Saint Joseph College of Sindangan Incorporated

Sindangan, Zamboanga del Norte

Introduction to Linguistics

TIME FRAME: Midterm

MODULE III
OBJECTIVES: At the end of the module, the students are able to:
1. differentiate function and content words and how it is used in the sentence;
2. familiarize what is a morpheme and its significance
3. answer exercises and activities
4. memorize rules of word formation

SUBJECT MATTER: Morphology: The Worlds of Language

REFERENCES: Introduction to Linguistics
By Victoria Fromkin, Robert Rodman, Nina Hyams

https://www.lexico.com/grammar/prefixes-and-suffixes

http://www.uefap.com/vocab/build/building.htm

https://www.grammarbank.com/noun-verb-adjective-adverb.html

Motivation:

List as many words as you can in five minutes (in a piece of paper) See to
it you are not looking at the dictionary nor a book as reference (please be
honest). After listing words, divide the number of words with 5. So, for
example, 200/5 = 40. So, you have 40 words per minute. Though this is not a
measurement of how many words you know but an exercise on how far are you
with your vocabulary.

LESSON 1

LESSON PROPER/DISCUSSION:

Every speaker of every language knows tens of thousands of words.

Unabridged dictionary of English contains nearly 500,000 entries, but most
speakers don’t know all of these words.
 It has been estimated that a child of six knows as many as 13,000 words
and the average high school graduate about 60,000. A college graduate
presumably knows many more than that.
Words are important part of linguistic knowledge and constitute a
component of mental grammars, but one can learn thousands of words in a
language and still not know the language. Anyone who has tried to
communicate in a foreign country by merely using dictionary knows this is
true. On the other hand, without words we would be unable to convey our
thoughts through language or understand the thoughts of others.

Someone who doesn’t know English would not know where one word
begins and ends in an utterance like Thecatsatonthemat. We separate written
words by spaces, but in the spoken language there are no pauses between
most words. Without knowledge of the language, one can’t tell how many
words are in an utterance. Knowing a word means knowing that a particular
sequence of sounds is associated with a particular meaning.
A speaker of English has no difficulty in segmenting the stream of sounds
into six individual words – the cat sat on the mat – because each of these words
is listed in his or her mental lexicon or dictionary, that is part of a speaker’s
linguistic knowledge. Similarly, a speaker knows that uncharacteristically, which
has more letters than Thecatsatonthemat, is nevertheless a single word.

 When you know a word, you know its sounds (pronunciation) and its
meaning. Because the sound meaning relation is random, it is possible to
have word with the same sound and different meanings (bear and bare)
and words with the same meaning and different sounds (sofa and couch).
 Each word is a sound-meaning unit, each word stored in or mental lexicon
must be listed with its unique phonological representation, which
determines its pronunciation, and with a meaning. For literate speakers,
the spelling, or orthography, of most of the words we know is included.
 Each word in your mental lexicon includes other information as well, such
as whether it is a noun, pronoun, a verb, an adjective, an adverb, a
preposition, or a conjunction. That is the mental lexicon also specifies the
grammatical category or syntactic class of the word.

Example: I love you and You are the love of my life. – if the information
above were not in the mental lexicon, we would not know how to form
grammatical sentences, nor would we able to distinguished grammatical
from ungrammatical sentences.

LESSON 2
 Content Words and Function Words

Languages make an important distinction between two kinds of

words—Content and Function words.

content words

 Nouns, verbs adjectives and adverbs

 Are also called open class because we can add and regularly
do add new words to these classes, such as Bollywood, blog,
dis, and 24/7, pronounced “twenty-four seven.

Function words

 are sometimes called close class words. It is difficult to think of

any conjunctions, prepositions, or pronouns that have
recently entered the language.

 The small set of person pronouns such as I, me, mine, he, she,
and so on are part of this class.

 With the growth of feminist movement, some proposals have

been made for adding a genderless singular pronoun. If such
pronoun existed, it might have prevented the department
head in a large university from making the incongruous
statement: “e” has been put forward, but none are likely to
gain acceptance because the closed classes are unreceptive to
new membership. Rather, speakers prefer to recruit existing
pronouns such as they and they’re for this job, as in “We will
hire the best person for the job regardless of their sex,”
 The two classes of words also seem to function differently in
spilt of the tongue produced by normal individuals. For
example, a speaker may inadvertently switch words producing
“the journal of the editor” instead “the editor of the journal” ,
but the switching or exchanging of function words has not
been observed.
  In the early stages of development, children often omit
function words from their speech, as in for example, “doggie
barking.”
The linguistic evidence suggests that content words and
function words play different roles in language. Content words
bear the brunt of the meaning, whereas function words connect
the content words to the larger grammatical context.

