Transcription of ENGLISH - Livewire Learning
1 2012 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 1 ENGLISH Years 9 and 10 WORKING with WORDS confusing words, prefixes and suffixes, language and visual devices, close reading Workbook + Interactive Web based Learning Neil Riley 2012 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 2 Introduction Neil Riley has taught ENGLISH for 35 years and was Head of ENGLISH at Southland Boys' High School. He is currently teaching ENGLISH and French and is the CEO and general editor of Live-wire Learning . Live-wire Learning is New Zealand's most comprehensive on-line Learning resource for secondary school students providing detailed teaching material and graded questions in ENGLISH from Years 7-12. The goal of your teachers and school is that you become a self-directed life-long learner.
2 Teachers will help you achieve this but you have to help yourself as well. Like any sport, computer game or cultural activity where practice makes perfect, you have to practise your ENGLISH and literacy skills. This book and eLive-wire is designed to help you to practise and become successful. Our aim with this second book in the series is provide hard copy notes (which you can refer to in the years ahead) from our site and some easy exercises that you can complete in class, so that then you can practise this skill on line in your own time. Once you have mastered the easier Achieved-Only versions of a module on line, you can then challenge yourself with the harder Merit and Excellence level questions in the normal modules. As a student you can now go on line and use the eLive-wire programme to practise your knowledge and understanding of this material with Achieved level questions, gain success and confidence get instant feedback from the hundreds of online questions + explanations to accelerate your Learning re-sit modules to improve your score out of 10 and your 'working at' level extend yourself track your record of Learning and your place on the leader board (see our home page) refer to the relevant modules or Glossary to make notes on the Key Terms use the definitions modules to rehearse key terms.
3 We hope that this resource will motivate and equip you to succeed in this subject. For instructions to access the web site, turn to the inside back cover. All the best for your Learning . No material in this publication may be reproduced in any form without the permission of the publishers. ISBN 978-0-9922465-2-5 2012 Livewire Learning Limited Invercargill, NEW ZEALAND For further information contact Neil Riley General Editor Live-wire Learning Ltd 3 Avenal Street Invercargill, NZ 9810 2012 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 3 Table of Contents Topics Page Background to Spoken and Written Language 1. Recognising Spoken and Written Language 4 2. Recognising Formal and Informal Language 5 3. Recognising Spoken and Written Language 7 4. Recognising Fact and Opinion 8 Vocabulary Development: Derivations 5.
4 The History of the ENGLISH Language - Old ENGLISH 10 6. The History of the ENGLISH Language Middle ENGLISH 12 7. The History of the ENGLISH Language Early Modern ENGLISH 15 8. The History of the ENGLISH Language Modern ENGLISH 16 9. Prefixes and Suffixes 18 10. Confusing Words Homophones and Homographs 21 Poetic Devices 11. Sound Devices: Alliteration, Assonance & Onomatopoeia, Rhyme, Rhythm 23 12. Image Devices: Literal and Figurative Imagery, Simile, Metaphor, Personification 29 Language Features 13. Clich s to Slang 34 14. Visual Language Features 43 Close Reading of Texts Putting it into Practice 15. Approaches to Unfamiliar Text 46 16. Close Reading Passages 49 Index and Page References 59 2012 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 4 PERIOD 4.
5 THE MODERN ENGLISH PERIOD 1800 2013 Modern ENGLISH 1. The 1800s to the present day marks what can be called the Modern ENGLISH era. During this time there have been significant developments in exploration, trade, settlement and technology all of which have brought new words into ENGLISH . 2. Borrowing In New Zealand we have borrowed from a number of different countries or areas as a result of trade and immigration. The words we have borrowed usually describe foods, customs, and concepts that are new to ENGLISH speakers. Some of these countries or areas are: Maori, Japan, Australia, the Pacific (which refers to islands like Samoa, Tonga and Fiji), South Africa, the Middle East, China, Russia, and Scandinavia. 3. Borrowing from other languages has continued right up to the present day. As contact with other countries is extended through contact, immigration and television, so loan words are added from these new sources.
