve been trying to get _______ of my boss all morning but he’s not picking up.
  • The government realises that homelessness is an issues but has failed to ________ the scale of the problem.
  • The article gives a fascinating ________ into the lives of the most vulnerable people in society.
  • The _________ was dawning that this was a major disaster.
  • It’s just a ________of time before all courses are taught at least partially online.
  • The police are only beginning to realise the complexity of the _________ now.
  • The ______ of the accident has yet to be identified, but police have their suspicions.
  • Since the inconclusive elections the political system has been in a _______ of disarray.
  • After the show I was ________ by an agent from a record company and offered a contract.
  • Over the course of the trip we _________ many difficulties but we carried on regardless.
  • After 30 years of service to the company he was _________ with a golden Rolex watch.
  • They ________ us double what we originally paid for the house so we accepted straightaway.
  • After several attempts to untie the knot I had to ________ defeat and cut the rope with a knife.
  • I’m afraid I can’t ________ you to enter this area, it’s a restricted zone.
  • The family will ________ €25,000 in compensation for the damage caused in the accident.
  • I’m sorry sir but your parking ________ has expired and you have to pay a fine.
  • Hi, I’ve come ______ the party, I’m a friend of Josh’s.
  • When it comes _____ computers, I’m completely useless.
  • My family originally comes _____ Scotland but I grew up in Birmingham.
  • The console comes _____ 2 free games of your choosing.
  • University should be _________ to people from all backgrounds to increase equality.
  • Planning and organising the whole festival in just 2 days is not __________.
  • The summit of the mountain is only __________ to experienced climbers.
  • It’s best to use turkey for this dish, but if it isn’t ___________, just use chicken.
  • We must do more challenge stereotypical gender _______ like male heroes and females needing rescuing.
  • My favourite comic-book _________ are Batman and Ironman because they’re just normal guys with amazing gadgets.
  • He is a general in the army and he certainly looks the ________.
  • Surfing isn’t a hobby dude, it’s a _______ of mind!

Part 2 – Open Cloze

Complete the sentences with 1 word.

  • Two students, neither of ______ had done their homework, showed up to class.
  • The study was carried _____ by a group of scientists from Harvard.
  • The houses on my street, all of ______ were built over 200 years ago, are painted in a range of colours.
  • It normally takes me an hour or ____ to get home from school.
  • Sometimes as _____ as 50 people come to the free dance classes.
  • The city has many places of interest, _____ the beautiful roman buildings in the centre ___ the ultra-modern harbour side.
  • I try to do at least a little exercise ____ a daily basis.
  • The government have cut spending on education. ______ this means is that class sizes will increase.
  • This part of the building is in the process of ______ repaired.
  • _____ there were so many people at the concert, people had to sit on each other’s laps.
  • The problems associated ____ shooting the film underwater were a real headache for the director.
  • The development of smaller, hand-held cameras led ____ photography becoming a popular hobby.
  • In the past people _____ have to wait up to a week for their photographs to be developed.
  • They were ____ the point of calling off the search when they found the missing dog sleeping under a tree.
  • When taken ____ a whole, the Lord of the Rings saga is one of the most impressive stories ever told.
  • He has written well _____ a thousand songs in his career. (much more than)
  • We’re thinking about having our house done ____ this summer, but it might be too expensive.
  • I’m still not sure ______ or not I lost my phone or someone stole it.

Part 3 – Word Formation

Put the correct negative prefix on the word: in-/dis-/il-/im-/ir-/un-

Complete the sentences with one of the words above, check the context, should the word be positive or negative?

  • Don’t be so ___________! You have to wait for your turn like everyone else. PATIENCE
  • I’m afraid there is ___________ money to pay everyone this month. SUFFICE
  • There was a __________ smell coming from the kitchen that made my mouth water. PLEASE
  • It was very difficult for the _______________ refugee children to fit in at school. LITERACY
  • We finally reached a(n) ________________ about what to do with the money. AGREE
  • I’m afraid that the damage to the car is _______________. REPAIR
  • Your tickets are ___________ for the VIP area, take a glass of champagne and sit down. VALIDATION
  • He was so drunk that his speech was completely ______________. COHERENCE
  • Our son is so ___________ compared to the other boys in his class, he never gets in trouble. MATURITY
  • If your ___________ behaviour continues, you’re going to be out of a job. PROFESSIONALISM
  • I hate that kind of film, the endings are always so __________ you can see it coming a mile off. PREDICT
  • What Donald Trump said about Mexican immigrants was completely _____________ and should be corrected at once. ACCURACY
  • Luckily out area was _____________ by the storm and heavy rain. AFFECT
  • Your work on the project was _______________ and I expect you to do better next time. ADEQUACY
  • We should sack him immediately, he’s _____________ of arriving on time. CAPABILITY
  • Calm down, we need to be ____________ and think about it carefully. RATIONALITY
  • If they are ____________ to lower the price then we should break off negotiations. WILL
  • When I was a teenager I felt very ____________ about my body, but I’m fine now. SECURITY
  • The puzzle is still _____________, we’re missing 4 pieces. COMPLETION
  • Her methods may be _______________, but they’re very effective. CONVENTION

