MEETING 4 - Review: Simple Present & Past Tense, and

Progressive Tense, Affix, Sentence Pattern,

Part of Speech
- Another Type of Text
- Simple Future Tense
- KWL Reading Strategy

A. REVIEW (EXERCISES)
a. Prefixes
✔ A prefix is a group of letters that go in front of the word.
✔ A prefix changes the meaning of a word.
✔ Most of the time a prefix is not a word by itself, but not always.
✔ When you take away the prefix, a base word that makes sense is left.

I. Instruction: Circle each prefix, and write the base/root word

1. unfair _________________________2. revisit ___________________________
3. illegal _________________________4. misname _________________________
5. disobey _______________________6. relearn ___________________________
7. indoors _______________________8. overdose _________________________
9. unhappy _____________________10. inactive __________________________
11. unthread ___________________ 12. replay ____________________________
13. impolite ____________________14. disappear _________________________
15. pretest _____________________16. uncover __________________________
17. midair _____________________18. supercharge _______________________
19. nonvoter _____________________20. intertwine ______________________

II. Directions:
This very funny story about Peter Hatcher and his little brother Superfudge is a book that
will tickle your funny bone. Read each sentence and circle the word with the prefix. Then
write the meaning of the word on the line.
un means not – re means again – pre means before – mis means wrong

Remember, the strategy is to take away the prefix. Then, check to see that the base word
makes sense.
1. Peter thinks his brother Fudge is a preschool pain in the neck.
________________________ 2. Peter is unexcited when he finds out his mom is having
another baby. _________________ 3. Peter is even more unhappy when he finds out his
family is moving to a quiet town in New Jersey.
_______________________________________________________ 4. When Fudge kicks
the kindergarten teacher, the principal is unamused. ________________ 5. Peter
discovers that getting Fudge a bird that repeats everything you say is definitely a
mismatch. ______________________________________________________ 6. Fudge’s
friend, Daniel, is about as untamed as he is. _________________________________ 7.
Peter feels like his life is full of even more misfortune when his two best friends become
friends. __________________________________________________________ 8. Fudge
accuses the school nurse of misapplying peroxide to cuts because she doesn’t blow on it
to dry it. ___________________________________________ 9. When Fudge takes off
but reappears one Saturday, Peter thinks his little brother acted stupidly.
_______________________________________________________ 10. Peter’s dad is
rehired at his old job, and the family gets ready to move back to the city.
_________________________________________________________________ 11. Peter
can’t wait to relive his old life in New York, or Nu Yuck as his baby sister calls it.
_______________________________________________________________

b. Suffixes
1. est—the most 2. ly—in that manner 3. ive—having the quality of,
given to 4. less—without 5. er—more in degree
6. ful—full of 7. en—to make or become 8. ous—having the quality of

Direction:
Circle the suffix that correctly completes each word or root. Then write it on the line to
complete the word. Finally, reread the set of sentences to make sure everything makes
sense.

1. Maurice Klutz loves to travel and tour the world. You would call him a world-class
tour_________. (or ist er)
2. Maurice is most concerned about getting to his travel destinations on time. You always
see him speed__________ through the airports. (ing ly able)
3. On one of his trips, he toured a fine museum and bumped into a very rare, expensive,
and break____________ (ly able ish) vase. You can imagine his
embarrass___________. (ly ful ment)
4. A quick-thinking security guard saw the accident and caught the vase before it hit the
floor. You know Maurice was more than grate________ for the security guard’s quick
actions. (ful ive ery)
5. After the vase mishap, Maurice has decided to slow down a bit. He figures if he looks
at the world with a little more attention to detail and slow_______ (ist ive ly)
examines things and people around him, he’ll find much more enjoy___________in his
travels. (ery ment able)
6. Oh, by the way, the security guard and Maurice Klutz became great friends. So now
when Maurice travels he takes along his new pal. You can imagine their trips together are
a very posit________ experience. (ive ly ery)
B. GET STARTED (YOUR HOMEWORK)

a. Read and answer the questions given below!

Building a Garden Fence

You work hard on your garden. Between

planting, maintaining, and watering it, you
have invested a lot of time in it. This is why it
only makes sense to try to protect it.
Installing a simple garden fence can be an
effective way to keep the critters and children
out.

Prepare wood planks, paint roller or sprayer,

cement, staple gun, wire, a miter saw, screw,
and other necessary tools before doing all of
these steps.

