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English Grade 8
Module 1: Week 3
Identifying the meaning of
unfamiliar words through Affixes
(Prefix, Root, Suffix)

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English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Week 3
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writer’s Name : Maria Annabeth T. Gucio

Editor’s Name : Helen Grace V. Cruz

Reviewer’s Name : Irene T. Pilapil
Illustrator’s Name :
Layout Artist :
Plagiarism Detector Software: PlagiarismDetector.com
Grammar Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR – English : Irene T. Pilapil
EPSVR - LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold J. Cardente

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
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Tel No. (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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 8

English
Quarter 1 – Module 1: Week 3
Lesson 1 - Affixes

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Introductory Message
For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module 3 Week 3

Identifying the meaning of unfamiliar words through Affixes (Prefix, Root, Suffix).
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Grade 8 Alternative Delivery Mode (ADM) Module 3 Week 3

Identifying the meaning of unfamiliar words through Affixes (Prefix, Root, and
Suffix).
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to check
What I Know what you already know about the lesson to take.
If you get all the answers correct (100%), you may
decide to skip this module.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice
What’s More to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to

Additional Activities you to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.
This contains answers to all activities in the
Answer Key module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written to help learners develop their skill in
identifying the meaning of words by knowing and understanding its function and
relation to the rest of the word in the sentence. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module all about Affixes:

Prefix, Root Word, Suffix

After going through this module, you are expected to:

1. Identify the meaning of unfamiliar words through Affixes; (EN8SS-IIIg-61.6.4)
2. Determine the different parts of the words; (Prefix, root, suffix)
3. Arrange words and phrases correctly to create well-formed sentences in
a language; (syntax)

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Define prefix?
A. The root or base word within a word.
B. A group of letters placed before a base word that changes its meaning
C. A group of letters placed at the end of a word that changes its meaning
D. An adverb added to a word to emphasize its meaning.

2. Which best define the word unharmed?

A. not harmed C. badly harmed
B. greatly harmed D. harmed
C.
3. A suffix is a group of letters that you place at the beginning of a base word.
A. correct C. wrong
B. somewhat correct D. somewhat wrong

4. When you add the prefix ‘un’ to the word tap, what is the correct spelling of
the new word?
A. untap C. untaped
B. untapp D. untapped

5. Choose the suffix below.

A. re B. pre C. ed D. in

6. What does the word loveless mean?

A. always feeling loved
B. never feeling loved
C. feeling less loved than someone else
D. a name of a girl

7. If you wanted to say someone is not helpful, which word would you use?
A. inhelpful C. nohelpful
B. helpfulless D. unhelpful

8. If you compare two videos on YouTube, how would you say it?
A. This one is funny than that one.
B. This one is funnist than that one.
C. This one is funnied than that one
D. This one is funnier than that one

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 9. When you remove the prefix and the suffix, what is left of the word
'uninterested'?
A. uninterest B. rest C. interested D. interest

10. Which suffix you can’t add to the root word ‘blind’ to make a new word?
A. es B. ing C. ful D. ed

Lesson

1 Word Parts : Prefix, Root, Suffix

It has been obvious that as that vocabulary becomes more difficult in the higher
grade levels. Students begin to struggle in achieving quality reading skills. There
are lesser and lesser learners who put reading as a hobby or perhaps a habit. Only
very little time are spent for reading.

In this lesson, you will learn to how to find the meaning of words you don't know by
using word parts. It will be a great help for you to improve your reading
comprehension skills and add-up to your vocabulary as a whole.

Understanding the importance of the lesson and the lesson itself with constant
practice, make reading as a daily habit, will help you achieve acquire the skills
mentioned above.

What’s In

In your previous lesson, you have learned about context clues. In which you get
the meaning of a word by the help of the words within it in a sentence. Thus giving
you the clues.

Let’s have a short drill to check how far you remember your previous lesson.

Directions: Read each word in the box. Write each word where it belongs.

influence height audience chance

support available instrument convince

opportunity handkerchief

1. The teacher had a great ____________________ over his students.

2. Do you know when the movie will be _________________ ?

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3. That boy has a great ___________________ to learn.
4. Do you think I have the __________________ to succeed?
5. The play was performed in front of the ___________________.
6. Did you measure your _________________ when you grew up?
7. I hope that all your teachers will _______________ you.
8. She had to _________________ her mother to let her go.
9. What _________________ do you play?
10. I use my ___________________ to cover my nose.

What’s New

You may already have a glimpse of the Chinese way of living through the literary
piece and activities you worked on in the previous lesson. You will now have a
taste of the Japanese culture in this part of the lesson.

