Speaking:
Transform the Headline
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice converting verb-based headlines into noun-based structures to develop fluency in nominalisation for formal and academic English.
Materials
• A set of news headlines using verb-based phrases (e.g., Scientists Discover New Planet).
• A worksheet with example transformations (e.g., Discovery of a New Planet Announced by Scientists).
Preparation
• Prepare 8–10 headlines written in verb-based structures.
• Write an example transformation on the board:
• Government Increases Taxes → Tax Increase Announced by Government
Activity Breakdown
1. Students read a headline and discuss how to nominalise it.
2. They rewrite the headline using a noun-based structure.
3. Each pair presents their new headline to a group.
4. Groups vote on the most natural-sounding formal version.
Instructions
1. Read the headline.
2. Identify the main verb.
3. Change the verb into a noun.
4. Rewrite the headline in a formal style.
5. Share your sentence with the group.
Concept Checking Questions
• “Does nominalisation make the sentence more or less formal?” (More formal)
• “What happens to the verb in nominalisation?” (It becomes a noun)
• “Can we still include the subject of the sentence?” (Yes, but sometimes it is omitted)
Examples
• Company Reduces Production Costs → Reduction in Production Costs by Company
• Police Investigate the Crime → Investigation of the Crime Underway
Extensions/Varations
• Harder: Students create their own headlines for others to transform.
• Easier: Provide a word bank with common nominalised forms.
Error Correction
• Teacher monitors for common errors (e.g., incorrect noun forms) and reviews them at the end.
Writing:
Formal Writing Challenge
Grouping:
Time:
Individuals
20 minutes
Aim
Students will write a formal paragraph using nominalisation to describe a current issue.
Materials
• A list of topics (e.g., climate change, education reform).
• A model paragraph demonstrating nominalisation.
Preparation
• Write an example on the board:
• People have been protesting against the government’s decision → Public opposition to the government’s decision has increased.
Activity Breakdown
1. Students choose a topic.
2. They write a paragraph using at least five nominalised structures.
3. They exchange paragraphs with a partner for feedback.
Instructions
1. Choose a topic.
2. Write a paragraph using nominalisation.
3. Check your work for formal accuracy.
4. Swap with a partner for peer review.
5. Discuss feedback and refine your paragraph.
Concept Checking Questions
• “What kind of writing uses nominalisation the most?” (Academic and formal writing)
• “Does nominalisation make writing more personal or objective?” (More objective)
Examples
• People criticised the new policy → Criticism of the new policy was widespread.
• They decided to expand the program → The decision to expand the program…
Extensions/Varations
• Harder: Students write an entire essay using nominalisation.
• Easier: Provide sentence starters with missing noun forms.
Error Correction
• Teacher highlights common mistakes and provides model sentences.
Listening:
Listen and Summarise
Grouping:
Time:
Pairs
15 minutes
Aim
Students will listen to short news reports and summarise them using nominalisation.
Materials
• Audio recordings of short news reports (2–3 sentences each).
• A worksheet with partial summaries missing nominalised phrases.
Preparation
• Prepare or source short recordings with action-based descriptions.
• Write an example on the board:
• The government decided to ban plastic bags → The government’s decision to ban plastic bags…
Activity Breakdown
1. Students listen to a short news report.
2. They identify key verbs and convert them into nominalised forms.
3. They complete a summary of the news using nominalisation.
4. They compare answers with a partner.
Instructions
1. Listen to the news report.
2. Identify the main action verbs.
3. Change the verbs into nouns.
4. Complete the summary using nominalisation.
5. Check with your partner.
Concept Checking Questions
• “What do we change in the sentence when we use nominalisation?” (The verb becomes a noun)
• “Why do formal summaries often use nominalisation?” (To sound more objective and academic)
Examples
• The government decided to change the law → The government’s decision to change the law…
• Scientists discovered a cure for the disease → The discovery of a cure for the disease…
Extensions/Varations
• Harder: Students write full news summaries using only nominalisation.
• Easier: Provide a word bank of noun forms.
Error Correction
• Teacher reviews key transformations and common mistakes.
Reading:
Academic Reading Challenge
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify and interpret nominalised structures in an academic-style text.
Materials
• A short academic passage with multiple examples of nominalisation.
• A worksheet with comprehension questions focusing on nominalised structures.
Preparation
• Select a formal article or textbook excerpt.
• Highlight key nominalised phrases for discussion.
Activity Breakdown
1. Students read the passage and underline nominalised phrases.
2. They rewrite selected sentences using a verb-based structure.
3. They discuss how nominalisation affects the tone and style of writing.
Instructions
1. Read the passage.
2. Find and underline nominalised words.
3. Rewrite some sentences using verbs.
4. Compare with a partner.
5. Discuss why nominalisation is used in academic writing.
Concept Checking Questions
• “Does nominalisation make the text more formal or informal?” (More formal)
• “Can you always change nominalisation back into verbs?” (Yes, but it changes the tone)
Examples
• The government’s regulation of the market → The government regulates the market
• The completion of the project was delayed → They completed the project late
Extensions/Varations
• Harder: Students rewrite entire paragraphs in a more informal style.
• Easier: Provide a glossary of nominalised forms.
Error Correction
• Teacher reviews changes and discusses stylistic differences.