Word formation - part 2: lexical categories & affixes

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Word formation

Part 2

lexical categories&

affixes

Teacher explains this lesson is part of a series on word formation. It's goal besides enhancing student's vocabulary is to make them aware how languages and vocabulary evolve.

Learning objectives

• Students can name the major lexical categories and subcategories.
• Students can name and explain what affixes are.
• Students can link affixes to lexical categories.
  
• Students can identify lexical category and affix of a word.

Teacher may also want to point out when these lessons will be scheduled (in a row, once a week etc)

Teacher explains adjustments (on the fly) due to COVID-19.

Materials needed:

• Student's handout "Word Formation".
  
• Student's coursebook.
• Laptop/phone.
  

Today's lesson:

• Retrieving prior knowledge on "Word Formation".
  
• Instruction & group work: lexical categories & subcategories
  
• Instruction & group work: affixes
• Instruction & group work: morphemes
  
• Individual work: Activities handout
• Q & A
• Sneak peek: next lesson
  

Homework check: Activity 4

Affixation :	Compounding :	Acronym :	Blending :	Clipping :	Backformation :
thankfully	airgun	wi-fi	brunch	fab	to google
presumption	breathtaking	asap	Brexit	congrats	to xerox
advertisement	high school	pin	Denglish	chute	to burgle
avalanches	living room		bromance	gator
	second-rate		sexting	phone
	well-known

Students check their answers.

Teacher points out 3 different ways of spelling with reference to compounding; glued together, 2 separate words and with a hyphen between the two compounds.

Retrieval practice:

• What did we discuss, work on, study last time?
• Can you give an example?
  

Class discussion in which students offer input. = summarizing & retrieving practice.

Prior knowledge:

• Can you give an example of a lexical category?
  

Class discussion in which students offer input. = retrieving prior knowledge.

Teacher may hint that a verb is a lexical category and an auxiliairy is a lexical subcategory.

Name a lexical category or subcategory.

Which category doesn't ring a bell?
* nouns
* verbs
*articles
* adjectives
* adverbs
*pronouns
* prepositions
*conjunctions

Teacher leads class discussion on these categories. Tries to involve peers = collaborative learning.

Conjunctions might not be known. Others are year 1, 2 & 3 knowledge.

Try linking to Dutch terminology= linking to L1 knowledge = memorising & better retrieval.

Tool: page 7 & 8 handout.

Word formation: lexical subcategories

Teacher refers students to handout page 7 & 8 for the full text.  Students have prepared this as homework. Should have been recap of previous years, Dutch/German classes. Class checks = examples & explanation (and/or Dutch translations). Focus on answers given in previous slide (preparation).

Teacher asks why certain categories are closed and what this means?

* closed because (hardly any/no) new words are added.

* no new words are being formed. Ex: prepositions (voorzetsels); no new directions are invented / articles; same etc.

If needed

• switch to Dutch to make sure all students understand!
  
• have students answer in Dutch.
• take more time to explain and give examples.
  

Determiners; precede nouns & fall into several subcategories.

Which of the listed subcategories are determiners?

1. demonstratives (pronouns)
2. possesives (pronouns)
3. (definite & indefinite) articles
4. interrogatives (pronouns)

demonstratives; aanwijzend = this book, those students

possessives; bezittelijk = his homework, its keyboard

articles; lidwoorden = an apple, the street

interrogatives = vragend = which school? what student? whose bike?

Lexical categories

pair work

Activity 5 (p. 8)

Copy the grid in your notebook

each other

5 min

Class check

Keep calm & wait.

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher = coach => scaffolding & differentiation

Who: in pairs = collaborative learning = (individual work = differentiation)

Time: + 1min for differentitation/autonomy

Teacher checks answers in class + answers questions.

Teacher explains this is a Cambridge test style exercise. Also important to be able to change forms of a word for open writing assignments (exam writing). Less repetition.

Affixes:

Retrieval:

What do you remember about affixes?

Class discussion in which students offer input. = retrieving prior knowledge.

Year 1/2: suffix -s = plural, -ed (past simple), -s = 3rd person (present simple) , -ing = continuous & 's = possessive

Unit 2: formation of adjectives = suffixes -able, -ous, -ic, -al, -ful

Unit 4: word formation = adding suffixes -ness/-ous/-ly

prefixes; un-, dis-, im-, ir-, in-

Affixes

individual

Activity 6 (p. 9) (Affixes Wheel of Fortune = next slide)

Write answers in your notebook

each other

3 min

Class check

Keep calm & wait

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher links this to previous lessons on affixes. Check on negative prefixes (unit 4) un-, in- & dis- is changing meaning pos/neg. Check on suffixes -ness/-ous & -y to change part of speech (word class/form/lexical category)

Teacher = coach => scaffolding & differentiation

Differentitation = Who: in pairs = collaborative learning = scaffolding

Teacher checks answers in class + answers questions.

Teacher explains this is a Cambridge test style exercise. Also important to be able to change forms of a word for open writing assignments (exam writing). Less repetition.

bookwidgets.com

Affixes Wheel of fortune in Bookwidgets to play around with and make students aware of meaning of affixes plus the ability to create new words by using affixes.

Developing cognitive skills as connecting, generalizing and hypothesizing to help students become independent learners of English (Tomlinson as cited in Bolitho, Carter, Hughes, Ivanic, Masuhara & Tomlinson, 2003)

HELP: page 10 student's handout = affixes grid

Affixes

individual

Activity 7 - 9 (p. 9)

Write answers in your notebook

each other

15 min

Class check

Do activity 10 p. 11 (= homework).

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher = coach => scaffolding & differentiation

Who: in pairs = collaborative learning = differentiation (differentiation = individual work)

Teacher checks answers in class + answers questions.

Teacher explains this is a Cambridge test style exercise. Also important to be able to change forms of a word for open writing assignments (exam writing). Less repetition.

Learning objectives check:

1. How can vocabulary in a language be expanded?
2. What is a conjunction? Can you give an example?
   
3. Name six lexical categories or subcategories. 
4. What is an infix? Can you give an example?
   

1. adding loanwords, creating new words.

2. they add loanwords.

3. affixation, compounding, blending, clipping, acronyms, backformation.

4. acronym = laugh out loud

     clipping = the internet

Name something you have learned today which you didn't know before.

Study: Theory boxes (handout p. 7, 9 & 10)

Do:     Finish activities 5 - 10 (handout p. 7 - 11)

Prepare: Read theory box "morphemes" (handout p. 11 & 12).

TIP: Write down any questions you have in your notebook!

Homework

Teacher points out tip on page 11 of the handout (study/read exam tips in coursebook page 17 & 41)

Teacher points out that students need to prepare the upcoming lesson by reading (studying) the theory box on "Morphemes". This is not only to save precious classroom time but also to get students accustomed to this system which is used in colleges and universities (further education).