Find-out for similarities between the Chinese and Japanese customs and traditions
as shown in the reading selections and activities in this lesson. Then, identify any
resemblance to your own culture and values as a Filipino.

Read a Japanese folktale. Study how the organization of the

paragraphs helps develop the story. You will also have to write down
2 or 3 of the Japanese traditions and values from the selection. Write
it in a separate sheet of paper following the table format in activity 1
below the story.

The Aged Mother

by Matsuo Basho

Once upon a time in the valley of Shining, there was a poor farmer and his
aged, widowed mother living a simply but happy life.

But their despotic leader was so insecure that he ordered all the weak, sick, and
old should be put to death. The young farmer was so sad and afraid. He has
decided to bring his aged mother to the mount ‘Obatsuyama’, the mountain of the
“abandonment of the aged.”

The eyes of the old mother were not so dim but that they noted the reckless
hastening from one path to another, and her loving heart grew anxious. Her son
did not know the mountain’s many paths and his return might be one of danger, so
she stretched forth her hand and snapping the twigs from brushes as they passed,
she quietly dropped a handful every few steps of the way so that as they climbed,
the narrow path behind them was dotted at frequent intervals with tiny piles of

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twigs. At last the summit was reached. Weary and heart sick, the youth gently
released his burden and silently prepared a place of comfort as his last duty to the
loved one. Gathering fallen pine needles, he made a soft cushion and tenderly lifted
his old mother onto it. Hew rapped her padded coat more closely about the
stooping shoulders and with tearful eyes and an aching heart he said farewell.

The trembling mother’s voice was full of

unselfish love as she gave her last injunction.
“Let not thine eyes be blinded, my son.”
She said. “The mountain road is full of dangers.
LOOK carefully and follow the path which holds
the piles of twigs. They will guide you to the
familiar path farther down.” The son’s surprised
eyes looked back over the path, then at the poor
old, shriveled hands all scratched and soiled by
their work of love. His heart broke within and
bowing to the ground, he cried aloud: “oh,
Honorable mother, your kindness breaks my heart! I will not leave you. Together we
will follow the path of twigs, and together we will die!”

So, he carried his mother again and brought her back to their house. He hid
her beneath the kitchen floor in a walled closet for food, which was covered and
hidden from view. He just supply her with everything she needed, continually
watching and fearing she would be discovered. Time passed, and he was beginning
to feel safe when again the governor sent forth heralds bearing an unreasonable
order, seemingly as a boast of his power. His demand was that his subjects should
present him with a rope of ashes.

The entire province trembled with dread. The order must be obeyed yet who
in all Shining could make a rope of ashes? One night, in great distress, the son
whispered the news to his hidden mother. “Wait!” she said. “I will think. I will
think” On the second day she told him what to do. “Make rope of twisted straw,”
she said. “Then stretch it upon a row of flat stones and burn it on a windless
night.” He called the people together and did as she said and when the blaze died
down, there upon the stones, with every twist and fiber showing perfectly, lay a
rope of ashes.

The governor was pleased at the wit of the youth and praised greatly, but he
demanded to know where he had obtained his wisdom. “Alas! Alas!” cried the
farmer, “the truth must be told!” and with deep bows he related his story. The
governor listened and then meditated in silence. Finally he lifted his head. “Shining
needs more than strength of youth,” he said gravely. “Ah, that I should have
forgotten the well-known saying, “with the crown of snow, there comes wisdom!”
That very hour the cruel law was abolished, and custom drifted into as far a past
that only legends remain.

Going Japanese
Directions: In the chart below, identify the values and traditions of the Japanese
people that you can infer from the reading selection The Story of the Aged Mother.
Cite the supporting detail or details in the story to prove your claim. Then, answer
the process questions that follow.

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 THE STORY OF THE AGED MOTHER

JAPANESE VALUES/
TRADITIONS SUPPORTING DETAIL/S IN THE STORY

Word Parts

Directions: In the middle of each Word Table

are words found in the selection. Identify and
write the prefix, root, and suffix (if applicable)
of each on its given space.

Prefix Root Suffix

unwhitened

unselfish

honorable

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 What is It

Prefix, Root, Suffix

The the structure of words and phrases to
create effective sentences in a language
is called syntax.

When you come across with words not familiar to you,

one of the ways to determine its meaning is by analyzing its parts. These are called
word parts and there are three parts namely: roots, prefixes, and suffixes. Like
context clues they help you define a word by applying your knowledge on the key
words around it.