LESSON 3
MORPHEMES: THE MINIMAL UNITS OF MEANING

Take a look at this:

“They gave it me,” Humpty Dumpty continued. “for an un-

birthday present.”
“I beg your pardon?” Alice said with puzzled air.
“I am not offended,” said Humpty Dumpty.
“I mean, what is an un-birthday present?”
“A present given when it isn’t your birthday, of course.”

Lewis Carroll, Through the Looking Glass

Analysis:

1. Is there an unfamiliar word?

2. What is it?

3. Is it present in the dictionary? (please do find)

4. Why do you think Humpty Dumpty used it?

In the foregoing dialogue, Humpty Dumpty is well aware

that the prefix un – means “not” as further shown in the
following pairs of words:
 A B

Desirable undesirable
Likely unlikely
Inspired uninspired
Happy unhappy
Developed undeveloped
Sophisticated unsophisticated

Thousands of English adjectives begin with un-. If we

assume that most basic unit of meaning is the word, what do we
say about parts of words like un-, which has fixed meaning.

In all the words in column B, un -means the same thing,

“not” .

Example: undesirable un+ desirable

unlikely un+ likely

Example 2:

Phone phonology phoneme

Phonetic phonologist phonemic
Phonetics phonological allophone
Phonetician telephone euphonies

Phon- is a minimal form

- It means “pertaining to sound

 Words have internal structure, which is rule -governed.

 Uneaten, unadmired and ungrammatical are words in English.
But eatenun, admiredun, grammaticalun are not English words.
We form negative meaning of the word by not adding suffixes
but by prefixes.
 The study of the internal structure of words, and of the rules by
which words are formed is called MORPHOLOGY. The word itself
consist of two- word morphemes, morph+ ology.
  The suffix – ology means “science of “or “branch of knowledge
concerning” Thus the meaning of morphology is “the science of
(words) forms.”
 Morphology is part of our grammatical knowledge of a language.
Like most knowledge, this is generally unconscious knowledge.

A single word may be composed of one or more morphemes:

One morpheme---- boy

Desire

Two morphemes—boy+ish
Desire+able

Three morphemes—boy+ish+ness
Desire+able +ity
Four morphemes---gentle+man+li+ness
Un+desire+able+ity

More than four--- un+gentle+man+li+ness

Anti+dis+establish+ment+ari+an+ism
A morpheme can be represented by a single sound, such as the
morpheme a meaning “without” as in amoral and asexual, or by a
single syllable as child and ish in child+ish.

A morpheme—the minimal linguistic unit –is thus an arbitrary

union and a meaning that cannot be further analyzed. It is often
called linguistic sign, but not to be confused with sign languages.

 Monomorphemic word
EXAMPLE: finger --- one morpheme only
Fing “ is not something that fings “
er--- not means a person
The meaning of morpheme must be constant. The agentive
morpheme -er means “one who does” like singer, painter, lover, but
the same sound represents the comparative morpheme, meaning
more” nicer, taller, prettier. Thus, two morphemes may be pronounced
identically. The identical form represents two morphemes because of
the different meanings. The same sound may occur in other word and
not represent a separate morpheme at all, as in finger.

BOUND AND FREE MORPHEMES

PREFIXES AND SUFFIXES

2 COMPONENTS OF MORPHOLOGICAL KNOWLEDGE

1. knowledge of the individual morphemes

2. knowledge of the rules that combine them

Free morphemes Bound morphemes

(the following are the examples of the above kinds of morphemes)

1. boy - ish

2. desire -ness

3. gentle pre

 Free morphemes are root words

 Bound morphemes are prefixes , infixes and suffixes

Suffixes are a letter or group of letters added to the ending of words to change their
meaning or function. These useful, shapeshifting tools can be as small as -s, and -
ed, or can be larger additions such as -ation, and -ious.

The Function of a Suffix

Like prefixes, there are many suffixes used in the English language to create a
rich vocabulary.

 These suffixes change the meaning or grammatical function of a base

word or root word.

 For example, by adding the suffixes -er and -est to the adjective fond,
you create the comparative fonder and the superlative, fondest.

 Take the suffix -ist, by adding this to a word you have changed the
word to describe a person who performs or practices something.
So, art becomes artist, a person skilled in a particular art.

