School VILLAZAR NATIONAL HIGH SCHOOL Grade Level 8

DAILY AIRA MAE R. ARINGO

LESSON Name of Teacher ANNE RAFFIELLE CULUBONG Learning Area English
LOG JOCEL MAE MARFIL
Teaching Date April 20, 2023 Quarter 3rd
I. LEARNING COMPETENCIES AND OBJECTIVES
A. Grade level Standards The learner demonstrates communicative competence through his/her understanding
of Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture and those other countries.
B. Content Standard The learner demonstrates understanding of: Southeast Asian literature as mirror to a
shared heritage; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for opinion-making,
persuasion, and emphasis.

Performance Standard The learner transfers learning by composing and delivering a persuasive speech based
on an informative essay featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.
C. Learning Competency EN8V-IIIa-15.3: Explain the meaning of a word through structural analysis
(prefixes, roots, suffixes)
D. Objectives of the lesson At the end of one-hour discussion, at least 85% of the students should be able to:
1. Identify the prefixes used in a word or sentence;
2. Recognize the significance of prefixes in expanding vocabulary through
word formation; and
3. Write new words using negative prefixes.
II. CONTENT Expanding Vocabulary through Word Structure Analysis: Prefixes
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide None
2. Learner’s Material ENGLISH 8 Quarter 3 – Module 3: Vocabulary Development (Page 2-3)
3. Textbook None
B. Other Learning 1. PowerPoint
Resources 2. Bingo cards
3. Tarpapel
4. Chart
5. Manila paper
6. Marker
7. Answer sheet
C. Skills Reading, Writing, Comprehension
D. Subject Integration Mathematics, Values Education
E. Strategies/Philosophy 7 Es approach, Collaborative learning, Student-centered approach
F. Values Integration Discipline, Cooperation
G. SDG Goal 4 – Quality Education
H. Learner’s Background • The students are diverse coming from different backgrounds such as ethnicity,
gender, and economic status.
• Most of the students belong to middle socio-economic class.
• 85% of the students are independent readers while 15% are poor readers.
Teacher’s Activities Learners’ Activities
PRELIMINARIES
• Prayer
“Before we start, stand up everyone. Let us first have a (The students will pray through the lead of Dana)
short prayer. Dana, please lead the prayer.”

• Classroom Management
“Good afternoon class!” “Good afternoon, Ma’am Aya!”

“Before you take your seats, please pick up the pieces “Yes, Ma’am.”
of paper or any trash you see on the floor, arrange your
 chairs properly, and as you take your seats, please sit (Students will arrange their chairs and will pick up the
down properly.” pieces of paper)

“Okay, you may now take your seat.” “Thank you, Ma’am.”

• Checking of Attendance
“Do we have absentees today? If we have, class
secretary, kindly write the names of those absents in a “Yes, Ma’am.”
¼ sheet of paper and give it to me before the class ends.
Okay?”
ELICIT
“So, today, we will be expanding your vocabulary through
word structure analysis. But, before we proceed with the
discussion, let’s jumpstart your brains first by doing this
spelling drill. Are you ready?” “Yes, Ma’am.”

“Okay, so, this activity is entitled Spelling Bee. Here’s the

instruction. In a ¼ sheet of paper, write the correct spelling
of the words cited by the teacher.”

“Is it clear? Don’t worry because this is only 10 items. Are “Yes, Ma’am.”
you ready? Shall we start?”

Individual Activity 1: Spelling Bee!

In a ¼ sheet of paper, write the correct spelling of
the words cited by the teacher.
1. Malicious 1. Malicious
2. Hypertension 2. Hypertension
3. Unequal 3. Unequal
4. Decode 4. Decode
5. Disloyal 5. Disloyal
6. Forearm 6. Forearm
7. Submerge 7. Submerge
8. Intergalactic 8. Intergalactic
9. Unknown 9. Unknown
10. Transport 10. Transport

“Are you done?” “Yes, Ma’am.”

“Okay, please pass your papers.” (The students will pass their papers)
ENGAGE
“Let’s have another activity. But this time, we will be
immersing more into the most commonly used prefixes.”

“Are you familiar with Bingo?” “Yes, Ma’am.”

“Who among of you here knows how to play bingo?” (Students will raise their hands)

“Okay, almost all of you knows how to play this game. So, “Yes, Ma’am.”
are you now ready to play bingo?”

