Учебно-методический комплекс по дисциплине: Английский язык iya 1103 для специальности: 051102 «Общественное здравоохранение»

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Text B

T.A. Muminov

Muminov T.A. was born in 1953. He graduated from Almaty state medical institute. Now he is the leading expert on TB and Lung Diseases in Kazakhstan. He published more then 180 scientific articles and books. He is the author of 10 monographs and textbooks. Under his supervision 5 doctors of Medical Science and 10 PhD defended thesis and got their degree. Many parts of the national tuberculosis program in transition period are based upon Muminov’s research.

Muminov T.A. is the outstanding physician, scientist and the manager of Public Health. He is the author of several variants of State standard and the concept of High medical education.

He is the Chairman of Rectors’ Council of medical universities of Central Asia, the Member of Senate of the National Academy of sciences, the Board Member of Ministry of Health in Kazakhstan, the President of TB Association of Kazakhstan, the Academician of the Academy of sciences of the higher school of Kazakhstan, the Academician of the Hamburg Academy of medicine and prevention of diseases, the Academician of the Polish Medical Academy, the Member of the International Union Against Tuberculosis and Lung Diseases. He is awarded to Albert Schweitzer Gold Medal for humanism and the contribution to development of a medical science (1998). He is the winner of Tarlan (Master) National Scientific Prize (2003).

Now Muminov Talgat Ashirovich is the leader of new program, called “Elaboration and improvement of new methods of diagnostics, treatment and prevention of several forms of the diseases in ecologically adverse regions of Kazakhstan” 2003 – 2005.

Biography:

After graduation from Almaty state medical institute in 1976 Muminov T.A. worked as the intern, the assistant – researcher of tuberculosis department. In 1983 Muminov T.A. worked as the probationer in clinic of Academic A.G. Homenko, where he defended the thesis for degree of the Candidate of Medicine on a specialty “Phthisiology”. He was the lecturer of Phthisiopulmonologic department of Almaty State Institute for postgraduate education from 1984 till 1992. After defending the thesis for the Doctor of medical science (DMS) degree in 1992 he was elected as the chief of phthisiology and pulmonology department of Almaty State Institute for postgraduate education. From 1994 till 1995 D-r Muminov was the head of the department of science and education of the Ministry of Health. He was nominated for the rector of Almaty State Medical Institute (nowadays the Kazakh National Medical University) in 1995. Muminov’s basic clinical, scientific and pedagogical interests are related to tuberculosis and to antituberculosis organization.


2. Quote the sentences in which the following words and word combinations are used in the texts.

Political man, military statesman, high education, one of the first Kazakh doctors, health care, developing of medicine in Kazakhstan, leading expert on TB and Lung Diseases, outstanding physician and scientist, to work as an intern, phthisiopulmonologic department, rector of Kazakh National Medical University, pulmonary tuberculosis.


3. Find in the texts all sentences, in which the constructions would like to, want to, going to are used. Make up 4 sentences of your own according to the main contents of the texts, using these constructions in them.
4. Make up the plans of the texts: “S.D. Asfendiarov”, “T.A. Muminov”
S.D. Asfendiarov

Plan

1. S.D. Asfendiarov’s political and pedagogical activity

2. His ancestors and relatives

3. S.D. Asfendiarov’s study at Military Medical Academy in Petersburg.

4. His political activity during the years of revolution.

5. S.D. Asfendiarov as a rector of Kazakh Pedagogical Institute and Kazakh State Medical Institute.

6. His activity as the head of Ministry of Health Care and the first assistant of culture branch.

7. Fund, named by S.D. Asfendiarov.


T.A. Muminov

Plan

1. T.A. Muminov’s study at Almaty State Medical Institute.

2. His scientific activity.

3. T.A. Muminov as the author of State standard and the concept of High Medical Education.

4. His main scientific and pedagogical titles, merits and medals.

5. T.A. Muminov’s biography.

Literature:

1. Printed texts: “S.D. Asfendiarov”, “T.A. Muminov”

2. Maslova A.M. Essential English for Medical students. Moscow 2002.

3.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

4. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.

Control:

Questions to the theme:



S.D. Asfendiarov

1. What profession had S.D. Asfendiarov?

2. Did the education and political activity of his ancestors and relatives help him in political and scientific work?

3. What Academy did S.D.Asfendiarov graduate from?

4. Where did he work during the years of establishment of Soviet Power?

5. When did he get the grade of the professor? Where did he work after getting of this grade?

6. What Institutes did he organize? Was he the first rector of Kazakh State Medical Institute?

7. Did S.D. Asfendiarov constitute much in becoming and developing of medicine in Kazakhstan?


T.A. Muminov.