Let's look at the verb read. This verb can be turned into a noun by adding the
suffix -er, and so read becomes reader. Likewise, by adding the suffix -able the
verb read now becomes the adjective readable.

Examples of Suffixes
Some of the most common suffixes and their meanings are as follows:

Noun Suffixes

 -eer
Meaning: engaged in something, associated with something
Examples: auctioneer, volunteer, engineer, profiteer
 -er
Meaning: someone who performs an action
Examples: helper, teacher, preacher, dancer
 -ion
Meaning: the action or process of
Examples: celebration, opinion, decision, revision
 -ity
Meaning: the state or condition of
Examples: probability, equality, abnormality, civility
 -ment
Meaning: the action or result of
Examples: movement, retirement, abandonment, establishment
 -ness
Meaning: a state or quality
Examples: fondness, awareness, kindness, darkness
 -or
Meaning: a person who is something
Examples: distributor, investigator, translator, conductor
 -sion
Meaning: state or being
Examples: depression, confusion, tension, compulsion
 -ship
Meaning: position held
Examples: worship, ownership, courtship, internship
 -th
Meaning: state or quality
Examples: strength, labyrinth, depth, warmth
Adjective Suffixes

 -able, -ible
Meaning: capable of being
Examples: preventable, adaptable, predictable, credible
 -al
Meaning: pertaining to
Examples: theatrical, natural, criminal, seasonal
 -ant
Meaning: inclined to or tending to
Examples: vigilant, defiant, brilliant, reliant
 ary
-
Meaning: of or relating to
Examples: budgetary, planetary, military, honorary
 -ful
Meaning: full of or notable of
Examples: grateful, beautiful, wonderful, fanciful
 -ic
Meaning: relating to
Examples: iconic, organic, heroic, poetic
 -ious, -ous
Meaning: having qualities of
Examples: gracious, cautious, humorous, fabulous
 -ive
Meaning: quality or nature of
Examples: creative, expensive, expressive, pensive
 -less
Meaning: without something
Examples: hopeless, faultless, fearless, restless
 -y
Meaning: made up of or characterized by
Examples: brainy, fruity, tasty, grouchy

Verb Suffixes
 -ed
Meaning: past-tense version of a verb
Examples: laughed, climbed, called, missed
 -en
Meaning: become
Examples: soften, fasten, lengthen, strengthen
 -er
Meaning: action or process, making an adjective comparative
Examples: faster, bigger, fuller, longer
 -ing
Meaning: verb form/present participle of an action
Examples: laughing, swimming, driving, writing
 -ize, -ise
Meaning: to cause or to become
Examples: memorialize, authorize, commercialize, advertise

Adverb Suffixes
  -ly
Meaning: in what manner something is being done
Examples: bravely, simply, honestly, gladly
 -ward
Meaning: in a certain direction
Examples: backward, wayward, awkward, afterward
 -wise
Meaning: in relation to
Examples: clockwise, edgewise, lengthwise, otherwise

Using Suffixes
Suffixes create variety in the English language. They provide endless ways to express our
thoughts, feelings, findings, and emotions. They morph nouns into adjectives and verbs into
nouns. They express deeper qualities, providing layers of color and intrigue required by writers.

Be aware that sometimes adding a suffix to a base word changes the spelling of the new word, as
in create/creative. To help you learn why and when this happens read Suffix Spelling Rules.

English Prefixes and Suffixes

Prefixes and suffixes are sets of letters that are added to the beginning or end of
another word. They are not words in their own right and cannot stand on their own in a
sentence: if they are printed on their own they have a hyphen before or after them.
Prefixes
Prefixes are added to the beginning of an existing word in order to create a new word
with a different meaning. For example:

word prefix new word

happy un- unhappy
cultura
multi- multicultural
l
work over- overwork
space cyber- cyberspace
supermarke
market super-
t

Suffixes
Suffixes are added to the end of an existing word. For example:

wor
suffix new word
d
child -ish childish
work -er worker
taste -less tasteless
idol -ize/-ise idolize/idolise
like -able likeable

The addition of a suffix often changes a word from one word class to another. In the
table above, the verb like becomes the adjective likeable, the noun idol becomes the
verb idolize, and the noun child becomes the adjective childish.

