Английский пособие. англ. From the history of pharmacy (part i) Запомните суффикс ity образует существительные суффикс ly
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LESSON I - II VARIANT Грамматика: причастие II в функции определения; функции причастия II; союзы if, unless; Passive Voice FROM THE HISTORY OF PHARMACY (PART I) Запомните: суффикс – ity образует существительные; суффикс -ly образует наречия от основы прилагательных и существительных; суффикс –able образует прилагательные от основы глаголов I. 1.Прочитайте и переведите: Quantity, quality, activity, reality, humanity, ability, possibility, responsibility, identity, purity, bioavailability 2.Определите от каких слов образованы наречия и переведите их: greatly, normally, badly, really, shortly, partly, professionally, scientifically, broadly 3. Прочитайте и переведите: Comparable, questionable, considerable, changeable, eatable, variable, comfortable, responsible, possible, capable, stable II. Назовите причастие II (III форма глагола) от следующих инфинитивов и переведите их: To treat, to translate, to listen, to give, to take, to make, to read, to find, to know, to confirm, to come, to put, to provide, to demand, to retard III. Прочтите предложения, определите какую функцию выполняют выделенные слова и переведите предложения: А. 1. The delivered lecture was very interesting. 2. The lecture on muscles was delivered on Monday. 3. The lecture delivered yesterday by Prof. Smirnov was very interesting. B. 1. The therapeutist examined the patient yesterday. 2. The patient was examined by the therapeutist very attentively. 3.The patient examined by the therapeutist yesterday felt bad. 4. The examined patient had a heart disease. C. 1. The doctor saw the changed condition of the patient. 2. That was why he changed the administration to the patient. 3. The administrations were changed to restore his health. 4. The nurse didn’t forget to carry out the administrations changed by the doctor. IV. Прочтите и переведите предложения с причастием в роли определения: 1. Every educated person should speak English. 2. The ancient Chinese developed the practice of acupuncture. 3. The translated text includes much new information. 4. I read an interesting paper published in a medical journal. 5. The infection affected the organs of the chest. 6. The patient affected by the infection felt bad. 7. The lecturer answered the questions asked by the students. 8. The lecturer asked the students and answered their questions. V. Переведите предложения, обращая внимание на слова с окончанием –ed. a. The small number of patients is reported to date limits investigations in this field. b. There are no data comparing measurements obtained on the same patients studied in two institutions. c. Subjective improvement was noted in all of the patients treated. d. It appears that only 4 patients of the 140 reported in the literature developed serious side effects. VI. Проанализируйте предложения, найдите причастие II в каждом и определите его функцию. Переведите предложения на русский язык. 1. Polluted air and pure air differ in composition. 2. All oxygen used industrially comes from the air. 3. When heated albumin hardens into a solid mass. 4. Nitrogen is fatal if breathed alone. 5. Silver dissolved in water kills many harmful bacteria. 6. Titanium becomes brittle when exposed to hydrogen gas. 7. Gallium will melt held in hand. 8. An element is a substance made up of only one type of atom. 9. Nitrogen gas carried in the atmosphere eventually falls as dissolved inorganic and organic nitrogen. 10. Hydrogen explodes easily when mixed with air or oxygen. VII. Прочтите и переведите предложения, обращая внимание на союзы if, unless: 1. The surgeon asked the patient if he had been operated on the year before. 2. If you have a sore throat you must gargle it several times a day. 3. I will investigate this case again if the findings are not clear. 4.I asked the nurse if all the findings were clear. 5. I can’t help you unless you tell me what’s wrong. 6. Unless you come now I’m going to leave without you. 7. He hasn’t got any hobbies - unless you call watching TV a hobby. 8. I sleep with the window open unless it’s really cold. 9. Unless something unexpected happens, I’ll see you tomorrow. 10. You should take this drug only if the doctor has administered it. VIII. Назовите сказуемое в пассивном залоге: 1. was discussed, is discussing, has discussed 2. is taking, is taken, will take 3. has finished, will be finishing, was finished 4. will not be making, does not make, will not be made IX. Прочтите предложения, поставьте глагол, данный в скобках, в Present, Past или Future Simple Passive, переведите предложения на русский язык : 1. The compounds of sodium and potassium very widely (to employ) in pharmacy. 2. These methods (to introduce) to pharmaceutical industry some years ago. 3. The experiment (to carry on) in two months. 4. I think the reaction (to follow) by temperature rise. 5. This laboratory work (to complete) in three days? 6. You (to give) a very difficult task yesterday? 7. Most of the sodium salts (to use) in the future. 8. The manufactured sodium compounds widely (to use) now. 9. Salts (to produce) by the interaction of acids and bases. 10. The elements (to arrange) by Mendeleyev according to a definite system. X. Измените залог предложения по модели: 1. Model: The doctor treated the patient. The patient was treated by the doctor. 