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Sentence structure Teacher overview
Prepositions and prepositional phrases
Prepositions link nouns or pronouns to other words in a sentence. They usually indicate when or where
something happens, or logical relationships. A prepositional phrase usually consists of a preposition
and a noun phrase.
Subject knowledge
G
Uses of prepositions
Prepositions are used to show:
• when – We went swimming before we went to school.
• where – The bag was under the chair.
• logical connections – He carried on despite the difficult conditions.
ES
Prepositions
This list shows many common prepositions: about, above, across, after, against, along, among, around, at, before, behind,
below, beneath, beside, between, beyond, by, despite, down, during, except, for, from, in, inside, into, like, near, of, off,
on, out, outside, over, past, since, through, throughout, till, to, toward, under, underneath, until, up, upon, with, within,
without.
PA
Prepositional phrases
A prepositional phrase has a preposition and the object of the preposition, which is usually a noun phrase or a pronoun:
beside (preposition) a ruined mill (noun phrase).
Possible teaching steps
Activity: recognising prepositions
E
Display a list of prepositions. Discuss what each preposition might be used to show (when,
where, a logical connection), for example, above, across, along, at, before, behind, beside, by,
1. near.
Display the phrase/clause: the girls shop
during, inside, into,
PL
Give students cards showing different nouns, pronouns and noun phrases, for example,
marbles, the house, a car, the football, coins, me, the fire, the phone, the morning, you. Explain
that prepositions are often used to connect two nouns or noun phrases.
SA
M
Demonstrate using two of the nouns/pronouns and different prepositions, for example, coins
inside the house, coins beside the house, coins near the house, coins at the house.
Ask students to work with a partner, choose different noun/pronoun pairs and experiment with
linking them using different prepositions.
Collect and discuss results.
Challenge students to use some of their answers in complete sentences.
Sample answers
1)To show position: across, among, (around), below, between
To show time: around, until, since, (across), (between)
To show a logical relationship: except, for, without, (between) (1 mark for every five correct)
2) a) through b) during c) underneath d) within e) over
3) a) outside b) until c) in d) behind e) inside
4) (Answers will vary.) a) the school bus b) the stone wall c) the drain d) the red buttons e) lunchtime
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Sentence structure Student task
Relative clauses
1
Join each clause to the correct label in the middle by drawing lines.
who visited
London.
he knew which
way to go.
Main clause
which had a
buckled wheel.
that came in the
mail.
Relative clause
2
I wondered
who it was.
(6 marks)
ES
they looked
uncertain.
1
Underline the relative clause in each of these sentences.
G
a) Rio, who found the money, handed it in.
b) Boxes that are made of cardboard are ideal for modelling.
PA
c) We found some packets that were full of cards.
d) The umbrella, which was broken, blew away.
2
(5 marks)
e) Looking at the students, who were very excited, the teacher sighed.
3
Complete the table to show if each clause is essential or non-essential.
Put a tick in the correct box for each.
E
Essential relative
clause
Non-essential relative
clause
PL
Tigers that are bred in
captivity live longer.
The camera, hidden inside
a penguin, was broken.
Molly, whose mum was late,
sat in the hall.
3
(5 marks)
SA
M
Students who like maths
usually like science.
The bus that was last had
a flat tyre.
4
Insert the given relative clause into the sentence, using commas where they are
needed.
a) Sentence: Isaac loved spaghetti. Relative clause: who lived in Adelaide
b) Sentence: The person wrote quickly. Relative clause: who was in front of me
4
(3 marks)
c) Sentence: My rat is white. Relative clause: which had six babies
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TOTAL MARKS
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21
Spelling Teacher overview
Verb prefixes
Verb prefixes modify the meaning of the verb but do not change the word class.
Meaning
Sample words
dis-
gives the opposite meaning
disobey, distrust
mis-
wrongly or badly
misbehave, misjudge
de-
do the opposite
devalue, defrost
over-
too much
overexcite, overvalue
re-
again or back
reinvent, rematch
co-
together with
co-exist, co-own
out-
more or better than others
outperform, outlast
G
Prefix
ES
Subject knowledge
PA
Understanding the use of prefixes
•To check that a word has a prefix it is necessary to identify the root word. If there is no root word, then the letter string at
the start is not a prefix, for example, disturb: -turb is not a verb so the dis at the start of the word is not a prefix.
•If there is a root word, then the prefix adds to the meaning of the word, for example, use (to employ), misuse (to use
wrongly), disuse (to stop using), reuse (to use again), overuse (to use too much).
E
Using hyphens with prefixes
•If a prefix ends with a vowel and the root word starts with a vowel, hyphens can be used to avoid confusion, for example,
re-employ.
•If a root word with a prefix could be confused with another word, then a hyphen is used to distinguish the words, for
example, recover (from an illness), re-cover (a chair seat); repress (stifle), re-press (press again).
Possible teaching steps
PL
Activity: changing the meaning of verbs
SA
M
Display the verb to charge. Ask students to use a dictionary to find all the meanings of to
charge that are verbs (to set an amount as a price, to formally accuse, to record an amount
to an account, to entrust someone with a task, to fill a container, to store electrical energy in
a device, to rush forward to attack). Ask students to discuss with a partner all the ways of
changing the meanings while still using the verb to charge. Collect the responses and discuss.
Focus on the use of prefixes in changing the verb meaning.
Challenge students to work with a partner to find different prefixes that can be used with the
verb to charge and the meanings that are conveyed. Collect and discuss responses:
discharge (carry out a duty; push/allow out from; lose electrical energy)
mischarge (charge the wrong amount)
overcharge (charge too much money; put too much electricity in a device)
r echarge (charge a previously cancelled amount; restore electricity in a device; accuse
again; to fill again).
Sample answers
1)a) pay, take, flow b) compose, face, rail c) behave, apply, treat d) approve, please, own e) perform, run, stay f) flow, dress, lap
g) activate, decorate, direct
2) a) disappear b) misbehave c) untie d) discontinue
3) (Answers will vary.) a) count (or tell) again b) count wrongly c) use too much d) not used now e) run faster/further than f) go on
for too long/past the finishing time
4) a) misheard b) overheated c) overcook d) misplaced e) recharged
5) (Answers will vary – check the word is used as a verb.) a) I had to redirect the parcel. b) He misled me when he said this was
easy. c) Don’t dislocate your shoulder. d) Ash was going to rebuild the shed. e) Did you overestimate the amount of food?
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Spelling Student task
Etymology and word families
1
Add three more words to each word family.
family
educate
direct
1
Write down the words in the box in the correct word families below.
knowledge
a) image b) horror c) know d) strength e) appoint receipt
appointing
strengthen
knew
disappointment
photographer
moisture
PL
f) moist imagine
laughter
G
reception
horrify
horrible
biography
PA
imagination
E
2
ES
(3 marks)
2
(15 marks)
g) receive h) laugh SA
M
i) graph 3
Use each of these words in a sentence.
a) dedicate b)dedication
c) improve 3
d) improvement (8 marks)
e)inform
f) information g) behave / 26
h) behaviour TOTAL MARKS
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