Word creation with prefixes and suffixes

Some prefixes and suffixes are part of our living language, in that people regularly use
them to create new words for modern products, concepts, or situations. For example:

prefix or
word new word
suffix
securit
bio- biosecurity
y
clutter de- declutter
media multi- multimedia
email -er emailer

Email is an example of a word that was itself formed from a new prefix, e-, which stands
for electronic. This modern prefix has formed an ever-growing number of other Internet-
related words, including e-book, e-cash, e-commerce, and e-tailer.
 

Vocabulary building
Affixes and roots

Adding affixes to existing words (the base or root) to form new words is
common in academic English. Prefixes are added to the front of the base
(like   dislike), whereas suffixes are added to the end of the base (active   
activate). Prefixes usually do not change the class of the base word, but
suffixes usually do change the class of the word.

The most common prefixes used to form new verbs in academic English
are: re-, dis-, over-, un-, mis-, out-. The most common suffixes are: -ise, -en, -ate, -
(i)fy. By far the most common affix in academic English is -ise.
Verbs

e.g. prefix + verb   verb

Prefix Meaning Examples

restructure, revisit, reappear, rebuild,
re- again or back
refinance
reverses the meaning of the disappear, disallow, disarm, disconnect,
dis-
verb discontinue
over- too much overbook, oversleep, overwork
reverses the meaning of the
un- unbend, uncouple, unfasten
verb
mis- badly or wrongly mislead, misinform, misidentify
out- more or better than others outperform, outbid
be- make or cause befriend, belittle
co- Together co-exist, co-operate, co-own
de- do the opposite of devalue, deselect
fore- earlier, before foreclose, foresee
inter- Between interact, intermix, interface
pre- Before pre-expose, prejudge, pretest
sub- under/below subcontract, subdivide
trans- across, over transform, transcribe, transplant
underfund, undersell, undervalue,
under- not enough
underdevelop

e.g. Suffix used to form verbs with the meaning "cause to be".

Suffix Example
-ise stabilise, characterise, symbolise, visualise, specialise
-ate differentiate, liquidate, pollinate, duplicate, fabricate
-fy classify, exemplify, simplify, justify
-en awaken, fasten, shorten, moisten

Nouns

The most common prefixes used to form new nouns in academic English
are: co- and sub-. The most common suffixes are: -tion, -ity, -er, -ness, -ism, -ment,
-ant, -ship, -age, -ery. By far the most common noun affix in academic English
is -tion.

e.g. prefix + noun   noun

Prefix Meaning Examples
anti- Against anticlimax, antidote, antithesis
auto- Self autobiography, automobile
bi- Two bilingualism, biculturalism, bi-metalism
co- Joint co-founder, co-owner, co-descendant
counter- Against counter-argument, counter-example, counter-proposal
dis- the converse of discomfort, dislike
ex- Former ex-chairman, ex-hunter
hyper- Extreme hyperinflation, hypersurface
in- the converse of inattention, incoherence, incompatibility
in- Inside inpatient,
inter- Between interaction, inter-change, interference
kilo- Thousand kilobyte
mal- Bad malfunction, maltreatment, malnutrition
mega- Million megabyte
mis- Wrong misconduct, misdeed, mismanagement
mini- Small mini-publication, mini-theory
mono- One monosyllable, monograph, monogamy
neo- New neo-colonialism, neo-impressionism
out- Separate outbuilding,
poly- Many polysyllable
pseudo- False pseudo-expert
re- Again re-organisation, re-assessment, re-examination
semi- Half semicircle, semi-darkness
sub- Below subset, subdivision
super- more than, above superset, superimposition, superpowers
sur- over and above surtax
tele- Distant telecommunications,
tri- Three tripartism
ultra- Beyond ultrasound
under- below, too little underpayment, under-development, undergraduate
vice- Deputy vice-president

e.g. Suffix added to a verb (V), noun (N) or adjective (A)   noun

Suffix Meaning Examples

-tion alteration, demonstration
action/instance of V-ing
-sion expansion, inclusion, admission
 person who V-s advertiser, driver
-er
something used for V-ing computer, silencer
-ment action/instance of V-ing development, punishment, unemployment
-ant assistant, consultant
person who V-s
-ent student
-age action/result of V breakage, wastage, package
-al action/result of V denial, proposal, refusal, dismissal
-ence preference, dependence, interference
action/result of V
-ance attendance, acceptance, endurance
action/instance of V-ing bribery, robbery, misery
-ery/-ry
place of V-ing refinery, bakery

Suffix Meaning Examples

-er person concerned with N astronomer, geographer
-ism doctrine of N Marxism, Maoism, Thatcherism
-ship state of being N friendship, citizenship, leadership
-age collection of N baggage, plumage

Suffix Meaning Examples

-ity state or quality of being A ability, similarity, responsibility, curiosity
-ness state or quality of being A darkness, preparedness, consciousness
-cy state or quality of being A urgency, efficiency, frequency

Adjectives

Many adjectives are formed from a base of a different class with a suffix
(e.g. -less, -ous). Adjectives can also be formed from other adjectives,
especially by the negative prefixes (un-, in- and non-).