1. The student Smirnov made a report on the development of pharmaceutical field of medicine. 2. This Professor delivers interesting lectures on chemistry.. 3. The scientist will carry out a new experiment. 4. I did not complete the laboratory work. 5. The doctor will not examine you tomorrow. 6. Students do not perform operations. XI. Прочтите слова, запомните их произношение и дайте их русские эквиваленты: pharmacy, institution, pharmaceutical, department, contribution, discover, discovery, chloroform, patient, Edinburgh, operation, cholera, bacterium, Egypt, epidemic, origin, protective, assistant, microorganism, agent, Calcutta, microscope, gelatin, experimental, analyze XII. Выучите следующие слова и словосочетания: to suffer - страдать to overcome - победить, превозмочь to look for – искать unpleasant - неприятный a smell - запах to breathe - вдох a discovery - открытие to hurt - причинить боль XIII. There are a number of subjects which are obligatory at the higher educational institutions. Medical students have History of Medicine in their curriculum; as for the students of the Pharmaceutical Department they study History of Pharmacy. They learn how pharmacy developed since the ancient times; they learn the names of some great scientists (unknown to them) who made contribution to the world science. Do you consider this subject important? Why? What great scientists who made great contribution to development of the science do you know? Прочитайте текст А, переведите его и ответьте на вопросы после текста: Text A. The Man Who Discovered Chloroform Many years ago nobody knew about chloroform. And when the doctor operated on a patient, the patient suffered great pain. A young doctor in Edinburgh could not see how patients suffered during operations and he tried to find some medicine to help the patient to overcome the pain. The doctor's name was James Simpson. Once he came home from the hospital with two other doctors. When he was looking for some papers on his desk he saw a little bottle. He remembered that one of his friends had sent him the bottle with chloroform. At that time people knew very little about chloroform. James Simpson opened the bottle. Chloroform had a strong but not an unpleasant smell. He decided to breathe chloroform in and see the results. The two doctors who were in the room decided to do the same. And so they did. As they breathed in the chloroform they became sleepy and soon fell into a deep sleep. After the experiment Dr. Simpson began to use chloroform during his operations. It was a very important discovery. Doctors could operate on people without hurting them and it was easier for the surgeon to operate because the patient was calm and didn't move during the operation. 1. What was the name of the doctor who discovered chloroform? 2. Where did he live? 3. How did he discover the possibilities (возможности) of chloroform? 4. Do you think it was a brave action? Why? 5. Why was the discovery of chloroform very important? 6. How did Dr. Simpson help the patients? TASKS I. Read the text B, translate it and tell what you have learnt from this text: Text B 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 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 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 Calcutta Koch often walked along its muddy streets where the poor lived. Once Koch saw some muddy water on the ground near a small house. Koch looked into that water and thought he saw those “commas” there. He took some of this water, analyzed 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 of the disease was the water which people drank. II. Read the text C and give a short retelling. Text C. Edward Jenner Edward Jenner was born in 1749. He was an English physician, the discoverer of vaccination. Jenner studied medicine in London. He began practice in 1773 when he was 24 years old. Edward Jenner liked to observe and investigate ever since he was a boy. His persistent scientific work resulted in the discovery of vaccination against smallpox. For many years every infant when it was about a year old was vaccinated against this disease. The vaccination was effective for a prolonged period of time. Now vaccination against smallpox is not carried out because this disease has been stamped out (искоренять) in our country. In Jenner’s days one out of every five persons in London carried the marks of this disease on his face. But there were few people who recovered from the disease, because in the 18th century smallpox was one of the main causes of death. The disease had been common for centuries in many countries of Asia. The Turks had discovered that a person could be prevented from a serious attack of smallpox by being infected with a mild form of the disease. One day Jenner heard a woman say:”I cannot catch smallpox, I’ve had the cowpox (телячья оспа)”. That moment led to Jenner’s continuous investigations and experiments. The first child whom Jenner introduced the substance from cowpox vesicles (пузырёк) obtained from the wound of a diseased woman was Jimmy Phipps. It was in 1796. For the following two years Jenner continued his experiments. In 1798 he published the report on his discovery. He called his new method of preventing smallpox “vaccination”, from the Latin word ‘vacca’ that is “a cow”. At first