Lesson Plan of Inflectional Endings, Compound Words and Prefixes
English Grade VInflectional Endings
Students’ Learning Outcomes
· Recognize specific parts of words, including common inflectional endings, compound words and affixes.
Information for Teachers
· An inflection is an addition:
o To the beginning of a root/base word e.g. ‘re’, ‘im’ or ‘un’.
o To the end of the word e.g. s, es, ed, ful, less.
o In grammar, inflection or inflexion is the amendment of a word to express diverse grammatical types such as tense, case, voice, aspect, person, number, gender, and mood. The inflection of verbs is also called conjugation,
· Prefixes: When letters are added to the beginning of a root/base word to make a new word we call them prefixes.
· Suffixes: When letters are added to the end of a root/base word to make a new word we call them suffixes.
· Root word or base word is the main word on which inflection is done or to which we add prefixes or suffixes.
· Inflections are used to :
o Change words into plural form, or
o Change the tense of the word (timing of the action), or
o Make new words.
· Compound Word: When two words join together to make a new word, the new word is called a compound word. Such as apple + sauce, Earth + quake, brain + storm, ear + rings, finger+ prints etc.
· Compound words are written in different ways: sometimes they are written as one word e.g. ‘armchair’, ‘sunflower’, sometimes with the words separated by hyphen- e.g. “gear -change”, “fruit-cake” etc.
Material / Resources
Chalk/marker, flash cards of compound words (e.g. pencil + box, card + holder, foot + ball, lunch + box), you can also bring these real objects in class. Photocopies of worksheets for all students or make the worksheet on a chart paper and paste in class for the students to copy. Make all flash cards for compound words like the sample made below
Pencil
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+
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Box
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Worm up activity
· Spend five minutes with students and recap their knowledge about words and their different parts. E. g. write ‘blackboard’ and ask if it one word. Students must reply ‘no’.
· Some of them could say it is a compound word as they have learnt this concept in previous class.
· Do the same practice with few more words. E.g. notebook, flashcard, class fellow etc.
Development
Activity 1
· Hold a pencil box in your hand and ask the students to name it.
· Pastes the flash cards of pencil box on the board and ask them as to why do you add a plus sign in both words.
· Students must be able to tell that it is a compound word, because they have done this concept in previous classes.
· Take some examples of compound words from the students to check their understanding and prior knowledge.
· Students write the definition of compound words with few examples in their notebooks.
· Do the activity on worksheet of compound words:
1. I take breakfast daily.
break
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+
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fast
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=
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Breakfast
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2. My brother and I went to watch the basketball match.
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basket
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+
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ball
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=
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Basketball
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3. I like to use mint flavored toothpaste when I brush my teeth.
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tooth
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+
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paste
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=
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Toothpaste
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4. Strawberries are my favorite fruit.
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straw
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+
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berries
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=
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Strawberries
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5. The beautiful butterfly fluttered around the flowers.
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butter
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+
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fly
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=
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Butterfly
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6. I used to visit this place at every weekend.
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week
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+
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end
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=
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Weekend
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7. Goldfish is my favorite fish.
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gold
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+
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fish
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=
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Goldfish
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8. Peanut is my favorite food.
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pea
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+
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nut
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=
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Peanut
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9. This is my bedroom.
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bed
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+
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room
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=
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Bedroom
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10. Doorbell is ringing by whom?
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door
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+
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bell
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=
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Doorbell
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11. Teapot keeps the tea worm for long time.
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tea
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+
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pot
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=
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Teapot
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12. Apple is useful fruit for our health.
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use
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+
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full
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=
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Useful
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Activity 2
· Tell the students that like plants have roots, our language has root words from which other words grow.
· Inform the class that new words can be made by adding some letters to the beginning of the root words.
· These letters are called prefixes (pre means before and fix means attached. So prefix is attached to a root word to make a new word.)
· Paste the flash cards or draw them on the board. (flash cards for prefixes are given as below:
Prefixes you might need
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||||||||||
Un_
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Dis_
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Re_
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mis_
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De_
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Im_
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In_
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Il_
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Non_
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Pre_
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__________clockwise
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_________behave
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_______sense
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__________possible
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_________place
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_______fix
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||||||||
__________happy
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_________lucky
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_______legal
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||||||||
__________code
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_________visible
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_______connect
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||||||||
__________fiction
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_________mind
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_______appear
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||||||||
_________ view
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_________prove
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_______able
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||||||||
_________play
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_________frost
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_______wind
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||||||||
_________obey
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_________cover
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_______honest
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||||||||
_________healthy
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_________sent
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_______chief
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||||||||
_________serve
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_________historic
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_______fair
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Answers: anticlockwise, misbehave, nonsense, impossible, misplace, prefix, unhappy, unlucky, illegal, decode, invisible,
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Disconnect, non-fiction, remind, disappear, preview, improve, disable/unable, display/replay, defrost, unwind/rewind, disobey, uncover/recover, dishonest,
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Unhealthy, resent, mischief, reserve, prehistoric, unfair,
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||||||||
· Ask the students to pronounce the words.
· Students can make more words with each prefix such as ‘re’, ‘un’, and ‘im’:
Re
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+
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Appear
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Re
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+
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Do
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||
Re
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+
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Arrange
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||
Re
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+
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Cover
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||
Un
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+
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Clear
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||
Un
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+
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Happy
|
||
Un
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+
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Fair
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||
im
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+
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Possible
|
||
Im
|
+
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Mature
|
||
Im
|
+
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Perfect
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Sum up / Conclusion
· Ask the students the function of the inflection/prefixes and definition of compound words.
· Give examples of words with prefixes.
Assessment
· Assess students’ understanding through responses and written work.
· Teacher is required to involve the student in solving the problems given in the exercise at end of unit/chapter.
Follow up
· In your notebooks write, 5 compound words and draw pictures.
· Write 5 words with prefixes.