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Ken Lackman & Associates Educational Consultants
Wor ord d For Format matii on Games Activities with Prefixes and Suffixes
Word Formation Games
Contents 2 3 5 5 7 7 8 8 9 10
Introduction Suggested Teaching Approach Activities
Guess the Affixed Word Papers on Walls Categorizing Suffixes on the Board Four Walls Circle Brainstorm FCE-style Gap Fill
Word Formation Games
Contents 2 3 5 5 7 7 8 8 9 10
Introduction Suggested Teaching Approach Activities
Guess the Affixed Word Papers on Walls Categorizing Suffixes on the Board Four Walls Circle Brainstorm FCE-style Gap Fill
Word Formation Games
Introduction Affixation is the process process of adding adding suffixes suffixes and prefixes prefixes to a base to to change the meaning of the word and/or change it to another part of speech. Prefixes primarily affect the meaning of a word, the most common being the ones which form opposites, like -un, -un, -in, -in, -im, -im, -il, -il, -ir , etc. However, in this group are also those which add more specific meaning, like -de, which can indicate the removal of something (de-ice, destabilize, dehydrate, etc.) and -mis, which refers to things which are done wrongly or badly (miscalculate, misquote, misuse, etc.). In addition, there are numerous prefixes with specific connotation connotation (-bi (-bi = two, -co = -co = with, -pre - pre = = before, etc.) Suffixes, on the other hand, primarily classify words. There are two types of suffixes, inflectional suffixes, which denote the word’s grammatical function, (-s indicates -s indicates plural, -est, -est, the superlative, -ed, -ed, -past tense and participles) and derivational suffixes, which classify the part of speech. For example, the suffix -al turns -al turns nouns into adjectives (accidental, regional, musical, etc.) and –ion changes ion changes verbs into nouns (action, creation, exhibition, etc.). However, in this group there are still some that impart some semantic notion, like –er and and –or which which form nouns to refer to people (actor, drummer, etc.) and others like –ence, ence , which form nouns which refer to the action, state or process connected to the original verb (insistence, correspondence, preference). Then there are suffixes whose semantic contribution is much more obvious, like -less, -less, indicating the lack of something (careless, endless, flawless) and –proof , which indicates protection against something (waterproof, foolproof, soundproof). From the student’s perspective, affixation is a valuable aspect of English to
Word Formation Games
Suggested Teaching Approach A systematic approach, especially in regards to the form and meaning of affixed words and their interrelationship, would aid students both receptively and productively. Although there are a limited number of rules for affixation, there are many patterns and raising student awareness of these patterns will help them understand affixed words when they come across them and also help them create them by applying appropriate prefixes and suffixes to root words. Michael Lewis, in Implementing the Lexical Approach, said that “...it is easier to remember patterns than random lists...we recognise wholes to be broken down, not parts to be built up.”(1998:56) The application of the strategy that the Lexical Approach takes to semi-fixed expression could provide a suitable system for teaching affixation. Consider the following sample from Implementing the Lexical Approach: Could you pass the ...., please? The expression with the slot unfilled still carries clear meaning and filling the slot reveals similarity among the items. Once we fill it, we realize that the items we have chosen are all likely to belong on a dining table (salt, butter, wine, etc.) Similarly, we could do the same sort of thing with affixation.
mis
inform pronounce read quote
Word Formation Games
Gairns and Redman assert that “for lower level students...the best policy is to treat the derivatives as individual items and teach those which are most important for their productive (or receptive) vocabulary.” (1996:49) However, affixation which occurs in high frequency words at their level should be explicitly pointed out. Using the example mentioned above, it wouldn’t be difficult to mention that the prefix -im creates the opposite of ‘possible and is stronger than “not possible’. Not only should this be corrected to avoid fossilization, but low level students should be encouraged to use simple affixes and discouraged from going around them, hence opening them up to acquiring more affixes. McCarthy points out that the suffixes –er and –or are highly productive as they can be attached to a large number of words and lower level students can be made aware of the concept of affixation with simple examples of this (write/writer, act/actor, read/reader, etc.) (1996:100) Generally, the exercise which appears in the Headway Elementary workbook, where students are asked to form nouns with –ion from given verbs and vice-versa, is a good example of an easy low-level activity which will familiarize students the form and function of affixes. For levels above elementary, affixation should be dealt with by highlighting the affix and looking at groups of words which can be fit into the slot next to it/them. Keeping to Michael Lewis’s restriction of 5 frame fillers is a good idea as it is a sufficiently low enough number to allow for selection of words of similar nature. Once this pattern has been established, it would be a good idea to let the students to pick out other words which fit the model orthographically, phonologically or semantically. This could be done receptively (listening or reading text) or they could be given lists of words which they would have to sort according to their potential to fit into slots provided by the teacher. For example, ‘recognize’ would be more likely to fit into the un______ able slot than to the one next to over__________. The point is that students recognize the patterns.