people paid no attention to his discovery. One doctor even said that vaccination might cause people to develop cow’s faces. But very soon there was no part of the world that had not taken up vaccination. Thousands of people were given vaccination and smallpox began to disappear as if by magic. III. Find the English equivalents: Бактерия холеры, широко распространенная эпидемия, происхождение заболевания, защитные меры, подхватить холеру, начать исследования, почки, селезенка, похожий на запятую, стенки кишечника, продолжать свои исследования, обнаружить у людей с холерой, исследовать животных. LESSON 2 Грамматика: причастия I и II (повторение и закрепление), функции причастий FROM THE HISTORY OF PHARMACY (PART II) Запомните: префиксы un-, in-, im- , il- , ir- указывают на отрицание или отсутствие того, что выражается в корне слова I. 1. Прочитайте и переведите: Impossible, indefinite, irregular, undone, unhappy, illegal, unwritten, ineffective, unstable, unknown 2. Прочтите и переведите следующие слова, опираясь на знание латинского языка: pharmacy, medicine, drug, compound, dispense, analyze, pharmacist, medicinal, physician, prescribe, prescription, ingredient, manufacture, phenomenon, phenomena, matter, analysis II. Образуйте и переведите причастия прошедшего времени от следующих глаголов. Придумайте предложения с образованными причастиями. grow, learn, meet, play, send, treat, teach, examine, buy, sleep. III. Переведите с английского языка на русский. studied material, taken book, translated text, delivered lecture, sung song, given word, asked student, felt pain, lost key, written letter. IV. Переведите предложения на русский язык. 1. Therapy in the disease mentioned is only symptomatic. 2. The required minimum amount of physical exercise varies in different persons. 3. The article entitled ‘Hypoxia’ was published in the medical journal. 4. Physical activities take many forms . In children it is play characterized by joy. 5. The system developed by this firm is very useful. 6. The enteropathies in infants associated with milk are transient. 7. These drugs were very valuable for neurapharmacologists involved in neuroceptors studies. 8. Neurotic depression treated appropriately with supportive psychotherapy and antidepressant medicines has a good prognosis. 9. American researchers in the report published said they had discovered new technique. V. Раскройте скобки, образуя причастие I или II от данных инфинитивов. 1. Whooping cough was one of American’s (to lead) child killers. 2. The surgeon ( to instruct) the students is a very experienced one. 3. The test ( to make) by the therapeutist helped to make a correct diagnosis. 4. Depression ( to treat ) adequately has a very good prognosis. 5. The journal ( to publish) medical papers is very popular. 6. The patient with a ( to break) leg was operated successfully. 7. Does the nurse (to take) blood for a test work in your department? 8. This medicine is the most widely ( to use ) medicine for treating stomach discomfort. VI. Проанализируйте предложения, найдите причастие II в каждом и определите его функцию. Переведите предложения на русский язык. 1. Despite the health risks associated with lead, it was used by doctors for around 2000 years. 2. Metallic mercury dispersed in fat was used as an ointment for skin complaints. 3. When heated, dry ice (solid CO2) becomes a gas. 4. When taken through the mouth, beryllium compounds may be less toxic. 5. Neutron is a non-charged nuclear particle with the same mass as the proton. 6. Potassium is silvery when first cut but it oxidizes rapidly in air and tarnishes within minutes. 7. Nitroglycerin is not effective when swallowed. 8. Much of the organic matter produced through photosynthesis is eventually used in the building of protoplasm and cell walls. 9. Most poisonous plants are poisonous only when eaten. 10. Zinc is lost from the body at about 1% of the total per day, excreted via the intestines, urine and sweat. VII. Выучите следующие слова и словосочетания: pharmacologist – фармацевт bacteriology - бактериология immunology – иммунология chemotherapy – химиотерапия enzyme – фермент fungus – гриб; поганка; плесень penicillin – пенициллин battlefield – поле сражения result from – происходить в результате, проистекать, следовать из a witness – свидетель a wound – рана defense – защищать invade – вторгаться submit for the journal – представить на рассмотрение журналу; почтительно указывать на findings – данные, результаты анализов ingenious – изобретательный, искусный; остроумный VIII. Прочитайте текст и переведите его со словарем. Подготовьте аннотацию текста. Text A. Alexander Fleming Sir Alexander Fleming (6 August 1881 – 11 March 1955) was a Scottish biologist and pharmacologist. Fleming published many articles on bacteriology, immunology and chemotherapy. His best-known achievements are the discovery of the enzyme lysozyme in 1923 and the antibiotic substance penicillin from the fungus Penicillium notatum in 1928, for which he shared the Nobel Prize in Physiology or Medicine in 1945 with Howard Walter Florey and Ernst Boris Chain. Fleming served throughout World War I as a captain in the Army Medical Corps, and was mentioned in dispatches. He and many of his colleagues worked in battlefield hospitals at the Western Front in France. In 1918 he returned to St. Mary's Hospital, which was a teaching hospital. He