- •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
Grammar and speaking
Modals: can, could.
Summary
The problem in learning about modal verbs is that they have a variety of functions and meanings. Also, in terms of their meanings, they do not always behave like other verbs when past or negative forms are used.
The most common use of can and could is to express ability:
‘I saw a nice car for sale this weekend, but I couldn’t see the registration, so I don’t know how old it was.’ (I was not able to see it.)
‘I can’t possibly find somewhere to live and move out in a week.’ (I am not able to)
When used in this way, the modal verbs are equivalent to ‘be able to’; can refers to now and could refers to a past event.
An exception to this rule is when a successfully completed action is referred to in the past:
‘The inspector could meet the head of the company’ (does not mean was able to meet’, because could is used for present/future probability).
However, the negative form is not affected in this way:
‘The inspector couldn’t meet the head of the company.’
Can’t also has a very specific use when referring to things which are logically, impossible: (looking at a total on a calculator). ‘That can’t be right. I think I multiplied when I should have divided’
Could is used to speculate about probability: ‘I could be entitled to a fax rebate.’
Can is never used to speculate about probability unless there is an underlying question about ability: ‘How can they be so rich?
Can’t occurs in a number of fixed or semi-fixed expressions. The past of these is formed by couldn’t and they do not have the same sense if they are used in the positive form.
Can and could are both used in requests. Could is used for more tentative requests, and in rather more formal contexts than can.
II. Look through the text. How possibility, capacity or ability, impossibility, probability, opinions, volition wanting are expressed?
Advanced Graduate Education Programs
The Advanced Graduate Education (AGE) programs at the Harvard School of Dental Medicine lead to a master of medical sciences (MMSc) or doctor of medical sciences (DMSc) degree, as well as a certificate in a specialty field. The School considers a research experience an integral component of learning and preparation for a career in the field. The exploration of research at Harvard permits students to participate in a world-class environment that sets the standard for basic discoveries, clinical application, and research training in dental medicine. A project and thesis are required for both the MMSc and DMSc degrees.
Advanced Graduate Education Program in Endodontics
Program director: Robert R. White. DMD
The Advanced Graduate Program in Endodontics is a three-year program leading to an MMSc degree in oral biology and a certificate in endodontics. A DMSc degree (four years) is an option for those who wish to enter academics or research.
The purpose of the program is to develop competent endodontists with an extensive background in the biological sciences, research methodology, and teaching. This broad-based education in endodontics and related phases of graduate education provides the student with a thorough preparation for careers in specialty clinical practice, research, and academics. The program is also designed to satisfy the guidelines for and encourage certification by the American Board of Endodontics. Click here for the academic year 2011-2012 Program Directory.
Clinical Experience and Course Work
Approximately 40 percent of the program involves clinical experience, which students gain through the treatment of patients at the Harvard Dental Center at HSDM. Students work under the direct supervision of either full- or part-time endodontics instructors. Expectations focus on quality and diversity of experience, which must include 200 to 225 nonsurgical procedures, 20 to 30 surgical procedures, and at least 50 recalls.
Didactic courses given by the department, HSDM, and affiliated institutions make up 30 percent of the program. Department seminars include Interdepartmental Treatment Planning, Current and Classic Literature Reviews, and Intradepartmental Case Presentations.
Research and Teaching
All advanced graduate students engage in research as an integral part of their training at HSDM. Research activities are conducted with Harvard faculty mentors at HSDM or affiliated institutions, including Children’s Hospital Boston, Massachusetts General Hospital, and the Forsyth Institute.
During the second and third years, each advanced graduate student gains teaching experience through clinical, lecture, and laboratory teaching assignments in the predoctoral endodontics curriculum.