1. What Institute did T.A. Muminov graduate from?

2. Has he great and fruitful scientific activity?

3. Did he create several variants of State standard and the concept of High medical education?

4. Has T.A. Muminov many scientific and public titles?

5. What antituberculosic program was worked out?

6. Where did Muminov T.A. work as an intern?

7. Where did Muminov T.A. work as a probationer? What thesis did he defend?

8. Where did Muminov T.A. work as a lecturer?

9. When did Muminov T.A. defend the thesis for DMS? And where did he work after that?

10. When was Muminov T.A. nominated for the rector of Almaty State Medical Institute?

11. What are his basic clinical, scientific and pedagogical interests?



Contact Hours (3)

Work-out
Theme:

Lexics: Scientists of Great Britain

Grammar: Modal verbs: can, may, must

Aim: the students have to know all about the country of the studied language, particularly, about the scientist of Great Britain, get acquainted with the biography and his contribution to science. It is very important for the development of students’ general knowledge.

Basic thematic issues:

Lexics: the students have to know lexics of the text "Edward Jenner" (words and word-combinations of the text) and are ablе to use new lexics of the text in their speech.

Grammar: Modal verbs are “modal auxiliaries”. They are helping verbs that express a wide range of meanings (ability, permission, possibility, necessity, etc.). Most of the modals have more than one meaning.
Methods of teaching:

Contact Hour № 1


  1. Read and memorize the following words paying attention to the pronunciation:

Smallpox - оспа

Vaccination - вакцинация

Apprentice – ученик, подмастерье

Clergyman – священник

Stimuli -стимул

Capable - способный

Vesicles - пузырек

Outbreak - вспышка

Protection - охрана

Youth – юноша, молодость

To acquire - приобретать

Reliance - зависимость

Inoculation - прививка

Cowpox – «телячья» оспа

Lesion – повреждение, рана


  1. Read and translate new words and word – combinations:

Discoverer, vaccination for smallpox, country youth, stimuli, clergyman, to acquire, apprentice, confirm, reliance, capable, outbreak, inoculation, cowpox, lesion, exposure, deliberate, slight fever.


  1. Match the words from the left column with the synonyms from the right column:

youth gifted

to gain adolescent

apprentice capable

learner to acquire




  1. Translate into Russian: spread rapidly, mechanism of protection, could be transmitted, clinical surgery, experimental investigation, honours.

Literature:

1. a text “ Edward Jenner”, encyclopedia “Britannica”,


Control:

  1. Translate the following wоrd - соmbinatiоns: клиническая хирургия, механизм защиты, экспериментальное исследование, сын священника, любовь к природе.


  2. Choose the right synonym:

1. Youth a. child



      1. man

      2. old

      3. adolescent

2. gifted a. romantic

b. capable

c. modest

d. calm
3. apprentice a. learner

b. person

c. teenager

d. worker

4. to gain a. to know

b. to sorrow

c. to acquire

d. to like


Contact Hour № 2


  1. Write down three things you can do. ( two true and one false )

  2. Write down three things you can’t do. ( two true and one false )

  3. Which of these things can you do in your town. Make sentences.

  1. travel by tram

  2. travel by underground

  3. ride a bicycle safely

  4. find a taxi easily

  5. go shopping on a Sunday

4. Соmрlеtе the sentences with could оr couldn't and уоur own words. Ехаmрlе: А уеаг ago I couldn't speak English well, but now I саn.

a. When I was а bаbу, I____but now I саn.


  1. Five years ago, I __ , but now I can't.

  2. In the past I __ , but now I саn.




    1. Explain the usage of may and might and translate the following sentences:

You may take any book you like.

She told him that he might go home.

He may come tonight, but I am not sure.

I said that he was not in the house, but he might be in the garden.

6. Make a logical conclusion. Use must:

    1. Mrs. Chu has a big smile on her face.


    2. Emily is coughing and sneezing.

    3. Jack always gets the highest score on every test he takes.

7. Complete the dialogues with must or must not:

a.) A. Did you offer our guests something to drink?


  1. Yes, but they didn’t want anything. They______ be thirsty.




        1. A. You’ve been out here working in the hot sun for hours. You_______thirsty.

B. I am.

        1. A. Adam has already eaten one sandwich. Now he’s making another.

  1. He __________ be hungry.

        1. A. I offered Holly something to eat, but she doesn’t want anything.

B. She _______ be hungry.
Literature:

  1. Fundamentals of English Grammar. Betty S. Azar. pp 189-194


Control:


  1. Write two things you can do:

a. in a restaurant You can have lunch.

b. at the weekend in your town / city

c. in a classroom

d. with an e-mail
Contact Hour № 3
1. Read and translate the text:
Edward Jenner

Edward Jenner was born in 1749 in Berkeley, England and died in 1823, English surgeon and discoverer of vaccination for smallpox.

