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Un-Important In-Consistent In-Mature: Common Prefixes Prefix Meaning Example

The document lists prefixes and their meanings. Many prefixes have negative connotations such as "un-", "im-", and "in-". These prefixes are used repeatedly in words like "unimportant", "incapable", and "unhealthy". The document also provides a table with examples of common prefixes and their meanings, such as "anti-" meaning "against" and "auto-" meaning "self".

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Celia Olivia Paredes
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55 views3 pages

Un-Important In-Consistent In-Mature: Common Prefixes Prefix Meaning Example

The document lists prefixes and their meanings. Many prefixes have negative connotations such as "un-", "im-", and "in-". These prefixes are used repeatedly in words like "unimportant", "incapable", and "unhealthy". The document also provides a table with examples of common prefixes and their meanings, such as "anti-" meaning "against" and "auto-" meaning "self".

Uploaded by

Celia Olivia Paredes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Un-important in-consistent in-mature

An-available impolite in-offensive


Un-healthy un-intelligent im-partial
in-capable 1n-considerate impersonal
in-decent un-likely improbable
im, in and un
Common Prefixes
Prefix Meaning Example
a-, an- without amoral
ante- before antecedent
anti- against anticlimax
auto- self autopilot
circum- around circumvent
co- with copilot
com-, con- with companion, contact
contra- against contradict
de- off, away from devalue
dis- not disappear
en- put into enclose
ex- out of, former extract, ex-president
extra- beyond, more than extracurricular
hetero- different heterosexual
homo- same homonym
hyper- over, more hyperactive
trans- across transmit
tri- three tricycle
un- not unfinished
uni- one unicorn
Step 5
Show the film and pause at 03:00. Pair students and ask them to discuss the following questions:
Were your predictions correct?
What story does the film tell?
Who is the man in the film?
What has happened to him?
When students are ready get feedback from the whole class
Now ask students:
What do you think is going to happen next?
Show the film until 03:46 and discuss if the students
predictions were correct. Now ask the following questions:
Who is the man Joe talks to on the phone?
What is the relationship between Joe and Charlie?
What type of person is Charlie?
Joe: Charlie, its me, Joe. Are you alright?
Charlie: Yeah, you know me, never better. I could do with some
more pocket money though.
Joe: How much?
Charlie: Too much.
Joe: Charlie, I got the results. We need to meet.
pocket money? Paga, calderilla
Why does Joe say they need to meet?
sk students what they think is going to happen ne!t?
Play the film until 0":0#
$heck students% predictions.
Joe: Are you hungry?
Charlie: No, I had a liquid lunch. If youre worried about
the fee, dont be.
Explain that liquid lunch is a colloquial expression which
means that somebody has drunk a lot of alcohol but eaten no
food at lunchtime and is probably very drunk. Ask students
what Charlie means when he tells Joe not to worry about
the fee. La deuda, precio, honorarios
Ask students how they think the film is going to end. Show the
rest of the film. Put students in small groups and ask them to
discuss the following questions:
Why does Joes wife react the way she does?
What does Charlie mean when he says its gonna be alright?
Why is the film titled Inseparable?
Does the film have a message?
How does the film make you feel?
DICTATATION
I liked
It reminded me of
I felt confused/excited/surprised/unhappy/frightened when
Now assign each group with one of the characters: Joe,
Charlie, Joes wife or Joes son. Ask each group to write a
narrative from the point of view of their character in 10
minutes. Go around the class helping each group with
vocabulary.

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