II. Pay attention to the use of the future construction. Compose your own sentences.

1. Why do you think the format of the verb rain is different in (a) and (b)?

a) It’ll rain tomorrow as soon as we get to the beach, I bet you ten pounds.

b) According to the weather forecast it’s going to rain tomorrow. Maybe we shouldn’t go to the beach.

2. Making decisions versus telling people about them.

Compare these two situations.

In which one is the speaker deciding something with another person and in which one is the speaker informing the other person?

a) Jenny and Ronan are talking about a new job which Ronan has just obtained.

Jenny: When will you get the contract then? When do you start?

Ronan: Helen’s going to see Mary on Friday.

Jenny: Oh right.

b) Sue and Clare are having lunch together; the waitress is showing them to their table.

Waitress: Would you like smoking or non-smoking?

Clare: Smoking, please.

Sue: Non-smoking.

Clare: Well you sit down there and I’ll sit up here!

3. Will and be going to in conditional circumstances

In extract (a) do you think Susan has: already decided to break (i.e. start spending) her twenty-pound note? Or: has not decided, and will only break it if someone wants a drink?

What would it have meant if she had used will break?

In extract (b), why does Helen not say she will eat them?

a) This is taken from a conversation between a group of friends who are just about to leave the house to go for a drink.

Susan: I’m going to break a twenty-pound note, if anyone wants a drink.

b) Helen is talking about a friend who can’t keep sweets for long without eating them.

Helen: If she’s got sweets in the house it’s because she’s going to eat them straight away.

Reading and speaking

I. Read and translate the text. Dmd Programm

The Harvard School of Dental Medicine offers DMD candidates an unparalleled opportunity to draw on the resources of a world-renowned University and medical center in the education of its dental students. At its heart, the program considers dentistry a specialty of medicine. A solid understanding of the basics of human disease mechanisms shapes the foundation of the program.

In an environment of excellence, shared with Medical School classmates during the early years of education, students gain an appreciation of the human mind, body, and spirit. The opportunity to learn firsthand the importance of the doctor-patient relationship, and the chance to participate in research, result in a deep understanding of the connection between oral health and general health.

The curriculum is presented in a problem-based-learning format that fosters the development of independent learning, critical thinking, and the lifelong learning skills important to health-care professionals. Courses include lectures, laboratory work, and small-group tutorials, creating a team-oriented, collaborative learning, environment in which students are stimulated and challenged to learn, think, and apply their knowledge of science in new ways. For more about the learning environment, visit Curriculum Overview and Organization.

In Year 1 and Year 2, students study the preclinical sciences together with their peers at Harvard Medical School. Clinical training begins in Year 3 and provides the basics of all phases of dentistry. Patient care is conducted in the Teaching Practice of the Harvard Dental Center. The problem-based format continues the interdisciplinary and collaborative approach of the preclinical years. With students organized in unique mentored treatment teams, Year 3 emphasizes individualized instruction, comprehensive care, and respect for the challenge of pairing science with patient care. In Year 4 this multifaceted educational experience is enhanced as students provide patient care at affiliated institutions, treating patients with varying

Needs and levels of general health. Additional curricular options provide elective opportunities to augment educational and career goals.