Word Formation Games
Activities Guess the Affixed Word
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
A simple activity would be to have the student - once they were introduced to an affixation pattern - think of a situation in which they could apply a word from that pattern and then they would explain the situation, without the word, to a partner who would have to apply the word to it. For example, if the un_______able structure was being featured, a student might tell another about seeing a friend in a costume and not realizing who it was. The intention would be that the partner would say the friend was 'unrecognizable'. Students can quiz each other this way and they get a point for each affixed word that is guessed correctly. The game could also be played in threes, where one student gives the clue and the other two compete to see how can say it first. This concept is observable in the game below, where each student would be give a strip with a gap fill and they have to mingle and say their sentence with a gap to another student, who would then have to figure out the affixed word that belongs in the gap.
Fill in the spaces with a negative adjective. The negative prefixes are dis, im, in, ir and un. 1. He never agrees with anyone. He is very _______________________able. 2. He and his brother are never separate. They are ______________________able. 3. I cannot use that old computer. It is ________________________able.
Word Formation Games
The above activity could be made more challenging for students by not mentioning the root word in the clue and instead by using synonyms or other words to get the same meaning across. For example:
1. He always argues with anyone. He is very _______________________able. 2. He and his brother are never apart. They are ______________________able. And the above version of the activity could be simplified by only using the same negative prefix. Consider the example below, which could be used by learners at a lower level to elicit the words u n h a p p y and u n l i k e .
1. He is very sad. He is very un _______________________. 2. He is not the same as his brother. He is un ______________________ his brother.
Card version
Cards could be made for a game where the students could just turn over a card with a clue and the answer. They would give the clue to the other student(s) they would be playing against who would have to guess the affixed word on the card. Cards could be prepared by the teacher or by groups of students for other groups of students to use. Words with prefixes can easily be located in a dictionary while words with the same suffix can be found at http://onelook.com/ . Type in an asterisk and then your suffix (e.g., *ment) and then hit SEARCH. Then hit COMMON WORDS only.
Word Formation Games
Papers on Walls
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This is a really useful activity to find out what students already know and to get them familiarized with common affixes and certain affixed words. It can It can be a great warmer for any lesson featuring affixed words. To prepare for the activity, decide on which affixes you want to deal with (all prefixes, all suffixes, a mixture of both, negative prefixes, etc.). Write each affix on top of a sheet of paper and spread the papers out on the walls of the classroom. You should have at least 6 different affixes/papers. Divide the students into pairs or small groups and give each team a different coloured marker. Explain that when you say to start, they will write some examples of words on each sheet that feature the affix written on the top. The only rules are they cannot write one that is on the sheet already and they can’t write two in a row in their colour (so that they don’t just stand at one sheet). In the end, whoever has contributed the most words, wins. Give teams a minute to discuss their strategy (I’ve seen students throwing the marker around the room) then tell them to start. When they’ve finished , eliminate the incorrect words, provide explanation of others, if necessary, and have each group total up their contributions to determine the winning team. Alternate version
Categorizing
Have enough sheets with affixes on them for every team in the class. Post them on the walls. Each team has a different coloured marker. Tell each team to start in front of a different sheet on the wall. When you say to start, they race to write an affixed word on each sheet in succession (in a clockwise direction) and the first team to finish all of the sheets wins. You can have teams play for second and third place also. Speaking
Listening
Reading
Writing
Word Formation Games
about the suffixes, e.g., “ness” is the most popular noun suffix, “ly” is really the only adverb suffix, “al” can be used for adjectives and nouns and there are relatively few verb suffixes, other than “ed” and “ing”, which, of course, are used for adjectives also.
