- •Ббк 81.2 Англ-9 м 31 Маслова а. М., Вайнштейн 3. И., Плебейская ji. С.
- •Cycle I. At the institute
- •Home assignments
- •Class assignments хуп. Group the words according to the sounds (э:], [еэ], [are], [ai], [ei|:
- •XXVI: Turn the 1st and 3rd sentences into Past Indefinite and the 2nd and 4th — into Future Indefinite:
- •Home assignments
- •I. Прочтите:
- •Class assignments
- •Text c. Medical Faculty of the Patrick Lumumba University
- •Text с. Our Future Profession
- •Text d. The First Medical Students in Russia
- •I. Прочтите:
- •Прочтите и переведите следующие слова и словосочетания:
- •Text e. Our First Examination Session
- •Class assignments
- •1. He gave some examples in his lecture. 2.1 read some articles on this subject a week ago. 3. There were some chairs at the entrance to the hall.
- •Home assignments
- •I. Прочтите и переведите:
- •Is he preparing Latin at Готовит ли он латынь сейчас?
- •Text g. The Oath of Future Doctors
- •Class assignments
- •Home assignments Revision
- •Text b. Medical Education in the United States
- •Class assignments
- •Text с. Oxford Colleges
- •Text d. Medical education in different countries
- •Cycle п. Anatomy unit I. The bones and the muscles
- •Словообразование: Суффиксы -age, -ive; префиксы in-, im”, il-, ir-, -un.
- •Class assignments
- •Home assignments
- •I. Прочтите:
- •1. Прочтите текст £. 2. Напишите план текста. 3. Найдите: а) инфинитивы, определите их функции и переведите предложения;
- •Class assignments
- •Class assignments
- •Text h. Plastics for Health
- •Unit 2. The inner organs of the human body
- •Прочтите и переведите следующие слова и словосочетания:
- •Text a. The Heart and the Vascular System
- •Class assignments
- •Xtv. Give the English equivalents:
- •Text в
- •In the right chamberthe atrium and ventricle are separated bythe tricuspid [trai’kAspid] valve.
- •1. Прочтите текст с. 2. Найдите в нем предложения, содержащие Present Participle, и переведите их. 3. Напишите пять вопросов к тексту.
- •Text с. The Lungs
- •Class assignments
- •Text e. The Alimentary Tract
- •Class assignments
- •Revision
- •Text a. The Viscera
- •Class assignments
- •Text в
- •XVII. Read Text c. Make ifs plan:
- •Cycle III. Physiology of the human body
- •Class assignments
- •Class assignments
- •Text d. The Heart Sounds
- •Text с. The Physiology of the Lungs
- •Class assignments
- •1. Read Text d. 2. Entitle it. 3. Choose and translate indefinite personal sentences. 4. Say what the 2nd and 3rd paragraphs deal with: TextD
- •Text b. Conditioned Reflexes
- •I. Запомните факты, изложенные ниже:
- •1. Прочтите текст с. 2. Озаглавьте его. 3. Найдите предложения с подлежащим, выраженным словом ‘one’. 4. Переведите эти предложения.
- •Text a. The blood vessels, large and small
- •Class assignments Revision
- •Text c. The Cardiac Rhythm
- •Cycle IV. Microbiology
- •1. Прочтите текст a. 2. Переведите письменно абзацы 3 и б. 3. Найдите: а) неопределенно-личные обороты и переведите их;
- •Text a. Microorganisms
- •Class assignments
- •Text b. Robert Koch
- •Text с. The Founder of Virology
- •Class assignments
- •Instead of the modal verbs use the equivalents in the proper tense:
- •Class assignments
- •Cycle V. Medical institutions unit 1. Polyclinics
- •1. Прочтите текст а. 2. Найдите предложения, в которых настоящее время употреблено вместо будущего и переведите их. 3. Выпишите и переведите: а) глаголы с послелогами; б) эквиваленты:
- •Text a. Polyclinics
- •Class assignments
- •Class assignments
- •Text b. A Case of Bronchitis
- •1. Read Text d. 2. Try to understand the meaning of the words in bold type from the context. 3. Retell the text: Text d. Tracheitis
- •Unit 2. Hospitals
- •Class assignments
- •1. Read Text c. 2. What do paragraphs two and three deal with? 3. Find and translate the sentences with gerunds. 4. Put questions to the text: Text c. At a Chemist’s1
- •1. The physician remembered that he had treated such a case of bronchitis.
- •Class assignments
- •1. Read Text e using a dictionary. 2. Memorize the words in bold type.
- •Text e. Examination of the Patient
- •Class assignments Revision
- •1. Read Text в. With a dictionary. Speak on the courage of Soviet army nurses.
