
- •Vocabulary and reading
- •I. Read and study the word list:
- •II. Read and translate the text. What is Life?
- •III. What is missing? Find the words in reading:
- •IV. Answer the questions:
- •Grammar and speaking:
- •III. Compare two Voices and translate sentences:
- •Reading and speaking
- •I. Read the text below. Are Viruses Alive?
- •II. Take part in the discussion of the virus role for the disease origin. Listening and Speaking
- •1. Listen and answer the questions: Text 3 What is life? The physicist who sparked a revolution in biology
- •Test yourself
- •Exams situation
- •4. Translate the sentences:
- •5. Remember the combination in order to write and speak correctly:
- •Over to you
- •Reading and writing Academic style. Structure and Cohesion
- •Lesson 2
- •Vocabulary and reading
- •I. Read and study wordlist
- •I. Read and translate the text. Preface
- •II. What is missing? Find the words in reading:
- •III. Answer the questions:
- •IV. Choose the correct answer:
- •V. Grammar and speaking:
- •Vocabulary to the text below
- •The role of theory in question formulation
- •Reading and speaking
- •1. Here are some brief biographies of the prominent scientists. Read and translate them.
- •2. Ask questions to each other about biography. Reading and writing
- •Listening and speaking
- •I. Fill each gap using one of the following auxiliary verbs. They may be used in more than one place.
- •Inventions: antibiotics
- •II. Before watching study the new vocabulary:
- •III. After watching answer the following questions:
- •Discussion
- •IV. Write a brief summary of the text.
- •II. Answer the questions:
- •II. Take part in the discussion of recent advances in clinical biology based on the text:
- •Plenary Lecture 15
- •Role of Professional Antigen Presenting Cells in the Genesis of Immune Response to Protein Therapeutics
- •Dr. Suryararathi Dasgupta
- •III. What are the main advances? Express your opinion using phrases: It’s rather surprising, I wonder about, I’d like to stress. Test yourself
- •2. Read, translate sentences. Find the verbs in Active and Passive Voice:
- •3. Read the text. Define the verbs used in different Tenses. How are processes and procedures described.
- •Exams situation
- •Lesson 3 Topic: Teaching activity of a scientist
- •Vocabulary and reading
- •I. Read and study the wordlist:
- •II. Read and translate the text. Medical student education in the United States of America
- •III. Answer the questions?
- •IV. Try to activate the new vocabulary in the following tasks:
- •V. Pay attention to different cases of using words:
- •23 Cases of using ‘hands-on’ from 118. Try to choose the meaning:
- •Grammar and speaking
- •Department Obstetrics Gynecology
- •IV. Read the text. What means of teaching are used?
- •Types of examination
- •V. Discuss the process of teaching and learning. Reading and speaking
- •Listening and writing
- •I. Try to understand the text and answer questions.
- •II. Listen to the text writing down English equivalents for the following Russian words and expressions.
- •III. Write down the main idea of the report.
- •Over to you Exam’s situation
- •Lesson 4 Topic: Curriculum Development. Curriculum Overview and Organisation
- •Vocabulary and reading
- •I. Read and study the wordlist:
- •II. Read and translate the text.
- •III. Answer the questions:
- •IV. Give Russian equivalents of the following phrases:
- •V. Pay attention to the importance of words and collocation.
- •VI. Try to use the new vocabulary in your own sentences and questions. Grammar and speaking
- •I. Some information about future tenses:
- •II. Pay attention to the use of the future construction. Compose your own sentences.
- •Reading and speaking
- •I. Read and translate the text. Dmd Programm
- •II. Read the sentences in the text which imply the ideas:
- •Listening and speaking
- •Reading and writing Some common types of error
- •Comparative constructions
- •Showing non-equivalence
- •Over to you
- •Exams situation
- •Lesson 5 Topic: Specialities. How to become a good specialist and to develop professional experience?
- •Vocabulary and reading
- •I. Answer the questions:
- •II. Study the text. Choosing a specialty
- •III. Here is a random selection of more than 20 solutions from the 4864 found. Translate them.
- •Grammar and speaking
- •II. Look through the text. How possibility, capacity or ability, impossibility, probability, opinions, volition wanting are expressed?
- •Reading and speaking
- •I. Look through the lists of qualifications.
- •Listening and writing
- •Writing tips
- •III. Read the following notes and write a reply of around 200 words.
- •Exam’s situation
- •Lesson 6 Topic: Recent advances in medicine. Narrow field of investigation.
- •Vocabulary and reading
- •1. Read and translate the text from the field of recent advances in clinical medicine.
- •Grammar and speaking
- •Reading and speaking
- •1. Read and translate the text from the section. “Recent advances in clinical medicine”:
- •2. Use the following words in sentences of your own:
- •III. Comment on the basic points of the text using phrases:
- •IV. Give more information on the medical problems highlighted in the text. Reading and writting
- •I. Read and translate the text.
- •I. Write a brief summary of the text
- •II. Translate the following statements and share your opinion on them.
- •III. Translate the abstract.
- •Vocabulary and reading
- •2. Read and try to remember.
- •3. Complete the table with words from a and b opposite. The first one has been done for you.
- •4. Make word combinations using a word from each box. Look at b and c opposite to help you.
- •5. Complete the conversation. Look at b opposite to help you.
- •6. Choose the correct word to complete each sentence. Look at b and c opposite to help you.