6 Note the increased familiarity with Asian or Pacific words in New Zealand. Some relate to food and drink 'sushi' and 'sake' for example, others relate to customs such as 'haka' and 'hongi'. 4. Compounding and blending are two common ways we add words to our language. a. Compounding means to add words together to form a new one. Initially there are two words, then they may become hyphenated, then a single word. This has been a common way of creating new words in New Zealand especially in farming and agriculture. Challenge yourself write down some other compound words commonly used in New Zealand ENGLISH .. b. Blending occurs when parts of two words are added to form a new one. Challenge yourself write down some other blends commonly used in New Zealand ENGLISH or create some of your own. Worked example 11: the term 'typhoon' was originally borrowed from Asia.
7 In Chinese, a hurricane or typhoon is called (t i f ng). Worked example 12: breakfast originally this was two words: break and fast - the practice of not eating before God s meal or communion was taken. Later it used to refer to merely breaking a period of fasting. Then it was used to describe the first meal people ate to break their fast of not eating over the night time. Worked example 13: smog the two words smoke and fog are blended to form smog. 2012 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 5 Challenge yourself write in the meanings of as many Maori words as you can. COMPUTER WORK Log on to Live-wire Learning and test your understanding. MODULE First Attempt /10 Working at Second Attempt /10 Working at The Development of ENGLISH 7 Modern 1 The Development of ENGLISH 7 Modern 2 The Development of ENGLISH 7 Modern 3 The Development of ENGLISH 8 Blends Maori Means Maori Means Maori Means Hui A meeting or gathering Tapu Morena Marae Taonga Tena koe Haere mai Turangawaewae Tena korua Nau mai Tino rangatiratanga Tena koutou Tangihanga Whakapapa Tena tatou katoa Tangi Whenua Arero Karanga Ariki Ihu Manuhiri Hapu Aroha Tangata whenua Iwi Kauae / kauwae Whaikorero Kaumatua Kia ora Kaikorero Ngai Tatou Waka Haka mana E noho ra Waiata Rangatira E haere ra Koha Tama Haere mai Whare nui Tamahine Tane Whare whakairo Tamaiti Teina / Taina Whare kai Tamariki Whare horoi 2012
8 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 6 9. Prefixes and Suffixes Prefixes In Summary prefixes 1. The teacher was taking her students from the known to the unknown as they explored their science topic A prefix is a part of a word that we fix to the start of a word to change its meaning. Common ones include: e/ex-, in-, im-, un-, dis-, mis-, de-, re- Several like in-, im-, un-, dis-, non- mean 'not'. Prefixes In Detail 1. A prefix is a part of a word that we fix to the start of a word to change its meaning. 2. Many new words have been added to the ENGLISH language in this way. On the next page there is a table of common prefixes, their origins (what language they came from), their meanings and an example. Differences in origins of prefixes affect their meaning. 3. Prefixes attach to the root of a word and word roots generally belong to word families.
9 4. There are a large number of prefixes that mean 'not' and therefore when added to a word change the meaning to the opposite (they become antonyms). For example, in-, im-, un-, dis-, non- mean not. Worked example 3: dictionary The Latin root 'dict-' meaning 'say, speak' appears in the words: 'dictionary, dictate, unpredictable', predict (Note the prefixes 'un' and 'pre' also in use here.) Worked Example 4: transplant The prefix 'trans' means 'across'. If we add it to the word 'plant', it now means 'to plant across' in a different place. Worked Example 5: replant The prefix 're' means 'again' or 'back'. If we add it to the word 'plant', the meaning of the new word is 'to plant again'. Worked example 2: ante- anti- The Latin prefix 'ante' = 'before' and the Greek prefix 'anti' = 'against' or 'in place of' are sometimes confused but both have quite different meanings because they come from different languages.
10 Worked Example 6: kind unkind persuade dissuade Worked Example 1: prefix Note how the word 'prefix' itself begins with the prefix 'pre' means 'before' or 'in front of' and so its meaning is 'to fix before'. 2012 Live-wire Learning . Photocopying Prohibited. ISBN 978-0-9922465-2-5 Page 7 5. Spelling changes occur using the prefix 'in' when it means 'not'. Challenge yourself fill in the rest of the definitions for these common prefixes. Use a dictionary with derivations to add other examples. COMPUTER WORK - Log on to Live-wire Learning and test your understanding. MODULE First Attempt /10 Working at Second Attempt /10 Working at Using Prefixes 1 Recognition AO Using Prefixes 2 Meanings 1 A Using Prefixes 3 Meanings 2 AO Using Prefixes 4 Forming Antonyms 1 Using Prefixes 5 Forming Antonyms 2 Worked examples 7: a.