- •Cycle VI. Diseases unit 1. The diseases of the respiratory tract
- •I. Ответьте на вопросы: (см. §15)
- •I have been examining the patient for half an hour.
- •Class assignments
- •1. Read Text b. 2. What have you learned about the treatment of pneumonia from the text? Text b. The Treatment of Lobular Pnenmonia
- •I. Переведите предложения, обращая внимание иа время глагола- сказуемого (письменно):
- •Class assignments
- •Vni. Define ‘-ing-forms’. Translate the sentences:
- •I. Переведите предложения, обращая внимание на употребление времен (письменно):
- •1. A bad wound; 2. A bad malaise; 3. A bad rupture; 4. Bad manifestations;
- •Class assignments
- •1. Read Text b. 2. What treatment would you administer a patient with rheumatic endocarditis? 3. Why must such a patient be followed up? Text b. The Treatment of Rheumatic Endocarditis
- •1. A) The patient was administered vitamin therapy for his better nourishing,
- •1. Read Text d. 2. Entitle it. 3. What data important for a future doctor does it contain? 4. Put questions: TextD
- •Text е. Cardiosurgery
- •Class assignments
- •V. Распределите слова по графам:
- •1. Прочтите текст a. 2. Выпишите английские эквиваленты следующих словосочетаний:
- •Text a. Atherosclerosis and Its Treatment
- •Class assignments Revision
- •1. Give the words of the opposite meaning:
- •Text в
- •1. Прочтите текст a. 2. Найдите в нем предложения со сложным подлежащим и переведите их. 3. Выпишите английские эквиваленты следующих словосочетаний:
- •Text a. Gastric and Duodenal Ulcers
- •Class assignments
- •1. Read Text b. 2. Name the factors contributing to the development of gastritis. 3. Say about what symptoms of gastritis you have learned from the text: Text b. Chronic Gastritis
- •Class assignments
- •1. Read Text d. 2. Entitle it. 3. Characterize the pain in this disease.
- •Instead of the words and phrases in bold type use those from Texts с and d:
- •I.* Выразите следующие понятия одним словом:
- •Class assignments
- •1. Read Text b. 2. Entitle it. 3. Say how infection spreads in this disease. 4. Put 10 questions to cover all the text: Text в
- •Text с. Acute Cholecystitis
- •1. Read-Text d. 2. Entitle it. 3. Say why probing with radio-pill is used: TextD
- •1. Прочтите текст е. 2. Скажите, при каких заболеваниях может наблюдаться желтушность. 3. Выпишите английские эквиваленты следующих словосочетаний:
- •Text е. Jaundice
- •Class assignments
- •1. The amount of phosphorus being small in food, children may develop general health impairment. 2. The patient developed severe haemorrhage, it
- •V. Распределите данные слова и словосочетания по графам:
- •Text a. Peritonitis
- •Class assignments Revision
- •1. Translate the sentences. 2. Find the subject in the main clause and the word acting as a subject in the Absolute Participle Construction:
- •Unit 5. Infectious diseases
- •If he had not been ill he would have been at the Institute yesterday.
- •I Notes
- •Text с. Diphtheria
- •Class assignments
- •1. Прочтите текст a. 2. Дайте определение 4-х групп инфекционных заболеваний. 3. Выпишите английские эквиваленты следующих словосочетаний:
- •Text a. The Origin of Infections
- •Class assignments Revision
- •Text в. Edward Jenner
- •Cycle VII. Public health
- •1. Прочтите текст a. 2. Найдите в нем предложения, содержащие эквиваленты русских слов и словосочетаний, и переведите их:
- •Text a. The Development of Public Health in the ussr
- •Home assignments Revision
- •Text a. The Cost of an Operation
- •1. Read Text в with a dictionary what does this Text deal with? Text b. Faithfulness to Hippocrates.
- •Class assignments Revision
- •Text c. National Health Service in England
- •Text d. Physicians in the struggle for peace.
- •Словообразование
- •Основные суффиксы
- •Имя прилагательное (The Adjective)
- •Наречня
- •Союзы as... As, not so ... As, than при образовании степеней сравнения прилагательных
- •Имя числительное (The Numeral)
- •Порядковые числительные
- •Дробные числительные
- •Календарные даты
- •Местоимение (The Pronoun)
- •Личные местоимения (в именительном н косвенном падежах) и притяжательные местоимения
- •Возвратные местоимения
- •One (ones), that of (those of) в качестве заменителей имен существительных
- •Утвердительная
- •Времена группы Continuous Active
- •I am writing an article now. Я пишу статью сейчас.
