Speaking:
Verb-to-Noun Transformation
Grouping:
Time:
Speaking & Listening
20 minutes
Aim
Students will practice transforming verbs into nouns in spoken formal contexts.
Materials
• A list of sentences with verbs that need to be nominalised.
Preparation
• Prepare a set of sentences using common academic or formal phrases that contain verbs.
Activity Breakdown
1. The teacher models changing verbs into nouns in formal contexts.
2. Students work in pairs, reading sentences aloud and converting the verbs into nouns.
3. They discuss which transformations sound more formal and why.
4. The teacher provides feedback on accuracy and clarity.
Instructions
1. Read the sentence aloud with your partner.
2. Identify the verb in the sentence.
3. Transform it into a noun.
4. Say the new sentence using nominalisation.
5. Compare with another pair.
Concept Checking Questions
• Does the sentence sound more formal with the noun? (Yes)
• Can all verbs be nominalised? (Most can, but some require restructuring.)
Examples
• The professor explained the theory in detail. → The professor gave an explanation of the theory in detail.
• They decided to postpone the meeting. → A decision was made to postpone the meeting.
Extensions/Varations
• Harder: Students create their own sentences using nominalisation.
• Easier: Provide a list of verbs with their noun forms.
Error Correction
• The teacher corrects misused nominalisations and discusses which forms sound most natural.
Writing:
Editing for Formality
Grouping:
Time:
Small groups
25 minutes
Aim
Students will edit an existing text to enhance its formality using nominalisation.
Materials
• A sample academic or business report with informal phrasing.
Preparation
• Select a text with excessive verb-based phrases and informal tone.
Activity Breakdown
1. Students read a formal text with excessive verb phrases.
2. In groups, they identify places where nominalisation could be used.
3. They rewrite the text to improve formality and conciseness.
4. Each group presents their edited version to the class.
Instructions
1. Read the given text in your group.
2. Identify verb-based phrases that can be nominalised.
3. Rewrite the text using nominalisation.
4. Compare with another group’s version.
5. Present your changes to the class.
Concept Checking Questions
• Does the new version sound more formal? (Yes)
• Did you change the meaning of the sentences? (No, just the structure.)
Examples
• The committee decided to implement new policies. → The decision to implement new policies was made by the committee.
• The company will investigate the issue. → An investigation into the issue will be conducted by the company.
Extensions/Varations
• Harder: Students write their own formal reports and peer-edit.
• Easier: Provide a list of sentences with suggested nominalisations.
Error Correction
• The teacher highlights effective changes and areas for improvement.
Listening:
Formal Text Rewrite
Grouping:
Time:
Individuals
25 minutes
Aim
Students will rewrite an informal text using nominalisation to make it more formal and concise.
Materials
• A sample informal text with excessive verbs and informal tone.
Preparation
• Choose a short informal text, such as an email or blog post, with multiple verb-based phrases.
Activity Breakdown
1. Students read the informal text.
2. They underline all the verbs.
3. They rewrite the text using nominalisation.
4. The class discusses the differences in tone and formality.
Instructions
1. Read the informal text carefully.
2. Underline the verbs in each sentence.
3. Rewrite the text using nominalisation.
4. Compare your new version with a partner.
5. Discuss how the tone has changed.
Concept Checking Questions
• Does nominalisation make the text sound more formal? (Yes)
• Can too much nominalisation make a text difficult to read? (Yes, balance is important.)
Examples
• We need to improve the system. → An improvement in the system is necessary.
• The manager rejected the proposal. → The rejection of the proposal was confirmed by the manager.
Extensions/Varations
• Harder: Students rewrite a full paragraph from an academic article.
• Easier: Provide a list of suggested nominalisations.
Error Correction
• The teacher highlights natural and unnatural nominalisations and suggests improvements.
Reading:
Nominalisation in Academic Writing
Grouping:
Time:
Individuals
30 minutes
Aim
Students will write a formal paragraph using nominalisation to improve clarity and conciseness.
Materials
• A set of academic-style writing prompts.
Preparation
• Prepare prompts that require a formal response, such as summarising research findings.
Activity Breakdown
1. Students receive a writing prompt.
2. They write a short paragraph using nominalisation where appropriate.
3. They exchange their paragraphs with a partner for peer review.
4. The teacher reviews key examples with the class.
Instructions
1. Read the writing prompt.
2. Write a paragraph using formal academic language.
3. Use nominalisation to make your writing more concise.
4. Exchange your work with a partner and give feedback.
5. Discuss strong examples as a class.
Concept Checking Questions
• Does nominalisation make the paragraph clearer? (Yes, when used correctly.)
• Should every verb be nominalised? (No, only where it improves conciseness.)
Examples
• The government decided to increase funding. → A decision was made to increase funding.
• Researchers observed a change in results. → An observation was made regarding the change in results.
Extensions/Varations
• Harder: Students write a full formal response to a research question.
• Easier: Provide sentence starters and a list of nominalisations.
Error Correction
• The teacher provides individual feedback on word choice and sentence structure.