186
G r A M M A r f o r e V e rY o n e
A
3. Clauses game
A large supply of cards is prepared, approximately 60 per six students.
Students can share in preparing these. More cards will make the
game more fun.
a. Sentences are provided or constructed with the help of the
students. The sentences should not be connected, but each
should include:
a subject consisting of one or more words, for example: My
grandad
a verb: dropped
an object (if applicable): a pile of plates
a clause: when he was helping Grandma
a phrase: in the kitchen
interjections/conjunctions: and, or, but etc
b. The cards are allocated evenly, and each has the name of
a sentence part written at the top. It is a good idea to use a
different coloured pen for each sentence part.
c. The part of a chosen sentence (each one is done separately) that
matches the name of the sentence part is written below.
d. Scores are allocated in order of difficulty, for example: Interjection/
Conjunction 1, subject/object 2, verb 3, phrase 4, clause 5
Example of card
e. When the game is finished, the cards are shuffled into a pack.
Play
Cards are dealt until each student has seven. The remaining pack is
laid face down on the table, with one card upturned beside it.
PHRASE (Adv. Place)
In the kitchen

• name kinds of clauses
• form clauses of given categories and add to simple sentences
• analyse sentences correctly using one of the formats given
187
c l A u s e A n A lY s i s
188
Word building
It is both interesting and important to give children of any age an
idea about where words have come from, and we can do this at
any time without reference to the grammatical construction of a
word.
When discussing words in relation to spelling and/or compre-
hension, however, students need to be sure of:
• the functions of all parts of speech
• the use of a dictionary for finding out word constructions
Students will become increasingly familiar with the meaning of
specific base words, prefixes and suffixes, as they work with them
in discussion and research. Learning lists of these is of little or no
value.
Words are built from the following:
The base (root) word, which gives the core meaning.
For example:
true (factual)
The prefix, which is added (fix) in front (pre) of the base word to
add to its meaning or modify it in some way, such as making it
negative.
For example:
Base word: true
Prefix: un – not true
The suffix, which is added (fix) after (suf, meaning below) the base

We use the system of word building to convey extra information
of various kinds, by adding word parts to the beginning and end
of base words, i.e. those that carry the core meaning.
For example:
The vet will inject the cow – no suffix, simple verb
The vet injected the cow – suffix ‘ed’, indicating past tense
189
w o r d b u i l d i n G
190
G r A M M A r f o r e V e rY o n e
A
The cow had an injection – suffix ‘ion’, indicating a noun
This medication is injectable – suffix ‘able’, indicates adjective (able to
be)
(See Swallow, G, Word Building, 4th edn 2007, Nutshell Products,
Kalbar, Qld.)
28.1 Activities: word building
1. As examples are written on the board, discuss them with the students
while heading the components as shown:
Prefix Base word Suffix
adds to or modifies meaning core meaning denoting part of speech
re again volve turn/roll er noun
Revolver – the pistol which fires with a revolving action
Hence: revolve, evolve, revolution etc.
2. Students use the following word or word roots, changing the
suffixes to denote different parts of speech.
a. dict (speak)
b. spect (look)
c. volve (turn)
3. Students are given base words from which they list, in a set time, all