- •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)
3. Read the text and choose one of the answers to fit each space. Essential skills for life
From next year, every student in their final year at our school will study for a normal Diploma of Practical Achievement. This will be in addition to the (1).... examinations. Up to now, the course has been optional, but from now on every student must (2).... it.
The aim is to (3).... students with 'life skills', which the Diploma 'divides into eight categories. These cover a range of things (4).... to life beyond school, from sending an e-mail to (5) .... presentations to an audience. Under the heading 'survival1, (6)..... students can learn car maintenance, first aid and cooking. We have discovered that many students cannot do simple things such as (7).... a puncture or boil an egg. At the other (8)..... the Diploma includes such things as how to design a webpage and how to (9).... if someone has a heart attack. It has been called a 'Diploma in Common Sense'.
On the course, students will not be taught in the traditional (10)..... but rather will be guided and encouraged to do things for themselves. This is above all a (11)..... 'hands-on' course. To a greater or lesser (12)..... good schools have always tried to (13).... these skills. Unfortunately, students have not always (14).... much interest because such skills are not directly related to passing exams for higher education. We hope this will change now that we have a proper course that will (15).... to a recognized diploma.
|
1
|
A
|
normal
|
В
|
everyday
|
C
|
set
|
D
|
typical
|
|
2
|
A
|
pick
|
B
|
make
|
C
|
adopt
|
D
|
take
|
|
3
|
A
|
give
|
B
|
equip
|
C
|
offer
|
D
|
donate
|
|
4
|
A
|
relevant
|
B
|
associated
|
C
|
linked
|
D
|
concerned
|
|
5
|
A
|
having
|
B
|
giving
|
C
|
speaking
|
D
|
expressing
|
|
6
|
A
|
as a result
|
B
|
therefore
|
C
|
for example
|
D
|
otherwise
|
|
7
|
A
|
service
|
B
|
maintain
|
C |
do up
|
D
|
mend
|
|
8
|
A
|
extreme
|
B
|
end
|
C
|
limit
|
D
|
point
|
|
9
|
A
|
handle
|
B
|
guide
|
C
|
cope
|
D
|
direct |
|
10
|
A
|
means
|
B
|
way
|
C
|
route
|
D
|
approach
|
|
11
|
A
|
theoretical
|
B
|
technical
|
C
|
practising
|
D
|
practical
|
|
12
|
A
|
amount
|
B
|
method
|
C
|
extent
|
D
|
depth
|
|
13
|
A
|
grow
|
B
|
develop
|
C
|
make |
D
|
do
|
|
14
|
A
|
shown
|
B
|
given
|
C
|
placed
|
D
|
proved
|
|
15
|
A
|
move
|
B
|
result
|
C
|
take |
D
|
lead
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Summary