was elected Professor of Bacteriology in 1928. After the war Fleming actively searched for anti-bacterial agents, having witnessed the death of many soldiers from septicemia resulting from infected wounds. Unfortunately antiseptics killed the patients' immunological defenses more effectively than they killed the invading bacteria. In an article he submitted for the medical journal The Lancet during World War I, Fleming described an ingenious experiment, which he was able to conduct as a result of his own glass blowing skills, in which he explained why antiseptics were actually killing more soldiers than infection itself during World War I. Antiseptics worked well on the surface, but deep wounds tended to shelter anaerobic bacteria from the antiseptic agent, and antiseptics seemed to remove beneficial agents produced that actually protected the patients in these cases at least as well as they removed bacteria, and did nothing to remove the bacteria that were out of reach. IX. Ответьте на следующие вопросы: 1. What was Alexander Fleming? 2. When was he born? 3. What are his best – known achievements? 4. What did he do during the World War I? 5 What did he search for after the war? TASKS I . Read text B and translate it from English into Russian. Text B Sir Almroth Wright strongly supported Fleming's findings, but despite this, most army physicians over the course of WWI continued to use antiseptics even in cases where this worsened the condition of the patients. "When I woke up just after dawn on September 28, 1928, I certainly didn't plan to revolutionize all medicine by discovering the world's first antibiotic, or bacteria killer," Fleming would later say, "But I guess that was exactly what I did." By 1928, Fleming was investigating the properties of staphylococci. He was already well-known from his earlier work, and had developed a reputation as a brilliant researcher, but his laboratory was often untidy. On 3 September 1928, Fleming returned to his laboratory having spent August on vacation with his family. Before leaving he had stacked all his cultures of staphylococci on a bench in a corner of his laboratory. On returning, Fleming noticed that one culture was contaminated with a fungus, and that the colonies of staphylococci that had immediately surrounded it had been destroyed, whereas other colonies further away were normal. Fleming showed the contaminated culture to his former assistant Merlin Price who said "that's how you discovered lysozyme”. Fleming identified the mould that had contaminated his culture plates as being from the Penicillium genus, and—after some months' of calling it "mould juice"— named the substance it released penicillin on 7 March 1929.He investigated its positive anti-bacterial effect on many organisms, and noticed that it affected bacteria such as staphylococci, and many other Gram-positive pathogens that cause scarlet fever, pneumonia, meningitis and diphtheria, but not typhoid fever or paratyphoid fever—which are caused by Gram-negative bacteria—for which he was seeking a cure at the time. It also affected Neisseria gonorrhoeae, which causes gonorrhoea although this bacterium is Gram-negative. II. Are these sentences true or false? 1. Most army physicians continued to use antidepressants even in cases where this worsened the condition of the patients. 2. Sir Almroth Wright strongly supported Fleming’s ideas. 3. By 1930 Fleming was investigating the properties of staphylococci. 4. He was unknown to the public at this time. 5. Fleming showed the contaminated culture to his former assistant Merlin Price. 6. Fleming identified the mould that had contaminated his culture plates as being from Penicillium genus. 7. He investigated its negative anti-bacterial effect on many organisms. LESSON 3 Грамматика: - ing формы, причастие I, его функции; парный союз both … and … PRACTICE OF PHARMACY ( Part I ) Запомните: суффиксы – ance, - ence образуют существительные преимущественно от глаголов, Суффикс – ment образует существительные от глаголов I.1. Прочитайте и переведите: difference, assistance, attendance, presence, importance, correspondence, appearance, occurrence, resemblance, dependence, disturbance, existence, resistance, interference, excellence 2. Прочитайте и переведите: excitement, requirement, treatment, achievement, appointment, department, development, measurement, ointment, arrangement, III. Определите функцию причастия I и переведите предложения на русский язык. 1. Antibiotics are normally beneficial and often life-saving. 2. Some life-threatening diseases are now treated with biotechnology products. 3. The mixture can be harmful to people with pre-existing diseases. 4. Insoluble powders are reduced to a fine powder and then added to the base, using geometric dilution method. 5. The Valerians growing in stony, dry soil are richer in active substances than those growing in wet marshes. 6. The stone can be removed by a cage-like device at the end of the laser-carrying tube. 7. This may be the key factor limiting health promoting physical activity. 8. Existing health posts, clinics and personnel can be used to provide immunization. 9. Viral diseases occurring in tropical countries nowadays are Lasser and Ebola fevers. 10. A type of migrating breast cancer was induced in experimental rats by injections of a cancer-causing chemical. IV. Заполните пропуски, употребив |