2 D
T ese sentences are to help students to identify whether word forms are being used correctly. T ey use the two example dictionary pages from the previous activities.
Tell students that they need to look up the word in the appropriate dictionary entry and check the form of the word, then decide if the form is appropriate for the sentence.
Set for individual work and pairwork checking. Feed back visually to the class.
Answers 1. Your medications are out of date.
Correct. Here medication is used as a countable noun.
2. Did the doctor medicate appropriately?
Not strictly correct, though it might be used informally. Medicate is transitive, and therefore requires an object.
3. From a psychologically perspective, I don’t feel the patient is ready for discharge.
Not correct. T e sentence uses an adverb (psychologically) where an adjective form (psychological) is required.
4. Medicine is usually taken in tablet form.
Correct. Here medicine is used as an uncountable noun in sense (2) from the dictionary entry.
5. Student numbers in the medicine faculty are up 10% on last year.
Correct. Here medicine is used in sense (1) from the dictionary entry.
6. T e medicinal will be ready for collection at the pharmacy.
Not correct. T e sentence uses an adjective (medicinal) instead of the required noun form (medicine).
E
T is activity is intended to help students practise using their dictionaries to fi nd more information about words.
Remind students that dictionaries can list multiple meanings of the same part of speech and may also have multiple entries for the same word as diff erent parts of speech. Remind them of the countable/uncountable and transitive/intransitive markers.
Depending on the dictionaries they are using, they may not fi nd the medical meaning of every word. Explain that these meanings sometimes only appear in specialized dictionaries, which they will use later in their medical studies.
36 2.1_E
Visually present the headings of the table, and complete the fi rst line as an example. You could hand out the blank tables included in the PDF for students to fi ll in.
Set for pairwork. Feed back the answers, building up the complete table. (Students’ answers will vary – accept any appropriate meanings and defi nitions. Some of the words have a great number of meanings and related words in general English – only the main meanings and related words are given in the table.)
Answers See table opposite.
F 2.1_F
Check that students are comfortable pronouncing the target words. T is can be done by modelling the words and then having students repeat them, or students can work on their own or in small groups. You could model the pronunciation using the supplementary audio.
Demonstrate how to do the exercise by giving a few defi nitions and getting students to tell you the word (without reading it, if possible). Stick to medical rather than general English defi nitions, and encourage students to do the same.
Set for pairwork, and encourage students to participate.
G Work through the pictures. Check that students understand what they show.
For reference, the pictures show: 1. an ultrasound scan 2. an artifi cial limb 3. a pacemaker 4. a magnetic resonance imaging (MRI) scan 5. in vitro fertilization (IVF) treatment 6. a skin graft
Set for pairwork and small-group work, and encourage students to use as much vocabulary as possible. Avoid providing additional information too early.
When appropriate, provide students with a jumbled list of the terms, and ask them to match them to the images.
Encourage them to check if they can fi nd the words in the dictionary and to make a note of the defi nition.
2.1 Vocabulary
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