Part 4 – Key Word Transformations

Choose the correct option to complete the key word transformations:

  • Mauro says he prefers to do his homework on his own

Mauro says that ______________________________________ do his homework with other people.

  • He wouldn’t rather to
  • He would rather not
  • He would rather not to
  • He rather wouldn’t
  • Clara said that she had not seen the missing letter.

Clara ___________________________________ the missing letter.

  • Refused having seen
  • Denied having to see
  • Admitted to not having seen
  • Denied having seen
  • It took Layla five minutes to find her car keys.

Layla ___________________________________ for her car keys.

  • Spent five minutes looking
  • Spent five minutes to search
  • Spent five minutes finding
  • Spent five minutes to find
  • A short meeting of the cast will take place after today’s rehearsal.

Today’s rehearsal ___________________________________________ a short meeting of the cast.

  • Will be after by
  • Followed after by
  • Will be followed by
  • Will followed by
  • I’ll be happy to show you round the sights of my city when you come to visit me.

It will be a _____________________________________________ sightseeing tour of my city when you come to visit me.

  • Happiness taking you to a
  • Pleasure to take you on a
  • Pleasing to take you to a
  • Pleasure taking you on a
  • Rousseau painted fabulous pictures of the rainforest although he had never travelled outside Europe.

Rousseau painted fabulous pictures of the rainforest ____________________________________ travelled outside Europe.

  • In spite of the fact that he never
  • In spite of he never
  • In spite the fact he never
  • In spite of never having
  • It is thought that one in every five people cannot control how much they spend.

One in every five people is thought _______________________________ their spending under control.

  • To be unable to keep
  • That is unable to control
  • Of being unable to control
  • Unable to keep

Word Formation List FCE/CAE/CPE

word formation 5

Just a quick note…

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://soundcloud.com/2tspod

https://www.facebook.com/2tspodcast/

Word Formation List

Thanks to Valerie Collins for bringing this great list to my attention.

Bright Hub Education

Grammatical Conversion in English: Converting Words Into Other Parts of Speech

Grammatical Conversion in English: Converting Words Into Other Parts of Speech

Conversion is the word formation process in which a word of one grammatical form becomes a word of another grammatical form without

any changes to spelling or pronunciation. For example, the noun email appeared in English before the verb: a decade ago I would have sent you an email (noun) whereas now I can either send you an email (noun) or simply email (verb) you. The original noun email experienced conversion, thus resulting in the new verb email . Conversion is also referred to as zero derivation or null derivation with the assumption that the formal change between words results in the addition of an invisible morpheme. However, many linguistics argue for a clear distinction between the word formation processes of derivation and conversion.

Noun to Verb Conversion

The most productive form of conversion in English is noun to verb conversion. The following list provides examples of verbs converted from nouns:

  • Noun – Verb
  • access – to access
  • bottle – to bottle
  • can – to can
  • closet – to closet
  • email – to email
  • eye – to eye
  • fiddle – to fiddle
  • fool – to fool
  • Google – to google
  • host – to host
  • knife – to knife
  • microwave – to microwave
  • name – to name
  • pocket – to pocket
  • salt – to salt
  • shape – to shape
  • ship – to ship
  • spear – to spear
  • torch – to torch
  • verb – to verb

For example:

  • My grandmother bottled (verb) the juice and canned (verb) the pickles.
  • My grandmother put the juice in a bottle (noun) and the pickles in a can (noun).
  • She microwaved (verb) her lunch.
  • She heated her lunch in the microwave (noun).
  • The doctor eyed (verb) my swollen eye (noun).

Noun to verb conversion is also referred to as verbification or verbing, as humorously discussed by Calvin and Hobbes .