Four Walls
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This is a very simple game that can be used as a warmer and a review of suffixes used for different parts of speech. To prepare, you need four sheets of paper labeled with the four main parts of speech and you need a list of words with suffixes. You can use words that the students have dealt with already or, if you want to make it more challenging, you can use new words. It’s possible to use words they are unfamiliar with as long as long as they end in a suffix that would determine its part of speech. You could even throw in words that could be more than one part of speech like professional or acting. Just before you start the activity, you need to post each part-ofspeech sheet on a wall in the classroom. Then ask the students to stand up and when you say a word from the list, they have to move to the wall representing the part of speech it is. Let them know if they are correct. Continue with other words.
Circle Brainstorm
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
Word Formation Games
information organization disorganized disapprove approv al professional
(suffix matched ) (root matched ) ( prefix matched ) (root matched) (suffix matched)
Alternately, you can allow them to match any part of the word. Example below: information education organization organiz er player re play To make this game more challenging, disallow using –ed and –ing as affixes. Make sure students that realize that in order to keep the game going, if they can’t think of a word, they should make one up. This is a very useful activity because it encourages students to speculate by using their basic knowledge of affixation to create affixed words that they are unsure of.
FCE-style Gap Fill
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This activity is based on an a section of the Cambridge FCE and CAE
Word Formation Games
A great way to use this in class is to get students to write the gap-fill exercises themselves. This not only saves the teacher lots of work but it gives the students writing practice and a chance to attach affixes to words and then work them into a context. Then, of course, once they’ve written the exercises, they can switch with other students and get practice filling in the gaps. A good way to prepare students for this is to put them in pairs and give each pair list of 5 or 10 root words, depending on how long a text you want them to create. You can use the list in the appendices for this (page 20). Then students work in pairs and have to contextualize the root words – in different forms – in a text. They can write about anything they want as long as they can fit the words in. They use dictionaries to help them change the form of the word and they write the root word in the margin and number the gaps just like in the sample above. Students should write the exercises on sheets of paper and when they are finished, they write their names on it and hand it to you. When all students are finished put their papers in a pile and start a race to see who can do the most gap fills correctly. Each pair comes up at takes a paper. They cannot write on the papers so they must write their affixed words in their notebooks instead . When they they’ve chosen an affixed word for each gap, they check with the team who wrote it to see if they got them correct and they award themselves a point for each correct affixed word. Then they take another paper and continue. When I do this, I also write one which I contribute to the pile (with my name on it). This ensures that there is always an extra exercise available for students to do.
Word Formation Scavenger Hunt
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This activity is unusual because it is a competitive game that involves
Word Formation Games
CATEGORY
POINT VALUE
a noun with a suffix
1
an verb with a suffix (not with –ed or –ing)
25
an adjective with a suffix
1
an adverb with a suffix
1
an adverb of opinion
5
a word with a negative prefix
2
a prefix that has a specific meaning (not just to negate) a word with a negative prefix with a positive meaning a noun formed from an adjective a noun formed from a verb a verb formed from an adjective an adjective formed from a noun an adjective formed from a verb
15 25 10 10 20 10 10
WORD 1
WORD 2
LINE TOTAL
Word Formation Games
Jeopardy
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This game is fun and a great way to get students familiar with the meaning and/or use of affixes and the types of words that go with them. You can create your own games or you can use the ones included in the appendices. If you are creating a game for suffixes, you may want to use http://onelook.com/ . Type in an asterisk and then your suffix (e.g., *ment) and then hit SEARCH. Then hit COMMON WORDS only (under SEARCH). But the best idea is to have your students create the game. Decide how many categories (affixes) you are going to have and put students into small groups and give them each one category (or two, depending on the number of groups you have relative to the number of categories). Then using the dictionary, they look up five (or three, if you want to create a quicker game) words with the same affix, write the clues and arrange them in order of difficulty. Once all students have done that, draw the game grid on the board with columns for each affix (write the affix on the top) and then rows below with the dollar amounts (100, 200, 300, etc.). Then one team starts and picks any category other than their own. Then erase the dollar value for that square. The team that wrote that category gives them the clue in the dollar range they indicated. If they get it right, write the answer in the square and write their points on the board, beside the team name. Continue in this way.
