
- •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
Reading and writing
The introduction, especially the introductory paragraph, is important for a number of reasons. If it is clearly constructed, it will create a good impression on the reader. A good introduction will not be too long, but its length will vary according to the type of writing. In an essay it may be a maximum of half a page (divided into paragraphs); in a dissertation it may be several pages. It will indicate the structure of the writing by giving an overview of the content in sequence. It may introduce the subject, perhaps with a definition or some historical background.
A conclusion is needed to show that the writing is finished. Drawing a conclusion often involves making a summary of the main points already made. This may include commenting on the implications arising from the main body of the writing possibly indicating that further research is needed in certain areas or that certain action is needed. In addition, one’s own opinion or viewpoint may be added, if it appropriate to do so.
A common mistake is to add a conclusion that does not follow logically from what has been written before. (This sometimes called a ‘non-sequitur’.) Avoid doing this! Also avoid introducing a new argument into the conclusion and do not give (more) examples. Before writing any of the exercises look at the Structure and Vocabulary Aid at the end of this unit. The Notes on the Exercises contain comments on some of the exercises.
II. Read fragments from a research article. What are the specific grammar and vocabulary aids? How are description, procedures, general description presented in the section called “Materials and Methods?”
Endocrinology and Metabolism
Effect of Homocysteine Concentration in Early Pregnancy on Gestational Hypertensive Disorders and Other Pregnancy Outcomes
Linda Dodds, Deshayne B.Fell
Perinatal Epidemiology Research Unit
Materials and Methods
We conducted a prospective cohort study between October 2002 and July 2005 at the Izaak Walton Killam Health Centre (IWK) in Halifax, Nova Scotia, Canada.
Approximately half of the deliveries in the province occur at the IWK, which is the only hospital in Halifax County that provides obstetrical services. Pregnant women who presented to the Blood Collection Services Laboratory at the IWK for routine prenatal blood screening were invited to participate if their pregnancy was of 20 weeks’ gestation, based on self-report from the participants. We later confirmed gestational age using last menstrual period (LMP) and ultrasound estimates. For subjects with both data available, LMP was used if the concordance between the two was within 7 days, otherwise the ultrasound estimate was used. Women determined to be ≥20 weeks’ gestation at recruitment were excluded. A brief food recall questionnaire was administered, and participants provided blood samples.
Blood for tHcy measurement was collected in K2EDTA Vacutainer TM tubes (Becton Dickinson). Specimens were stored at 4˚C immediately after collection, transported to the laboratory within 30 min, and centrifuged at 3000g, 4˚C, for 10 min to separate serum, which was stored at-70˚C until analysis. We measured plasma tHcy concentrations by use of fluorescence polarization immunoassay on the Abbot AxSym analyzer using manufacturer’s reagents (Abbot Diagnostics). This assay has an analytical range of 1-50 μmol/L and precision (CV) of 5.5% at 7.4 μmol/L, and 5.4% at 25.9 μmol/L. We measured serum folate on Beckman Coulter Access II or DXi immunoassay analyzers using manufacturer’s reagents. The assay has analytical linearity of 1-45 nmol/L and precision (CV) of 9.4% at 3.4 nmol/L, 5.0% at 9.3 nmol/L, and 5.6% at 22.0 nmol/L.
During their 20th week of pregnancy, participants completed a questionnaire that included information on material and paternal age, education level, family income, pregnancy weight, maternal height, smoking habits, chronic medical conditions, pregnancy history, physical activity pregnancy and during the first 20 weeks of gestation, and caffeine intake during pregnancy. After delivery, we reviewed medical records to obtain detailed information on the pregnancy, including prenatal ultrasound data, maternal blood pressure readings, urinary protein findings, use of medications for hypertension before and during pregnancy, maternal weight at the time of delivery, antenatal hospital admissions, gestational age at delivery, and infant birth weight, sex, and outcome.
Criteria used to identify subjects affected by GH and preeclampsia were based on guidelines developed by the Canadian Hypertension Society. GH was defined as hypertension after midpregnancy (antenatal diastolic blood pressure ≥90 mm Hg after 20 weeks’ gestation in 2 or more readings at least 4 h apart) withoutproteinuria; preeclampsia was defined as hypertension after midpregnancy with proteinuria (≥ 1 protein reading on urine dipstick analysis or quantitative urine protein of ≥300 mg in a 24-h period). SGA was defined as the bottom 10th percentile of birth weight for each week of gestation and by sex, according to Canadian standards. Pregnancy loss was defined as spontaneous fetal death at any point in the pregnancy.