
- •І. Active Vocabulary
- •II. Read the following text. Routes of Drug Administration. Parenteral Route
- •III. Vocabulary and Speech Exercises
- •I. Give English equivalents of the following words and word-combinations.
- •II. Explain the meaning of the following words and word-combinations.
- •III. Form synonymous pairs from the words given below.
- •IV. Discuss pros and cons of the parenteral route of drug administration.
- •VII. Read the definition and fill in the blanks with the words given in brackets. Consult the glossary.
- •VIII. Have a bit of fun.
- •IV. Grammar Exercises
- •I. Open the brackets using the verbs in the proper tense and voice form.
- •II. Put down the following numerals in words.
- •III. Insert articles where necessary.
- •Lesson 2 Oral Route of Drug Administration
- •І. Active Vocabulary
- •II. Read the following text. Oral Route of Drug Administration
- •III. Vocabulary and Speech Exercises
- •I. Read the following transcriptions. Write them in words and give their Ukrainian equivalents.
- •II. Substitute the words in bold type by a word or word-combination from the text.
- •III. Render the following abstract in English.
- •IV. Solve the cross-word puzzle.
- •V. Complete the sentences by choosing appropriate prepositions from those in the brackets.
- •VI. Have a bit of fun.
- •IV. Grammar Exercises
- •I. Change the following from direct into indirect speech.
- •II. Choose the proper modal verb from those in brackets.
- •Lesson 3 Other Routes of Drug Administration
- •І. Active Vocabulary
- •II. Read the following text. Other Routes of Drug Administration
- •III. Vocabulary and Speech Exercises
- •I. Give English equivalents of the following words and word-combinations.
- •II. Say is the following statements are true or false. Correct the false statements to make them true.
- •III. Fill in the blanks with the words given in brackets.
- •IV. Remember the following abbreviations of the routes of administration.
- •V. Discuss pros and cons of various routes of drug administration.
- •VI. Translate into English.
- •VII. Have a bit of fun.
- •IV. Grammar Exercises
- •II. Use the infinitives in brackets in the proper form.
- •III. Translate into English.
- •І. Active Vocabulary
- •II. Read the following text. Preparations for Oral Route
- •III. Vocabulary and Speech Exercises
- •I. Explain the meaning of the following words and word-combinations.
- •II. Substitute the words in bold type by a word or word-combination from the text.
- •III. Say what form of medication it is spoken about.
- •IV. Discuss with your fellow-students the advantages of tablets. Name any disadvantages of tablets you can think of. You may use words in brackets while speaking.
- •V. Complete the sentences by choosing appropriate prepositions from those in the brackets.
- •VI. Translate into English.
- •VII. Have a bit of fun.
- •IV. Grammar Exercises
- •Lesson 2 Suppositories
- •І. Active Vocabulary
- •II. Read the following text. Suppositories
- •IV. Read the following definitions of the mentioned in the text drugs.
- •V. Translate into English.
- •VI. Have a bit of fun.
- •IV. Grammar Exercises
- •Lesson 3 Topical Medications
- •І. Active Vocabulary
- •II. Read the following text. Topical Medications
- •III. Vocabulary and Speech Exercises
- •I. Give English equivalents of the following words and word-combinations.
- •II. Read the following transcriptions. Write them in words and give their Ukrainian equivalents.
- •III. Explain the meaning of the following words and word-combinations.
- •IV. Complete the sentences by choosing appropriate prepositions from those in the brackets. Choice of Base Formulation
- •V. Solve the cross-word puzzle.
- •VIII. Read the definition and fill in the blanks with the words given in brackets. Consult the glossary.
- •IX. Have a bit of fun.
- •IV. Grammar Exercises
- •І. Active Vocabulary
- •II. Read the following text.
- •Vitamins
- •IV. Discuss the following information with your fellow-students.
- •V. Fill in the blanks with the words given below. Discuss the text with your fellow-students.
- •VI. Render the following text in English.
- •VII. Have a bit of fun.
- •IV. Grammar Exercises
- •I. Paraphrase the following sentences as in the model.
- •II. Open the brackets using the verb in a required form.
- •III. Translate the following sentences into English.
- •Lesson 2 Minerals
- •I. Active Vocabulary
- •II. Read the following text. Minerals
- •III. Vocabulary and Speech Exercises
- •I. Read the following transcriptions. Write them in words and give their Ukrainian equivalents.