- •Remember the vocabulary:
- •Grammar and speaking
- •Shall and should in use
- •Reading and speaking
- •Reading and writing
- •Over to you:
- •Lesson 8 Topic: Symptoms and signs. Diagnosis and treatment
- •Vocabulary and reading
- •1. Read and translate the text The Pancreas and Diabetes
- •Grammar and speaking
- •Grammar in Use. Passives and pseudo-passives
- •Reading and speaking
- •1. Pay attention to the ways of describing problems:
- •Reading and writing
- •Lesson 9 medical recent techniques
- •Vocabulary and reading
- •1. Read and translate the text. Therapeutic Angiogenesis: How Does it Work?
- •Grammar and speaking Position of adverb (grammar in use). Infinitive
- •Introduction
- •Listening and speaking Angiogenesis
- •Reading and writing
- •Case Study 16-3: Diabetes Treatment with an Insulin Pump
- •2. Case study questions
- •Lesson 10 How to start a research. Types of studies. Areas of medical researches in medicine
- •Vocabulary and reading
- •I. Read and translate the text
- •Variables
- •II. Complete the table with words:
- •III. Complete the sentences with a word from the text.
- •Grammar and speaking
- •4. The construction “rather than” is translated as «а не».
- •Reading and speaking
- •I. Read and try to understand the text “All about clinical trials”. All About Clinical Trials
- •II. Answer the questions:
- •III. Write down English equivalents:
- •I. Try to learn the given abstract by heart.
- •II. Write down the algorithm of the research being undertaken. Reading and writing
- •IV. Write a brief summary of the text.
- •V. There are the following means of data presentation:
- •VI. Some people feel that approximating is unscientific. What do you think?
- •VII. Line graphs. Pie charts:
- •VIII. Practise describing the chart. Medical research
- •Over to you
VI. Try to use the new vocabulary in your own sentences and questions. Grammar and speaking
Will or be going to? Be+to forms and other tenses with future reference.
The construction “it+Passive Voice”, “it+be….that”.
1. Translate the following sentences:
1. It has been estimated that there are between one and two million islets in the pancreas.
2. It has long been known that smooth muscle is more susceptible to chemical excitation than is skeletal muscle.
3. For many years it has been recognized that cells need calcium to function because their growth and development is related with changes in their intracellular calcium content.
4. It can be realized that formation of bile is controlled by certain hormone.
5. It must be realized that reflexes may occur at different levels of the central nervous system.
6. It should be realized that even when the muscle is at rest it remains slightly contracted.
7. It about be pointed out that heredity and evolution are important in the development of the structure of an organ.
2. Translate the sentences starting with words: именно, действительно + что+ который, кто…
1. It is only in certain organs such as the liver and the lungs that every cell is in direct contact with a capillary.
2. It is largely in the liver that toxic substances which might damage the cells are rendered harmless.
3. It is mainly the neutrophils and the monocytes that attack and destroy invading bacteria, viruses and other injurious agents.
4. It is in the gallbladder that stones form, because it is here that the bile is concentrated and cholesterol is precipitated.
5. Bile salts inhibit the growth of some microorganisms in the upper part of the intestine. It is only in the large intestine that bacteria multiply freely.
6. Capillaries are functionally the most important part of the circulatory system because it is through their walls that all the oxygen, nutrients, and waste products pass between the blood and the body cells.
I. Some information about future tenses:
1.- You have probably already learned something about these two common future forms. However, the difficulty is knowing when to choose which form. Our starting point in this unit is the following:
- Will seems to be best for situations when you are in the process of making a decision about the future.
- Be going to seems best for situations when you are informing someone about a plan you have already made.
2. – If we make a general prediction about something, we can use will.
- If we link our prediction to the present in some way we can use be going to.
- In sentence, the speaker uses be going to because he/she wants to emphasise that the prediction is based on the present weather forecast. Here are some more examples of linking a prediction with the present.
‘Look out! Your chair’s going to collapse!’ (I can see it starting to happen.)
‘You’re going to find it difficult to get a ticket; Mandy says they were sold out during the first week.’ (There are already difficulties.)
‘I’ve eaten too much. I think I’m going to be sick.’ (I can feel it now.)
3. – Will and be going to behave rather differently from each other in the context of conditional clauses for situations which imply conditions on future actions/events).
- Susan has already decided to break the twenty-pound note, and therefore the information in the if clause (if anyone wants a drink) cannot affect or alter the ideas of the main clause (I’m going to break a twenty-pound note…).
- If Susan said I’ll break a twenty-pound note, if anyone wants a drink, the meaning would be different. This would imply that the ideas in the if clause would cause her to break into the note (and that otherwise she would not spend it).
4. – When you are telling someone about an arrangement which has already been made, it is usually appropriate to use be going to.
- When you are in the process of making an arrangement, it is generally better to use will. If you use be going to while you are making decisions with someone, it may seem as if you are not allowing the other person to have an opinion:
“I’m going to drive.’ (The person you are speaking to has no choice.)
‘I’ll drive.’ (The person you are speaking to can respond to the suggestion.)
The (joking) decision to sit in different parts of the restaurant is a reaction to something which has just happened. If Clare had said, ‘You sit down there, but I’m going to sit up here,’ it would seem as if she was serious and had decided to sit elsewhere and was informing her friend of her considered decision. These differences in meaning are due in part to the way in which the two forms behave in conditional contexts.