© omn Before you start Read through the Exam reference on page 7 of the Exam file before starting the lesson. This will give you information about the specific exam part as well as which particular strategies and skills are important. In teams, sort the adjectives below into two groups and explain your answer. Think about how you make the opposites to the words. Tell students you are going to give them a puzzle to solve. Write these adjectives on the board: able, big, clever, fair, happy, kind, nice, old. Put students into teams and ask them to sort the adjectives into two groups and explain their answers. Give them a minute or two and monitor while they are working. If they are struggling to think of the solution, say: Think about how you make the opposites to the words. When a group has found the solution, elicit the answer and elicit other words students know that form an opposite with un-. able, kind, fair, happy (they can all form opposites with un-) big, clever, nice, old (they all have a separate word as their opposite, e.g. small, stupid, horrible, young)°° omin WR cote 1 You are going to listen to a person reviewing a fake-tanning product. What might it mention? Listen to the review and compare your ideas. What happened to the speaker? Read through the task and check students understand what a fake-tanning products (= something that makes someone's skin darker in colour, to look as if they have been in the sun when they haven't). ‘Ask: Why do you think some people like to have a tan? Why do you think they use fake-tanning products? Elicit a few ideas from students. Put students into pairs to discuss the ideas that a review of a fake-tanning product might mention. Elicit ideas, but don’t confirm answers at this point. Play the recording for students to listen and compare their ideas and answer the question, She used a new fake-tanning product and went orange. ALTERNATIVE + What the adverts say + My experience Put students into pairs. Ask them to brainstorm ideas for what a fake-tanning product might claim to do and what people's experience might be when they use it. Discuss their ideas with the class before they listen to the review and compare their ideas. omin WR copie 2 Read these sentences then listen to the re Complete the sentences with words that you hear. Read through the task. Read out the first gapped sentence and elicit that the missing word is something which means the opposite of patient. Elicit what this might be, but don't confirm any answers at this point. Allow students time to read through the remaining sentences and think about the meaning of the words that are missing. They could do this in pairs. Play the recording for students to listen and complete the sentences. Check answers as a class and write the adjectives on the board for students to check their spelling. 1 impatient 2 unnatural 3 irregular 4 inexperienced 5 dissatisfiedOomn WF cerr6 > 3 Add these words to the correct group. Put students into pairs to add the words to the correct group. They could use a dictionary if necessary. Check answers as a class. Point out that this exercise focuses on adjectives, but negative prefixes can also used with verbs. Elicit or give one or two examples, e.g. tie - untie, appear - disappear, spell - misspell. 11 UN: reliable, affordable, appealing, healthy, interesting 21M: practical, polite, possible, probable 3 IN: correct, sensitive, tolerable 4 IR: relevant, reparable, responsible, reversible 5 DIS: honest, contented, obedient Oomn Weer 4 What general rule do you think might apply to adjectives which take the prefixes im- and ir? Read through the question, then put students into pairs to try to work out the rule. Check the answer as a class, then ask: Do you think there are any rules about whether adjectives take un- or in-?Elicit that there are no rules, so students need to learn the correct opposite forms. Suggest that they do this by noting down any opposite forms when they record new adjectives in their vocabulary notebooks. Suggest that they could also keep lists of negative adjectives beginning with different negative prefixes. ‘The prefix im- often precedes an adjective starting with 'p’ ‘The prefix ir- often precedes an adjective starting with 'r.Oomn Wecsrr6 5 Choose one word with its prefix from each group and write a sentence about popular product using the word to show its meaning. Give one or two examples of sentences about products with the adjectives and prefixes, e.g. This is a very unhealthy snack. | think it’s dishonest of companies to claim that this product is natural. Ask students to write their sentences individually. To check answers, you could nominate students to read out some of their sentences, omitting the adjective with the prefix. They could say beep to indicate where the missing word goes. Find out if the class can guess the missing word Oomn Werre Negative prefixes ‘The exercise on page 6 in Section A of the Exam boost provides more practice of using negative prefixes. This could be done in class or for homework. 