Setting Up Your Posts

A good size of wood planks to use for a
garden fence is 1x4s. The number you will
need depends on the size of your fence. Remember, you will need ones to run along the bottom, top,
and to cover each plank. Next, you will need to dig holes to set the posts into. Each hole should be
approximately 20-24 inches deep. The spacing on the posts will depend on a few things. If you set them
too far apart, your fence will be more likely to warp. Furthermore, make sure that your posts are level.
To do this, you will want to measure the depth of the holes you dig. Once you have poured the concrete,
you will set your post into it. Using a level is important to make sure each post is straight and level.

Paint the Planks

Although entirely optional, you may want to paint your fence. The paint can help make your fence more
beautiful while also helping to protect it from parasites and the weather. Either a roller or a sprayer can
be effective for this step. You will need to allow your planks to dry thoroughly. If you are lucky, the cement
will be cured around the same time the paint is dry.

Build the Fence

Once dry, the planks can be attached to the cemented posts to create the framework for your fence.
Attaching the 1x4s to the posts is quite simple and can be done with a few sturdy screws. Using a staple
gun, you will want to attach fencing of some sort. Whether you need chicken wire or sturdy chain link
will depend on what you are trying to keep out.

Adding a Gate
It is a pretty safe assumption that you will still want to be able to access your garden. Unless you decided
to build a very short fence, this will mean adding a gate. Unlike the rest of the fence, which you built on
the frame, you will need to build the gate independently. This is a matter of making a square or rectangle
out of your 1x4s in the proper size. Adding an “X” shape on your gate can help make it sturdier because
it doesn’t have the support of the cemented posts. You can use a Miter Saw. It will be great for cutting
the angles necessary to make the “X” shape happen. Generally, 3-inch screws put in at an angle will be
enough to support the middle of the fence. Once your gates are built and fencing has been attached,
they can be added to your existing fence.

Building a garden fence is a good investment in your property. It can significantly help protect your plants
from the many things that can damage them. If done properly, a garden fence will last you for decades
to come.
[Source: https://gardenknow.com]

b. Follow these instructions!

1. In your opinion, what is the type of this text? Give your reason!
2. So, can you guess the Structure of this type of text after reading it? Remember that
last week we have discussed about the Structure of Descriptive Text.

3. How this text and Descriptive Text are different from each other?

4. - Identify the sentences that use Simple Future Tense and write them down.
- Divide the words in those sentences based on the Sentence Pattern and Future
Tense Pattern. Example:
I am going to buy the fruits in the market
Subject Be + going to Verb 1 Object Complement

5. Put each word of those sentences according to its Part of Speech. (Table is provided)

6. - Find four sentences taken from the text. It will be great if those sentences are written
using four different tenses (Simple Present Tense, Present Progressive Tense, Simple
Past Tense and Simple Future Tense – Two different formulas of Simple Future Tense).
- If you cannot find any sentence written using certain tenses, change the original
sentence into any tenses needed.
- Then, change each sentence into Negative/Positive Sentence & Interrogative
Sentence.
Example:
No. Tenses Original Sentence Positive/Negative Interrogative
Sentence Sentence
1. Simple You work hard on your You don’t work hard Do you work hard
Present garden. on your garden. on your garden?
Tense

7. Fill in the KWL table. (table is provided) * Information about KWL is given below

8. Finally, write your comment about the text. Make sure you use all those four different
tenses.
*
READING Strategy KWL

Overview of the strategy A KWL (Know, Want, Learn) was described by Ogle in
1986 as a framework that is used to connect ones’ prior knowledge to what they
are actively learning. You begin by thinking about what you already KNOW about
the topic of study. Next, you think about what you WANT TO KNOW, and finally,
you actively LEARN something new about the topic. You can do this activity
independently or with a guidance.

Strategy procedure
1. Choose a subject of study. (I have provided this one)
2. Create a table with three columns and two rows — one row for the headings and one larger
one in which to write. Label the first column with a K for “What I Know,” the second with a W
for “What I Want to know,” and the third with an L for “What I Learned.”
3. Brainstorm ideas that you think you know already about the topic. Write those ideas under
the K column.
4. Brainstorm things that you want to know about the topic. Write those ideas under the W
column.
5. Next, study the topic. You can read a chapter, conduct research, or participate in any other
active learning strategy. In the L column, you then write down what you learned.
Source D. M. Ogle, “A Teaching model that develops active reading of expository text,” The
Reading Teacher 39, no. 5 (1986): 564-570.

c. Answer Sheet
1.

2.
3.

4. (You may change the columns & rows)

5.
NOUN VERB PRONONUN ADJECTIVE ADVERB PREPOSITION CONJUNCTION
6.
No. Tenses Original Sentence Positive/Negative Interrogative Sentence
Sentence
1. Simple
Present

2. Present
Progressive

3. Simple Past

4. Simple
Future 1

Simple
Future 2

8. COMMENT
7.