Session 1: Session title



|Session 1 What’s in a word? |

|National Curriculum |English: Apply their growing knowledge of root words, prefixes and suffixes (morphology and |

| |etymology) … to understand the meaning of new words that they meet. |

|Teaching Objectives |To use an etymological dictionary effectively. |

|Resources |Weblinks |

|PowerPoint presentation entitled What’s in a Word. Information sheet on Etymology activities. | - Online etymological |

| |dictionary. |

|Whole class: Refer to the PowerPoint presentation entitled What’s in a Word (session resource), which details words from different languages and of Arabic |

|origin. Display a selection of words on the board (Slides 2-4), asking chn what they think they might have in common. Take answers, praising all ideas, then |

|(if none of the chn has correctly answered), use slides to reveal that they all originate from different languages (Slide 5). Show chn an etymological |

|dictionary, explaining that as well as word definitions, it also contains a description of the language (and therefore where in the world) the word |

|originally comes from. Ask chn to suggest which languages they think the words come from, before tasking them to use an etymological dictionary to find out.|

|Then using copies of the Information sheet on Etymology activities (session resource), chn to work with a partner chn to complete an etymology activity |

|sheet. Lots of the words will be from Arabic, but don’t tell the chn this is the case until the plenary session. |

|Hard |Medium |Easy (Guided) |

|Refer to the Information sheet on Etymology |Refer to the Information sheet on Etymology |Refer to the Information sheet on Etymology activities |

|activities (session resource). Chn work |activities (session resource). Chn work through |(session resource). Chn work together through activity |

|independently through activity sheet 1, progressing |activity sheet 1 with a partner. Aim to progress|sheet 1, supported by the teacher with dictionary use, |

|to activity sheet 2 to research their own words. |to activity sheet 2 to research their own words.|reading and comprehension. Activity sheet 2 may be |

| | |reached if time allows. |

|Plenary |Again refer to the PowerPoint presentation entitled What’s in a Word (session resource). Show slide 6, then show chn the languages the |

| |words on slide 4 come from. Did they discover any of these for themselves? Hear about lots of the chn’s discoveries; then ask them why they|

| |think so many words we commonly use are from languages other than English/Old English. Ascertain that language travels with people and is |

| |not confined by borders (just as the goods and cultures that passed to and fro along the ‘silk road’). Over many centuries, travellers, |

| |invaders, and settlers have come to England from its immediate neighbours and from overseas, bringing knowledge, goods and languages. Next |

| |show slides 7-10. Some of these words will have been researched, and the chn will hopefully make the link that all of these words come from|

| |Arabic. Ask the chn if they notice any similarities/common themes among these words. They may spot that several of them are technical terms|

| |from the fields of science, maths or medicine. Ask the chn why they think this might be. Do they remember the ‘story’ of Leonardo Pisano |

| |(Block B, Session 1) who studied Arabic maths and brought these ideas to European business? Tell the children that language is just one |

| |legacy of the early Islamic civilisation. |

|Outcomes |Children will: |

| |Use an etymological dictionary to discover that many words in common use today have their origins in the time of the early Islamic |

| |civilisation |

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