LL Lower sec - Using contextual clues

Reading 101

Vocabulary Skills -
Using Contextual Clues and
Parts of Speech

Learning Objectives

To appreciate and understand that a single word
can take on several meanings when used in
different contexts.

To apply basic word strategies to decode the
meaning of an unfamiliar word in any sentence
and achieve understanding.

Introduction

Students generally have difficulties in answering a
question when faced with an unfamiliar word.

These 'big' words appear in Reading
Comprehension Questions and Summary.

Together, these two sections constitute 32% of the
total English marks.

It is important, therefore, to have the skill in
decoding an unfamiliar word so reading
comprehension would still be achieved.

Decoding an unfamiliar word

Decoding an unfamiliar word requires knowledge
of contextual clues, parts of speech, prefixes
and suffixes.

This knowledge will help you to decode the
meaning of a word.

It's worthwhile to mention that this is art as much
as science, so practice makes perfect.

Also, when decoding, it is important to think of
several possible explanations to select the best
answer.

Decoding using Contextual Clues

'Contextual' comes from the word 'Context' which
means the 'the surrounding text'

This means that the surrounding words around any
unfamiliar word is important to help in determining
its meaning.

For example, the word 'brief' has two meanings in
these sentences:
1) This news article is so brief that it doesn't say much.
2) The coach briefed the football players before the
game started.

Decoding using Contextual Clues

Using the surrounding words as a clue for the
word brief, we will know:
in Example 1, that brief means the article is short
on details as it doesn't say much.
in Example 2, that brief means the coach – as a
leader/manager – is giving a few instructions or
a short speech before the game started.

In short, using surrounding words as key words
can help you to decode the meaning of an
unfamilar word easily and effectively.

Using Parts of Speech

You have learnt that there are 8 parts of speech
in grammar.

The 4 most important Parts of Speech are:
Nouns, Verbs, Adjectives and Adverbs.

These commonly appear in texts (or questions)
as key ideas; hence, their importance.

Relying on your understanding of these 4 parts
of speech will help you to guess an unfamilar
word's meaning.


Look at these examples:
“He is under a lot of stress at the office.” and,
“Mr Tan stressed on the value of hard work.”

The first is a noun – a name. In this case, to
describe the nature of the work in office.

The second is a verb – an action – as it takes on
'ed' which only verbs can.

So we know that the first 'stress' is a name for
something while the second word describes an
action.

Using Prefixes and Suffixes

You have learnt that big words come from small
words.

The prefixes and suffixes carry clues to the
meaning of the word itself.

Some prefixes and suffixes are:
1) Un ly
2) Dis ion
3) Il or


Look at these examples:
“This doesn't taste nice as it is army ration.”
“Mr Tan rationed out the food as it's in short supply.”
'ion' means the result of an act – the word is a product
or a result of something.
'ed' means past participle – the word is an action
word

So we can guess through our knowledge of prefixes
and suffixes.

Combining them

Combing the use of contextual clues, parts of
speech and prefixes and suffixes, you are able
to estimate the meaning of a difficult word.

Collectively, they are called the 3 PS Strategy:

1st PS – Paragraphs and Sentences

2nd PS – Parts of Speech

3rd PS – Prefixes and Suffixes

Brainstorming
• Your job in guessing the meaning of a word
using contextual clues does not stop... yet.
• With the rough meaning of the unfamiliar
word guessed, you need to brainstorm at least
2 – 3 different answers for the best fit.
• In this way, you ensure that your answer is the
best one you can think of, given your current
level of vocabulary skill and knowledge.
• The more you go at it, the better you become.
So practice often!

Decoding in action
• Example: With the threat of terrorist bombing,
the government decided to increase security
measures, safeguarding the citizens’ lives and
property, in case of any uneventuality.
• Contextual Clues: ‘threat of terrorist bombing’,
‘increase security measures’, ‘citizens’ lives’
• Parts of Speech: ‘safeguard’ – verb (to ...)
• Prefixes and Suffixes: 'ing' – verbal noun
• Brainstorm: ‘protect’ or ‘secure’
• Answer: securing (gives idea of guarantee)

Learning Activity

Read the sentences and write down a synonym
for the underlined word.
1) Some companies organise rest and
recreational activities for their staff.
2) He agreed in this endeavour to go mountain-
climbing but suddenly changed his mind.
3) Don't be so snobbish as to look down on
everyone because of your wealth.

Learning Activity Answers
Some companies organise rest and recreational
activities for their staff.

1PS-rest / 2PS-adj / 3PS-belonging Ans: leisure
He agreed in this endeavour to go mountain-
climbing but suddenly changed his mind.

1PS-mountain-climbing / 2PS-N / 3PS-action
Ans: journey
Don't be so snobbish as to look down on
everyone because of your wealth.

1PS-look down / 2PS-adj / 3PS-full of Ans:
condescending

Discussion

What is the strategy available to us when we
come across a difficult word?

How does the strategy work?

In summary

We can use 3PS Strategy to decode an
unfamilar word.

Contextual Clues are clues from surrounding;
Parts of Speech helps us to find out the function
ot the word in the sentence and prefixes and
suffixes describes the partial meaning of the big
word.

Using them in combination, we are able to
achieve a good understanding of any unfamiliar
word.

LL Lower sec - Using contextual clues

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