1 Complete the sentences with these adjectives. 1 informal 2 illogical 3 indecisive 4 disallowed 5 unlucky 6 illegal 7 immature 8 unfair DYSLEXIA FOCUS Students may find it challenging to correctly spell the words to fill the gaps in the exam task Encourage them to first say the answers out loud and praise them if their answer is correct. Then ask students to write their answers and show the correct spelling if necessary. Dyslexic students may also benefit from the structured checklist on page 7 of the Exam file to check their preparedness for this exam part.°° omin WR cote 6 For questions 1-8, read the text below. Use the word given in capitals to form a word that fits the text. There is an example at the beginning. Note that this is an exam practice task which focuses particularly on negative prefixes. In the actual exam, there would not usually be so many negative prefixes in the answers, If students do this exam task under timed conditions, allow them 10-12 minutes. Focus students on the exam task and refer them to the Exam reference on page 7 of the Exam file which gives information about how to do this task. Alternatively, you could put students into pairs first and ask them to think of the best strategy for doing this exam task. Nominate a few pairs to tell the class their ideas. Then ask students to read through the Exam reference to check their ideas. ‘Ask students to read through the text quickly, ignoring the gaps for now. Focus on the example answer and point out that not all the answers will contain negative prefixes. Focus on gap 1 and elicit that the missing word is an adjective and has a negative meaning, Ask students to read the text again and write in the answers. Check answers as a class, writing the words on the board for students to check their spelling. 4 unhealthy 2 sailing 3 advice unaffordable 5 impatient G variety 7 scientist B irreversible°° omin WR cote 7 Work in pairs. Think about a product you have recently bought and are unhappy with. Write or record a review of the product, warning people about the negatives. Try to use adjectives with negative prefixes from Exs 2 and 3. Share your reviews with the class. Read through the task and decide if students should write their reviews or create them orally, recording their speech on their phones. As a class, you could brainstorm some ideas for the kinds of products that students could write about, e.g. a hair or beauty product, a computer game, a snack product, etc. Put students into pairs to write or record their reviews. Challenge them to use as many negative prefixes as they can, Ask pairs in turn to read or play their reviews to the class or in groups. Other students can listen and count the number of adjectives with negative prefixes they have managed to use. Students’ own answersOomn Wecsrr6 8 Work in pairs. Take turns to choose an adjective and see how quickly your partner can make it negative. Put students into pairs. They take turns to say an adjective from Ex 2 or 3, Their partner says the negative form as quickly as they can. You could set a time limit for this activity and see how many opposites pairs can identify in the time Students’ own answers Cooler Put students into pairs and ask them to look again at the words in capitals from Ex 6, Ask them to choose two of the words and think of a form that is different from the one used in the exercise, e.g. unfashionable, healthily. Ask them to write an example sentence using each of the words they have chosen, leaving a gap. They should also write the base word at the end of each sentence, as in the exam task, e.g. My uncle's clothes are really old and... . FASHION. Pairs then swap sentences with another pair and try to complete the sentences they are given. Extra practice For further practice of the skills presented in this lesson for Reading and Use of English Part 3, we recommend students complete the Practice task and How did you do? section on page 15 and Strategies and skills Ex 1 on page 16 of the 82 First Exam Trainer. There is a full practice exam included on pages 92-113 of the B2 First Exam Trainer. There are also two full practice exams included in the Teacher resources. For further practice, you can use Reading and Use of English Part 3.°° omin WU eFPis DYSLEXIA FOCUS Students may find it challenging to spell certain words correctly. Give them extra time to check their spelling after doing the exam task. Make sure that when giving the answers for all the exercises in this unit, words are spelled out clearly on the board, rather than just read aloud, BEFORE YOU START Read through the Exam part overview box above and the About the task section on page 15 of the Exam Trainer before starting the lesson. These will provide you with information about the specific exam part such as its structure, what it tests and which strategies and skills are required to complete it successfully. Work in pairs. Student A: Think of a word in one of the categories on the screen. Student B: Think of a