Word formation - part 3: Morphemes

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Word formation

Part 3

morphemes

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 explain what morphemes are.
• Students can name difference between a morpheme and syllable.
• Students can divide words into morphemes.
  
• Students can identify the sort of morphemes that form a word.
• Students can explain the effect of used morphemes on the word formation.
  

Teacher may also want to point out that this lesson revolves around analysing words and the effect of word parts on their lexical meaning or category.

Materials needed:

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

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.

Today's lesson:

• Retrieving prior knowledge on "Word Formation".
  
• Instruction & group work: morphemes & subcategories
  
• Individual work: Activities handout
• Q & A
• Homework
  

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.

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.

Homework check: Activity 9

Use the list with (imaginary) words of activity 6 and add their lexical category. Explain why you choose this category.

Teacher asks several students randomly to the answer of the imaginary words (activity 6). Uses collaborative learning (help of other students) if needed.

Also retrieving prior knowledge on lexical categories and affixes; their meaning and function, needed for today's lesson on morphemes.

Homework check: Activity 10

Root act. 8 (p17):	Gap-fill act. 8 :	Root act. 3 (p41):	Gap-fill act. 3 :
(0) BEHAVE	behaviour	(0) LUCK	unlucky
(1) HOPE	hopeful	(1) KNOW	knowledge
(2) PESSIMIST	pessimistic	(2) VISIT	visitors
(3) REAL	reality	(3) DANGER	dangerous
(4) CHARACTER	characteristics	(4) EXPERIENCE	experienced
(5) PREDICT	unpredictable	(5) SENSE	sensible
(6) ADVENTURE	adventurous	(6) WARN	warning
(7) DIFFERENT	differences	(7) SICK	sickness
(8) MEANING	meaningless	(8) ASSIST	assistance

Students check their answers.

Teacher points out that students can check their previous answers (when these units were taught) and analyse any similarities or differences = reflection, insight in learning process. 

Teacher asks what clue students found for gap-fill: 

(act 8 - 5) negation

(act 8 - 7) adjective to plural noun

(act 3 - 3) noun to adjective

(act 3 - 7) verb to noun

Teacher checks prior knowledge by asking what process is used to form the word "heatstroke" = compounding heat + stroke.

Homework check: Preparation

MORPHEMES: Any questions ????

Teacher offers the students a chance to ask questions on the topic before the checks in LU.

Teacher explains this 'flipping the classroom' is often used in futher education (colleges, universities). It saves up valuable classroom time & offers differentiation possibilities for students (extra instruction or extra challenges).

Which options are true with reference to morphemes?

1. at least one letter
2. similar meaning when moved to other constructions
3. Can be divided into smaller parts
4. refers to meaning or function

A free morpheme needs to be attached to a bound morpheme

1. yes
2. no

Which of the following is not true for inflectional morphemes?

1. similar part of speech (lexical category)
2. similar meaning of the word
3. prefixes
4. suffixes

Which of the following is not true for derivational morphemes?

1. similar part of speech (lexical category)
2. similar meaning of the word
3. prefixes
4. suffixes

Showing this clip depends on the outcome of the previous slide.

This video links pervious lesson on affixes to morphemes. Repetition (visual & auditory) = better retrieval.

NOTE: this clip uses the term inflectional- and derivational affixes. This is synonym for inflectional- and derivational morphemes.

Morphemes

individual

Activities 11 - 12 (p. 12)

Answer in your notebook

each other (theory box handout p. 11 & 12)

3 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)

Class check next lesson.

Morphemes: KEYS activity 11

1. severe = severe = adjective
2. suspected => past tense = verb + Af = suspect + -ed
3. far-fetched => adjective = Af + verb + Af = far- + fetch + -ed
4. survivals => noun = verb + Af + Af = survive + -al + -s
5. distrustful => adjective = Af + verb + Af = dis- + trust + -ful
6. disadvantage => noun = Af + verb + Af = dis- + advance + -age

Teacher uses this information on students learning progress in combination of students preferences to determine which students are paired together for activity 13.

Differentiation option: students that need more practice can choose 6 words from the wordlist and hand them in for feedback.