Word Building Card Game
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This is a fun and challenging game that familiarizes students with the most common affixes and common root words that go with them. It provides an excellent opportunity for student to use their knowledge and make educated
Word Formation Games
play, he/she places a card face down in f ront of his/herself. Once all cards have been played, each player counts the cards they placed face down in front of them and that number is subtracted from 4 (total number of cards they started with) to give them the final score for that round. The scores for each player are written on a score sheet. For the subsequent rounds, all cards are collected and shuffled and the judge and dealer roles move one player to the left. Note: any word which uses the root card and a suffix/prefix card is allowed. Thus, the “profess” card is combinable with “al” to form “professional” even if the player does not have the “ion” c ard. The winner of the game is the one with the highest score at the end. Game 2
Arrange students in groups of 3 to 6 players. You will need more than one deck for larger classes unless you want to have students play as a pair. One student is the judge and takes the set of cards with all the affixed words on them. The judge places the cards with the affixed words in front of him/her. The player to the left of the judge is the dealer. The dealer deals 4 cards to each player, puts the pile in the centre and then picks up the top card from the pile and adds it to his/her hand. Dealer then chooses one card from his/her hand and puts it in the centre. Play moves to the left as players must use the prefix/suffix on that card to form words with one of the two words on their cards. Each card is played on top of the first card so that the affix on the first card remains visible and is always the one that is played upon. If a player cannot combine a word from one of his/her cards, they place one of their cards upside down on the pile, still allowing the original affix on the first card to show. Judge determines legitimacy of each word and each player uses it in a sentence. The dealer plays last card. The last card played face-up takes the trick, meaning that all cards in played in that round are given to the last player to successfully form an affixed word.
Word Formation Games
Word Formation Family Feud
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This activity is based on the popular game show where there are two teams (usually two families) who each take turns trying to guess all the items in a certain category (e.g., fruits that begin with ‘O’). In this versi on, there are two teams and the teams try to name all the common affixed forms of a certain root word. What the common forms actually are, is up to you. What you need to do to prepare for this game is to choose a group of root words – you can use the Judge ’s cards from Word Building Card Game, if you’d like. Usually a round of play with one word takes around 5 minutes so that will determine how many words you will need when you do it in class. Then you select your root words and choose a group of at least 4 affixed forms for each that you feel your students should know or learn, e.g., excite, excitement, exciting, excited, excitedly, excitable, unexciting . To play the game in class, divide the students into two teams. For large classes, you can go with three. Write the list of root words on the board. One team decides to go first and they choose one of the root words to attempt. Then list on the board the part of speech of each affixed word for the root word. Below is the example for excite (including ‘excite’ itself): V N Adj/V Adj/V Adv Adj Adj
Word Formation Games
Guess the Affix
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Pronunciation
Warmer/Icebreaker
This game provides students with a list of 10 root words which all take the same affix. They have to guess what affix it is by listening to the words and thinking about which affix they could apply to all of them. An easy way to play this game is to put the students in teams of two to four and give each team some strips of paper and a marker. Then you read out the list of 10 root words and they have to think of what affix would go with all of them. You can choose to read less than 10, if you’d like to make it more challenging. Give them a time limit to think of the affix and then a warning that they have 10 seconds left. They have to write the affix on the strip of paper with the marker and when you say “Go”, th ey hold it up. Look at what each group wrote and award teams with the correct affix a point. Play again with another group of words. Sample with root words for ‘-ment’