- •II. Match the mineral in brackets with its definition.
- •III. Discuss the following information with your fellow-students.
- •IV. Memorize the meaning of the following term-elements.
- •V. Read the definition and fill in the blanks with the words given in brackets. Consult the glossary.
- •VI. Translate into English.
- •VII. Have a bit of fun.
- •IV. Grammar Exercises
- •I. Paraphrase the sentences as in the model.
- •What Is a Biologically Active Additive To Food?
- •Biologically active supplements - for or against?
- •IV. Open the brackets using the verbs in the proper tense and voice form.
- •I. Active Vocabulary
- •II. Read the following text. Antivirals
- •III. Vocabulary and Speech Exercises
- •I. Read the following transcriptions. Write them in words and give their Ukrainian equivalents.
- •II. Give English equivalents of the following words and word combinations.
- •III. Substitute the words in bold type by a word or a combination of words from the text.
- •IV. Discuss with your fellow-students the clinical application, side effects and dosage forms of some antivirals.
- •Inosine Pranobex
- •V. Translate into English
- •IV. Grammar Exercises
- •I. Define the forms of the participles in bold type.
- •II. Transform the sentences according to the model.
- •III. Replace one of the homogeneous predicates by Participle I.
- •Lesson 2 Antibiotics
- •I. Active Vocabulary
- •II. Read the following text. Antibiotics
- •III. Vocabulary and Speech Exercises
- •I. Read the following transcriptions. Write them in words and give their Ukrainian equivalents.
- •IV. Fill in the gaps with suitable words or word combinations given in brackets below. Discuss the text with your fellow-students.
- •V. Complete the following dialogue.
- •VI. Translate into English.
- •IV. Grammar Exercises
- •I. Transform the following sentences using Participle II instead of the subordinate clauses.
- •II. Open the brackets using the appropriate form of the Participle.
- •III. Translate into English using the required form of the Participle.
- •Lesson 3 Analgesics
- •I. Active Vocabulary
- •II. Read the following text. Analgesics
- •V. Complete the sentences by choosing appropriate prepositions from those in brackets. Entitle the complete text and translate it into Ukrainian.
- •VI. Using the table discuss with your group-mates the main differences between opioid and non-opioid analgesics.
- •IV. Grammar Exercises
- •I. Translate into Ukrainian paying attention to the Objective Participle Complex.
- •II. Translate into Ukrainian. Pay attention to the Subjective Participle Complex.
- •III. Translate into English using the Objective or Subjective Participle Complexes.
- •Lesson 4 Antihistamines
- •I. Active Vocabulary
- •II. Read the following text. Antihistamines
- •III. Vocabulary and Speech Exercises
- •I. Read the following transcriptions. Write them in words and give their Ukrainian equivalents.
- •II. Give English equivalents of the following words and word combinations.
- •IV. Using the information given below discuss with your group-mates characteristics of the first and second generation antihistamines.
- •IV. Grammar Exercises
- •I. Transform the following complex sentences into simple ones using the Absolute Participle Complex.
- •II. Translate into English using the Absolute Participle Complex.
- •Lesson 5 Antipyretics
- •I. Active Vocabulary
- •II. Read the following text. Antipyretics
- •III. Vocabulary and Speech Exercises
- •I. Give English equivalents of the following words and word combinations.
- •III. What words from the active vocabulary may convey the following meanings.
- •V. Translate into English.
- •V. Read the following information on brief history of antipyretic therapy.
- •IV. Grammar Exercises
- •I. Translate the following paying attention to the way the Gerund should be translated and state its functions.
- •II. Translate into English using the Gerund.
- •Lesson 5 Cardiovascular Medications
- •I. Active Vocabulary
- •II. Read the following text. Cardiovascular Medications
- •III. Vocabulary and Speech Exercises
- •I. Give English equivalents of the following from the text.
- •III. Complete the sentences by choosing appropriate prepositions from those in brackets.
- •IV. Comment on the cardiovascular drugs described in the table.
- •V. Translate into English.
- •IV. Grammar Exercises
- •I. Translate into Ukrainian paying attention to the Gerundial Complexes.
- •II. Combine the sentences using Gerundial Complexes.
- •Lesson 6 Gastrointestinal Drugs
- •I. Active Vocabulary
- •II. Read the following text. Gastrointestinal Drugs
- •IV. Translate into English.