Jenner was born at a time when the patterns of british medical practice and education were undergoing gradual change. He was a country youth, the son of clergyman. Edward acquired a love of nature remained with him all his life. He attended grammar school and at the age of 13 was apprentice to nearby surgeon. On completing his apprentice ship at the age of 21 he went to London and became the house pupil of John Hunter. From no one else could Jenner have received the stimuli that so confirmed an interest in biological phenomena, disciplined powers of observation, a reliance on experimental investigation.

In addition to his training and experience in biology Jenner made progress in clinical surgery. He was capable, skillful and popular.

Smallpox was widely spread in the 18th century, and occasional outbreaks of special intensity resulted in a very high death rate. The only means of combating the disease was the so-called inoculation.

Jenner had been expressed by the fact that a person who had suffered an attack of cowpox – a relatively harmless disease that could be contracted from cattle – could not take the smallpox – i.e., could not become infected whether by accidental or in intentional exposure to the smallpox. Jenner concluded that cowpox not only protected against smallpox but could be transmitted from one person to another as a deliberate mechanism of protection.

The story of the great breakthrough is well known. In May 1796 Jenner found a young dairymaid , Sarah Nelmes, who had fresh cowpox lesions on her finger. The first child whom Jenner introduced the substance from cowpox vesicles was an eight-year-old boy, Jimmy Phipps.

Then he inoculated the boy again, this time with smallpox matter. No disease developed.

The procedure spread rapidly to the European continent, then to America, and soon was carried around the world.

Jenner not only received honors but also aroused opposition and found himself subjected to attacks, despite which he continued his activities in behalf of vaccination.

2. Find in the text the following wогd -соmbinatiоns : клиническая хирургия, механизм защиты, экспериментальное исследование, сын священника, любовь к природе.

3. Insert prepositions where necessary:


Edward Jenner was the discoverer ….. vaccination. He studied medicine …. London. His persistent scientific work resulted …… the the discovery of vaccination against smallpox. The vaccination is effective …. Prolonged period … time. The diseases had been common …… centuries ….. many countries …. Asia.

  1. Complete the sentences using the text information:

    1. Edward Jenner was born in …….

    2. He was ……

    3. Edward acquired a love of ……

    4. Smallpox was widely spread in the ……

    5. Jenner concluded that cowpox …….

5. Trans1ate the following sentences :

a. Looking back at the great discoveries of science manу of them seem so simp1e/

b. The disease had bееn соmmоn for centuries in manу соuntгiеs of Asia.

c. Тhеге were few реорlе who recovered from the disease.

d. Immunity, mау vary depending оn various conditions.



    1. Express the essence of every paragraph in a short sentence and entitle each

paragraph.

    1. Put ten questions to the text “Edward Jenner” and answer them.

    2. Make up a plan of the retelling of the text: “ Edward Jenner”

Pattern:

Plan of the retelling of the text:




  1. English surgeon and great discoverer

  2. Reliance on experimental investigation.

  3. Dangerous disease.

  4. Deliberate mechanism of protection.

  5. First inoculation.

  6. The magic procedure.


Literature:

1. text “ Edward Jenner” encyclopedia “ Britannica”

2. Fundamentals of English Grammar. Betty S. Azar. p.211

3. Maslova A.M. Essential English for Medical students. Moscow. 2002


Control:

1. Questions to the theme:



    1. Answer the questions:

  1. Who was the discoverer of vaccination?

  2. When was Edward Jenner born?

с) What disease was оnе of the main causes of death in the 18t1h century?

d) Who was the first person whom Jenner introduced the substance from cowpox vesicles?


2. Choose the right variant:

  1. Edward Jenner was

  1. a pilot

  2. a politician

  3. a scientist

  4. a cook

  1. Edward Jenner was born in

  1. Scotland

  2. Berkeley

  3. Poland

  4. Cambridge

  1. Edward Jenner acquired a love of

  1. astronomy

  2. physics

  3. mathematics

  4. nature

  1. The only means of combating smallpox was

  1. inoculation

  2. auscultation

  3. percussion

  4. invasion



Work –out

Theme׃ Education in Great Britain.

Aim:

Students are to know and use in Speech Present Tense on the base of educational system vocabulary.


Base thematic issues:

This lesson is inspired by text describing the educational system of great Britain, its structure and lexical issues focusing on presents Perfect Tense and educational terms.

Method of teaching:


  1. Presentation of a new vocabulary with the help of a lis of words.

A list of new words and word-combinations:

Education

Pre-school

To attend

Nursery school

To play alot

To listen attentively

To behave

Primary education

Infant school

Junior school

Physical education

State school

Public school

Private


Secondary education

Comprehensive

Exact

Natural


Sciences

Technical drawing

Coursework

General


Certificate

Advanced level



Work and words:

A child

A school


A lesson

A people


A subject

A parent


A son

A dauhter

A college

A sciense

A teenager

A an exam


Find the pairs of synonyms and memorize them:

Around

To attend



Attentively

To start


Ti have a lot of run

To move


Famous

The majority


Find the pairs of antonyms and memorize them:
Famous

The majority

Together

Limited


To be good

To pass an exam

To stay on
2)Presentation of new grammar material (look at grammar appearance)
Work on grammar

Give Past Participle of the following verbs:

To begin;

To play;


To learn;

To listen;

To behave;

To have;


To go;

To move;


To pay;

To go;

Translate to Russian:

А) Отдавать детей в школу;

В) Готовить учеников для поступления в университет;

С) Изучать английскую литературу;

D)Точные естественные науки;

3)Presantation of the text.

