PASO 5: Análisis de sensibilidad
5.4 APLICACIÓN DEL MÉTODO AHP PARA DETERMINAR LA VIABILIDAD DE LA
Summary
Topic: Etymology of English
Vocabulary: Phrasal verbs with on; verb prefixes: en-
and em-
Reading: Words, words, words
Speaking: Different ways of forming new words in
English and your own language Lead-in
1
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Write the words WORD GAME on the board. Put students into three or four teams. Ask them to make as many English words as they can using only the letters on the board. The words must be at least three letters long. Teams score one point for each correctly spelled word and a bonus of four points for any word longer than five letters.•
Set a time limit of two minutes. Check each team’s answers and calculate the score.•
There are more than a hundred possible words, although many of these are quite obscure.(Possible answers)
age, ago, are, arm, dog, ear, mad, oar, ode, owe, rag, ram, raw, red, rod, row, war, woe, dear, drag, draw, drew, gear, grow, made, more, read, road, wage, ward, warm, wear, wore, worm, dream, adore, dogma, grade, mower, rowed, wager, dowager, meadow, roamed, warmed, wormed
2
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Write the following words on the board: rhythm, orange,bookkeeper, scissors, queue, madam.
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Ask students if they notice anything about the words. Students work in pairs to decide what is unusual about each of these words.•
Check answers as a class.rhythm This word is the longest word in the English language with no vowels.
orange There are no words which rhyme with this word.
bookkeeper This word has three sets of double letters.
scissors This word only exists in the plural form.
queue If you take the last four letters away from this word, it still sounds exactly the same.
madam This word is the same if you read it backwards.
Exercise 1 page 56
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Students work in pairs to think about the possible meanings of the words. Ask a few pairs to share their ideas with the rest of the class. Write the words on the board and get a volunteer to note down students’ suggestions.Words
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Students then check their ideas in the text. Refer back to the notes on the board and ask students to identify which of their ideas were mentioned in the text.manga: a Japanese form of comic strip (Origin: Japan) embiggen: to make bigger (Origin: comedy, combining
the prefix ‘em’, the adjective ‘big’, and the suffix ‘en’)
cyberbully: a person who bullies another person using
the internet (Origin: the noun ‘cyber’ as a prefix in order to show that the bullying is ‘to do with the internet’)
chillax: chill out and relax (Origin: a mixture of the words
‘chill out’ and ‘relax’)
americano: a black coffee (Origin: Italy)
floordrobe: floor and wardrobe (Origin: a mixture of the
words ‘floor’ and ‘wardrobe’)
soz: sorry (Origin: an abbreviation used in text language)
Extra activity: Fast finishers
Ask fast finishers to look at the words in exercise 1 again and match them to the following categories:
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a word with a prefix and a suffix (embiggen)•
two word blends, i.e. words made up of parts of different words (floordrobe, chillax)•
two words from another language (manga, americano)•
a word which is used in text messages (soz)•
a compound noun (cyberbully) Exercise 2 page 56•
Go through the strategy with students. They should realize by now that it is not necessary to know every word in a text in order to understand its general meaning or to find specific information.•
Give students a few minutes to read sentences A–F. Then ask which of the underlined words in these sentences they decided they could skip. Elicit definitions of the other words.•
With a weaker class, read out the definitions and ask students to match them to the underlined words in the sentences.A concocted = invented; gaining = increasing
B aeons = a very long period of time; crop up = appear or happen
C hyperbole = exaggeration
D acronym = a word formed from the first letters of the words in a phrase or name
E sophisticated = clever and complicated
F ubiquitous = seeming to be everywhere
Culture note: The English language
The original language spoken in the British Isles was Celtic, but in the fifth century AD, England was invaded by three Germanic tribes: the Angles, the Saxons and the Jutes. The Celts were pushed out to Wales, Ireland and Scotland and the invaders’ language, Old English, became the language of England. Although this is a different language from modern English, about fifty per cent of our most common modern English words come from Old English, for example, be and strong.
When William the Conqueror (from Normandy in France) invaded and conquered England in 1066, French became the language of the court and the aristocracy. Gradually,
French words were added to English and the language evolved to what is now called Middle English. This is the English of the great medieval poet and writer Geoffrey Chaucer. It has some recognizable words but a native English speaker today would find it difficult to understand. Several important factors affected the development of English in the fifteenth and sixteenth centuries. As people began to travel more widely, words from other languages became absorbed into English. The invention of printing led to a gradual standardization of spelling and grammar, and the first English dictionary was printed in 1604. The language spoken at this time is known as Early Modern English.