Verb to Noun Conversion

Another productive form of conversion in English is verb to noun conversion. The following list provides examples of nouns converted from verbs:

  • Verb – Noun
  • to alert – alert
  • to attack – attack
  • to call – call
  • to clone – clone
  • to command – command
  • to cover – cover
  • to cry – cry
  • to experience – experience
  • to fear – fear
  • to feel – feel
  • to hope – hope
  • to increase – increase
  • to judge – judge
  • to laugh – laugh
  • to rise – rise
  • to run – run
  • to sleep – sleep
  • to start – start
  • to turn – turn
  • to visit – visit
  • The guard alerted (verb) the general to the attack (noun).
  • The enemy attacked (verb) before an alert (noun) could be sounded.
  • Sometimes one just needs a good cry (noun).
  • The baby cried (verb) all night.
  • We need to increase (verb) our productivity to see an increase (noun) in profits.

Verb to noun conversion is also referred to as nominalization.

Other Conversions

Conversion also occurs, although less frequently, to and from other grammatical forms. For example:

  • adjective to verb: green → to green (to make environmentally friendly)
  • preposition to noun: up, down → the ups and downs of life
  • conjunction to noun: if, and, but → no ifs, ands, or buts
  • interjection to noun: ho ho ho → I love the ho ho hos of Christmastime.

This post is part of the series: Word Formation: Creating New Words in English

The articles in this series define and exemplify the most common word formation processes, or the creation of new words, in English including derivation, back-formation, conversion, compounding, clipping, blending, abbreviations, acronyms, eponyms, coinages, nonce words, borrowing, and calquing.

  • Word Formation: Derivation and Back-Formation
  • Word Formation: Conversion
  • Word Formation: Compounding, Clipping, and Blending
  • Word Formation: Abbreviations, Acronyms, and Eponyms
  • Word Formation: Coinages, Nonce Words, Borrowing, and Calquing
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GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS

يعتبر السؤال أعلاه من الأسئلة أكثر تداولا في الامتحانات الوطنية، حيث يطلب من التلميذ تحويل الكلمة بين قوسين الى Adjective صفة ، Noun إسم ، أو ٍ فعلVerb

 قواعد بسيطة ومهمة

homework word formation

لائحة لأهم المصطلحات للثانية باك

homework word formation

التطبيق مع الامتحانات الوطنية

From exams 2010.

In many developing countries, international organisations making great efforts to fight (poor) . . . . . . . . . . .  and help (illiteracy) . . . . . . . . . . .  People to read and write.

From Exams 2011

  • The city council has made the necessary (arrange) . . . . . . . . . . .  for the summer festival.
  • Every summer, a lot of (culture)  . . . . . . . . .  events take place in Morocco.
  • The most important key to success in business is good (manage) . . . . . . . . . . .  .

From Exams 2012

  • Recent developments in (medical) . . . . . . . . . . .  have given a lot of hope.
  • More and more parents are worried about their children’s (addict) . . . . . . . . . . .  to computers and smart.

From Exams 2013 – 2014

  • Samir : How can I get ( a member) a . . . . . . . . . . . to join the club
  • Secretary: just fill in this form with (person) . . . . . . . . . . .  information and pay the fees.
  • If you need any ( inform) . . . . . . . . . . .  ,  just get in touch with the secretary.
  • The government needs to invest more in the (industry) . . . . . . . . . . .
  • Many teenagers become (addict) . . . . . . . . . . .  to drugs because of bad friends.

From Exams 2015

  • My father bought me a (digit) . . . . . . . . . . .  camera for my birthday.
  • Many people think that only (wealth) . . . . . . . . . . . families can provide quality education for their kids.
  • We need a (science) . . . . . . . . . . . explanation of this phenomenon.
  • Physical (punish) . . . . . . . . . . .  is forbidden in schools.
  • The (diverse) . . . . . . . . . . .  of the Moroccan culture and landscape attracts a lot of tourists.
  • Buying an expensive second-hand mobile phone is a (risk) . . . . . . . . . . .

From Exams 2016

  • Developing (renew) . . . . . . . . . . .  energy is among the priorities of the Moroccan government.
  • Governments must (cooperation) . . . . . . . . . . . to fight the Zika epidemic.
  • People with (tradition) . . . . . . . . . . .  views think that women should stay at home to do the housework.
  • The objective of this cultural event is to promote (tolerate) . . . . . . . . . . . within the community.

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Two trees frame an orange and grey building.

Canadian teacher accused of selling students’ art on personal website

Parents in disbelief after students at Montreal’s Westwood junior high found their art for purchase on mugs, phone cases and clothes

A Canadian teacher is under fire for allegedly using his personal website to sell nearly 100 pieces of art created by students, prompting disbelief and anger from parents.

