
- •1. Give the Russian variants to the following words and word combinations:
- •2. Read the text and try to organize the information according to the items:
- •Dentistry department of the Volgograd State Medical University
- •Text 1. Dental course in Great Britain.
- •Text 2. Dental course in the usa
- •Text I. Creighton University (the usa)
- •Text II. Baylor College of Dentistry
- •Text III. Harvard School of Dental Medicine
- •Text IV. Boston University School of Medicine
- •1. Pay attention to the following words and word combinations – the meaning of some of them in the language of medicine differs from that in every-day English.
- •Members of a dental team
- •2. Find all the verbs in the sentences and define their function.
- •Text I. Laboratory technicians.
- •Text II. Dental assistants
- •1. Speak on the use of pronouns some, any and their derivatives and find the examples in the text.
- •Dentistry advances
- •3. Summarize the information on the advances of dentistry, using the chart. What period was the turning point in the development of dentistry (from your point of view)? Prove it.
- •4. Read the text. Be ready to answer the questions. The bones of the skull.
- •1. Find the adjective in the text and explain how the degrees of comparison are formed.
- •2. State whether the predicate is used in Passive or Active Voice. Translate the sentences.
- •Alveolar Processes and Alveolar Bone
- •Oral cavity
- •2. Find the sentences with the verb to be. State its functions.
- •3. Look through the last paragraph of the text and find the Infinitives. State their function.
- •Hard Palate, Soft Palate and Pharynx
- •Lips and cheeks
- •1. Essential Vocabulary
- •Anatomical Structure of the Tooth
- •Tooth development
- •The Teeth
- •Human Dentition
- •6. Answer the questions:
- •7. Translate from Russian into English.
- •1. Find the Participles and translate the sentences:
- •2. Translate the following sentences from the text, pay attention to ing-forms translation. Define the part of speech and the function of the verb in the ing-form.
- •3. Differentiate between the ing-forms of verbs. Translate the sentences.
- •Table of Eruption of Teeth.
- •Text I. Tooth structures formation
- •Text II. Three periods of cementum deposition
- •Text III. The embryonal period of the oral cavity development.
- •Text IV. Development of the jaws
- •Text V. Development of the oral cavity as a whole
- •1. Try to guess what teeth are spoken about. Prove your point of view.
- •3. Imagine that you are a pedodontist. Tell a child’s mother about the eruption of teeth and possible alterations or abnormalities. Try to explain a significant role of the process.
- •1. Essential Vocabulary
- •2. Translate the word combinations:
- •3. Read the text and determine the sequence of the digestive processes occurring in the oral cavity. Digestion in the mouth. Mastication.
- •1. Find the examples of Gerund in the text, state the functions of the verbs.
- •2. Insert the prepositions where it is necessary:
- •3. Translate the sentences, define non-finite verb forms.
- •The chemical reduction of food
- •1. Remember the pronunciation and the meaning of the words and word combinations.
- •Anomalies of the oral cavity structures
- •1. Find in the text the verbs with prepositions (phrasal verbs), remember their meaning.
- •2. Use do or make to form fixed phrases. Put the words below into the correct column.
- •3. Read the text and choose one of the answers to fit each space. Essential skills for life
- •Text I. A little patient with a cleft lip and palate
- •Text II. Malocclusion in children
- •Text I. Occlusal interferences and occlusal harmony
- •Text II. Facial clefts
- •Text III. Oral structures anomalies in ancient times
- •Harmful habits
- •1. Find the examples of the Infinitive and Gerund in the text, explain the reasons for their use.
- •2. Complete the sentences with the correct form of the verb – Infinitive or Gerund.
- •Text I. Bruxism
- •Treatment of bruxism
- •Text II. Thumb-sucking and pacifier use may damage children's teeth
- •Text I. Eating habits - the rules or prejudices?
- •Text II. A bibliographical survey of bruxism
- •Incidence of bruxism
- •Text III. Stained teeth
- •Text IV. What effect does diet have on my oral health?
- •Normal flora of the mouth and upper respiratory tract
- •Text I. Caries-producing microorganisms
- •Text II. Microbiological aspects of caries prevention
- •Text I. Bacteria from gum infections are associated with diabetes and chronic lung disease.
- •Text II. Bad teeth and gums may exacerbate existing lung problems.
- •Text III. Tea fights cavities, reduces plaque
- •Text IV. The suspected link between mothers’ gum disease and the health of her offspring.
- •1. Make a report on the microbiological basis of dental health.
- •2. Agree or disagree with the following statements. Prove your point of view with the facts presented in the texts of the Unit.
