6 B


Set for individual work and pairwork checking. Students should make use of all the words from 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 identifi ed in Exercise A. Visually display the exercise, and elicit where the alternative words would fi t in. (T e answers are provided in the PDF.)


Answers


Pharmacology is essentially the study of drugs. Drugs are substances which can have physiological and psychological eff ects on an organism. Diff erent characteristics make drugs suitable for diff erent therapeutic purposes. For example, some drugs are more eff ective for fi ghting infections. Others can be used to ease pain in diff erent parts of the body. Some drugs are very toxic and can damage the body. Even therapeutic drugs can have adverse side eff ects for some patients.


C


Remind students that affi xes can change a word in diff erent ways. Elicit or remind students that an affi x can change the form of the word (noun, adjective, verb, etc.) or its meaning. You could refer students back to Vocabulary Bank 1.2.


VOCABULARY BANK 1.2 Using prefi xes/suffi xes to guess meaning


You may want to go through some examples from the box to remind students of these points. For example:


• antiviral – the prefi x anti~ changes the meaning (positive g negative)


• relaxant – the suffi x ~ant changes the word form (verb g adjective)


6.3_C


You could give students the table provided in the PDF to use to record their answers. T e answers (as given in the table opposite) 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 affi x; other changes may be necessary. Accept any reasonable suggestions for base words. Mechanism may be diffi cult: the root word is not immediately obvious and is also a noun.


2. If necessary, remind students again of the ways an affi x can change a word (form or meaning), and feed back visually. You may need to explain that the gerund form is the ~ing form of a verb when it is used as a noun.


3. Some of the words are used more than once. Encourage students to try to fi nd all the instances of each word in the text and to extract as much detail from the context as possible.


Suggested answers See table opposite.


6.3 Extending skills


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