…MENT 1. Govern 2. Develop 3. Depart 4. Treat 5. Manage 6. Move 7. Environ 8. Agree 9. Invest 10. Equip
Alternative version
In this more challenging version, teams can write whatever affix they think it
Word Formation Games
Finding root words
The best way to find root words for this game is to go to a corpora website like http://www.americancorpus.org/ You will need to register to use it but it is free and it’s a great tool for language learners and instructors. Simply type in the affix with an asterisk in the WORD(S) box to get the words with that affix. So, for example, if you type in *ment, and hit SEARCH, you will get the following list: 1. Government 2. Moment 3. Development 4. Department 5. Treatment 6. Management 7. Movement 8. Environment 9. Agreement 10. Investment 11. Equipment Note that “moment” is not actually an affixed word, so you can eliminate it and replace it with ‘equipment’ to get 10 words. If you scroll down you will find a lot more words. The words are in order according to how frequently they occur in the corpora databank. So, it would appear that the most popular word with the suffix “ment” is ‘Government’. You can write “ment” on the top of your list and just write the root words below, without “moment”, of course. …MENT 1. Govern
Word Formation Games
Corpora Website
http://www.americancorpus.org/
Word Formation Games
Appendix W o r d s f o r C a t eg o r i z i n g S u f f i x e s o n t h e B o a r d
fame
dependency
famous
excitable
action
independent
profession
excited
active
direct
professor
unexciting
actor
direction
professional
exciting
variety
director
professorship
excitedly
actively
directness
professionally
use
activist
directly
professionalism
useful
activism
directional
specify
useless
activate
personalize
decision
useable
compete
personality
undecided
usefulness
Word Formation Games
Jeopardy Games Grid for Negative Prefixes (upper-intermediate - advanced level)
de
dis
il
im
in
mis non
ir
un
100 100 100 100 100 100 100 100 100 200 200 200 200 200 200 200 200 200 300 300 300 300 300 300 300 300 300
Word Formation Games
Negative Prefixes Answer Sheet
de
dis
il
im
de-ice to remove frozen water from something, esp. airplane
dishonest adj. for someone who doesn’t tell the truth
illegal against the law
impolite someone who is rude
inaccurate something which is not 100 % correct, esp. statistics
devalue to decrease the worth of something, esp. currency
disable to take from something the power to work or function
illogical something which makes no sense
imperfect something that isn’t 100% - it has some small flaws or mistakes
indirect not straight, roundabout
decentralise to remove power from one place and distribute equally, esp. gov.
displeasure, dissatisfaction a noun for unhappiness about something
illiterate adj. to describe someone who can’t read or write
immature an adult who acts like a child
deodorise to remove the smell from something
discomfort the feeling of just a little bit of pain or physical unpleasantness
illegible adj. to describe handwriting which cannot be read
immeasurable something very big – cannot be measured
in
mis non
ir
un
non-alcoholic drinks without anything which makes you drunk, e.g. some kinds of beer
irresponsible adj. for one who doesn’t care about the results of their actions
unfair not right according to a set of rules or principles
misfortune bad luck
non-fiction literature which is true stories
irresistible adj. for something which you have an uncontrollable attraction to
unused something (esp. manufactured which is new
indefinite undecided or uncertain, no fixed limits, like the article “a” or “an”
misbehave to act badly, esp. for children
non-profit companies which are designed not to make money
irregular not straight, or according to rules or in rate of occurrence
unwelcome uninvited adj. for guests that you don’t want
infinite not having an end
misinform to tell someone something wrong
non-violent someone who doesn’t believe in physical force esp. to get civil rights
irrelevant something that is not connected to what is being talked about
unbeaten adj. for a sports team which has not yet lost a game
mispronounce verb for saying words, esp. in another language with the wrong sound
Word Formation Games
Prefixes (intermediate - advanced) inter
over
under
pre
re
sub
trans
international between or among different countries
overtime noun for when you work later than your scheduled hours
underground adj. to describe something which is below the surface of the earth
prefix noun for something which is attached to the beginning of a word to change its meaning
rewrite to write something again
subtitles translated words under the screen in foreign language films
transcontinental word to describe something, (e.g. train) which goes across Europe, Africa, North America, etc.