- •Времена группы Perfect Active
- •Времена группы Perfect Continuous
- •Сводная таблица времен действительного залога (утвердительная, отрицательная и вопросительная формы)
- •Страдательный залог группы Perfect
- •Модальные глаголы (Modal Verbs)
- •Перфектный инфинитив после модальных глаголов
- •Заменители модальных глаголов
- •Употребление глаголов should, would
- •Герундий (The Gerund)
- •Синтаксические функции Past Participle
- •Предлоги (Prepositions)
- •I get up at 7 a.M. (ante meridiem—до полудня)—я встаю в 7 часов утра.
- •In употребляется с названиями: а) месяцев, б) времен года, в) годами и
- •Послелоги
- •Союзы и союзные слова
- •Парные союзы both ... And, either ... Or, neither ... Nor
- •Синтаксис
- •Порядок слов в английском предложении
- •Общие вопросы (General Questions)
- •Специальные вопросы (Special Questions)
- •Оборот there is (there are)
- •Сложное дополнение (Complex Object)
- •I know this surgeon (him) to operate on successfully.
- •I felt the pain become less. Я почувствовал, что боль стала меньше.
- •Причастие в составе сложного дополнения
- •Бессоюзные придаточные предложения
- •Употребление настоящего времени (Present) вместо будущего (future) в условных и временных придаточных предложениях
- •Сослагательное наклонение (Subjunctive Mood)
- •Употребление сослагательного наклонения
- •Содержание
- •VII. Ознакомьтесь с таблицами числительных4, 5, 6 (см. Стр. 272). Ответьте на вопросы:
- •Home assignments
- •1. Буквосочетание oa читается [ou]: coat [kout] оболочка.
If he had not been ill he would have been at the Institute yesterday.
б) It is necessary that he should examine the patient immediately. It is desirable that she be at the clinic at 2 o’clock.
It is important that he take this book.
в) The doctor insists that this procedure be carried out immediately.
I wish he be well again as soon as possible.
r) She looks as if(as though) she were ill.
д) You must keep your bed lest you should have a complication.
He repeated his experiments many times so that he might get the exact data.
Если бы он не болел, он был бы в институте сегодня (завтра).
Если бы он не болел, он был бы в институте вчера.
Необходимо, чтобы он осмотрел больного немедленно.
Желательно, чтобы она была в клинике в 2 часа.
Важно, чтобы он взял эту книгу.
Врач настаивает, чтобы эта процедура была выполнена немедленно.
Как я хотел бы, чтобы он выздоровел как можно скорее!
Она выглядит так, как будто бы она больна.
Вы должны лежать в постели, чтобы не было осложнения.
Он повторял эксперименты много раз, чтобы можно было получить точные данные.
1. Что выражает сослагательное наклонение? 2. Как передается в английском языке сослагательное наклонение? 3. Определите виды придаточных предложений, в которых употребляется сослагательное наклонение. 4. Как образуется сослагательное наклонение в русском языке?
* Переведите предложения и объясните перевод:
1, It is necessary that the group of blood be determined before the transfusion is given to the patient. 2. The physician suggested that the electrocardiogram should be repeated. 3. He looked as if he were very tired. 4. It is not very likely that hemoglobin level should increase in the course of the disease. 5. It is better to operate on immediately lest the appendix should rupture.
The doctor insisted that chemotherapy be discontinued. 7.1 wish the findings of the laboratory analyses be better.
Прочтите слова, которые совпадают с русским значением, а затем слова, которые не совпадают:
immunity [i’mju:niti], invasion [in’veijn], natural [‘naetjral], absolute [‘aebsalu:t], antidote [‘aentidout], specific [spi’sifik], neutralize [‘nju:tralaiz], vital [‘vaitl]
Выучите следующие слова. Переведите предложения:
lack [laek] v нехватать, недоставать; и недостаток,нехватка, отсутствие. The patient was lacking red blood cells.
relative [‘relativ] а относительный; relative to smth относительно чего- л., по поводу чего-л. Relative association was established in those two cases. This article was relative to the latest developments in genetics.
previous [‘pri;vjas] а предшествующий, предыдущий. The previous attack of pain was particularly severe.
injure [lind33] v повреждать, поражать, травмировать. The patient developed acute pain because of the injured leg.
inject [in’d3ekt] v вводить (лекарство); делать инъекцию. Tuberculin was injected to this patient.
subcutaneous [‘sAbkju’teinjas] а подкожный. Subcutaneous injections were given to this patient daily.
employ [im’pbi] v применять, использовать
Образуйте новые слова при помощи префиксов и переведите их:
sub-: cutaneous, cortical, febrile, serous, sternal, mucous; in-: sufficient, direct, active, adequate, digestion, complete
1. Прочтите текст А. 2. Найдите и переведите предложение, содержащее сослагательное наклонение. 3. Выпишите английские эквиваленты следующих словосочетаний:
прямой контакт, особое свойство сопротивляемости, в (при) различных условиях, выздоровление наступает, наличие любой инфекции
Напишите аннотацию этого текста:
Text A. Immunity
Infectious diseases are known to be caused by the invasion and growth of microorganisms in the human body. Infection may result from direct contact with patients or from indirect one.
