Practical tools for learning and teaching grammar

Prefix 
Base word 
Suffix
adds to or modifies meaning
core meaning 
denoting part of speech
re again
volve turn/roll 
er noun
Revolver – the pistol which fires with a revolving action
Hence: revolve, evolve, revolution etc.
2. Students use the following word or word roots, changing the 
suffixes to denote different parts of speech.
a. dict (speak)
b. spect (look)
c. volve (turn)
3. Students are given base words from which they list, in a set time, all 
the words they can think of that have been built on it, for example:
spect: expect, respect, spectacles etc.
These should be checked with discussion and one or more added to 
the chart.
4. Students are given whole words, which they break down and add to 
the chart above.
5. Students are given core words to research using a dictionary, for 
example:
ostracise, ballot, shampoo, frankincense, dollar

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C
Checklist: word building
Students should now be able to:
• explain clearly the term ‘word building’
• name the three main word parts described in word building
• explain the function of a prefix, a suffix and a root (or base word)
• recognise and give the meaning of some common prefixes such as 
re, sub, com/con
• recognise and state the meaning of common suffixes such as ed, 
ment
• divide common words into prefixes, roots and suffixes
• use a dictionary to discover the structure of words containing these 
elements
191
word buildinG

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192
Improve the way you speak 
and write
Due to a number of highly debated factors, some ungrammatical 
forms of English have become common and in due course may, 
by default, be regarded as acceptable usage. This is a pity, because, 
by being grammatically inconsistent, they provide obstacles for 
those, particularly of non-English speaking origin, who wish to 
learn correct English. However, this is a phenomenon that has 
bothered both teachers and students for generations. The language 
is 
living
– so it happens! 
Suffice it, therefore, to point out some of these anomalies and 
leave it to our students to adapt them or not. Others are clearly 
examples of bad language, unacceptable to those who wish to be, 
and be seen to be, well-educated.
The following list explains some common grammatical errors.
Confusion between words
I – me
I 
is the subject of a verb, 
me
is the object of a verb or preposition 
(see page 101)
I 
rang Mavis; Mavis rang 
me
.
They were very grateful to James and 
me
.
he – him
He
is the subject of a verb, 
him
the object (see page 102).
29

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He
rang Colin; Colin rang 
him
.
He
and 
I 
both went to the party.
Colin took 
him
and 
me
with 
him
.
who – whom
Who
is the subject of a verb, 
whom
is the object (see pages 139, 
164).
I know 
who
he is.
Whom
did you see?
To 
whom
did you give the money?
it’s – its
It’s
is a contraction of ‘it is’ (see page 80).
It’s
at the top of the charts.
Its 
is a possessive pronoun such as 
yours
and