- •Preventive dentistry
- •Text I. The influence of xylitol
- •Text II. Fluorine and teeth
- •Text III. Health education programme for mothers with young children
- •Text I. Flossing is still best for oral health care
- •Text II. Dental check-ups for children
- •Text III. The role of fluoride in dentistry
- •The Noun (Имя существительное)
- •1. Подлежащее
- •2. Сказуемое
- •3. Дополнение
- •4. Обстоятельство
- •5. Определение
- •The Article (Артикль)
- •The Pronoun (Местоимение)
- •Производные от some, any, no, every
- •Слова – заместители существительных
- •The Adjective (Имя прилагательное), The Adverb (Наречие)
- •The Numeral (Имя числительное)
- •The Verb (Глагол)
- •Voice (залог):
- •Основные функции глагола to do
- •Времена группы Indefinite Present Indefinite Active (Настоящее неопределенное действительного залога)
- •Past Indefinite Active (Прошедшее неопределенное действительного залога)
- •Future Indefinite Active (Будущее неопределенное действительного залога)
- •Модальные глаголы Модальные глаголы can, may, must
- •Passive Voice (Страдательный залог)
- •Общее правило образования отрицательной и вопросительной формы сказуемого
- •Времена группы Perfect
- •Функции глагола to have
- •Времена группы Continuous Active
- •Времена группы Perfect Continuous Active
- •Неличные формы глагола
- •Infinitive (инфинитив)
- •Инфинитивные обороты
- •Participle I (Причастие действительного залога)
- •Participle II (Причастие страдательного залога)
- •Gerund (Герундий)
Text I. A little patient with a cleft lip and palate
The palatine shelves emerge from the maxillary prominences during the sixth week of embryonic development and grow obliquely downward on each side of the tongue. Between 8 and 12 weeks, the palatine shelves become horizontal (in a matter of hours) and begin fusing with each other and the nasal septum to form the secondary palate. Cleft palate results from a disturbance in the elevation, fusion, or mesenchymal penetration of the palatine shelves. A cleft in the fetal lip may be visualized with the use of transvaginal ultrasonography as early as 11 weeks of gestation and may be detected by means of transabdominal ultrasonography at 16 weeks. If a cleft lip is detected, the fetus has an increased likelihood of having another malformation, a chromosomal aberration, or both.
From birth to the mixed dentition stage
Cleft lip and palate is one of the commonest congenital abnormalities. Around 1 in every 700 live births in the UK has a cleft of the lip and/or palate. The type of cleft can range from a simple incomplete cleft of the soft palate, which is not clinically obvious and may be undiagnosed in the early days, to a bilateral complete cleft involving both the soft and hard palate, alveolus and lip. Management of the patient with a cleft is best carried out by a multi-disciplinary team of healthcare professionals who undertake the cleft care from birth through to adulthood. Specialties represented on the cleft team in the UK vary from region to region but the core members of the team are the surgeon, orthodontist, speech and language therapist, and ENT specialist. The Royal College of Surgeons Steering Group on Cleft Lip and Palate recommends that the care of children with clefts should be carried out by a team whose members are able to provide dental care, audiology, specialised counselling and clinical genetics.
The pre-mixed dentition years. Within the first few days after the birth, parents of babies born with a cleft lip and palate will receive advice in hospital from the surgeon and orthodontist on the immediate and long-term management of their child. This will often be supplemented by written information on the condition itself, and related aspects including oral health and dental care. The orthodontist is usually the first dental specialist whom the family will encounter. The health visitor and general medical practitioner will give post-natal support to the family and advice on feeding.
Parents of babies with a cleft appear to welcome opportunities for discussion and support regarding their child's dental development. They are also mentally preparing for the necessary lip surgery at about 3 months after birth, and palate repair later in the first year. Parents appreciate the opportunity to ask questions and to have time to discuss any concerns about their child's teeth. Parents can be particularly anxious about teething and what the teeth might look like when they eventually erupt. They often focus on the anticipated future appearance of their child's teeth. Establishing the correct dental habits from an early age will help to ensure the health of the primary and permanent dentition.
Medical history
The child with a cleft may have associated anomalies. An understanding of the medical condition is essential to allow for appropriate dental management and treatment planning. This requires good communication between the hospital and dentist providing regular care. It is important to obtain details concerning the child's prescribed medication. The regular administration of sucrose-containing medicines will give rise to dental caries. It is essential to explore the possibility of a sugar-free alternative in these cases.
Social history
Each patient and their family have their own particular needs. Some parents feel isolated with their problem, while others cope very well. The Cleft Lip and Palate Association is a support group formed by parents of children with a cleft and professional staff caring for these patients. Contact with other parents and children in a similar situation is helpful for some families.
Behavior management
In some cases the young patient with a repaired cleft may be shy, nervous, or have a behavioral problem. The reasons are usually multi-factorial but frequent hospital visits and previous hospitalization may play a part. Children may also be influenced by their parents' behavior, which is sometimes anxious and over-protective. The dentist needs patience to establish good communication, especially in the early years. Speech and hearing difficulties are a common occurrence in patients with a cleft palate. Speech development is monitored from an early age by a speech and language therapist. Problems with speech and hearing may present a possible barrier to satisfactory communication with the child.
Preventive management. Diet
Feeding difficulties are a common problem for babies with a cleft palate and few mothers are successful with breastfeeding. Specialized feeding bottles have helped to overcome some of the feeding problems.
Parents should be recommended milk and cooled, boiled water as the only suitable dentally safe drinks for use in a feeding bottle. They must be aware that fruit drinks and squashes, including baby fruit juices, have an erosive potential. Sugar-containing and acidic drinks have to be kept to a minimum and given at mealtimes only, with the introduction of a training beaker or cup from the age of 6 months. Weaning foods and drinks should be free from non-milk extrinsic sugars, as far as possible, to encourage good dietary habits for a healthy dentition. Parents need to appreciate the importance of good dental health before the teeth erupt. They should be given the correct advice regarding dietary control of sugar-containing food and drinks, and know how to implement it. They need to understand fully the relationship between the frequency of sugar in the diet and tooth decay, in simple terms.