The main part of a word is the root. When the root is a complete word, it’s
sometimes called a based word. A root or base word can be thought of as the
“spine” of a word. It gives the word its backbone of meaning. Often times they can
stand alone as independent words however, there are some root words that help
form many words that people use.
Root words are often times considered in the idea of the word family, or the larger
group of words that a single root word can be used to create. Check-out on the
word ‘write’; if you even just change the verb tense of the word builds up a larger
family of words.
Ex. write, writing, written
bake, baking, baked

When you modify the tense of a word, it will give you a better understanding on
how adding letters to a word would change meaning.

A prefix is a word part added at the beginning of a root or base word to change its
meaning. It is an important tool for understanding and learning new words.

See examples below:

Prefixes
Prefix Sample Words Meaning
1. anti - means “against” Antacid agent that works against acidity
2. bi - means “two” bimonthly once every two months
bisect divide into two equal parts
3.dia- means “through” or diameter length through the center of the
“across” circle

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Let’s put these prefixes into action. See how it is used in its sentences:
1. My mother always takes antacid tablets to ease her stomach pain.
2. We pay our water bills bimonthly.
3. Astronauts has noticed changes in the earth’s diameter.

A suffix is a word part added to the end of a root or base word to change its
meaning and sometimes its part of speech. Suffixes change the meaning or
grammatical function of a root word. For example, by adding the suffixes -er and -
est to the adjective fond, you create the comparative fonder and
the superlative, fondest. See the suffix -ist, the word is changed if ist is added to
describe a person who practices something.

See examples below:

Prefixes
Prefix Sample Words Meaning
1. able or ible means Agreeable tending to agree or able to be
“capable of”, “fit for, or agreed with
“tending to” breakable capable of being broken
2. al - means “relating to” national relating to a nation
or “characterized by”; it can rehearsal an act of rehearsing
also mean a “process”
“result” or “action”
3. ful - means “full of” or fearful full of fear
“tending to”, it can also forgetful Tending to forget
mean “amount that fills”

Let’s put these prefixes into action. See how it is used in its sentences:
1. The proposal of my group leader is so agreeable.
2. I miss to hear our national anthem.
3. Grandma is becoming so forgetful.

The pictures below show the word parts and how they and arrange to form another
word.

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 What’s More

Activity 1 Master Your Skill

Activity 1.1 Write the correct prefix on the blank to complete the sentence.
1. The boys were very _______happy when their basketball game was rained out.
2. Mother had to _______heat the oven before she can bake the cake.
3. I had to ______read the question so that I could understand it.
4. We watched the volcano as fire _________plodes in the night sky.
5. Being ___respectful, is very bad.
Assessment 1.1 Encircle the word with prefix in each sentence.
1. I have to undergo with the pretest so that I can qualify for the scholarship.
2. We went out for jogging on the street.
3. I rode my bicycle in going to school.
4. My uncle will buy a new automobile next month.
5. We learned about the postmodern era in our AralPan class.

Activity 1.2 Find the root word for each of these words.
1. farmer _______________________
2. favouritism _______________________
3. addition _______________________
4. government _______________________
5. musician _______________________
Assessment 1.2 Underline the root word on each italized word below.
1. The beautiful girl who greeted me this morning is unforgettable.
2. Mactan airport is an international airport.
3. Mobile phones these days are becoming indispensable to the young people.
4. Congressman Rodante Marcoleta is working very hard to impose the law.
5. The student who does not work on his assignment is an irresponsible one.

Activity 1.3 Write the correct suffix in the blank to complete the sentence.
1. She is the young_________ girl in the family.
2. The street was complete_________ covered with dust when the bus passed by.
3. The lights added magic_________ touch to the play.
4. Our teacher told us to be extra care________ not to be infected with the virus.
5. The white puppy is small_________ than the white one.

Assessment 1.3 Add the suffix to the word in the parenthesis. Use er, or, ness,
ment, ion, ist, or ence.
1. David is a great _________________. (drum)
2. The _______________ of the sun made me use my umbrella. (bright)
3. I received an _________________ letter from the English Club. (accept)
4. The boy can be _____________ to his sister when he is mad. (annoy)
5. My only one sister is the ___________ in the family. (young)

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 What I Have Learned

1. Unfamiliar words can be identified by understanding the words and sentence

structure;
2. Syntax is the the arrangement of words and phrases to create well-formed
sentences in a language.
3. There are three parts of words: prefix, root, and suffix.
4. Prefix is a group of letters placed at the beginning of a word that changes its
meaning.
5. Root word is the base word within a word. It can stand alone.
6. Suffix is a group of letters that is placed at the end of a word that changes its
meaning.

