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А. М. Maslova Z. I. Winestein L. S. Plebeyskaya Essential English for
Повторите активные слова цикла, грамматический и текстовой материал и правила словообразования для обзорного занятия.
CLASS ASSIGNMENTS
Form and translate:
the adjectives using the suffixes
-ful: help, pain, use, rest, beauty;
-ish: fever, white, fat, dry;
the nouns using the suffix
-th: wide, grow, long, warm, deep, true, strong
Translate the following sentences paying attention to the use of the verbs ‘to be’, ‘to have’, ‘should’:
1. Hypertension is a dangerous disease. 2. Hypertension is treated with special antihypertensive drugs. 3. We see that in this patient the symptoms of hypertension are disappearing slowly. 4. A patient with hypertension is usually in the clinic. 5. A patient with hypertension is to follow a definite course of treatment. 6. The patient has a deep wound in his leg. 7. The surgeon has just examined a deep wound in the patient’s leg. 8. The surgeon has to examine the patient with a deep wound in his leg. 9. You should report me on any changes in the patient’s condition. 10. One should remember that white blood cell count increases (nearly) almost in all diseases.
Translate the words given in brackets into English and then translate the sentences:
1. To fight against any infectious disease successfully a doctor (должен) know its origin. 2. The redness on the lateral surface of the arm (может) disappear after the treatment. 3. To determine the origin of the tobacco mosaic disease Ivanovsky (должен был) carry out many experiments on the plants. 4. The doctor (следует) know all the properties of a drug before he gives it to the patient. 5. At the next conference one of the researchers of this laboratory (нужно будет) report on his discovery in detail. 6. The medical students (будет разрешено) operate on the patients only in the fifth year. 7. It is only in the presence of oxygen that aerobic microorganisms (могут) multiply rapidly.
Choose the appropriate word from those given in brackets, iranslate the following sentences:
1. (Somebody, something) has estimated that normally you breathe 25,920 times a day breathing in about 450 cubic feet of air. 2. Lately a new group of viruses called adenoviruses have been isolated from the human intestine and respiratory tract in tissue cultures. It has been determined that their presence produced (nothing, anything) pathologic. 3. (Everyone, everything) should remember that the connection of any virus with the body tissues considerably changes their properties. 4. (Everybody, everything) knows that when a virus invades the cell it multiples there and produces a number of pathologic processes.
Read and translate the sentences paying attention to the words in bold type:
1. The researcher failed to draw any conclusion from his numerous experiments. 2. The X-ray examination failed to prove the consolidation in the lung. 3. Nobody failed (at) the examination in Physiology. 4. Sometimes in the man with impaired health phagocytes fail to destroy the invading microorganisms. 5. He failed in Biochemistry as he had not paid enough attention to this subject.
Answer the following questions:
Why ar.e bacteria dangerous for people? 2. Who was the first scientist to extract penicillin in its pure form? 3. What antibacterial drugs were discovered in the 20th century? 4. What main property have phagocytes? 5. What kind of environment is favourable for the growth of anae-robic microorganisms? 6. What may occur when bacteria invade the human organism? 7. What do pathogenic microorganisms produce? 8. What organs are covered with mucus?
Read Text F. Answer the teacher’s questions and retell the text:
Text F. The Discovery of Cholera Bacterium
In 1883 Koch went to Egypt to study cholera. At that time there was a wide spread epidemic of cholera in Egypt.
Nobody knew the origin of this disease, there were not any protective measures against it.
The disease spread very rapidly from one place to another and thousands of healthy people died. But sometimes some people who were in a constant contact with the diseased person did not catch cholera.
As soon as Koch came to Alexandria he and his two assistants Gaffcky and Fisher began their investigations. In the blood, kidneys, spleen, liver and lungs of the people who died of cholera Koch found many microorganisms but all of them were not the agents of cholera. However in the walls of the intestines and in stools Koch always found a microorganism which looked like a comma. Many times Koch tried to grow this bacterium on gelatin but he failed to do it. Many times Koch inoculated (прививал) this bacterium to the experimental animals, but none became ill with cholera. As the epidemic of cholera became less in Egypt, Koch went to India to continue his investigations there. In Kalcutta Koch often walked along its muddy (грязный) streets, where the poor lived. Once Koch saw some muddy water on the ground near a small house.
Koch looked into that water and he thought he saw there those “commas”. He took some of this water, analysed it under the microscope many times and found there the same bacteria which he had so many times revealed in the people with cholera. Koch also established that animals could not catch this disease. The source [so:s] of the disease was the water, which people drank.
CYCLE V. MEDICAL INSTITUTIONS UNIT 1. POLYCLINICS
Словообразование: Суффикс -less.
Грамматика: Послелоги. Употребление Present вместо Future. Времена группы Continuous Passive. Парные союзы: both... and, either... or, neither ... nor.
LESSON 27
HOME ASSIGNMENTS
I. Обратите внимание на перевод глагола-сказуемого в придаточных предложениях. Ответьте на вопросы:
If you come to me we shall study Anatomy.
Если вы придете ко мне, мы будем заниматься анатомией.
As soon as the patient is admitted to the hospital the doctor will examine him.
Как только больной поступит в больницу, врач обследует его.
Before the surgeon performs the operation he will have to observe the patient’s condition for some days.
До того как хирург сделает операцию, он должен будет наблюдать за состоянием больного несколько дней.
* Определите виды придаточных предложений. 2* Определите время глагола-сказуемого в английских: а) главных, б) придаточных предложениях. 3.* В каком времени стоит глагол-сказуемое в соответ ствующих русских а) придаточных, б) главных предложениях? 4. Ка кой вывод вы можете сделать из сопоставления русских и английских предложений?
Переведите следующие предложения:
1. If the red blood cell count decreases the patient will require additional treatment. 2. The development of cortical inhibition will begin after the experimental animal is given the proper drug. 3. The infant will be fed artificially until the mother’s health is restored.
Переведите со словарем предложения, обращая внимание на перевод слова ‘look’ и его сочетаний с ‘after’ и ‘for’:
1. We looked but saw nothing. 2. The nurse looked after the patients carefully. 3.1 looked for the Anatomical Atlas but could not find it.
Что изменяет значение глагола?
Выпишите и переведите значения следующих глаголов с послелогами:
to give in, to give up, to give away; 2. to get up, to get down, to get in, to get off
Запомните чтение следующих слов. Переведите их:
polyclinic [,poli’klinik], neurologist [nju9’robd3ist], urine [‘juarin], urinalysis [juav’naelisis], regimen [‘regimen], test [test], diagnosis [.daia’gnousis]
Выучите следующие слова и словосочетания: institution [,insti’tju:Jn] и учреждение
ring up (rang up, rung up) v звонить, вызвать по телефону call [ко:1] п вызов; call in v вызывать (врача) physician [fi’zi/n] и врач complain [kam’plein] v жаловаться (на) (of) complaint [kam’pleint] я жалоба
correct [ka’rekt] а правильный; v исправлять, поправлять administer [ad’minista] v назначать; давать (лекарство) consult [кэп’влк] v обращаться (к врачу); consulting hours приемные часы; consulting room кабинет врача
reception [n’sepjn] n прием; получение; принятие
serious [‘srerias] а серьезный; вызывающий опасение (о болезни)
sick [sik] а, п больной
sick-leave больничный лист; to be on a sick-leave находиться на больничном листе
definite [‘definit] а определенный, точный
chart [t|a:t] п таблица, график, диаграмма, схема, карта; temperature chart температурный лист
patient’s card карточка больного fill in v заполнять; вписывать, вносить
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