1) Read the text «Education in Great Britain» two times;

2) Translate the text

4)Home task:

1) to learn new vocabulary

2)to do exercises from the work-out

3) to learn grammar material. Present Perfect Tense

4)The control reading and translation of the text «Education in Great Britain».


5) Recomended literature:

- The text «Education in Great britain».

-Murphy «Gammar in USE»

Cutting Edge, pre-intermediate p152


Theme: education in Great Britain

Test (1) (Intial level control)

Variant1:


  1. Choose from the following verbs those that are regular and give the Past Participle of them:

To be to work

To have to listen

To take to translate

To go to find

To ask to help

2) Translate to english:

Сломанный карандаш

Город, окруженный деревьями

Данный текст

Theme: Education in Great Britain

Test(1) (Intial level control)

Variant2:


1.Choose from the following verbs those that are irregular and give the Past Participle of them:

to break to be

to have to give

to appear to talk

to make to cure

to choose to pay


2. Translate into English:

Отремонтированная машина

Интегрированная система

Опубликованная статья


Theme: education in Great Britain

Test (2) (Final control)

Variant 1

1.conjugate the verb «to listen» in the Present Perfect.

2.Make up sentences using the Present Perfect of the verbs:

to attend

to enter

to take


  1. Translate into English:


-Я поступил «а»на 1-ый курс КазНМУ в этом году.
Theme: education in Great Britain

Test (2) (Final control)

Variant 2

1.Conjugate the verb «to study» in the Present Perfect.

2. Mare up sentences the Present Perfect of the verbs:

to go


to study

to ask
3.Translate into English:

-сколько страниц вы перевили к сегодняшнему дню?


Work-out for practical study 1

Theme: The Skeleton

Aim: students are to know and use in speech Past Indefinite Passive on base of the skeleton of the human being.

Basic thematic issues:

This lesson is based on detal studying of main parts of the skeleton, using its vocabulary, the grammar material is Indefinite Passive while speaking and writing.



Methods of teaching:

1) Doing lexico-grammatical exercises:

a) Match the words A and B

A B

a. to be connected bone

b. long experiment

c. joint extremity

d. lower shoulder

e. right together

b) Translate the following:

врач, обследующий больного; больной¸обследуемый в ренгеновском кабинете; студент,встречающий своих друзей; студент, встреченный своими друзьями; хрящ, соединяющий плечо и предплечье; хрящ, соединенный с плечевым суставом.

с) give Russian equivalents to:

the arch of the vertebra, in the middle of the chest, the right shoulder, the left shoulder, to be connected by the joints, joints experiments, the main part.

d) Translate into Russian:

to be formed of ribs, to be composed of twenty-six bones, to be called the skull, to be connected together.

e) Read the sentences, translate them and find the Past Indefinite Passive voice:

The ribs were connected together by cartilages. The spinal column was formed by the vertebrae. All parts of skeleton were studied by the students of the first course. I was admitted to the Medical Institute last year. An interesting film was seen by them yesterday.

f) Complete the folloing dialogues using the proper verb forms:

A. How many bones __________the skeleton have?

B. It_____________ over 200 bones.

A. What parts do the bones of the skull____________ of?

B. The bones of the skull consist of _________and_________ pats.

A. What is the vertebra?

B. The vertebra _________ a small bone. How is it _________by?

A. It __________formed by the body and the arch.

B. How many vertebrae_________ there in the spine?

A. There are 32 or 34 vertebraein the spine.

B. What is the coccyx__________by?

A.The coccyx _______formed by from one to five vertevrae.

B. How is the cervical part of the spine___________?

A. It ______ formed by seven cervical vertebrae.

Speaking activity

a) Give information about the points according to the text:

Total bones in the adult skeleton

Cranial and facial part

All the vertebrae

Cervical vertebrae

Thoracic vertebrae

Lumbar vertebrae

Coccyx

Oval bodies



The chest structure

The breastbone

Ribs

The lower extremity



The upper extremity

Organic and inorganic substances.