It is very important to learn how to identify the meaning of unfamiliar words

to be able to:

7. Identify the meaning on each word being read and heard.

8. Develop and boost comprehension skills.

What I Can Do

Choose a word from the box with the correct meaning based on the underlined words
in each sentence. Write your answers in the space provided.

agrarian anniversary employment useless audience

beautiful century automobile faithfully aquarium

1.Anthropology
It will be great if weuseless
study of early cultures, or the first
Aquarium things in history.
Anniversary _______
civilization
2. A road vehicle is also known as _____________________.
3. Which word above has something to do in the field? _______________________
4. How do you call a thing which is of no use? _________________
5. A group of people who hear something is _________________.
6. My friend is very interested on the study of early humans. ________________
7. His father left her a tank of water for fish. ______________
8. Mom and dad celebrate their wedding day every year. __________________
9. Angelina Julie is still full of good looks. _____________________
10. I appreciate people who have full of belief in God. ___________________

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11. Oh my God! My friend is so proud of her grandma celebrating her 100 th
birthday. _________________
12. I love to research on the history of events in time. ________________
13. Most of Filipinos are trained to get a good work to earn a living. ___________
14. The moon tonight looks extremely good! ____________________
15. My teacher is good on teaching us about the culture of a country on a period of
time. _________________

Assessment

Directions: Choose the best answer for each question below.

1. Which best defines prefix?
A. a word within word
B. a group of letters put before a root word which changes its meaning
C. a group of letters put after a root word which changes its meaning
D. a stand-alone word

2. Suffix means _____________________________________.

A. a word within a word
B. a group of letters put after a root word which changes its meaning
C. a stand-alone word
D. a group of letters put before a root word which changes its meaning

3. Root or a base word is ______________________________________.

A. a word within a word
B. a group of letters put after a root word which changes its meaning
C. a group of letters put before a root word which changes its meaning
D. a stand-alone word

4. What prefix would you add to the word ‘finished’ to show that there is still some
work to be done?
A. un B. dis C. mis D. not

5. What suffix would you add to the word ‘air’ to show that a room lack of ventilation?
A. ed B. ful C. lack D. less

6. What prefix would you add to the word ‘view’ to indicate that you see something
before other people do?
A. pre B. dis C. re D. in

7. What prefix would you add to the word ‘wise’ to say that someone is not wise.
A. dis B. un C. in D. so

8. Which two suffixes have the same meaning?

A. ful and less C. less and ness
B. s and es D. ing and ness

9. What does the prefix ‘dis’ do to the word appeared in this sentence?

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The man disappeared before her eyes.
A. It tells you that the man appeared bigger than before.
B. It tells you that the man vanished
C. It tells you that the man appeared to be further away.
D. It tells you that the man never go away.

10. What does the suffix ‘ful’ do to the word house in this sentence?
She has a houseful of guests in that weekend.
A. It tells you that her house was empty that weekend.
B. It tells you that she her house was a mess that weekend.
C. It tells you that she had lots of guests staying in her house that weekend.
D. It tells you that she had full of housework that weekend.

11. Despite the complex security systems in modern vehicles cunning thieves still
manage to get away with thousands of cars and trucks every year. The word cunning
means __________.
A. foolish C. kind
B. ignorant D. skillful

12. The poor farmer loved his mother with tender reverence. The underlined word
means_____________________.
A. acceptance C. respect
B. consideration D. sympathy

13. No one ever thought about disobeying the mandate of the cruel officer.
Mandate means _______.
A. inquiry C. request
B. order D. suggestion

14. Which of the following is the best suffix for the underlined word in the sentence?
The entire province was given the strict order to ‘immediate’ put to death all aged
people.
A. ly C. ful
B. less D. ed

15. Which of the words below is correct to replace the underlined word in the
sentence.
The despotic leader had a great and cowardly shrinking from anything suggestive of
fail health and strength.
A. failed C. failed
B. failless D. failing

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 Additional Activities

Use the word bank to complete each sentence.

Word Bank
biweekly disabled microphone monotone unclear
costar unfriend mid-flight rewrite uninterested

1. His handwriting was so messy, his teacher made him ______________ his
paper neatly.
2. If you are confused or __________________ about any information, please ask
me questions after the presentation.
3. Because we get paid ________________ I won’t get another money until next
week.
4. She acted _______________ even though she was very curious about the new
guy at work.
5. The motorcycle ran out of fuel, so it is ____________________.
6. The leader spoke with a ___________________ voice.
7. Enrique Hill and Liza Soberano will __________________ in a new movie.
8. I ______________ him from Facebook. He is annoying.
9. Please speak into the _________________ so the whole audience can heal you.