The most common suffixes are -al, -ent, -ive, -ous, -ful, -less.

e.g. Suffix added to verbs or nouns   adjective

Suffix Example
-al central, political, national, optional, professional
 -ent different, dependent, excellent
-ive attractive, effective, imaginative, repetitive
-ous continuous, dangerous, famous
-ful beautiful, peaceful, careful
-less endless, homeless, careless, thoughtless
-able drinkable, countable, avoidable,

e.g. negative + adjective   adjective

Prefix Examples
un- unfortunate, uncomfortable, unjust
im-/in-/ir-/il- immature, impatient, improbable, inconvenient, irreplaceable, illegal
non- non-fiction, non-political, non-neutral
dis- disloyal, dissimilar, dishonest

Mixed

e.g. base with both prefix and suffix

Adjectives: uncomfortable, unavoidable, unimaginative, inactive, semi-circular

Nouns: disappointment, misinformation, reformulation

Word formation
 
There are four main kinds of word formation: prefixes, suffixes, conversion and
compounds.

Prefixes
We add prefixes before the base or stem of a word.
 Examples prefixes

monorail, monolingual mono- means ‘one’

multipurpose, multicultura
multi- means ‘many’
l

post-war, postgraduate post- means ‘after’

unusual, undemocratic un- means ‘not’ or ‘opposite to’

See also:
 Prefixes

Suffixes
We add suffixes after the base or stem of a word. The main purpose of a suffix is to
show what class of word it is (e.g. noun or adjective).

examples suffixes

terrorism, sexism -ism and -dom are used to form nouns

-er and -or are used to form nouns to describe people

employer, actor
who do things

widen, simplify -en and -ify are used to form verbs

reasonable,
-able is used to form adjectives
unprofitable

unhappily, naturally -ly is a common suffix used to form adverbs

See also:
 Suffixes
 Word classes and phrase classes

Conversion
Conversion involves the change of a word from one word class to another. For
example, the verbs to email and to microwave are formed from the
nouns email and microwave:
Can you text her? (verb from noun text, meaning to send a text-message)
They are always jetting somewhere. (verb from noun jet)
If you’re not careful, some downloads can damage your computer. (noun from
verb download)
OK, so the meeting’s on Tuesday. That’s a definite. (noun from adjective)
It’s a very big if and I’m not at all sure we can afford it. (noun from conjunction,
meaning ‘it’s not at all certain’)
All companies have their ups and downs. (nouns from prepositions)
We also use conversion when we change a proper noun into a common noun:
Has anybody seen my Dickens? (copy of a book by Dickens)

Compounding
When we use compounding, we link together two or more bases to create a new
word. Normally, the first item identifies a key feature of the second word. For
example, the two bases back and ache can combine to form the compound
noun backache, and the two bases post and card combine to form the compound
noun postcard.
Compounds are found in all word classes. The most common types of compounds
are: Nouns: car park, rock band
Adjectives: heartbreaking, sugar-free, airsick
Verbs: oven-bake, baby-sit, chain-smoke
Adverbs: good-naturedly, nevertheless
It is sometimes difficult to know where to put hyphens in words that are compound
ed. It is also difficult to know whether to separate words (e.g. post box) or to join
the words (e.g. postbox). In such cases, it is best to check in a good learner’s
dictionary.
Abbreviation 

Abbreviation involves shortening a word. We do this in three main ways: clipping,

acronyms and blends.
We use clipping when we shorten or ‘clip’ one or more syllables from a word. We
also commonly clip proper names for people:
ad: advertisement, advert
lab: laboratory
Matt: Matthew
Acronyms are a type of abbreviation formed when the initial letters of two or
more words are combined in a way that produces consonant and vowel sequences
found in words. Acronyms are normally pronounced as words:
RAM: random access memory (RAM is a term used to describe a computer’s
memory.)
Initials are similar to acronyms but are pronounced as sets of letters, not as words:
WHO: World Health Organisation, pronounced W–H–O
CD: compact disc, pronounced C–D
We form blends when we combine parts of existing words to form a new word:
blog: blend of web and log
motel: blend of motor and hotel
smog: blend of smoke and fog

Back-formation
We form words with back-formation when we remove part of a word, usually
something which we think is a suffix (or occasionally a prefix). We do this
commonly when we form verbs from nouns.
For example: to liaise (back-formed from the noun liaison); to intuit (back-formed
from the noun intuition), to enthuse (back-formed from the noun enthusiasm):
Can you liaise with Tim and agree a time for the meeting, please?
She’s always enthusing about her new teacher.

