Speaking:
Guess the Missing Words
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will use ellipsis and substitution to complete dialogues and develop fluency in natural spoken English.
Materials
• Strips of paper with incomplete dialogues missing words replaced by ellipsis or substitution.
• Example sentence starters on the board.
Preparation
• Prepare 8–10 short dialogues with missing words replaced by ellipsis or substitution.
• Example:
• A: Are you going to the concert?
• B: I might __. (ellipsis)
• A: I love Italian food.
• B: Me too. (substitution)
Activity Breakdown
1. Students work in pairs to read the incomplete dialogues.
2. They guess the missing words and complete the dialogue.
3. They act out the conversation naturally.
4. Groups discuss how ellipsis and substitution help make speech more fluent.
Instructions
1. Read the dialogue.
2. Guess the missing words.
3. Complete the sentence.
4. Act out the conversation.
5. Discuss how ellipsis/substitution makes speaking more natural.
Concept Checking Questions
• “What is missing in these sentences?” (Words that can be guessed from context)
• “Does ellipsis make speech more or less formal?” (Less formal)
• “Why do we use substitution?” (To avoid repetition)
Examples
• A: Do you like coffee?
B: I do. (substitution)
• A: Have you finished the report?
B: Almost. (ellipsis)
Extensions/Varations
• Harder: Students write their own dialogues using ellipsis/substitution.
• Easier: Provide missing words as options.
Error Correction
• Teacher models natural-sounding dialogue and provides feedback on pronunciation.
Writing:
Rewrite for Style
Grouping:
Time:
Individuals
20 minutes
Aim
Students will rewrite a text using ellipsis and substitution to make it more natural.
Materials
• A short, repetitive text.
• A worksheet guiding students on where to apply ellipsis/substitution.
Preparation
• Select a passage that overuses full forms.
• Write an example on the board:
• Tom has a car. Tom drives the car every day.
• Tom has a car. He drives it every day.
Activity Breakdown
1. Students read the repetitive text.
2. They rewrite it using ellipsis/substitution.
3. They compare their changes with a partner.
4. The class discusses which version sounds more natural.
Instructions
1. Read the passage.
2. Identify words you can remove or replace.
3. Rewrite using ellipsis/substitution.
4. Compare with a partner.
5. Discuss which version is clearer.
Concept Checking Questions
• “What does substitution replace?” (A word or phrase)
• “Does ellipsis make sentences longer or shorter?” (Shorter)
Examples
• She likes pizza. I do too. (substitution)
• He has written five books, and she three. (ellipsis)
Extensions/Varations
• Harder: Students write their own story and swap for peer editing.
• Easier: Provide sentence starters with gaps for students to fill.
Error Correction
• Teacher highlights overuse of full phrases and suggests edits.
Listening:
Spot the Omission
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen for and identify ellipsis and substitution in spoken English.
Materials
• An audio recording of a natural conversation.
• A transcript with gaps where ellipsis or substitution occurs.
Preparation
• Select a short, casual conversation.
• Prepare a transcript with missing words omitted for students to identify.
Activity Breakdown
1. Students listen to the conversation.
2. They follow the transcript and identify where words have been omitted.
3. They discuss in pairs what the missing words could be.
4. They listen again to check.
Instructions
1. Listen to the conversation.
2. Follow the transcript.
3. Identify the missing words.
4. Compare with a partner.
5. Listen again and check.
Concept Checking Questions
• “Why do speakers omit words?” (To speak more naturally and avoid repetition)
• “Can ellipsis change the meaning?” (No, because the meaning is clear from context)
Examples
• A: Did you see the movie?
B: I did. (substitution)
• A: Have you eaten lunch?
B: Already. (ellipsis)
Extensions/Varations
• Harder: Students write their own transcript of a casual conversation.
• Easier: Provide a word bank for missing words.
Error Correction
• Teacher plays the recording again, pausing to highlight natural usage.
Reading:
Academic Article Hunt
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify ellipsis and substitution in an academic text and analyze its effect on readability.
Materials
• A formal article or essay with examples of ellipsis and substitution.
• A worksheet with comprehension questions.
Preparation
• Select a text containing ellipsis/substitution in academic writing.
• Highlight key examples for students to analyze.
Activity Breakdown
1. Students read the passage and underline examples of ellipsis/substitution.
2. They rewrite sentences to include the omitted words.
3. They discuss how ellipsis/substitution affects academic writing.
Instructions
1. Read the article.
2. Underline examples of ellipsis/substitution.
3. Rewrite sentences with the missing words.
4. Compare with a partner.
5. Discuss how this affects the formality of writing.
Concept Checking Questions
• “Do we use ellipsis more in speaking or writing?” (Speaking)
• “Why do academic writers use substitution?” (To avoid repetition and improve clarity)
Examples
• Many students struggle with grammar. Some don’t. (substitution)
• The study suggests several benefits, but also drawbacks. (ellipsis)
Extensions/Varations
• Harder: Students rewrite an entire paragraph without ellipsis/substitution.
• Easier: Provide hints for missing words.
Error Correction
• Teacher reviews rewritten sentences for clarity.