Students at Montreal’s Westwood junior high school made the chance discovery last night after searching out their art teacher’s website. On it they found their own art, available for purchase on coffee mugs, mobile phone cases and clothing.

“Imagine your 13 year-old son coming home from school today with a story that his art teacher is selling students’ artwork online at $94 per drawing without their prior knowledge!? That is completely insane,” parent Joel DeBellefeuille posted on social media . “I’m sure I’m not the only parent that wants answers.”

The teacher, identified as Mario Perron by CTV News, did not respond to the Guardian’s request for comment. On his website, the Montreal resident describes himself as a “life-long student of art” whose works appear in private collections in Canada, the US, Spain and Italy.

More than 90 works are still visible on the site , with the titles of many works – Julia’s Creepy Portrait, Charlotte’s Creepy Portrait – apparently referring to the names of students who created the art. As of Monday, the links to the art instead route to Perron’s paintings and the student art can no longer be purchased. Other social media accounts linked to Perron’s art have been taken down, including pages on Instagram and Facebook.

“I’m extremely disgusted with this person. It’s extremely, you know, it’s unbelievable,” Michael Bennett, who found work from both his daughters for sale, told CTV News. “Is [Perron] asking for these types of portraits to be done so it meets the market? I’m not quite sure on that aspect. However, I am not impressed at all with this person. I’m not impressed with the school, or the school board … [My daughters] feel cheated.”

after newsletter promotion

The school board said in a statement it was “aware of the situation and is taking these allegations very seriously”, adding an investigation was “underway” and the board would not comment.

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COMMENTS

  1. Word Formation

    English Grammar Word Formation Articles worksheets are in PDF Format and consist of a worksheet and answer sheet to check your results. Levels of Difficulty : Elementary Intermediate Advanced WF011 - Word Formation - Sentences Intermediate WF010 - When Shopping gets Too Expensive Advanced WF009 - Consumer Rights Intermediate

  2. Word Formation Exercises 1

    Subject Explanations: Common Roots Common Suffixes Subject Exercises: Word Formation Exercise 1 Word Formation Exercise 2 Word Formation Exercise 3 Word Formation Exercise 4 Word Formation Exercise 5 Word Formation Exercise 6 Word Formation Exercise 7 Word Forms- Noun/Verb/Adjective/Adverb Prefixes and Suffixes Worksheet

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    Word formation In a sentence or text you have to change the form of a word, e.g. from a noun to an adjective, or from a verb to a noun. For example: The _____ was very nervous. (sing) You have to complete the sentence with the person noun ( singer ). You change the verb ( sing) into the person noun ( singer ). Look at the word you have to change.

  4. Word Formation

    Word formation occurs when compounding, clipping or blending existing words to create new words. Below we will cover the definition of these terms and give you several examples of each. Compounding Words Compounding words are formed when two or more lexemes combine into a single new word.

  5. Word Formation Activity Worksheet (Teacher-Made)

    This word-formation exercise includes using -all, -ip, -it, -ot, -ed and consonants to build three to five lettered words. Children will not only improve their vocabulary skills, but they will also enhance their motor skills and creative writing skills,thus making it a NEP-friendly resource.

  6. Word Formation Exercises

    That's why we've created 40 conversation questions using word formation. Instead of boring word formation exercises, your students can use these to discuss in pairs or groups. After completing the gap, they will have to ask and answer the questions, using the target language in their answers. You could even turn it into a game and give ...

  7. PDF Word Formation

    WORD FORMATION WF 2 Put the correct form of the word in brackets into the blank . 1. The results were very strange! In fact, they were unbelievable! (BELIEVE) 2. He has an unfortunate inability to understand people's feelings (ABLE) 3. Due to the clerk's stubbornness we missed the train (STUBBORN) 4. What we saw was beyond all expectation ...

  8. Helping students with word formation exam tasks

    Line up your students in two lines, facing each other. Take a ball or another object and give it to the first student. Say the root form of a word, e.g. attend. Students have to pass the ball and every time they pass it, they have to say a word that derives from the root 'attend'.

  9. Word Formation Exercise 3

    Subject Exercises: Word Formation Exercise 1. Word Formation Exercise 2. Word Formation Exercise 3. Word Formation Exercise 4. Word Formation Exercise 5. Word Formation Exercise 6. Word Formation Exercise 7. Word Forms- Noun/Verb/Adjective/Adverb.