- •IV. Grammar Exercises
- •I. Insert the Infinitive, Participle I or II, or the Gerund. Translate into Ukrainian.
- •II. Translate into English.
- •Lesson 7 Drugs for Cough
- •I. Active Vocabulary
- •II. Read the following text. Drugs for Cough
- •III. Vocabulary and Speech Exercises
- •I. Explain the following words and word-combinations.
- •II. Form antonymous pairs from the words given below.
- •IV. Fill in the gaps with suitable words or word combinations given in brackets below. Discuss the text with your fellow-students.
- •V. Translate into English.
- •IV. Grammar Exercises
- •I. Translate into Ukrainian. Pay attention to the Conditional Mood.
- •II. Answer the following questions as in the model.
- •Suppose you were very busy last night reviewing for a test. Would you have watched a film on tv?
- •III. Translate into English.
II. Read the following text. Other Routes of Drug Administration
Pulmonary route is a route of fast absorption avoiding the liver: drugs absorbed by the lungs, reach the left atrium and the left ventricle, and then the general circulation. The pulmonary route is used:
for local treatment: bronchial indications but with possibility of partial absorption and general effects. The forms used are aerosols conveying drugs such as antibiotics, mucolytic, muscarinic receptor antagonists. A lot of devices like pressurized atomizers, aerosol-batchers or sprays, inhalers of dry powder are used to introduce drugs into bronchial airways.
for general treatment: medical gases and general anaesthetics by inhalation. Oxygen, nitric oxide and nitrous oxide which are in gas form are administered naturally by pulmonary route. The anaesthetics such as fluothane, liquids easily volatile, are administered by inhalation.
The interest of the pulmonary route is to avoid intestinal and hepatic first-pass metabolism. It could be used for drugs such as heparin and insulin.
Nasal route is used:
for local treatment with vasoconstrictive and antiallergic drugs but with possibility of absorption and general effects.
for general treatment: the nasal route can be used for the administration of polypeptide hormones such as desmopressin.
Cutaneous or transdermal route. The permeability of the skin to drugs depends on the drug itself, in particular its liposolubility and on the vehicle in which the drug is introduced. Resorption varies with several parameters:
localization: it is low at the level of the plant of the feet, of the palm of the hands, important at the level of armpits, of the angle of the jaw and the scrotum.
temperature and cutaneous circulation: if the temperature is high, there is a vasodilation which facilitates absorption.
state of the skin: the existence of lesions (burns, for example) increases the absorption.
age: it decreases with the age, i.e. it is more important in the new-born baby. In addition the body area compared to the weight is more important in the new-born baby and the infant than in adults.
The cutaneous route is used for local treatments by disinfectants, antimycotics, antibiotics or glucocorticoids which can sometimes be absorbed, diffuse in the whole body and be at the origin of general effects. The severe poisonings which occurred in France in 1972 in infants following applications of talc contaminated by hexachlorophene, neurotoxic product, shows that the skin, especially in new-born babies and infants, can absorb various molecules.
The transdermal route is used for introducing drugs into the body, in particular for avoiding hepatic catabolism. There are various devices for cutaneous administration, from simple application to the use of complex transdermal devices. It is used for various drugs: hormones like estradiol and progesterone, and others such as nitroglycerin, scopolamine, fentanyl.
The cutaneous route like the pulmonary and the nasal routes avoid first-pass metabolism.
Other routes: ocular, ear and vaginal. These routes are used for local treatment but a diffusion in the body is possible, with adverse effects, for example, after prescription of ophthalmic solutions, containing beta-blockers. The drugs administered by these routes are called ophthalmic solutions for the eyes, drops for the ears, and ovules for the vagina.
Answer the following questions on the text.
Does the pulmonary route of drug administration avoid the liver?
What kind of treatment is the pulmonary route used for?
What devices to introduce drugs into bronchial airways do you know?
What drugs can be administered by inhalation?
Vasoconstrictive and antiallergic drugs can be used by the nasal route, can’t they?
Can the nasal route be used for general treatment?
What parameters does transdermal resorption of drugs vary with?
Does the permeability of the skin to drugs decrease or increase with the age?
What drugs may cutaneous route be used for?
Do the cutaneous route like the pulmonary and the nasal route avoid first-pass metabolism?
What other routes of drug administration do you know?