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Lesson Plan
LESSON CHECKLIST
KEY TERMS
Vocabulary (p. 6)
combining form
combining vowel
prefix
root
suffix
Combining Forms
(pp. 8-11)
aden/o
arthr/o
bi/o
carcin/o
cardi/o
cephal/o
cerebr/o
cis/o
crin/o
cyst/o
cyt/o
derm/o
dermat/o
electr/o
encephal/o
enter/o
erythr/o
gastr/o
glyc/o
gnos/o
gynec/o
hemat/o
hem/o
hepat/o
iatr/o
leuk/o
log/o
nephr/o
neur/o
onc/o
ophthalm/o
oste/o
path/o
ped/o
psych/o
radi/o
ren/o
rhin/o
sarc/o
sect/o
thromb/o
ur/o
Suffixes (pp. 11-12)
-ac
-al
-algia
-cyte
-ectomy
-emia
-genic
-globin
-gram
-ic, -ical
-ion
-ist
-itis
-logy
-oma
-opsy
-osis
-pathy
-scope
-scopy
-sis
-tomy
-y
Prefixes (pp. 1314)
a-, anaut-, autodiaend-, endoepiex-, exohyperhypoinperiproreretrosubtrans-
REFERENCE LIST
PowerPoint slides (CD, Evolve): 1-58
Legend
CD
Companion
CD
iTerms
IRM
Instructors
Resource Manual
available on CD
and Evolve
Evolve
Evolve
Resources
PPT
PowerPoint
Slides
MTO
Medical
Terminology
Online
LESSON 1.1
PRETEST
IRM Exercise Quiz A
BACKGROUND ASSESSMENT
Question: How can you use word components to relate medical terms to the structure and function of the
human body?
Answer: Once you know the meaning of the root components, it will be easier to remember medical terms
explained in their proper context. For example, when you encounter the term hepatitis, you will know the
term means inflammation of the liver if you know that hepat means liver and -itis means inflammation.
You do not need previous knowledge of biology, anatomy, or physiology to be able to understand medical
terms.
Question: Why is it important to be able to break down medical terms into component parts? Why not just
memorize each term?
Answer: The goal of understanding the components of medical terms is to make understanding complex
terminology easier. Because you are able to separate both complicated and simple terms into understandable
word elements, you will be able to decipher virtually all medical terms. As you become familiar with the
word parts and learn what each one means, you will be able to recognize those word parts in totally new
combinations in other terms.
OBJECTIVES
Learn basic
objectives to
guide your study
of the medical
language.
CONTENT
TEACHING RESOURCES
MTO Module 1, Section I, Lesson 1
Exercise A (p. 15)
Present students with the terms for
specialties that they may be familiar with:
biology, cardiology, dermatology, and
psychology. Ask them what they see that the
terms have in common (-logy). Explain that
this is a suffix that means the process of
study. Ask if they have an idea of what is
being studied in each of the terms. Explain
that these are word parts that mean life,
heart, skin, and mind. Demonstrate how, by
using the word parts, a definition can be
made. Note that some of these -logies relate
to parts of the body (cardiology, dermatology,
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OBJECTIVES
CONTENT
TEACHING RESOURCES
psychologist in Philadelphia who has
pneumonia. Ask students to identify the
words that begin with silent letters.
Have small groups study the three objectives
on pp. 1-2 and compile a list of words they
know that function the same way as medical
words ( words that can be defined by looking
at their prefixes, suffixes, and combining
forms, and words that have the same
pronunciations but different spellings).
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PPT 4-20
MTO Module 1, Section I, Lesson 2
Exercise D (p. 16)
Divide the class into groups of two. Have
each student copy five medical terms on an
index card. After trading cards with the
partner, each student divides each word into
its components. Ask students to label the
component parts (prefix/suffix/
word root/combining vowel) and define the
term.
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OBJECTIVES
Use these
combining forms,
prefixes, and
suffixes to build
medical words.
CONTENT
TEACHING RESOURCES
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Use these
combining forms,
prefixes, and
suffixes to build
medical words.
PPT 57-58
Pronunciation Exercise (pp. 25-27)
iTerms Chapter 01
Read Spotlight 1-1 to the class. Ask them to
spell and analyze polyuria, glycosuria,
neuropathy, nephropathy, and ophthalmic.
Have them underline the stressed syllables.
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