Suffixes in relation to cultural differences
Pre-Intermediate (A2) level


The lesson will begin with students discussing with their peers what are good manners in Mexico? This will lead-in to the lesson´s main aim of introducing and practising suffixes in relation to cultural differences. Following the lead-in discussion activity, students will complete a true/ false exercise. This will be followed by MFP. After that, there will be controlled practise of the lesson topic followed by freer practise by means of conversations with their peers. This will ensure that they have practised suffixes while also improving their verbal communication skills.


Abc Navigate pre-intermediate B1 coursebook p.61
Abc Own materials (Google slides/ Forms/ Document)

Main Aims

  • To provide an introduction and to practise suffixes in relation to cultural differences.

Subsidiary Aims

  • To provide speaking practice through various activities.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Discussion: ´What are considered good manners in Mexico? ´ Students will discuss in breakout rooms or main room (depending on student numbers). ICQ: Are we discussing about manners in Mexico or the USA? Mexico

Presentation through text or own material (6-8 minutes) • To provide context for the target language through a text or situation

Students will receive a Google Form and will have to choose between true or false. Students will complete this activity individually. This will be followed by peer-checking in breakout rooms followed by an answer key which will be shared and OCFB. Instruction: “Decide whether it is True or False. You will be doing this individually.” ICQ: Will we being completing this individually or collectively? Individually. DEMO TASK

Clarification (4-8 minutes) • To clarify the meaning, form and pronunciation of the target language (MFP)

Meaning – match the meaning of the words to their corresponding pictures via Jamboard. >Collectively. Form – Which is the correct suffix? (2x sentences with options) and fill in the blank grammar rule. >Collectively. Pronunciation – How are these words pronounced? 1) Model the word 2) Eliciting questions >How many syllables? Where is the word stress? 3) Individual drilling 4) Choral drilling CCQ: Are the words EATING and INDIVIDUALISM suffixes? YES. Can suffixes expand our vocabulary? YES. Do suffixes come before or after the base word? AFTER. Can we use them to compare? YES. Will they show us whether the word is a noun, verb, adjective or adverb? YES.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

A fill in the blank exercise. Instruction: “Add the correct suffix to the words in bold to complete the sentence” Students do this individually and then check in pairs via breakout room. Followed by answer key & OCFB. ICQ: Are we doing this in pairs or individually? Individually. Are we filling in the blank? Yes. DEMO TASK

Freer Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students will discuss with their peers: * "How different is Mexico to the USA?” * “Which is your favourite Mexican state (region) and why?” Instructions >Ensure to use the words with suffixes including beautiful, nicer, smaller/ bigger, wonderful, caring, eating … Via breakout rooms. Followed by open class discussion as to what they think the main differences are between Mexico and the USA. ICQ: Are we having a discussion with a partner or with the teacher? Partner. Are we making use of words with suffixes including: beautiful, nicer Yes. DEMO TASK The questions will be placed on Google Slides and shared.

Lesson feedback & DEC (2-3 minutes) • To share common lesson errors and provide feedback

DEC via Jamboard.

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