Loan words and new words

Loan words
Loan words are words that are borrowed from other languages. Some recent loan
words for food taken from other languages include: sushi, tapas, chapatti, pizza.
When we use loan words, we do not normally change them, though we do
sometimes inflect them if they are singular countable nouns (pizzas, chapattis). We
also sometimes pronounce them more like English words, instead of using their
original pronunciation.

New words
Some prefixes are commonly used to create new words. In modern English the
prefix e- is used to create new words that are connected with the Internet and the
use of the Internet:
e-bank, e-cards, e-commerce, e-learning
Almost any noun may potentially combine with any other noun to form new noun
compounds (e.g. computer virus, carbon footprint, quality time).
EXERCISES
Complete the word forms chart below:( you may copy or answer immediately in a
piece of paper)

NOUN VERB ADJECTIVE ADVERB

1. Analyze analytical analytically

2. identity identifiable identifiably

3. editor editorial editorially

4. economy economize economically

5. individual individuate individual

6. acquire acquisitive -

7. resource - resourcefully

8. tradition - traditional

9 participation participation -

10. conceive conceptual conceptually

11. hypothesis hypothetical

12. symbol symbolize

13. investigate investigative -

14. sustenance sustainable sustainably

15. emerge emergent

16. specifics specific

17. remove removable

18. ethics -

19. implication implied

20. evolution evolutionary

21. flexibility flex

22. deviate deviant

23. margin marginalize

24. pursuit
Fill in the blanks with the appropriate form of the words given in the brackets.

1. Mr. Parks' lessons are really ---- . I hate his lessons. (bore)
boring

2. My sisters are very ----. (ambition)

3. I am so ---- that we are going to New York tomorrow. (excite)

4. Women wear these skirts ---- . (tradition)

5. His job is to paint houses and put paper on the walls. He is a/an ---- . (decorate)

6. want to see the National Theater's ---- of Arthur Miller's 'The Last Yankee'. (present)

7. Are you ---- in the latest developments in technology? (interest)

8. She is a very ---- woman. (determination)

9. There is friendly ---- between the two teams. (rival)

10. Is it your final ---- ? (decide)

11. I don't like this team at all. They play ---- . (awful)

12. I am ---- with her. (disgust)

13. Do you always behave ---- when your naughty nieces come to visit? (tolerance)

14. My nephew is a professional ---- . (wrestle)

15. I don’t like eating ---- cabbages. (pickle)

Activity
Part 1 . Noun suffixes create nouns when they are added to other words. (verbs,
adjectives...) Answer the questions below and show the noun suffixes in your
answers.

1. What do you call someone who studies economics? 

2. Noun Suffix: 
3. What do you call someone who practice law? 
4. Noun Suffix: 
5. What do you call someone who conducts an orchestra? 
6. Noun Suffix: 
7. What do you call someone who does magic? 
8. Noun Suffix: 

Part 2: Roots have meanings before any suffixes or prefixes added to them.
Match the roots with their meanings.

word Mind life death carry

9.   bio
10.   dict
11.   mort
12.   port

13.   psych

Part 3: Prefixes add certain meanings to the words they are added. Match the
prefixes with their meanings.

a. not b. down, or reversal c. against

d. out, out of e. across f. far

g. again, back h. together, with i. self

j. bad k. never l. inside

14.   de-
15.   auto-
16.   co-
17.   tele-
18.   mal-
19.   anti-
20.   ex-
21.   trans-
22.   dis-
23.   re-

ACTIVITY 3
Make an essay. Choose two (2) from the topic below. Underlined all the words that
contains prefixes and suffixes. Each topic should have at least 4 paragraphs (1-
introduction, 2-3 body,4-finality/ending). Use as many affixes as possible.

1. My most amazing friend

2. An ordinary day turn extraordinary one
3. My favorite pen
4. When I went to the market one rainy night
5. When I am broken hearted (just talk about how you cope it.)