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The meaning of a word changes when we put something before or after the root word.
e.g. non + toxic = non-toxic(‘non’ means ‘not’ or ‘no’)
Use the following prefixes to modify the given root words.
dis- ; mis- ; im- ; in- ; sub- ; super- ; uni- ; bi- ; tri-
What can you find out about suffixes? Give examples:
| ROOT WORD | New meaning |
| fit | |
| patient | |
| cycle | |
| market | |
| fortune | |
| appear | |
| way | |
| cycle | |
| angle | |
| obedient | |
| capable | |
| structure | |
| marine | |
| form | |
| annual | |
| colour |
| LO 2.1.1 | LO 2.2.4 | LO 2.4.2 |
Quickly split into groups of 5.
Adopt one of the characters below. Odd clues have been given to you as to who these people are.
Spend only 5 minutes preparing, before beginning your discussion.
The question is:
| LO 2.4.1 |
This task requires planning!
Your teacher will discuss the following with you:
Remember the following:
Remember to name the author and illustrator
1. (a) What/Who are the characters in my story?
(b) Give another word for:
(i) introduction:
(ii) conclusion:
(c) What must you keep in mind when choosing a title for a story?
(d) List several ways of binding a book. How did you bind your book?
(e) What do you understand by “layout”?
(f) Why are illustrations used in children’s books?
2. (a) Did you enjoy this activity in which you wrote and illustrated a children’s story book?
(b) What did you not enjoy about the task?
(c) What have you learnt from this exercise?
| LO 4.2.1 | LO 4.2.2 | LO 4.2.3 | |||
| LO 4.2.6 | LO 4.2.7 |
| Learning Outcomes(LOs) |
| LO 2 |
| SPEAKING The learner is able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes: |
| 2.1.1 uses language for interpersonal communication which reveals deeper personal feelings and reflections (e.g. talk about emotions and aspirations); |
| 2.2 applies interaction skills in group situations: |
| 2.2.4 uses diplomatic language in potential conflict situations; |
| 2.4 uses appropriate language for different purposes and audiences: |
| 2.4.1 uses appropriate register in unfamiliar and more challenging situations and shows an awareness of different audiences; |
| 2.4.2 manipulates language for different purposes such as to persuade, argue, inspire and identify with someone. |
| LO 4 |
| WRITING The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes different kinds of texts for different purposes and audiences: |
| 4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes; |
| 4.2 develops and organises ideas through a writing process: |
| 4.2.1 brainstorms ideas for a topic and develops ideas by consulting a wide variety of sources, selecting relevant information, and organising the ideas using strategies such as mind maps, flow charts, grids, etc.; |
| 4.2.2 produces a first draft with awareness of the central idea, and appropriate language and conventions for the specific purpose and audience; |
| 4.2.3 revises work, focusing on improving the language, organisation and style, using feedback from classmates and/or teacher; |
| 4.2.6 produces a final version incorporating feedback from classmates and/or teacher; |
| 4.2.7 reflects on and critically evaluates the final product on own, and with classmates and teacher. |
| 4.4 applies knowledge of language at different levels: |
| 4.4.2 sentence level. |
| LO 6 |
| LANGUAGE STRUCTURE AND USE The learner knows and is able to us the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.1 uses prefixes, stems and suffixes/extensions to form words; |
| 6.1.3 records words in a personal dictionary; |
| 6.3 works with texts: |
| 6.3.2 links sentences in cohesive paragraphs using, for example, connecting words such as ‘however’, synonyms and antonyms. |
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