sentence including the given word. Then change the word type and switch roles. Repeat the steps until all the word types have been used. Using similar words Write one of the following word types on the board: adjective (e.g. happy, large), adverb (e.g. fast, fortunately), verb (e.g. run, eat), noun (eg. café, laptop). Put students into pairs. Ask one student in the pair to think of a word in that category and their partner to think of a sentence including the given word. Elicit some example sentences. Then, change the word type and have the students in each pair switch roles, Repeat the steps until all the word types have been used. omin WU crpis Tell students they are going to read about Reading and Use of English Part 3 of the Cambridge 82 First exam. Explain that they have one minute to read the About the task section on the screen. After one minute, ask students to write three true or false statements for their partner about what they have just read, including at least one of each. Then, they take turns to read out their statements and say whether they are true or not. If a statement is false, students should respond with a corrected version.Oomn Weris 1 Read the first paragraph of a text about beauty. 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). Focus students’ attention on the text. Explain that this is a shortened version of Part 3 of the Reading and Use of English exam. Ask them to read through the text first, ignoring the gaps, then to attempt the task. 1 scientific 2 appearance 3 healthily 4 impossible Oomn Werpis 2 Check your answers. Once completed, go through answers and address any misconceptions, Ask other students to raise their hands if they think the spellings are incorrect, Allow them to change the spellings, if necessary. Explain that correct spelling is very important in this part of the exam. Oomn Werpis 3 Look at the four answers again. ‘Ask students to look at their answers from Ex 1 again and to discuss the questions in pairs. 4 Answer 1 2 Answer 3 3 Answer 2.4 Answer 4Oomn Werrr6 Focus students’ attention on the practice task on page 15. Ask them which words were adjectives (healthy and possible). Elicit how to make these negative (un + healthy, im + possible). Explain that un- and im- are prefixes.Oomn Werrr6 2 1 Make negative adjectives from the words below. Then go to the next screen. Put students into pairs. Ask them to look at the table and to match each adjective to the correct negative prefix accurate inaccurate certain uncertain formal informal legal illegal organised disorganised patient impatient pleasant unpleasant precise imprecise regular irregular relevant irrelevant satisfied unsatisfied/dissatisfied 1 Now match the adjectives with the correct category. Point out that one word can take more than one prefix, Encourage students to practise saying the words aloud, to get a feel for how words sound more natural with certain prefixes. Once completed, check answers as a class. accurate in- certain un- formal in- legal il- organised dis- patient im- pleasant un- precise im- regular ir- relevant ir- isfied un-/dis-°° omin WU crPt6 Discuss or answer. You can record, play back and download your answer. 4 What kinds of health and beauty products or services are worth spending money on? Why? Ask: + What health and beauty products do people often buy? Elicit some ideas from the whole class. If students give brand names, encourage them to say what these things are (e.g. shampoo, moisturiser, make-up, etc.). Write appropriate ideas on the board. Organise students into groups of three or four. Ask them to discuss which products or services are worth spending money on, giving their reasons why. Once completed, elicit some ideas from the class. 2 "Beauty is in the eye of the beholder.’ What does this mean? Do you think it's true? Write the quote on the board. Ask the class for a general meaning. If they are struggling, point out that one person's idea of what is beautiful can be very different from another person’ Then, put students into pairs and ask them to discuss examples of people having different ideas about what is beautiful. They can talk about their own experiences or other people's. Monitor during the discussion, Once completed, elicit ideas from two or three pairs and facilitate a class discussion about whether or not the quote might be true Extension Organise students into small groups. Using the health and beauty products elicited from the class for question 1, students create a survey about how much people would pay for two or three types of product. For example, what would be the most you would pay for some toothpaste? Would you be happy to buy very cheap toothpaste? Ask each student to interview five people (in class or out of class), using the survey. They should record the answers and note down the minimum and maximum prices that people would be prepared to pay for each product. In class, students share the results and discuss whether or not they agree with the price ranges for each product type.