interpersonal adj. to describe relations between people
overweight adj. to describe someone who is heavier than they should be
undergraduate noun for someone who has not yet completed university
prehistoric adj. used to describe something that existed before history was recorded
refill to pour some more liquid to the top of a something after it has been emptied
subplot not the main story in a film or play, but a lesser one that also happens
transform verb to describe a change in appearance, shape or character
interracial adj. for between or among different races of people
overcrowded adj. to describe somewhere where there are too many people
underdeveloped adj. used esp. to describe agricultural countries without much industry
preview to see something, esp. a film before it is released for the general public
reappear when something goes away or you can’t see it and then you can
subhuman adj. to describe a person who is more like an animal than a person
transplant to move something growing in the ground to somewhere else. Also used for organs
interplanetary between or among planets
overflow verb for when water or other liquid runs out of something because it is too full
undercharge verb for when someone asks you to pay less than you should for something
prejudge to form an opinion about a person before you really know them, esp. based on ethnicity
reconstruct to rebuild something
sub-standard adj. to describe something that is below the usual acceptable level
transaction a business deal
Word Formation Games
Suffixes (intermediate – advanced) ...ment
...less
...ness
…ship
…ize
…able
…ity
…ism
a thing or substance, often related to something else
without something
a state or condition
state, condition or quality an art or skill
to make or create
having the ability
name of a quality
a belief or practice
payment money given to someone usually for a service
harmless something that won't hurt you
blindness a condition where a person cannot see
friendship the state of being in a relationship which is not family, romantic or sexual
apologize to make a statement saying you are sorry for something
comfortable when something makes you feel relaxed, for example a piece of furniture
creativity the quality of making new things or ideas
racism a belief that some people are better than others depending on the colour of their skin
basement part of a building which is below ground level
fearless not at all afraid
weakness the condition of having very little strength
dictatorship the state of living in a country where one person has all the power
equalize to make two or more things the same
affordable something you are able to buy because you have enough money
infinity the quality of going on forever
journalism the practice of reporting news for the media
judgement a decision or evaluation made about someone or something
worthless describing something that has no value
closeness the state of two things or people being near each other, physically or emotionally for people
ownership The state of possessing something
magnetize to make a piece of metal so it attracts another piece of metal
unforgettable memorable a word to describe something you will always remember
maturity the quality of acting your age or even older than you are
optimism the belief that everything will get better
treatment a substance used to care for an illness or wound
speechless describing someone who cannot or will not talk, usually just for the moment
likeness the state of resembling something
companionship the state of having someone with you to keep you from being lonely
penalize to punish someone for doing something wrong
disposable Something you can throw away
humidity the quality the air has when it is very moist
anarchism the belief in a country without government
Word Formation Games
Common Root Words from FCE Exam Word Formation able accept accommodate accurate act active actual adequate admire advertise advise affect agent agree allow ambition appear apply acquaint arrange arrive attract authority base beauty behave believe bore
convince correct cost courage cure danger dark day decide defend deport depressed design desire detect develop difficult direct discover distant drama early educate else employ engage enjoy entertain
friend full generate grand harm heavy help hide high honest hope imagine important impress improve increase influence inhabit injure intelligent intend invite judge know legal like likely literate
operate oppose organize origin paint patient perfect permit please polite politic popular possible praise predict prefer prepare press pride probable produce profession pronounce protect publish qualify rain rare
scarce science secure select sell sense settle shock short shy sign similar skill slip sociable solve south speak special spell state steady strong stubborn success sufficient sure surprise
predict
addict
settle
value
use
famous
equip
patient
wonder
affect
y c n e / e c n e
e l b i
n o i / t / a
s i d
n i
certain
effect
generate
attract
understand
quality
dictate
compete
perfect
success
e v i
y c a
l a
e l b a
n i
precise
manage
expect
solve
habit
legible
recognize
adequate
invite
sense
y t i
t n e m
s s e n
e v i
t n e m
allow
verb
accurate
modern
explain
equal
nature
tradition
educate
occasion
n o i / t / a
m i
e v i
l a
r o
accommodate
develop
person
resent
popular
courage
member
forget
observe
convenient
t n a