Answer these questions:

1. Is the skeleton composed of bones?

2. How many bones are there in the skeleton of an adult person?

3. What parts does the skull consist of?

4. What parts does spine consist of?

5. What parts does the chest consist of?

6. What bones do uppex and low extremities consist of?

8. Do all bones consist of organic and inorganic substances?


8 Recommended literature:

a) A.M. Maslova “Essential English for medical students”

b) Material of the departament

c) Cutting Edge-Elementary

d) Murphy “Grammar in use”

e) www.@ com. Kz



Control section

  1. Make up dialogues using the information.

  2. Make a short summary of the text.

Work out for practical study 2

1. Theme: The Skeleton

Grammar: the Passive Indefinite voice



Aim: The students should know all the main parts of the skeleton so they will treat people against different diseases.

Basic thematic issues:

Before treating the patient it is necessary to know the skeleton of human being, its structure, consolidate the Indefinite Passive theme.


Methods of teaching:

1) Introduce and consolidate new vocabulary on the text.

Doing lexico-grammatical exercises:

1)Match the words from the left column with the Russian equivalents in the right one:

Spine составлять

free черепной

shoulder формировать

substance позвонок

forearm крестцовый

form свободный

trunk вещество

sacral копчик

coccyx связка

compose предплечье

cranial туловище

ligament плечо

2)Match the words from the left column with the English equivalents in the right one:

Дуга breastbone

Хрящ upper extremity

Грудная клетка pelvis

Основной facial

Соединять thigh

Череп cartilage

Поясничный connect

Таз basic

Лицевой arch

Грудина lumbar

Бедро scull

Верхняя конечность chest

3) Find in the text sentences with word-combinations from the points below

(see 4, 5) and translate them.
4) Give Russian equivalents to:

To be composed of bones

The bones of the skull

The spine consists of

To be formed of the arch

All the vertebrae

The spinal column

The spine of the adult

Large bodies

In the middle of the chest

The cartilages of the ribs

To be free

The lower extremity

Organic and inorganic substances


5) Give English equivalents to:

Во взрослом скелете

Черепная и лицевая часть

Ребра и грудина

Соединяться с грудиной

Поясничный позвонок

Длинная кость

Шейка и тело

Голень и стопа

Верхняя конечность

Плечевой пояс

Кости соединяются


6) Introduce and consolidate the Passive Indefinite voice and its translation into Russian.

7) Give the Past Participle from the following verbs and translate them:

to conduct

to elect

to teach

to do


to enter

to make


to form

to work
8) Translate the following sentences:

These operations are performed by the doctor.

Anatomy is taught in practical classes.

The lecture in Biology is delivered on Friday.
Working with book

9) Do exercise VШ on p.56

Speaking activity


  1. Give information about the points according to the text

Bones of the skull

Bones of the trunk

Bones of the spinal column

Bones of the chest

The lower extremity

The upper extremity

Bones of the skeleton

Home task

a) learn by heart new words

b) learn the rules of the Passive voice

c) make up a summary of the text.



8. Recommended literature:

a) A.M. Maslova “Essential English for medical students”

b) Material of the department

c) Cutting Edge-Elementary

e) Murphy “Grammar in use”

Work-out for practical study 3

Theme: The Skeleton

Aim: As the medical students study Anatomy of a human being they should know the structure of the skeleton.

Basic thematic issues:


  1. To introduce and consolidate the vocabulary on the text “The Skeleton”.

  2. To introduce and consolidate the Passive voice and its translation into Russian.

  3. To teach the students to differentiate the Passive voice from the Active voice.

  4. To practice the students speech given theme.

Methods of teaching:

1) Doing lexico-grammatical exercises:

a) Find English equivalents in the text of the following word combinations:

состоит из костей, часть туловища, грудная клетка, слюнные железы, ротовая полость, туловище и конечности, хрящи и связки.

b) Match two pairs of phrases:

cervical substance

spinal body

facial extremity

lower column

inorganic part

oval vertebra

c) Find the proper translation of the word combinations from the right column those from the left one:

шейная часть позвоночника the bones of the skull

лицевая часть the bones of the trunk

кости черепа the largest vertebrae in the spinal column

грудные позвонки the cervical part of the spine

поясничные позвонки shoulder girdle

крестцовые позвонки lumbar vertebrae

плечевой пояс cervical vertebrae

шейные позвонки sacral vertebrae

самые большие позвонки в позвоночном столбе the facial part

d) Put the missing prepositions:

The skeleton is composed ……….. bones.

………. the adult the skeleton has ……….. bones.

There are 26 bones ………….. the skull.

The bones ……….. the trunk are the spine and the chest.

The breastbone is a long bone ……….. the middle of the chest.

The lower extremity is connected …….. the trunk …….. the pelvis.

The bones consist …….. organic and inorganic substance.

f) Read and translate the following sentences:

The skeleton is composed of bones. The vertebra is a small bone, which is formed by the body and the arch. The cervical part of the spine is formed by seven cervical vertebrae.

The patient was examined by the doctor yesterday. The children are brought up by their parents.