10. The robber _______________________ the security alarm.

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 20
wisdom.
still be of great help because of their
silence. Then he realized that the old can
The governor listened and then meditated in Respect to the old.
climbed.
every few steps of the way so that as they
passed, she quietly dropped a handful
snapping the twigs from brushes as they
The mother stretched forth her hand and Parents love their children so much.
of risking his life.
The son took his old mother back home in spite Children love their parents so much.
Supporting detail/s in the Story Japanese Values/Traditions
The Story of the Aged Mother
A. Japanese Values/Tradition
What’s New
Additional Activities Assessment What I Can Do
1. rewrite 1. B 1. archeology
2. unclear 2. B 2. automobile
3. biweekly 3. A 3. agrarian
4. Uninterested 4. A 4. useless
5. disabled 5. D 5. audience
6. Monotone 6. A 6. anthropology
7. Costar 7. B 7. aquarium
8. unfriend 8. B 8. anniversary
9. Microphone 9. B 9. beautiful
10. Mid-fight 10. C 10. century
11. D 11. faithful
12. C 12. chronicle
13. B 13. employment
14. A 14. wonderful
15. D 15. civilization
What’s More
Activity 1.1
1) un 2) re 3) re 4) ex 5) dis What's In What I Know
Assessment 1.1
1) Pretest 2) shopping 1. influence 1. B
2) bicycle 4) automobile 2. A
5) postmodern
2. available
3. C
Activity 1.2 3. opportunity
4. C
1) Farm 2) favor 3) add 4. chance 5. C
4)govern 5) music 5. audience
Assessment 1.2 6. B
1. forget 2. nation 3.
6. height 7. D
nation 4. dispense 5. work 7. support 8. D
Activity 1.3 8. convince 9. D
1) ful 2) er 3) er 4) dis 5) ing 9. instrument 10. A
Assessment 1.3
1) er 2) ness 3) ance 4) ing
10. handkerchief
5) ist
Answer Key
B. Word Parts
Prefix Root Suffix
unwhitened
un white ned
unselfish
un Self ish
honorable
- Honor able

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References
1. Lapid, Milagros G./Serrano, Josephine B. 2010. The Story of the Aged Mother. English
Communication Arts and Skills Through Afro-Asian Literature. Phoenix Publishing House,
Inc.
2. Andrada, Fidel. 2020. “Suffixes.” Root/Base/Affixes. Fidel Andrada. 2020.
https://5ebef014773bc.site123.me/suffixes. Exact date published is disable by the publisher.
3. Boggs, Christina. 2011. “Teaching Root Words, Prefixes & Suffixes | Study.Com.” Study.Com. Christina
Boggs. 2011. https://study.com/academy/lesson/teaching-root-words-prefixes-suffixes.html. © copyright 2003-
2020 Study.com. All other trademarks and copyrights are the property of their respective owners. All rights
reserved. Contact us by phone at (877) 266-4919, or by mail at 100 View Street #202, Mountain View, CA
94041.
4. Nordquist, Richard. 2020. “A List of 26 Common Suffixes in English.” Thought Co.
Dotdash Publishing Family. 2020. https://www.thoughtco.com/common-suffixes-in-
english-1692725.
5. Josephine Bass Serrano, and Milagros G Lapid. 1976. English Communication Arts and Skills I -
4. Manila: Alemar.
6. Forlini, G. (1999). Grammar and Composition. New Jersey: Prentice-Hall Inc.
7. Glencoe/Mcgraw-Hill. (2018) 2000. Glencoe Grammar and Composition Handbook, High
School 2. 2nd Edition. New York, N.Y.: Glencoe Mcgraw-Hill.
8. Johanna Cailey. 2020. “40 Suffixes in English You’ll Be Glad You Learned.” FluentU
English. Enux Education Limited. April 6, 2020.
https://www.fluentu.com/blog/english/suffixes-in-english/.
9. Abutay, Lelani, Dina Bonao, and Editha Crucis. (2020) 2015. K-12 Grade 8 Learner’s
Matertial in Science. 1st Edition. Pasig City, Philippines: Filipinas Copyright Licensing
Society. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc.
in seeking permission to use these materials from their respective copyright owners.

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 410-4525
Email: oliver.tuburan@deped.gov.ph

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