3.1 To read spontaneously and extensively for pleasure  (Page 3/3)

1. Read the following magazine article. Choose the correct plural form. Write only the number and the correct choice.

On a tragic note, celebrity personalities SNAP, CRACKLE and POP passed away this month. The three cute little (7.1) elfs / elves / elvis, (7.2 ) spokesman / spokespersons for a well known breakfast food, collapsed unexpectedly while filming a television advertisement. Doctors have speculated that the (7.3) causes / cause / coarses of death were either malnutrition, gas fumes or that somebody could have popped them off. Malnutrition was a strong possibility since there were (7.4) rumoures / rumours that Snap, Crackle and Pop ate nothing but toasted rice. According to their last (7.5) wish’es / wishes, the three stars will be cremated – where they will snap, crackle and pop one last time.

2. Now answer the following questions, based on the above passage.

2.1 Doctors have speculated that the deaths were a result of "malnutrition".From the prefix in the word “malnutrition”, explain what they thought the three characters died of. (2)

2.2 What is the function of the suffixes in the words “unexpected ly ” and “speculat ed ”? (2)

2.3 Use a prefix to supply the opposite meaning of the word ‘possible’.(1)

2.4 Write down the function of the suffixes in “personalities”.(4)

2.5 The meaning of most words can be explained by dividing the words into morphemes. A morpheme is a meaningful division of a word unlike a syllable which is a sound breakdown. For example, the word “international” has a prefix inter- which means “between”, a base word “nation” and a suffix -al which changes the word “nation” (a noun) to an adjective “national”. The Syllables of the word “international” are “in” “ter” “na” “ti” “o” “nal”. Practise dividing words into morphemes with the following words:

2.5.1 homophone

2.5.2 television

2.5.3 mistreated

2.5.4 hypodermic

2.5.5 disinterested

(13)

2.6 Write down three words using the prefix pre. (3)

Assessment

LO 3

READING AND VIEWING

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 reads spontaneously and extensively for pleasure and information across the range of text types studied, compares personal responses, and makes motivated recommendation to others;

3.8 responds critically to texts:

3.8.1 evaluates writers point of view.

LO 6

LANGUAGE STRUCTURE AND USE

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.1 works with words:

6.1.4 uses common abbreviations and acronyms appropriately;

6.1.5 explains and uses word families and words of the same field to develop vocabulary in context;

6.1.6 uses common prefixes and suffixes to work out meaning.

Memorandum

Activity 1

• This activity needs a lengthy introduction and a great deal of enthusiasm. You need to stress the importance of reading as it is linked to empowering the learner in his or her quest for a worthy place in society.
• It would be wonderful to have a published author to read from his work and tell his story. Someone like Michael Williams, for example, could speak about his trilogy of detective novels
• for teen-agers. This is a good opportunity for you, as educator, to tell of your love for reading and to speak of books that have influenced your life.
• Read extracts to interest the learners and be sure to visit the local library to see which books are available and which books are popular among the youth. A suggested list is given, but ask the learners to make one for the class.
• Put up a poster page on which they can write their suggestions. Since their first task is to recommend a book, it is essential that they get a book as soon as possible.

• Discuss the book report with the learners, going through the check list carefully.
• Also go through the rubric which would be used by the educator.
• Give the learners an opportunity to read in class quietly to illustrate enjoyment in a busy school day. (USSR – Uninterrupted sustained silent reading).
• When the learners recommend a book, it is important to stress that they need to motivate their reasons for doing so and they need to be specific.
• Opinions such as “It’s a good book” or “it is interesting” must be substantiated from the book itself.

• Encourage the learners to discuss reading with their parents and to fill in the information on the page provided. You may find that some parents may not have read much in their youth so if a child does return saying that this is a problem, tell the child to ask about prescribed books which their parents read.

• Assess the book report for portfolio under ‘functional writing’.

Activity 2

• Illustrate the difference in newspaper reporting and the writing to be found in magazines. Encourage learners to read magazines if they are not natural readers.

• Link the styles of writing to the career of a journalist or a writer who may want to write for children.
• Learners should have a list of prefixes by this stage, but if they do not be sure to give them one. Also discuss the use of morphemes in general, especially when words are changed to different parts of speech by means of the suffix.

Learners can start the exercise in class and complete it for homework. The exercise can be marked in class the next day.

Memorandum:

2.1 They died from not eating well since “mal” means bad. (2)

• “-ly” changes the verb to an adverb; “-ed” changes the verb to past tense. (2)

2.3 Impossible (1)

“-al” changes the noun to an adjective; “-it” changes the adjective to a noun.

2.4 “-es” changes the word to a plural. (4)

• “homo-” prefix meaning “same”

“phone” base word, “tele-” prefix meaning “from afar”

“vision” base word

• “mis-” prefix meaning “bad”

“treat” base word

“-ed” suffix changing the word to past tense.

• “hypo-” prefix meaning “above”

“dermis” base word (this means skin)

“-s” suffix changing the word to an adjective.

• “dis-” prefix meaning “not”

“interest” base word

“-ed” suffix changing word to past tense. (13)

• Accept any reasonable answer. For example:

Pre-war, premature, preview (3)

See whether the learners are able to give you the base of their words