Speaking activities

Complete the following dialogues using the proper verb forms (beginning in work out for practical study 1):

A. What is the chest (thorax) ………………….. of?

B. It is composed of 12 thoracic vertebrae, the breastbone and 12 pairs of ribs.

A. What is the breastbone?

B. The breastbone ……. a long bone. Do you know where it is?

A. The breastbone …….. in the middle of the chest. How are seven ribs ………… connected with the breastbone?

B. They are ……………….. with the breastbone by cartilages.

A. What ………. the cartilages of three other ribs connected with?

B. The cartilages of these ribs are ……………. with the seventh rib. Why are not the eleventh and the twelfth ribs connected with other ribs?

A. The eleventh and the twelfth ribs are free. What does the lower extremity ……………………. of?

B. It consists of the thigh, leg and foot. How is it ……………. with the trunk?

A. It ……. connected with the trunk by the pelvis. How is the upper extremity ………….. with the trunk?

B. It ………….. connected with the trunk by the shoulder girdle. How is the upper extremity …………………?

A. The upper extremity ………… formed by the arm, forearm and hand. How are the bones of the ……………….. together?

B. The bones of the skeleton ….. connected together by the joints or by the cartilages and ligaments. What do the bones …………… of?

A. The bones consist of organic and inorganic substance.
Recommended literature:

a) A.M. Maslova “Essential English for medical students”

b) Material of the departament

c) Cutting Edge-Elementary

d) Murphy “Grammar in use”

e) www.@ com. Kz




Control section

  1. Make up dialogues using the text “The Skeleton”.

  2. Retell the text using the following plan:

-- Bones of the adult skeleton

-- Bones of the skull

-- Bones of the trunk

-- Bones of the spinal column

-- Bones of the chest

-- The lower extremity

-- The upper extremity

-- Structure of the bones



Contact hours 3

Work-out 1
Theme: the Heart and vascular system

Aim: to teach the students to read unknown medical words and word-combinations of the text. The students study to form word combinations of suffixes –ous, -ary,- ery, -ory, prefixes inter-, sub-.
Basic thematic issues: In the text new lexics and special English medical terminology are widely used. Studying of special English medical terminology helps the students to read and translate more complicated medical texts and is very important for their future professional work.
Methods of teaching: performing practical classes, reading and translating the text, doing phonetical and lexical exercises, working with book.


  1. Read and translate.

  1. fibrous, numerous, continuous, venous, nervous

  2. ordinary, alimentary, primary, secondary, respiratory

  3. subdivision, subacute, subtropical, subcostal, subcutaneous, subclass, subserous




  1. Remind these words

Vascular сосудистый

Pericardium околосердечная сумка (перикард)

Apex верхушка

Interspace промежуток

Costal реберный

Septum перегородка

Atrium предсердие

Ventricle желудочек

Valve клапан

Fibrous волокнистый, фиброзный

Systemic системный

Pulmonary легочный

Portal воротной, относящийся к воротной вене (портальный)



  1. Do ex. VIII p. 75 (Maslova A.M).





  1. Do ex. IX p. 75 (Maslova A.M).




  1. Translate word and word combinations into Russian.

Inner hollow muscular organ, in the male and female, the anterior part, triangular in form, fibrous bands, simultaneously


  1. Give the Russian equivalents.

В три раза толще, чем стенки; малый (легочный) круг кровообращения; большой круг кровообращения; кровообращение в системе воротной вены


  1. Read and translate the text


Literature:

1. Maslova A.M. Essential English for Medical students. Moscow 2002.

2.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

3. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.


Control: vocabulary test

Work-out 2
Theme: the Heart and vascular system
Aim: to study new lexical and grammar material and to use it in their speech.

The students are to know the formation of Participle I, II


Basic thematic issues: the presentation of new grammar. The students study to form the sentences with Participle I, II and use in their speech.
Methods of teaching: performing practical classes, doing grammatical exercises, working with book.


  1. Do ex. IV p. 74




  1. Translate the following sentences.

Asked-asking, send-sending, taken-taking, written-writing, read-reading, sold-selling, studied-studying, invited-inviting.

  1. Translate into Russian paying attention to Participle I, II.


All the engineers working at the Ministry of Foreign Trade must know Foreign languages.

You must learn all the words given on page 125.

Traveling about Kazakhstan, he saw a lot of newly-built towns.

He liked to sit on the sofa watching TV.

The question discussed at the meeting was very important.


  1. Translate into English.

Это был небольшой дом, построенный в 1830 году.

Читая английские книги, выписывайте интересные выражения.

Будучи тяжело болен, он не смог продолжить работу над книгой.

Все студенты, взявшие книги из библиотеки, должны сдать их после экзаменов.