y c a
s s e l
e l b a
e v i
vary
exist
oppose
detect
require
friend
organize
agree
imagine
cure
m i
s i m
r o
n u
n u
act
probable
honest
select
profess
notice
taste
admire
depend
correct
s s e l
l u f
s s e n
s i d
n u
advise
help
scarce
impress
state
treat
react
repute
relate
please
n o i / t / a
y t i
n i
n i
l u f
able
fortunate
secure
concentrate
judge
literate
prepare
improve
arrange
construct
e l b a
l u f
y c n e / e c n e
y t i
desire
entertain
produce
care
engage
mature
operate
expense
politic
move
e l b i
p i h s
s i d
e l b a
s s e l
s s e n
harm
tact
defense
social
acquaint
pronounce
train
real
logic
employ
m i
t n e m
s i m
l i
n o i / t / a
consider
similar
skill
reason
present
perfect
lonely
possible
like
place
n o i / t / a
p i h s
t n e m
n u
n o n
separate
luck
important
legal
edit
prefer
accept
contribute
fair
pure
l i
s s e l
n u
n i
n u
appear
remark
frequent
enjoy
believe
direct
excite
exhibit
change
polite
t n a
y t i
s s e n
n o n
l u f
able: ability, disability, inability, unable, enable, accept: acceptable, unacceptable, acceptance, acceptability accommodate: accommodation, accommodating accurate: accuracy, inaccurate, inaccuracy, accurately, inaccurately acquaint: acquaintance, acquainted, acquaintanceship, unacquainted, reacquaint act: action, active, inactive, inaction, actor, acting, actively, inactively, actionable, activist, activism, acted, enact, enactment addict: addictive, addiction, non-additive adequate: inadequate, (in)adequately, admire: admirable, admiration, admirer, admirably, admired advertise: advertisement, advertiser, advertised, advert, adverts advise: advisable, inadvisable, advisor, advisedly, advisory affect: affective, unaffected, affection, affectation, disaffected, disaffection, affectionately agree: agreement, agreeable, disagreeable, disagreement, agreeably, agreed, agreeing allow: disallow, allowance, allowable, allowably, allowed, allowedly, allowing
appear: appearance, appearances disappear, disappearance, disappeared, apply: application, applicable, inapplicable, applied, applying acquaint: acquaintance, unacquainted, acquainting, acquainted arrange: arrangement, unarranged, arranging, arranged, arranger attract: attractive, attraction, unattractive, attracted, attracting believe: believable, unbelievable, disbelief, non-believer, believed, believer, believing care: careful, careless, uncaring, caring, certain: uncertain, certainty change: changeable, unchangeable, unchanged, changed, changing, unchanging collect: collective, collection, collectible, collector, collecting, collected compete: competition, (un)competitive, noncompetitive, competitor, competitiveness, competitively, competently, competency, competence, competing concentrate: concentration, concentrated consider: considerable, consideration, considerate, considerately, considerably inconsiderate, considering, considered
construct: construction, reconstruction, reconstruct, reconstruction, constructive, deconstruct, deconstruction, constructor, unconstructed contribute: contribution, contributor convenient: convenience, inconvenient, conveniently, inconveniently correct: corrective, correction, correctness, corrector, incorrect, correctly, correctitude, courage: discourage, discouragement cure: curable, incurable, cured, curing defense: defensive, defensible, defensiveness, indefensible, defenseless depend: dependable, dependability, independence, independent, dependence, dependant, dependency, undependable, interdependent, independently desire: desirable, undesirable, desirous, desirability, desirableness detect: detectable, detective, detection, detector, undetected develop: development, undeveloped, developer, developmental, non-development decide: decision, undecided, indecision, decisive, decisiveness, indecisiveness, indecisive, decidedly dictate: dictator, dictatorship, dictation, dictatorial
direct: direction, indirect, directive, director, misdirect, directness, directly, redirect, directional, directory, directorate edit: editor, edition, editorial, editorship, reedit educate: education, educator, uneducated, educational, educable effect: effective, effectiveness, effectual, effectualness, ineffective, ineffectual , effectively, effectuate employ: employment, employable, unemployed, unemployment, employee, employer engage: engagement, disengage, engaging, enjoy: enjoyable, enjoyment, entertain: entertainment, unentertaining, entertainer, entertained equal: equality, inequality, unequal, equalling, equalize, equalization, equalizer equip: equipment, unequipped, equipped, equipping exhibit: exhibitor, exhibition, exhibiting, excite: excitement, excitable, unexcited, unexciting, exciting, excitingly exist: existence, non-existence, non-existent, existent, existential, existentially, existentialism, existentialist expect: expectation, expectant, unexpected, expectantly, expecting, expectancy
expense: expensive, inexpensive explain: explanation, explained, explaining, explanatory fair: unfair, fairness, fairing, fairly famous: infamous, famously, fame, famed forget: forgetful, forgetfulness, unforgettable, forgettable, forgot, forgotten, forgetting, forgetfully fortunate: unfortunate, unfortunately, fortunately frequent: frequency, frequencies, infrequent, frequently, infrequently, frequenter friend : friendship, friendliness, friendly generate: generator, generation, regenerate, degenerate habit: habitable, habitation, inhabit, inhabitant, inhabitable, inhabited, uninhabited, uninhabitable, habitat, habitual, habituate harm: harmless, harmful, unharmed, help: helpless, helpful, unhelpful, helper, honest: dishonest, honestly, dishonestly hope: hopeless, hopeful, hoped imagine: imagination, imaginative, unimaginative, imaginable, unimaginable important: importance, unimportant, importantly