“Please get 1 bingo card and pass.” (The students will get their bingo cards)

“Is everyone already have a card?” “Yes, Ma’am.”

“Okay, so, I will now give you the instruction. This activity
is entitled PreFix me. Can you see the words written on your “Yes, Ma’am.”
cards?”

“Those are prefixes.” “Yes, Ma’am.”

Activity 2: PreFIX me!
Encircle the prefixes that will be announced by the
teacher after drawing from the container of prefixes. Once
you have formed either HORIZONTAL line, VERTICAL
line, or DIAGONAL line after encircling the prefixes
announced, you have to raise your hand to say “Bingo!”.

“Is that clear, class?”

“Okay, very good. Now, let’s begin” “Yes, Ma’am.”

(The teacher will draw from the container of prefixes”

These are the prefixes that are written randomly in

each bingo card:
1. un-
2. pro-
3. non-
4. over-
5. dis-
6. in-
7. sub-
8. im-
9. pre-
10. ex-
11. mis-
12. il-
13. re-
14. en-
15. ir-
16. de-

“How did you find the activity? Is it fun?” “Yes, Ma’am.”

EXPLORE
“We still have another activity, but this time, we will have “Yes, Ma’am.”
a group activity. Are you ready?”

“This activity is entitled Vocabulary Jam.”

“So, here’s the instruction. Listen carefully.” “Yes, Ma’am.”

Group Activity 3: Vocabulary Jam

The class will be divided into 3 groups: Group A,
Group B, and Group C. As a group, you will form words 1. Reporter 16. Reverted
based on the word parts written on the chart. You can write 2. Reportable 17. Revertible
as many words as you can as long as it has both a prefix and 3. Reported 18. Reaction
a suffix and it exist in the dictionary. You will be writing it 4. Exporter 19. Reacted
in a manila paper. You will do this in 2 minutes. 5. Exported 20. Reactor
“Is the instruction clear, class?” 6. Exportable 21. Reactable
7. Comportable 22. Revertible
8. Comported 23. Exacted
9. Importer 24. Converter
10. Imported 25. Converted
11. Importable 26. Convertible
12. Reversion 27. Inspection
13. Reverser 28. Inspector
14. Reversed 29. Inspected
15. Reversible 30. Inspectable
16. Reverter 31. Inaction
“Okay, you can now form a circle and start working as a “Thank you, Ma’am.”
group.”

“Are you done, class?” “Yes, Ma’am.”

“Please, post your works on the board and one

representative from your group will read what you have (The students will present their works)
written.”

“So, how did you find the activity? Is it fun? Were you able “Yes, Ma’am.”
to create a lot of words?”

“That’s great! Very good, class. For that, let’s have (The students will clap)
Magaling clap for all of you.”
EXPLAIN
“Today, we will discuss about word parts, but we will only
focus on one of the word parts which is the prefix.”

“Before we proceed with the discussion, let us read our

learning outcomes for this lesson.”

“Royce, please read the learning objectives.” At the end of one-hour discussion, at least 85% of the
students should be able to:
1) Identify the prefixes used in a word or sentence;
2) Recognize the significance of prefixes in expanding
vocabulary through word formation; and
3) Write new words using negative prefixes.
“Thank you, Royce.”

“When learning a new vocabulary, it can always be helpful

to break words down into parts.”

“Word structure analysis is identifying the parts that

composes a word. It helps us to figure out the meaning of a
word. By analyzing the word parts, you can be able to
understand and remember the meaning of a word.”

“In word structure analysis, we can encounter the three

types of word parts: prefixes, roots, and suffixes. These
word parts are put together like puzzle pieces to create
millions of words in English. Generally, we can be able to
understand what a word means if we know what is the root
word. For example, if you’ve encountered a word like
“reactionary” (traditional), you can be able to understand
that it’s derived from the word “reaction” (response), which
is derived from the word “react” (respond), which is derived
from the word “act.” The root word then is “act” which
means “do”, and all the other parts of the word “reactionary”
modify the root word “act” to create another word with a
different meaning.”

“Isn’t amazing how a single root word can create a whole

lot of different words just by adding prefix and suffix.”

“So, to be able to learn new vocabulary or new words, you

just have to know how the root word and affixes such as
prefix and suffix work.”

“Are you following me, class?” “Yes, Ma’am.”

“Very good!”

“Our today’s discussion is focused on prefixes. Let’s start

with the simplest.”

