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Variation: Instead of 'I like . . . ', the basic sentence might be 'I
hate . . . ' or 'I want to buy . . . ' or 'Yesterday I . . . ', or 'When we
are all millionaires, I will . . . ', or 'If we were given a single wish, I
would . . . '.
By choosing the appropriate basic sentence, this activity can be
used to practise a tense or structure that has been learnt recently.

Prefixes and suffixes

(Advanced) vocabulary review and enrichment; awareness of
English morphology.
Preparation: Choose a prefix/suffix you want to study and make
for yourself a list of words that include it. For prefixes, the
dictionary can be a useful source.

Procedure: Suggest a word prefix or suffix, and give the students
a minute or two to write down all the words they know which
begin or end with it. Then 'pool' all the words they have, write
them on the board, and teach any extra ones you can think of.
Note that in some cases the meaning of the prefix has an obvious
connection with the meaning of the word (sub = under,
subterranean = underground), whereas in others it does not
(subject).
See the BOX for some suggested prefixes and suffixes to use.

Variation 1: If you have more time, give the students two or three
different prefixes (or suffixes) simultaneously.
Variation 2: As a follow-up, ask the students to invent their own
new words using the prefixes or suffixes they have been working
on (something, incidentally, which is constantly done naturally by
native speakers), and to put them into sentences:
I find this word quite unlearnable! This project needs a lot of
pre-thinking!

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