The language we speak today is called Late Modern English, and it developed from the beginning of the nineteenth century. There was a huge expansion of vocabulary, much of it arising from the Industrial Revolution and the need for new words to describe new technology. During the nineteenth century, Britain controlled a huge empire – over one quarter of the land surface of the earth – and words from many other countries entered the English language.
Exercise 3 page 56
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Give students a minute to read sentences A–F again before they try to match them to the gaps in the article. Remind them to read the sentences before and after each gap as these will give clues about the context and content of the missing sentences.•
Check answers as a class. 1 E 2 F 3 A 4 D 5 BDVD extra Look it up! Exercise 4 page 56
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Explain to students that they need to read the sentences with the highlighted phrasal verbs and think about the meaning of the verbs in the context of the sentences.•
Students can work individually to match the verbs to their meanings and then check their answers in pairs.a add on b switch on c cheer on, go on d slip on e carry on, keep on f move on
Exercise 5 page 58
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Ask students to read the text and then ask a few questions to check comprehension:What is the writer’s new skill? (texting)
What do parents want schools to do? (ban mobile phones)
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Students then complete the text with the phrasal verbs.With a weaker class, students can check the meanings of the verbs in their dictionaries before they do the exercise.
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Check answers as a class.1 turn on; a 2 thrown on; d 3 Come on; c 4 live on; e 5 urged on; c 6 cling on to; e
Extra activity: Further discussion
In groups, students discuss the following questions:
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Have any new words come into your language recently? Where have they come from?•
Should we preserve languages from change, or is change a natural part of a language’s development?•
How does texting affect our communication skills? Are we better at communicating because we can easily send texts, or worse because we reduce everything to short messages?V insight Verb prefixes: en- and em-
The verb prefixes en- and em- usually convey the meaning of ‘to cause to be in a place, a condition or a state’, e.g. enliven = to make something more lively; encircle = to put a circle around something. We use en- before most verbs, and em- before verbs beginning with b, p or ph. Exercise 6 page 58
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Students work individually to find the words in paragraph D and answer the questions.•
With a stronger class, ask students to think of en- or em- words to match the following definitions:to put someone in chains (enchain) to put someone in a tomb (entomb) to make someone feel sad or bitter (embitter) to give special importance to something (emphasize)
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Check answers as a class.1 We use the prefix em- in front of words beginning with p (and b and ph).
2 It means ‘to cause something to happen’.
Exercise 7 page 58
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Students do the exercise individually and then check their answers in pairs.•
To check answers, ask different students to read out the sentences and tell the rest of the class to listen and raise their hands if they think they hear a mistake.1 enlarge, ensure, enable 2 entrusted 3 enclosed, entitled 4 empower, encourage
Additional vocabulary
The following words are from the article Words, words, words:
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fascinate (v) /ˈfæsɪneɪt/ to attract or interest somebody very much•
coin (v) /kɔɪn/ to invent a new word or phrase that other people then begin to use•
unheard of (adj) /ʌnˈhɜːd ɒv/ that has never been known or done; very unusual•
abbreviation (n) /əˌbriːviˈeɪʃn/ a short form of a word•
fan fiction (n) /fæn ˈfɪkʃn/ a type of literature, usually written on the internet, by people who like a particular novel, film etc., with characters taken from these stories•
convert (v) /kənˈvɜːt/ to change or make something change from one form, purpose, system, etc. to another Exercise 8 page 58•
Students discuss the questions in pairs or groups.•
Circulate and monitor, helping with vocabulary if necessary. 1 Loan words from other languages; giving new meaningto old words; making new compounds from existing words; adding prefixes or suffixes to words; blending
two words together; using abbreviations and acronyms; converting nouns into verbs.
2 Students’ own answers
Vocabulary bank: Acronyms page 138 1 1 f 2 d 3 e 4 j 5 h 6 g
7 k 8 b 9 l 10 i 11 a 12 c
2 1 fyi 2 tmi 3 imho 4 btw 5 idk 6 afaik 7 yolo 8 lol 9 asap 10 tia 11 fwiw 12 bfn
3 brb be right back glhf good luck, have fun lmk let me know nagi not a good idea rofl rolling on floor laughing ttyl talk to you later
Learning outcome
Ask students: What have you learned today? What can you
do now? and elicit answers: I can understand an article about words and their origins. I can use phrasal verbs with on. I can use words with the prefixes en- and em-. I can discuss the way words are formed in my language.