  1. Find out the sentences with Participle I, II and translate them.

  2. Choose the necessary Participle. Translate the sentence:

a) The blood vessels (located, locating) on the anterior surface of the arm were dilated. 27 The vessels (carried, carrying) blood to the heart are called veins. 3. The lungs are the inner organs (included, including) in the thoracic cavity.

Literature:

1. Maslova A.M. Essential English for Medical students. Moscow 2002.

2.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

3. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.


Control:

1. Read these words and translate them.

dangerous, religious, ambitious, subzero, subsonic, subtitles, subconscious, surgery, pulmonary

2. Form the Past Participle of the verbs given in brackets. State their functions. Translate the following sentences:

The patient (admit) to the hospital was a 45-year-old female. The inner organs (include) in the thoracic cavity are the heart and the lungs. The blood (carry) to the lungs is called venous blood.

3. Rearrange the words to make sentences with Participle I, II

a) The an muscular inner placed hollow the is heart organ within chest.

b) dilated The vessels anterior located on the surface were blood of the arm.

c) are vessels heart blood to the called veins The carrying.



Work-out 3
Theme: the Heart and vascular system
Aim: to teach the students retell the text using words and word-combinations in their speech. The students are able to form sentences in Participle I, II
Basic thematic issues: the revision of lexical minimums and grammar. The students should retell the text using new words and word-combinations.
Methods of teaching: performing practical classes, doing lexical, phonetical, grammatical exercises, working with book.
1. Form and translate the new words by adding:

a) the prefix sub-: divide, tropical, class, cutaneous, costal, family, mucous:

b) the prefix inter-: costal, national, muscular, vertebral, ventricular, vascular.

c) the suffix –sub: division, acute, costal, class, serous.


2. Translate word and word combinations into Russian.

Inner hollow muscular organ, in the male and female, the anterior part, triangular in form, fibrous bands, simultaneously


3. Give the Russian equivalents.

В три раза толще, чем стенки; малый (легочный) круг кровообращения; большой круг кровообращения; кровообращение в системе воротной вены

4. Match a line A with a line B.

Vascular воротной, относящийся к воротной вене

Pericardium системный

Apex перегородка

Interspace волокнистый, фиброзный

Costal клапан

Septum верхушка

Atrium околосердечная сумка (перикард)

Ventricle желудочек

Valve реберный

Fibrous промежуток

Systemic предсердие

Pulmonary легочный

Portal сосудистый

5. Form the Past Participle of the verbs given in brackets.

a) The patient (admit) to the hospital was a 45-year-old female. B) The inner organs (include) in the thoracic cavity are the heart and the lungs. C) The blood (carry) to the lungs is called venous blood.

6. Say in which sentences Present Participle is not the part of the predicate:

a) The fibrous bands forming the muscular structure of the heart are divided into two groups. b) Carrying blood to and from the lungs the vessels of the pulmonary system dilate and contract simultaneously with the action of the heart. C) Now my sister is receiving the treatment at the surgical department. d) The semilunar valve of the aorta is the dividing portion at the point of origin of the aorta in the left ventricle.


Literature:

1. Maslova A.M. Essential English for Medical students. Moscow 2002.

2.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

3. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.


Control: questions

  1. Where is the base of the heart?

  2. Where is the apex?

  3. What is the weight of the heart in the male and female?

  4. How many chambers does the heart consist of?

  5. Where is the right atrium?

  6. Where is the left atrium?

  7. Where is the right and left ventricle?

  8. How many groups does the vascular system consist of?

  9. How are the pulmonary and portal system formed by?

  10. How many coats are most of the arteries composed of?




Work out 1

Theme: The lungs

Aim: a) Students should familiarize with new lexics of the theme;

b) it would help the students to draw a topic about the main organs of the human;

c) to make the sentences and translate them;

d) use lexical minimum in their speech;

e) to translate the words and word combinations with the lexical minimum.

Basic thematic issues:

1. Structure of the lungs from anatomical atlas;

2. Latin words describing lungs.

Methods of teaching: performing practical class, doing lexical exercises, working with book.

Pay attention to correct spelling and pronunciation.


Work on words:

1. Read and remember the pronunciation of words:


respiratory

дыхательный,

респираторный



above

над, свыше

lateral

боковой

level

уровень, количество

mediastinum

средостение

thin

тонкий, худой

pleura

плевра

vary

менять(ся), изменять(ся), разнообразить

lobe

доля

heavy

тяжелый, плотный

external

наружный

left

левый

serous

серозный, сывороточный

capacity,

vital capacity of the lungs



емкость, объем

жизненная емкость легких



visceral

внутренний

infant


младенец, ребенок до 2-х лет

subserous

подсерозный

pale

бледный

cover

покрывать, закрывать

colour

цвет, окашивать

shape

форма, очертание, вид, образ

layer

слой, листок

border

граница, край

proper

собственный, правильный, соответствующий,

надлежащий



extend

простирать(ся); увеличивать (ся)







upward

вверх




















2. Do exercise № 10 p. 80. Translate the following participle.
3. Give antonyms to the following words.

upward left

infant visceral

thin posterior

heavy

4. Find the right equivalents from the left column.

respirators граница

structure покрывать

spinal column внутренний

cover позвоночный столб

visceral структура

border дыхательный

5. Do exercises № 3 p. 78
6. Give Russian equivalents:

to extend upward

the lower lobe

to vary in colour

heavy weight

a thick layer

to become pale

proper substance



7. Give English equivalents:

плевра покрывает легкие

границы легких

тонкий слой

средостение

вес легких

окрашивать

над уровнем


8. Learn by heart the active vocabulary.


Literature:

1. Printed texts: “The Lungs”

2. Maslova A.M. Essential English for Medical students. Moscow 2002.

3.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

4. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.
Control: quiz

Work out 2

Theme: The lungs.

Aim: 1. the formation of sentences with one, ones, that, those.

2. their own sentences according to the new grammar.


Basic thematic issues: 1. Pronouns and their types;

2. Demonstrative nouns;

3. Substitutes of nouns (one, ones, that, those).

Methods of teaching: performing practical classes, doing grammatical exercises working with book.

1. Translate into Russian paying attention to the substitutes of nouns.

a) Ann had got a grey kitten, and I have got a white one.

b) These dictations are bad than those one.

c)This book is interesting than that one.

d) This boy is clever than those one.

e) The new cinema in our districtв is much bigger than the old one.

f) This room is larger than that.

2. Translate the sentences into English paying attention to the words in brackets.

-Этот дом красивее, чем (тот дом) напротив.

-Его машина удобнее, чем твоя (машин).

-В прошлом году экзамены были труднее, чем ( экзамены)в этом году.

-Эта работа легче (той).

-Этот роман более увлекательный, чем (тот).


3. Rearrange the words and make the sentences.

- one My is my more than beautiful garden neighbors.

- that Our is one than better TV-set.

- colder river is that than This one.

- books are interesting These than more those.
4. Do exercise VI p.74.

5. Translate the sentences paying attention to the Substitutes of nouns (one, ones, that, those).

1. The right atrium is lager than the left one. 2. The left atrium is thicker than the right one. 3. The left ventricle is longer and more conical than the right one.
6. Do exercise XVI p.77.

Literature:

1. Printed texts: “The Lungs”

2. Maslova A.M. Essential English for Medical students. Moscow 2002.

3.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

4. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.
Control: tasks on basic grammatical themes.

Work out 3
Theme: Lungs.

Aim: 1. to translate words and word-combinations;

2. to read text paying attention to the new words and word-combinations.


Basic thematic issues: 1. Revision of lexical minimum;

2. Revision of grammar;

3. Reading the text

Method of teaching: performing practical classes, reading and translating the text, doing lexico – grammatical exercises, working with book.

Work on the text.

1. Read and translate the text “The Lungs”.
2. Find in the text the words from Latin.
3. Give the opposite meaning to the following adjectives and adverbs.

1. the right leg 5. internal surface

2. a flat infant 6. outer layer

3. a light weight 7. layer lobe

4. below the heart
4. Quote the sentences containing the following words and word-combinations in the text and translate them.

The left lung, in the convex surface, each lung, mediastinum, adult male, vital capacity, become darker.


5. Insert prepositions.

1. The lungs are separated ... each other ... the mediastinum.

2. The lung apex extends 3-4 cm. ... the level ... the first rib.

3. ... adults the colour ... the lungs is darker than ... infants.

4. The posterior borders ... the lung are ... each side ... the spinal column.
6. Translate into Russian.

1. I don’t like this book, give me another one.

2. The bones of the skull are those which compose the head and the face.

3. The bones of the extremities are longer than those of the spine.

4. This lecture is more interesting than the one I attended last week.

5. The weight of the lung is less than that of the heart.



7. Make a topic according to the text.

Literature:

1. Printed texts: “The Lungs”

2. Maslova A.M. Essential English for Medical students. Moscow 2002.

3.Maslova A.M. Language laboratory. Exercises for medical students. Moscow 2002.

4. Maslova A.M. Essential vocabulary for medical students. Moscow 2002.

Control: control reading of the text with the translation

Work – out
Theme: The Alimentary tract




1   2   3   4   5   6   7   8   9   ...   17

Кафедра - иностранных языков

Курс: первый Семестр: 1-2

Лекции: - нет

Практические

(семинарские) занятия – 45 часов

Самостоятельная работа

под руководством преподавателя (СРСП) – 45 часов

Всего аудиторных: - 90 часов (2 кредита)

Внеаудиторная самостоятельная

работа студентов (СРС) - 45 часов (1 кредит)

Всего кредитов – 3 (135 часов)

Форма контроля: экзамен – 2 семестр

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