- •1. Give the Russian variants to the following words and word combinations:
- •2. Read the text and try to organize the information according to the items:
- •Dentistry department of the Volgograd State Medical University
- •Text 1. Dental course in Great Britain.
- •Text 2. Dental course in the usa
- •Text I. Creighton University (the usa)
- •Text II. Baylor College of Dentistry
- •Text III. Harvard School of Dental Medicine
- •Text IV. Boston University School of Medicine
- •1. Pay attention to the following words and word combinations – the meaning of some of them in the language of medicine differs from that in every-day English.
- •Members of a dental team
- •2. Find all the verbs in the sentences and define their function.
- •Text I. Laboratory technicians.
- •Text II. Dental assistants
- •1. Speak on the use of pronouns some, any and their derivatives and find the examples in the text.
- •Dentistry advances
- •3. Summarize the information on the advances of dentistry, using the chart. What period was the turning point in the development of dentistry (from your point of view)? Prove it.
- •4. Read the text. Be ready to answer the questions. The bones of the skull.
- •1. Find the adjective in the text and explain how the degrees of comparison are formed.
- •2. State whether the predicate is used in Passive or Active Voice. Translate the sentences.
- •Alveolar Processes and Alveolar Bone
- •Oral cavity
- •2. Find the sentences with the verb to be. State its functions.
- •3. Look through the last paragraph of the text and find the Infinitives. State their function.
- •Hard Palate, Soft Palate and Pharynx
- •Lips and cheeks
- •1. Essential Vocabulary
- •Anatomical Structure of the Tooth
- •Tooth development
- •The Teeth
- •Human Dentition
- •6. Answer the questions:
- •7. Translate from Russian into English.
- •1. Find the Participles and translate the sentences:
- •2. Translate the following sentences from the text, pay attention to ing-forms translation. Define the part of speech and the function of the verb in the ing-form.
- •3. Differentiate between the ing-forms of verbs. Translate the sentences.
- •Table of Eruption of Teeth.
- •Text I. Tooth structures formation
- •Text II. Three periods of cementum deposition
- •Text III. The embryonal period of the oral cavity development.
- •Text IV. Development of the jaws
- •Text V. Development of the oral cavity as a whole
- •1. Try to guess what teeth are spoken about. Prove your point of view.
- •3. Imagine that you are a pedodontist. Tell a child’s mother about the eruption of teeth and possible alterations or abnormalities. Try to explain a significant role of the process.
- •1. Essential Vocabulary
- •2. Translate the word combinations:
- •3. Read the text and determine the sequence of the digestive processes occurring in the oral cavity. Digestion in the mouth. Mastication.
- •1. Find the examples of Gerund in the text, state the functions of the verbs.
- •2. Insert the prepositions where it is necessary:
- •3. Translate the sentences, define non-finite verb forms.
- •The chemical reduction of food
- •1. Remember the pronunciation and the meaning of the words and word combinations.
- •Anomalies of the oral cavity structures
- •1. Find in the text the verbs with prepositions (phrasal verbs), remember their meaning.
- •2. Use do or make to form fixed phrases. Put the words below into the correct column.
- •3. Read the text and choose one of the answers to fit each space. Essential skills for life
- •Text I. A little patient with a cleft lip and palate
- •Text II. Malocclusion in children
- •Text I. Occlusal interferences and occlusal harmony
- •Text II. Facial clefts
- •Text III. Oral structures anomalies in ancient times
- •Harmful habits
- •1. Find the examples of the Infinitive and Gerund in the text, explain the reasons for their use.
- •2. Complete the sentences with the correct form of the verb – Infinitive or Gerund.
- •Text I. Bruxism
- •Treatment of bruxism
- •Text II. Thumb-sucking and pacifier use may damage children's teeth
- •Text I. Eating habits - the rules or prejudices?
- •Text II. A bibliographical survey of bruxism
- •Incidence of bruxism
- •Text III. Stained teeth
- •Text IV. What effect does diet have on my oral health?
- •Normal flora of the mouth and upper respiratory tract
- •Text I. Caries-producing microorganisms
- •Text II. Microbiological aspects of caries prevention
- •Text I. Bacteria from gum infections are associated with diabetes and chronic lung disease.
- •Text II. Bad teeth and gums may exacerbate existing lung problems.
- •Text III. Tea fights cavities, reduces plaque
- •Text IV. The suspected link between mothers’ gum disease and the health of her offspring.
- •1. Make a report on the microbiological basis of dental health.
- •2. Agree or disagree with the following statements. Prove your point of view with the facts presented in the texts of the Unit.