Morphemes: KEYS activity 12

1. free morpheme
2. free morpheme + bound morpheme = inflectional affix
3. free morpheme + free morpheme + bound morpheme = inflectional affix
4. free morpheme + bound = derivational morpheme + bound = inflectional affix
5. bound = derivational morpheme + free morpheme + bound = derivational affix
6. bound = derivational morpheme + free morpheme + bound = derivational affix

Teacher uses this information on students learning progress in combination of students preferences to determine which students are paired together for activity 13.

Differentiation option: students that need more practice can choose 6 words from the wordlist and hand them in for feedback.

Morphemes

pair work

Activities 13 (p. 13)

Determine design & tasks => divide tasks.

Use offline materials; paper, cardboard, pens etc.

each other/TIP p. 13

20 min

Class check

Keep calm & wait.

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher = coach => scaffolding & differentiation (help dividing + planning)

Explain assessment = next slide.

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

Class check next lesson = playing the boardgames in groups.

Morphemes: assessment activity 13

1. content = word formation = borrowed words, word formation variants, lexical categories, affixes & morphemes.	20%
2. Design = board game content, necessities, readability & instructions	15%
3. Execution = easy to understand & play	15%
4. Outcome other games = correctness of "answers" other games played.	25%
5. Reflection report (review style) on the project & collaboration (Writing rubric p. 180 Gold B2 first new edition)	25%

Teacher uses this assessment to comment on students learning progress with reference to:

* learning objectives word formation

* collaborative learning

* writing skills (review/report)

Morphemes

pair work

Activities 13 (p. 13)

Determine design & tasks => divide tasks.

Use offline materials; paper, cardboard, pens etc.

each other/TIP p. 13

20 min

Class check

Keep calm & wait.

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher = coach => scaffolding & differentiation (help dividing + planning)

Explain assessment = next slide.

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

Class check next lesson = playing the boardgames in groups.

Learning objectives check:

1. How can you expand your vocabulary using morphemes?
2. What is a morpheme? Can you give an example?
   
3. Is "morpheme" a synonym for "syllable"? If not explain why?
   
4. Name the eight inflectional morphemes (affixes). 
5. Are these free or bound morphemes? Explain why.
   
6. When is this knowledge on morphemes handy? When can you use it? 
   

1. by adding affixes to root words you already know and thus creating a "new word".

2. The smallest element of a word which holds meaning. trees = tree (meaning) + s (function plural)

3. Difference to a syllable; they refer to pronunciation)

3.

1. Plural -s / -es
2. Possessive ‘s
3. 3rd person present tense -s
4. Present participle -ing
5. Past tense regular verbs -ed
6. Past participle -en
7. Degree of comparison -er
8. Degree of comparison -est

4. bound morphemes because they can not be on their own.

5. When you have to do a gap-fill exercise or rewrite a sentence with similar meaning. Also to avoid repetition in open production assignments.

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

Study: Theory boxes (handout p. 12 & 13)

Do:     Finish activities 11 - 13 (handout p. 13 - 14)

Homework

Teacher points out that groups might need to make some arrangements in order to finish the Go Fish Card game.

* Meet during breaks

* Divide tasks to do at home

* Meet online to divide tasks and/or work together.

0

Interactive video in which the basics of morphemes, prefixes and suffixes is explained. Includes 2 exercises for students with keys.

Morphemes: extra practice

1. Choose 6 words from the wordlist and divide them into free- or bound morphemes and name their meaning or function (similar to activity 11).
2. Use the 6 words and list whether the morphemes are fee- or bound morphemes and derivational- or inflectional affixes. 
3. Hand them in on paper or email for teacher's feedback.

Differentiation option: students that need more practice can choose 6 words from the wordlist and hand them in for feedback.

Can you decode the derivational rules in these Persian?

Challenge

Persian 'English'	Persian 'English'	Derivational rule:
næm 'dampness' dærd 'pain' xætær 'danger'	næmnak 'damp' dærdnak 'painful' xætærnak 'dangerous'
gærm 'warm' pæhn 'wide'	gærma 'heat' pæhna 'width'

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