But the human organism is known to have a specific capacity of resistance against infection, which is called immunity, it being natural and artificial. Under various conditions it may be entirely lacking, it may be relative, rarely it may be absolute. A previous attack of an infectious disease produces a more or less permanent protection against its subsequent infection.
In the course of their growth in the body many pathogenic microorganisms produce virulent poisons or toxins, they causing the characteristic symptoms of a particular disease. To meet the infection the cells of the body produce a chemical antidote which is specific for this particular infection and is known as an antitoxin. If the patient can produce a sufficient amount of this antidote to neutralize the toxins before the vital organs are injured recovery occurs. If the human body had not this capacity we should suffer from all infectious diseases.
If the toxin can be isolated from bacterial cultures and injected into men an artificial immunity can be produced which results from the formation of antitoxin.
The cellular elements of the tissues also take an active part in the protection of the organism against the infection. The presence of any infection usually produces leucocytosis and bacteria in the tissues are surrounded by white cells or phagocytes which prevent the spread of bacteria destroying them.
If the reaction against invading bacteria is insufficient, vaccines may be injected subcutaneously to produce a more active resistance of the protective mechanisms of the body. Vaccines are employed not only to contribute to the treatment of a disease, but to establish an active artificial immunity.
CLASS ASSIGNMENTS
Translate the following sentences:
If Anton Leeuwenhoek (1632-1723) [iiu:anhuk] had not discovered the specific power (силу) of lenses, he should not have seen the world of microbes.
The patient’s sclerae were yellow as if he had jaundice. 3. The patient must be given vaccination lest he should become infected. 4. Chronic gastritis would not be so dangerous to life if the patient were not so young. 5. It is likely that the symptoms should recur since the process of inflammation has not been controlled yet. 6. It is necessary that the patient be administered a strict diet to control gastric pains.
Pick out the appropriate phrase fo end the sentences:
1. If the human body had no resistance capacity... (a) people would develop any infectious diseases; 6) even direct contacts with infected people would never result in diseases) 2. If a previous attack of a certain infectious disease did not produce a more or less permanent immunity... (a) all of us would be immune (невосприимчивые) to any subsequent attack of this particular infection; 6) people would lack resistance to subsequent infection) 3. If all of us had absolute immunity... (a) antitoxins would not be able to neutralize toxins; 6) no infectious disease would ever develop in the human organism)
Finish the sentences using Complex Object:
1. In the practical therapy class the students watched ... (а) как сестра делала больным подкожные и внутримышечные инъекции; б) как оперировали больного с закупоркой желчных протоков) 2. The scientists have found... (а) что фагоциты окружают и разрушают бактерии, проникшие в ткани; б) что антитоксины нейтрализуют действие токсинов)
Pick out the sentences corresponding fo Text A:
a) Artificial immunity results from prophylactic vaccination, b) Artificial immunity is due to the formation of specific antitoxins. 2. a) Immunity may vary depending on various conditions, b) Immunity may be present only in certain persons. 3. a) Toxins produce the characteristic symptoms of a particular infectious disease, b) Some microorganisms, like mucobacterium tuberculosis, produce little or no toxin during growth.
1. Read Text B. 2. Determine the meaning of the words in bold type from the context. 3. Say about what Pasteur spoke in his lecture. 4. What conclusion have you come to having read the text?
Text B. Asepsis
If all the works carried out by the great French researcher Pasteur were divided into three groups they would form three great discoveries.
The first one might be formulated thus: “Each fermentation is produced by the development of a particular microbe.”
The second one might be given this formula: “Each infectious disease is produced by the development of a particular microbe within the human organism.”
The third one might be the following: “The microbe of an infectious disease, under certain conditions, is attenuated1 in its pathogenic activity; from a microbe it becomes a vaccine.”
In 1878 while delivering his lecture on the theory of microbes at the Academy of Sciences in Paris Pasteur said that if he were a surgeon, who knew of the dangers produced by microbes existing on the surface of every object, particularly in hospitals, not only should he use clean instruments, but after washing his hands with the greatest care, he would employ only those bandages and charpie2 which had been heated to a temperature of 130° or 150°C.
If he employed the water he would heat it to a temperature of 110° or 120°C, since observation had shown the clearest water to contain still greater number of microbes.
Had those principles of asepsis, on which Pasteur insisted, not been strictly followed in medicine thousands and thousands of human lives would have been lost because of sepsis.