- •Preventive dentistry
- •Text I. The influence of xylitol
- •Text II. Fluorine and teeth
- •Text III. Health education programme for mothers with young children
- •Text I. Flossing is still best for oral health care
- •Text II. Dental check-ups for children
- •Text III. The role of fluoride in dentistry
- •The Noun (Имя существительное)
- •1. Подлежащее
- •2. Сказуемое
- •3. Дополнение
- •4. Обстоятельство
- •5. Определение
- •The Article (Артикль)
- •The Pronoun (Местоимение)
- •Производные от some, any, no, every
- •Слова – заместители существительных
- •The Adjective (Имя прилагательное), The Adverb (Наречие)
- •The Numeral (Имя числительное)
- •The Verb (Глагол)
- •Voice (залог):
- •Основные функции глагола to do
- •Времена группы Indefinite Present Indefinite Active (Настоящее неопределенное действительного залога)
- •Past Indefinite Active (Прошедшее неопределенное действительного залога)
- •Future Indefinite Active (Будущее неопределенное действительного залога)
- •Модальные глаголы Модальные глаголы can, may, must
- •Passive Voice (Страдательный залог)
- •Общее правило образования отрицательной и вопросительной формы сказуемого
- •Времена группы Perfect
- •Функции глагола to have
- •Времена группы Continuous Active
- •Времена группы Perfect Continuous Active
- •Неличные формы глагола
- •Infinitive (инфинитив)
- •Инфинитивные обороты
- •Participle I (Причастие действительного залога)
- •Participle II (Причастие страдательного залога)
- •Gerund (Герундий)
Text I. Bruxism
Bruxism is grinding of the teeth. This is a habit observed in a large number of people occasionally, and in a smaller number, habitually. The mechanism of causation is tension and spasm of the muscles used for mastication.
Often, it occurs during sleep; even a short nap may induce it. In a typical case, the canines and incisors are commonly moved against each other laterally, i.e. a side to side action, which erodes tooth enamel, removing the sharp biting surfaces and flattening the edges of the teeth. Sometimes, there is a tendency to grind the molars together, which can be loud enough to wake a sleeping partner.
Over time, bruxing shortens and blunts the teeth being ground, and may lead to pain in the joint of the jaw, the temporomandibular joint, or headache. Teeth hollowed by previous decay (caries) may collapse; the pressure exerted by bruxism on the teeth is extraordinarily high.
The cause, or causes, of bruxism remain unclear. Some dentists believe it is due to a lack of symmetry in the teeth; others, that it reflects anxiety, digestive disturbances or a disturbed sleep pattern.
The effects of the condition may be quite advanced before sufferers are aware they brux. Eroded teeth may be brought to the sufferer's attention during a routine dental examination. If enough enamel is eroded, the softer dentine will be exposed, and erosion will accelerate. This opens the possibility of dental decay and tooth fracture, so early intervention by a dentist makes sense.
Treatment of bruxism
Sadly, there is no accepted cure as yet, mainly as we have no accepted model of causation for the condition. Ongoing management of bruxism is based on prevention of the abrasion of tooth surfaces by the wearing of an acrylic dental guard, created to the shape of the individual's upper teeth from a bite mould. This requires trips to the dentist for measuring and fitting. Alongside this full width guard, smaller and alternative shapes can be obtained, some with proprietary names.
If a tense jaw is experienced during wakefulness, some sufferers find it helpful to gently press their jaws open with fingertip pressure, to relax the affected muscles much as one would treat a leg cramp, but in this case, it is important to take care not to overextend the jaw joint.
Though, presently, there is no cure available for bruxers, it may be found beneficial to work at reducing stress and anxiety before bedtime, by a winding-down activity such as massage, meditation or reading, and eating early enough to ensure a fairly empty stomach at bedtime may also help.
Text II. Thumb-sucking and pacifier use may damage children's teeth
Many experts say children can safely suck their thumbs or pacifiers until they enter school, but a new study published in the December issue of the Journal of the American Dental Association suggests if the behavior persists after age two, children's bite may be affected.
"Sucking is a natural reflex, which comforts infants and young children. Any recommendation to stop thumb, finger or pacifier sucking before a child is two years old would be unrealistic, potentially detrimental and unnecessary from a dental standpoint," states lead author John J. Warren, D.D.S., M.S., of the University of Iowa College of Dentistry. Funding for the study was provided by the National Institutes of Health.
However, the study, conducted by Dr. Warren and colleagues at the University of Iowa College of Dentistry and the Tokyo Dental College, reveals that children who continue to suck a thumb, finger or pacifier past age two increase their risk of developing protruding front teeth. In addition, such habits increase the risk of an improper bite with narrowing of the upper jaw relative to the lower jaw (crossbite).
Dr. Warren's group studied 372 children in Iowa who sucked a thumb, finger pacifier, or combination thereof, from birth through age four. Each year, researchers administered questionnaires to the parents about their children's sucking habits.
At the end of the fourth year, the children were assigned to one of five groups, depending on the year they stopped the habit. The fifth group was made up of children who continued to suck their thumb, finger or pacifier. Models of the children's teeth were made between the ages of four to five and certain dimensions measured. Researchers then compared the measurements from each of the five groups.
Results indicate that the prevalence of crossbite in the molar area steadily increased from 5.8 percent for children who stopped the habit by one year of age, to 13 percent among children who stopped between two and three years old, to more than 20 percent for those who continued the habit after they turned four years old.
The researchers plan to continue the study to determine if the dental condition persists after the children's baby teeth are lost. In the meantime, Dr. Warren suggests that if three- to -four year old children persist in sucking their thumb, finger or pacifier, professional assistance may be needed to correct the resulting conditions.
Translation