  10. Word formation

    There are four main kinds of word formation: prefixes ( unusual, multipurpose) suffixes ( employer, reasonable) conversion ( email, microwave - verbs from nouns) compounds ( backache, easy-going) Click on a topic to learn more about word formation.

  11. 7 Word Formation Games

    Word formation is the addition of affixes like -ly and semi- to make longer words and different kinds of speech. Although it is often included in EFL exams and higher-level textbooks, it still probably gets just a few percent of the attention of lists of similar vocabulary, let alone tenses.

  12. Cinderella

    Students have to transform the words in brackets to make them fit in. Students can easily do this as homework once they have been introduced to the basic concept of word-formation and have a sufficient level of English.

  13. Academic Word Formation

    Aim: to develop the students' awareness and lexical repertoire of the Academic Word List. The lesson is a great way to help students improve their understanding of the Academic Word List, word formation and use in contextualised sentences. This lesson is designed as a homework activity for students to research words using online dictionaries. 1.

  14. 50 Word Formation Ex. & Test

    Level: C1 Exam: C1 Advanced Practice Article navigation: 50 Word Formation Exercises: CAE C1 Advanced (CAE) Use of English: Part 3 C1 Advanced (CAE) Use of English: Part 3 Example Test C1 Advanced (CAE) Use of English: Part 3 question type here is called word-formation.

  15. PDF WORD FORMATION WF 1

    WORD FORMATION WF 1 Put the correct form of the word in brackets into the blank. 1. In the future the public will have a wider choice of television programs. (CHOOSE) 2. Looking after the health of 700 children is heavy responsibility. (RESPONSIBLE) 3. The town spent more money on housing and health than ever before (HOUSE) 4.

  16. word formation

    Students practice word formation while playing a game of noughts and crosses. Download the handout below: ... Two students, neither of _____ had done their homework, showed up to class. The study was carried _____ by a group of scientists from Harvard. The houses on my street, all of _____ were built over 200 years ago, are painted in a range ...

  17. PDF B2 Word Formation WF025

    Use the word in brackets to form a new word that fits into each blank. The _____________________ of the Premier League has been agreed upon by all the managers. (CONTINUE) I am so _____________________ with your report. Surely, you can do better. (SATISFY) Lewis and Clarke were famous _____________________ who explored the Missouri River.

  18. Grammatical Conversion in English: Converting Words Into Other Parts of

    Conversion is the word formation process in which a word of one grammatical form becomes a word of another grammatical form without. any changes to spelling or pronunciation. For example, the noun email appeared in English before the verb: a decade ago I would have sent you an email (noun) whereas now I can either send you an email (noun) or ...

  19. Understanding on word formation

    The process of word formation is widely recognised as a phenomenon that is innate to human life all around the world. As defined by Trask (1997), the process of word formation is a method of creating new words from previously existing components. Meanwhile, according to Hacken and Thomas (2013), the word creation process is the method through ...

  20. Suffixes of verbs word formation: English ESL worksheets pdf & doc

    Suffixes of verbs. Ktam. 5964. 117. 32. 0. 1/2. Let's do English ESL word formation. Three exercises for practicing the suffixes of verbs.

  21. PDF Word Formation

    Use the words in capitals to form a word that fits into the space next to it! A knowledge of foreign languages, especially French and German, is required for the job. Judo requires both skill and strength (STRONG). The height of the mountain is about 2000 metres (HIGH).

  22. Word Formation: لائحة لأهم المصطلحات + تطبيق مع الامتحانات الوطنية

    Word Formation: لائحة لأهم المصطلحات + تطبيق مع الامتحانات الوطنية السابقة ... Word Collocations Summary + Practice with Exams ( 2-page PDF) 5 Best Apps for Learning English and Other Languages. Writing a Report: Simple examples and Ideas (PDF worksheet) POPULAR POSTS. All Writing Samples for BAC ...

  23. Canadian teacher accused of selling students' art on personal website

    A Canadian teacher is under fire for allegedly using his personal website to sell nearly 100 pieces of art created by students, prompting disbelief and anger from parents.

  24. 𝙹𝚎𝚜𝚜𝚒𝚌𝚊 𝙰𝚗𝚗 𝚂𝚝𝚊𝚗𝚏𝚘𝚛𝚍

    13 likes, 1 comments - teachersfollowteachers on February 4, 2024: "Alphabet Letter Curriculum A to Z - Identification & Phonics Sound Activities You have to teach ..."