
- •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 Position of adverb (grammar in use). Infinitive
Observations
- There are three typical positions for adverbs in English. Broadly speaking, they are: before the subject, between the subject and verb, and at the end of the clause.
- There are special rules for auxiliary verbs, and it is important to know when be, do and have are being used as auxiliary verbs and when they are being used as main verbs.
- In general, English adverbs do not come between the verb and the object.
Adverbs between the subject and the verb
In A we saw how adverbs can come between the subject and the main verb.
- Based on examples (a)-(f), what types of adverbs usually occur in this position?
- Why is honestly in different positions in (e) and (f)?
a) I just hope you don’t have to make that decision yourself.
b) It really hurts when you say that.
c) I’ve never noticed it until now.
d) He frequently misunderstands even simple things.
e) I don’t honestly think my kids will pay for my healthcare.
f) He believed that he had dealt honestly with his customers.
Observations
- In English clauses, there is a typical, neutral order for adverbs of different types.
- In general, adverbs come after the verb, and after the object, if there is one.
- Short adverbs, intensifying adverbs, negative adverbs, adverbs expressing indefinite frequency, and adverbs expressing the speaker’s viewpoint often come between the subject and the main verb.
- Adverbs describing the way something happens, manner adverbs, come first.
- Adverbs of place come after adverbs of manner.
- Adverbs of time come after adverbs of manner and place.
- Adverbs of definite frequency come before other adverbs of time.
- Adverbs of reason come after other adverbs.
These are very general rules, and they depend on style and on how the speaker or writer chooses to present the information.
Adverbs at the beginning of clauses
Compare these two texts (a) and (b), also about small countries.
- Underline any adverbs which are placed at the start of sentences.
- In what way are they different?
a) [History and politics]
Niue
More than one thousand years ago Niue’s first inhabitants arrived either from Samoa or another eastern Pacific island. In 1774 Captain James Cook of Britain came to Niue, calling it Savage Island because of the hostility of the inhabitants. The island did not come under British rule until 1900. In 1901 Niue was annexed to New Zealand, and the island became a self-governing territory of New Zealand in 1974.
b) [History and politics]
Qatar
No strong central government existed in Qatar before Saudi Muslims gained control in the late eighteenth century. Ottoman Turks occupied the region from 1872 to 1916, when Qatar became a British protectorate. Although oil was discovered in 1940 on the Western side of Qatar’s peninsula, the outbreak of World War II postponed exploitation for another nine year.
Position of adverbs
Introduction
Usually, English adverbs are found in one more typical places in clauses. Read (a-i) below, which are extracts from real conversations.
- In your own words, can you describe the places where the adverbs are in the clause? (The adverbs to focus on are in bold type, and the first one is done for you.)
- Why is (i) wrong?
a) I’ve never had a holiday like it in my life. (Place of adverb: the end of the clause, after the object.)
b) In the meantime, I’d met your mum.
c) They sometimes get here early.
d) I don’t normally car seafood.
e) I’ve never had a holiday like it in my life.
f) We usually have tea for breakfast, and coffee later.
g) She’s always ready to help.
h) I’m always being accused of things I haven’t done.
i) She moved closer her chair and spoke to him in a low voice.
Some terms you might find useful when talking about adverb positions are in the following table:
clause |
|||
subject |
auxiliary verb(s) |
main verb |
object/complement |
Everyone |
|
loves |
a holiday. |
Dennis |
has |
lost |
his keys. |
The man |
is being |
questioned. |
|
I |
|
am |
unhappy. |
She |
did |
forget |
it. |
Summary
- Adverbs can occur in most places in English clauses, but it is only in rather formal styles (especially journalism) that they are used between the verb and the object.
- When auxiliary verbs are used, the neutral position for adverbs is after the first auxiliary verb.
The position after the first auxiliary verb is commonly used for short adverbs, negative, intensifying and indefinite frequency adverbs, and for adverbs expressly signaling speaker/ writer viewpoint.
When more than one adverb is used after the verb in the same clause, there is a normal, neutral order for their use (manner-place-time).
The normal order can be changed for special emphasis and foregrounding. This is often done in order to organize the text in some way, for example around a time-frame, or around a series of places or locations.