TEACH Lesson Plan
CHABNER: The Language of Medicine, 11th Edition
3 Suffixes
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 3.1: Suffixes and Blood Cells
1. Define new suffixes and review those presented in previous chapters.
CHAPTER TEACHING FOCUS
• Students will have the opportunity to learn many of the most common suffixes in the medical language.
• Students will also be shown new combining forms and instructions on how to use these to create words
Chapter 3: Suffixes 2
TEACH Lesson Plan
CHAPTER PRETEST
Have the students answer these questions prior to covering this chapter to understand where they stand
in relation to the content.
Give the meanings for the following suffixes:
1) -cele _____________________________________________
Chapter 3: Suffixes 3
TEACH Lesson Plan
CHAPTER PRETEST ANSWERS
1) hernia
p. 78
2) berry-shaped bacterium
p. 78
Chapter 3: Suffixes 4
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 3.1: Suffixes and Blood Cells
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Define new suffixes and review those presented in previous chapters.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
• computer
• projector
Chapter 3: Suffixes 5
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 3.1: Suffixes and Blood Cells
STUDENT PREPARATION (2 hrs)
OBJ
1-3
READ – Textbook (pp. 76–108)
ANSWER – Textbook
• Suffixes and Terminology (pp.78–85)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
REVIEW
• Evolve Student Resources
o Answers to Combining Forms and Terminology
o Answers to Pronunciation of Terms
o Audio Glossary
o Body Spectrum Electronic Coloring Book
▪ Cardiovascular
ASSESS
Chapter 3: Suffixes 6
• Evolve Student Resources
o Student Quizzes
WATCH
• Evolve Student Resources
Chapter 3: Suffixes 7
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 3.1: Suffixes and Blood Cells
LECTURE OUTLINE (20 min)
OBJ
1-3
SLIDES 5-40 (pp. 75–108)
• Defines new suffixes and reviews those presented in previous chapters.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
1-3
ASSESS BASELINE (20 min)
• Have class members complete the Pretest and the Background Assessment. Collect
their work and use the results to guide how you teach the class.
• Appropriate Settings: Traditional classroom, flipped classroom, hybrid course, online
• Appropriate Settings: Traditional classroom, flipped classroom
Comment on their findings.
1-3
PRACTICE (15 min)
• Write the suffixes listed on pp. 76-84 on slips of paper. Put them in a hat or bowl and
ask each student to draw out two or three slips. Go around the room and ask each
student to state a medical term using each suffix he or she has drawn from the hat.
• Appropriate Settings: Traditional Classroom, flipped classroom
1-3
REVIEW (15 min)
• Ask students to identify any of the suffixes that are easy to confuse. Divide them into
groups for the numbers of pairs identified, and have them develop strategies to help
remember the differences. Ask them to report their findings to the class.
• Appropriate Settings: Traditional classroom, flipped classroom
1-2
parts such as prefixes and suffixes. Have students summarize their findings for the
PRESENT (15 min)
• Divide the class into small teams and assign each team a category such as Oral
Cavity, Pharynx, Esophagus, or Stomach. Ask each group to study the anatomy and
Chapter 3: Suffixes 8
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
• Divide the class into three groups and have each choose a “contestant” for a quiz
show. Using transparencies or flash cards, show the contestants a variety of suffixes
one at a time. Ask them to state a word using the suffix. The first contestant to answer
correctly wins a point. Give an additional point for correct spelling and a correct
definition of the term.
• Divide the class into two or more teams. Play a Jeopardy-style game by giving them
“answers” relating to blood cells, such as “Blood cell formed in the bone marrow that
has three types.” Award a point for the question “What are granulocytes?” The team
with the most points wins. Alternatively, use a Jeopardy-style game to ask questions
about definitions, spelling, pronunciation, word analysis, and word building for the
chapter.
• Appropriate Settings: Traditional classroom, flipped classroom
1-3
PRACTICE (10 min)
• Make copies of Figure 3–10 (p. 89), taking care to delete the labels. Ask each student
to label the type of blood cell and describe its function. Ask the students to spell,
analyze, and underline the stressed syllables in the boldfaced terms.
• Appropriate Settings: Traditional classroom, flipped classroom, hybrid course, online
1-3
DISCUSS (10 min)
• As a class, discuss the Critical Thinking Questions below.
Chapter 3: Suffixes 9
CRITICAL THINKING QUESTIONS
Dr. Reilly has a patient, Jessica Adams, who needs to have a colonoscopy. The patient says that
she knows of a friend of the family who had one, and she does not understand why she has to
have surgery when she has not even had a diagnosis yet. What term is Jessica confusing with
colonoscopy?
Which suffixes can be used to make a term into an adjective?
Chapter 3: Suffixes 10
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 3: Suffixes
ASSESSMENTS BY OBJECTIVE
Test Bank
• Create a quiz using Exam View or Word; sort by topic as appropriate.
Evolve Instructor Resources
• Exercises
o Term-Building
o Medical Matching
Evolve Student Resources
• Student Quizzes
Medical Terminology Online with Adaptive Learning
• Sections I-III Quizzes
Textbook
• Exercises (pp. 92-100)