6.3 Extending skills
B
Set for individual work and pairwork checking. Students should use all of the words from the box in Exercise A. 6.3_B
You could give students the larger version of the exercise provided in the PDF.
Feed back visually with the whole class.
Depending on the class, you may want to do a quick test of how well they remember the alternative words they identified in Exercise A. Visually display the exercise, and elicit where the alternative words would fit in. (The answers are provided in the PDF.)
Answers
A network needs different hardware equipment to function properly. Network adapters, which can be physical or radio, connect computers to a network. Hubs or switches can be used to join computers. Hubs send data to all computers, but switches can send data to a specific location, which reduces network traffic. Routers can link different networks together and they are an important part of how data is transferred on the internet. Gateways can link networks using different protocols and enable them to exchange data. Finally, firewalls are devices which can filter incoming and outgoing data using a set of rules.
C
Remind students that affixes can change a word in different ways. Elicit or remind students that an affix can change the form of the word (noun, adjective, verb, etc.) or its meaning. You could refer students back to Vocabulary Bank 1.2.
1.2 Using prefixes/suffixes to guess meaning VOCABULARY BANK
You may want to go through some examples from the box to remind students of these points. For example:
• microwave – the prefix micro~ shows that this is something small
• asymmetric – the prefix a~ shows that this is not symmetric
6.3_C
You could give students the table provided in the PDF to use to record their answers. The answers (as given in the table on the next page) are included separately.
6.3_C
If you wish, you can model the pronunciation of the words using the audio provided.
1. Set for pairwork. Explain that the base word is not always obtained simply by removing the affix; other changes may be necessary. Accept any reasonable suggestions for base words.
2. Point out to students that a number of the words have a meaningful word as a base. Elicit some of these (see the table on the next page). Elicit some examples which are relevant to computing which they have already encountered (e.g., text, wave). Explain that they will encounter the others either in other units or in their studies.
3. If necessary, remind students again of the ways an affix can change a word (form or meaning), and feed back visually.
4. Some of the words are used more than once. Encourage students to try to find all the instances of each word in the text and to extract as much detail from the context as possible. Suggestions are given in the table on the next page.
Suggested answers See table on the next page.
D
Explain to students that the purpose of this activity is to give them further practice in analyzing the grammar of complex sentences. Sometimes this can be very helpful for understanding the meaning.
SKILLS BANK 6.1 Finding the main information in a sentence
You could refer students again to Skills Bank 6.1 here, as well as reminding them of the work they did on analyzing complex sentences in Lesson 6.2.
• If you took the easy approach outlined in Lesson 6.2, Exercise E, explain that here, students will look at complex sentences in more detail.
• If you took the challenging approach in Lesson 6.2, Exercise E, the activity here provides further practice. Students have already analyzed three of the sentences, and there are two new ones; if you feel they need more practice, you could select more sentences from the text in Lesson 6.2.
Using the table headings, demonstrate the example to the students as given in the Course Book. If you haven’t already done so as part of Lesson 6.2, you could elicit or explain that the ‘Other V + S/O/C’ column is for dependent clauses.
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