“Is anyone of you have an idea of what is a prefix? Yes?” “Ma’am, Prefix are syllables that we add before the word to
make another set of word with different meaning from the
previous word without the prefix.”
“Very good! Please give your classmate a Mommy Dionisia
clap.”

“Prefixes are the word parts that are attached at the

beginning of a root word. It has meanings and it adds to the
meaning of the root word.”

“For example, the word “prefix” itself. It consists of a prefix

pre-, meaning “before”, and the root word fix, which means
“to attach.” Therefore, when the prefix pre- and the root
word fix is combined, it can create a meaning which is
“attached before.” This means that the word prefix is a word
part that is “attached before” or at the beginning of a root
word.”

“There are so many prefixes. Some common ones are pre-,

un-, non-, and dis-.”

Here are some of the most common prefixes you’ll

encounter.

PREFIXES MEANING AND EXAMPLE

1. re- again, as in “remake” (to make again)
2. un- the opposite, as in “unpopular” (not
popular)
3. dis- the opposite, as in “disinformation” (false
information)
4. im- the opposite, as in “impossible” (not
possible)
5. anti- against, as in “antisocial” (not social)
6. non- not, as in “nonsense” (not making sense)
7. pre- before, as in “preschool” (before school)
8. sub- below, as in “subway” (below way)
9. super- above, as in superimposed (imposed over)

Prefixes that mean “Not” or also known as Negative

Prefixes

PREFIXES EXAMPLES
1. un- unhappy (not happy), unsafe, undo,
unwrap, unbutton
2. non- nonstop, nonfiction, nondrinker,
nonfat, nonverbal
3. dis- disagreement, dissimilar, dislike,
disable, disobey
4. in-, -il, -im, incorrect, indirect, inactive, injustice,
-ir inhuman, illegal, immortal,
impossible, irresponsible
Other Important Prefixes
Look at these prefixes and their meanings. There
are prefixes that have opposite meanings which are paired
(1-2, 3-4, and 5-6).

“Please read the examples of prefixes including their PREFIXES MEANING EXAMPLES
meanings and examples.”
1. in- in, into inhale, include, income,
ingredient
2. e-, ex- out, away exhale, exit, expire,
exception, expel
3. pro- forward, progress, proceed,
forth project, protrude
4. re- back return, react, refund,
recede, retreat
5. sub- below, under subway, submarine,
subcommittee, subdue
6. super- over, above supervise, superhighway,
superior, supreme
7. inter- between interrupt, internet,
interfere, interject
8. tele- far, distant telephone, television,
telemarketing
9. circum- around circumference,
circumstances,
circumnavigate
10. trans- across, transfer, translate,
through transparent, transfusion

“Thank you.”

“As you can notice, each prefix has their own meaning and
if attached to a root word, it adds to the meaning of a word.”

“Here’s another example of prefixes. You can notice that

there are additional, different meanings of three prefixes
you met earlier: pro-, re-, and ex-.”

PREFIXES MEANING EXAMPLES

1. pro- for, in favor of pro-life, pre-choice,
pro-war, pro-
American
2. anti-, opposed to, anti-war, antibiotic,
contra- against contraception,
contradict
3. mal-, mis- bad, wrong malnutrition,
malpractice,
misfortune, misplace
4. bene-, eu- good, well benefit, benign,
eulogy, euphemism,
euphoria
5. co-, (col-, together, with coworker,
com-, con- collaborate,
) communicate,
connect
6. re- again repeat, rewrite, redo,
review, remarry
7. ex- former ex-wife, ex-
employee, ex-
president
 8. pre- before predict, pre-test,
premature, precede
9. post- after, later posttest, postpone,
postseason, postwar
10. hyper- too much, hyperactive,
excessive, hypersensitive,
overlay hyperventilate

“Remember the meaning of the prefix pro- here and let’s go

back to the previous slide and try to compare the meaning
of pro- from this slide to this slide.”

“It has different meanings, right? This means that a single

prefix just like pro- can have more than one meaning and
its meaning will defend on what root word it will be attached
to. Understood?” “Yes, Ma’am.”

“Let’s go back at the negative prefixes. You can notice that

these prefixes mean the same thing. It means “Not”, right?
But they basically change the definition of a word. This can
be frustrating because although they have the same
meaning, they can’t be used in one root word. So, you have
to be very careful in using prefixes in a root word.”

