Suffixes and Affixes


Lesson Plan of Suffixes and practice of Affixes

English Grade V

Students’ learning Outcomes

·         Recognize specific parts of words, including common inflectional endings, compound words and affixes.

Information for Teachers

·         An affix: An affix is added to the root of a word to change its meaning.
·         An affix added to the front of a word is known as a prefix. One added to the back is known as a suffix. Such as: incapable (The affix is the prefix in.) laughing(Thee affix is the suffix –ing)
·         Affixes: prefixes and suffixes together are called affixes.
·         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. Such as “smokeless” is formed by adding the suffix “-less” to the noun “smoke.” “Sadly” is formed by adding the suffix “-ly” to the adjective “sad.”
Suffixes and practice of Affixes
·         The four most common suffixes are-ed, -ing, -ly, and -es.
·         Root word or base word is the main word on which inflection is done or to which we add prefixes or suffixes
·         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.
Suffixes and practice of Affixes

Material / Resources

Chalk/marker, board, flashes cards of root words and suffixes, textbook,

Worm up activity

·         Hold a pencil in your hand and ask the students, ‘What am I holding?
·         Write the word pencil on the board.
·         Hold another pencil in your hand and repeat the question.
·         Write ‘pencils’ on the board in colored chalk against the word ‘pencil’.
·         Ask a student to jump in the class.
·         Write the word jump on the board.
·         Ask the students, “What did he do? Answer can be: He was jumping or he jumped.
·         Write the words ‘jumping’ and ‘jumped’ against the word jump on the board.
·         Inform the students that:
o   When we talk about more than one thing, we add a‘s’ to it. This makes the word plural.
o   When we talk about an action that has already been done, it becomes past or continuous and can add the letter –ed  or –ing to the verb.

Development

Activity 1

·         Inform the class that new words can be made by adding some letters to the end of the root words. These letters are called suffixes.
·         Paste the flash cards on the board. Such as:
Sad
+
Ly
Perfect
+
Ly
Happy
+
Ly
Glad
+
Ly
Mouth
+
Full
Beauty
+
Full
Care
+
Full
Care
+
Less
Meaning
+
Less
Friend
+
Less
Walk
+
Ed
Jump
+
Ed
·         Ask the students to pronounce the words.
·         Teach the students that some root words will change spellings when a suffix is added to them e.g. beauty + full =beautiful.
·         Teach them that the last ‘I’ of ‘full’ runs away when it is added to a root word. E.g. beautiful.
·         Students should write more words in the notebooks.

Activity 2

AFFIXES PRACTICE ACTIVITY
·         Each of the words below has a prefix or suffix or both. Find the base word:
1.       ____________precooked.                      9. _________discussion.
2.       ____________impolite.                          10. ________disagreement.
3.       ____________Unpopulated.                  11. ________inventor.
4.       ____________indebted.                          12. _______renewal.
5.       ____________announcement.               13. _______Pleasure.
6.       ___________disturbance.                    14. ________talkative.
7.       ___________courageous.                     15. ________inconvenient.
8.       ___________energetically.                   16. ________ substandard.
Answer key:
(1.    Cook, 2. Polite, 3. Populate 4. Debt, 5. Announce 6. Disturb 7. Courage, 8. Energy, 9.Discuss,     10. Agree, 11.invent, 12.new, 13.please, 14.talk, 15.convene, 16.standard)

Activity 3

·         Write a root word in the box. Add the following prefixes or suffixes given in the box to the root word to make a meaningful word. Then write complete word in the blank. (first one has been for you)
·         Please note whenever a prefix or suffix can’t be added leave the box blank.
im
un
Re
full
ly
less
Prefix
In
Root Word
Possible
Suffix
                                                     Impossible
Prefix
Root Word
Suffix

Sum up / Conclusion

·         Ask students the function of the inflections/suffixes and definition of compound words.
·         Why do we add s, es, ed and ing at the end of words?
·         Give some suffixes and their root words.

Assessment

·         Assess students’ understanding through responses and written work.

Follow up

·         In your notebooks write,
o   5 action you did in the evening (words ending in ed and ing) underline the root word and circle the inflection in each action.
o   5 things from your house (words ending in s and es ). Underline identifies the root word and circle the inflection in each action.
·         Write five words with suffixes.

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