impress: impression, impressive, impressed, unimpressive, unimpressionable, impressionable, impressiveness improve: improvement, unimproved, improvable, improved invite: invitation, uninvited, invitational judge: judgment, judgmental, non-judgmental, misjudge, prejudge like: likely, likeable, unlikely, liken, unlikeable, likeness, disliked, likelihood, likewise literate: illiterate, literal, literacy, literature, literally, logic: logical, illogical, logically, logician lonely: loneliness, lonesome luck: luckless, unlucky, luckily, luckier/est legal: legality, illegal, legally, legalize, legalistic legible: legibility, illegible, legibly, illegibly, illegibility manage: management, manageable, unmanageable, mismanage, mismanagement, managed, manager, managerial mature: maturation, maturity, immature, maturely, maturate, maturing, immaturely member: membership, non-member modern: modernity, modernization, modernize, modernist
move: moveable, immovable, movement, unmoved, mover nature: (un)natural, (un)naturally notice: noticeable, unnoticed d, noticeably observe: observation, unobserved, observant, observance, observable, observational, observatory, observantly occasion: occasional, occasionally operate: operator, operation, operable, inoperable, operative, operational oppose: opposition, unopposed, opposable, organize: organization, unorganized, organizational, organizer, disorganized patient: impatient, (im)patiently, patience, perfect: perfection, imperfect, perfectionist, (im)perfectly, perfectionism, imperfection, person: personality, personal, personable, impersonal, personification, impersonator, personae, persona, personage, personalize, personally, personate, personified, personifying, impersonation, personnel, personify place: placement, misplace, displace, displacement, placed, misplaced please: pleasant, displease, pleasantry, pleasantly, pleasantness, pleased, pleasure, pleasurable, pleasurably polite: politeness, impolite, (im)politely,
politic: political, non-political, politicked, politicking, politician, politicization, politicize popular : popularity, unpopular, popularized, popularly, popularization precise: precision, imprecise, imprecision, precisely, imprecisely, present: presentation, presentable, presence, presently, presenter, predict: prediction, predictable, unpredictable, predictor, predictably, predictability prefer : preference, preferable, preferential, non-preferred, prepare: preparation, unprepared, preparedness, prepared, preparing probable: probability, improbable, probably produce: production, productive unproductive, productiveness, productivity, productively, producer profess: profession, professor, professorship, (un)-professional, professionally, professorship professionalism, professorial, professed, possible: possibility, impossible, impossibility pronounce: pronunciation, unpronounced pronounceable, pronouncement, pronounced, protect: protection, protective, protectiveness, protector, unprotected, protected, protecting, protectionism, protectorate,
pure: purity, pureness, impure, impurity, impurely, purely, puritan, purify qualify: qualification, unqualified, disqualified quality: qualitative, qualitatively react: reactive, reaction, reactant, reactor, reactionary real: reality, unreal, realistic, realistically, realism, really reason: reasonable, unreasonable recognize: (un)recognizable, recognition unrecognized, recognizance relate: relation, relative, unrelated, relationship, relativity remark: (un)remarkable, remarkably require: requirement, requisite, requisition repute: reputable, disrepute, disreputable, reputation, reputedly resent: resentful, resentfulness, resentment, resentfully scarce: scarcely, scarcity, secure: (in)security, insecure, securely select: selection, selective, selectiveness, selector, selectively sense: sensitive, insensitive, sensitivity, insensitivity, sensation, nonsense, sensible, sensibility, senseless, sensual, sensuality, sensibly, sensuous
separate: separation, separable, separateness, inseparable, separator, separately, separatist settle: settlement, unsettled, settler similar: similarity, dissimilar skill: skilful, unskilled, skilled settle: settlement, unsettled social: sociable, socialization, unsociable solve: solution, unsolved, unsolvable, solvable, dissolve steady: steadiness, unsteady state: statement, stateless success: successful, successor, succession, successive, unsuccessful tact: tactful, tactless, tactlessness taste: tasteful, tasteless, distasteful train: trainable, untrained, untrainable tradition: traditional, non-traditional treat: treatment, treatable, untreatable, mistreat, mistreatment understand: understandable, misunderstand, misunderstanding, understandably use: useful, useless, useable, misuse, disuse, usefulness, uselessness value: valuable, valueless, invaluable vary: variety, variation, variable, variant verb: verbal, non-verbal wonder : wonderful, wonderment, wondrous