“For example, you might write “unpossible,”

“nonpossible,” or “impossible” because all of the affixes
you used to simplify the phrase “not possible,” have the
same meaning which is ‘the opposite’ but some of these “The correct, Ma’am is the word ‘impossible’.”
words are incorrect. What do you think is the correct one?”

“Very good! Impossible is the correct form because there’s “Yes, Ma’am.”
no such thing as unpossible or nonpossible. Do you get it,
class?”

“Another strange phenomenon among English prefixes is

that sometimes a word looks like it has a prefix, but if you
remove it, the resulting word isn’t actually used in English.”

“For example, you can be “overwhelmed” and

“underwhelmed,” but you can’t be “whelmed.” You can be
“disgruntled,” “dismayed” and “disgusted,” but not
“gruntled,” “mayed” or “gusted.” These strange quirks arise
when a prefix and root word combo outlive the root word
alone.”

“Thus, you have to critically analyze each word to identify

if it is composed of word parts such as prefix and root
word.”

“So, now, let’s try to use the prefixes I presented to you

earlier.”

“What prefix can we attach to a word ‘do’?” “Ma’am, re- as in redo.”

“Very good! What else, class?” “Ma’am, un- as in undo.”

“Very good! Please, give them a Mommy Dionisia clap.” (The class will clap)

“How about for the prefix dis-, what root word can we attach “Ma’am, comfort as in discomfort.”
to it?”
“Very good! What else, class?” “Ma’am, count as in discount.”

“Very good, everyone. What your classmates have

mentioned are just some of the examples of the root words
that uses the prefix dis-. There are so many to mention.”

“Did you understand now what is a prefix and how to use it “Yes, Ma’am.”
in a word?”

“Very good.”
ELABORATE
“Now, that you already know what is prefix and how it is
used, you will apply it in our activity.”

“Are you ready to have another activity?” “Yes, Ma’am.”

“Okay, good.”

Individual Activity 4: Find the Negative

Direction: Read the sentences carefully. Analyze the first
sentence, then add the correct negative prefix to the
underlined word to create a word which means ‘the
opposite.’ Write your answers on the blank.
1. The answer to this Math question is not correct. It
is __________. 1. Incorrect
2. No one inhabits that abandoned old house. It is 2. Uninhabited
________. 3. Disapprove
3. The company does not approve my application. 4. Illegible
They _____________ it. 5. Impatient
4. My handwriting is not legible. It is _________. 6. Unhealthy
5. Young children tend not to be patient. They are 7. Impolite
usually __________. 8. Uncomfortable
6. Eating a lot of junk food is not healthy. It is 9. Unacceptable
________. 10. Incapable
7. Not saying ‘po’ and ‘opo’ when talking to adults is
not polite. It is _________.
8. I’m not comfortable being with a lot of people. I
feel __________.
9. Her reason is not acceptable. It is __________.
10. You are capable. You are not _________.

“Are you done?” “Yes, Ma’am.”

“Please pass your papers.”

EVALUATE
“Did you learn something from our discussion?” “Yes, Ma’am.”

“That’s great because at this moment, we will now evaluate

your learnings from our discussion. Are you ready?” “Yes, Ma’am.”

Quiz: In your quiz booklet, list down the prefixes used in 1. Ex-
the sentences. 2. Dis-
1. Royce’s ex-wife was supposed to meet him at a 3. Mis-
café. 4. Ir-
2. Joelina was disqualified from the swimming 5. Re-
competition. 6. Sub-
3. I’m sorry but you misunderstood me. 7. Un-
4. I don’t like irresponsible people. 8. Il-
5. This empty bottle is certainly reusable. 9. Un-
 6. Florian has never seen a submarine in her life. 10. Non-
7. His attitude is very unfriendly.
8. Don’t cut the trees, it’s illegal.
9. It was too late to undo what he has done.
10. May 1 is a non-working holiday.

“Are you done?” “Yes, Ma’am.”

“Please, exchange paper with your seatmates. We will

check your answers.”
(Students who got a perfect score will raise their hands)
“Who got a perfect score?”

“Very good everyone!”

“Please your quiz booklet.”

EXTEND (assignment)
In your notebook, answer the following.
1. List down 10 examples of words that has prefixes.
2.

Prepared by:

AIRA MAE R. ARINGO

Student Teacher/s

ANNE RAFFIELLE CULUBONG

Student Teacher/s

JOCEL MAE MARFIL

Student Teacher/s

Reviewed and checked by:

TEODORO JAN M. MIRATE

Cooperating Teacher