6. Would you like to have any elective courses in the curriculum of the Institute?
7. Is it necessary to have knowledge in internal medicine?
8. Does knowledge in internal medicine help in the work of a dentist?
9. Who enters medical institutions and become students?
10. Where do the medical students live?
11. How do the students spend their time?
12. What must the students do to become good doctors?
13. What subjects do the students study during the first year?
14. When do the students usually have practical training?
15. What human qualities must the doctor have?
16. What do you know about the history of Krasnoyarsk State Medical University?
17. When was the Stomatologic faculty of Krasnoyarsk State Medical University opened?
18. How long does the course of training in the Stomatologic faculty last?
19. What monument can you see in front of the University?
2. Dental Education in Great Britain.
1. What do you know about the system of dental education in Great Britain?
2. Does the course of studies at British dental schools differ from the course of studies at the Institute of Stomatology of Krasnoyarsk State Medical University?
pare the list of the subjects studied at British dental schools and at the Institute of Stomatology of KrasSMU?
4. What are the similar features of the British and Russian dental education?
5. What are the differences of the British and Russian dental education?
6. How long do the students study dentistry in Great Britain?
7. What should a candidate for medical school do after finishing his secondary studies?
3. Dental Education in the USA.
1. What is the most important factor in the selection of students in the USA?
2. What is the aim of personal interviews with applicants?
3. How can the whole course of studies be divided?
4. What period is called residency?
5. What are the responsibilities of a resident?
6. How long does the post-graduate course last?
4. The Oral Cavity. The Structure of a Tooth.
1. How many sets of teeth does man have?
2. There are twenty teeth in the temporary set, aren’t there?
3. What set do the third molars or wisdom teeth belong?
4. When does eruption of teeth start?
5. How many teeth are there in the permanent set?
6. What teeth replace deciduous molars?
7. When do deciduous canines start erupting?
8. When is the eruption of permanent teeth completed?
9. What teeth are the last to erupt?
10. What are the functions of teeth?
11. What crowns do incisors have?
12. Which canine is larger: upper or lower?
13. How many cusps does each premolar have?
14. How many roots do upper premolars have?
15. What are their roots?
16. What are the largest teeth of all?
17. What teeth are usually fused together?
18. When are upper and lower teeth in occlusion?
19. Why do you think molars are also called grinders?
20.What widespread diseases of the oral cavity do you know?
5. Oral Surgery.
1. What are the aims and tasks of oral surgery?
2. What other dental branches is oral surgery connected with?
3. When is the tooth extraction usually performed?
4. What are the first symptoms of concussion of the teeth?
5. What is the aim of tooth extraction?
6. What can happen if teeth are traumatized?
7. What should be done in case of trauma?
8. Why is it necessary to visit a dentist regularly?
9. What branches are included into the notion (понятие) ‘stomatology’?
10. What are the aims and tasks of research in the field of stomatology?
11. What problems are investigated in the first place?
12. What are the main methods of research?
13. In what field would you like to carry out research? Why?
1. Занятие №36
Тема: “Written translation/ Discussion of the topics”
2. Форма организации учебного процесса – зачётное занятие
Разновидность занятия: индивидуальная работа
Методы обучения: метод контроля
3. Значение темы - занятие позволяет определить уровень усвоения учебного материала, навыки выполнения письменного перевода, работы со словарём
Цели обучения:
общая: студент должен обладать ОК-6, ПК-1.
учебная: студент должен знать лексический материал по теме, требования, предъявляемые к письменному переводу, уметь аргументировано вести беседу, работать со словарём, владеть терминологией, изученной за семестр, навыками самостоятельной работы.
5. План изучения темы:
5.1. Контроль исходного уровня знаний.
Повторение лексики, соответствующей предложенным для перевода текстам;
повторение требований к письменному переводу.
5.2. Самостоятельная работа по теме:
Письменный перевод текста (3 варианта).
5.3. Итоговый контроль знаний.
Собеседование по устным темам.
“The Diseases of the respiratory tract”:
1. What diseases of the respiratory system do you know?
2. What organs are involved in the inflammatory process in pneumonia/TB/pleurisy/bronchitis/tracheitis?
3. What symptoms are common in the diseases of the respiratory system?
4. What kind of sputum can be brought up?
5. What kind of rales can develop in the diseases of the respiratory tract?
“Infectious diseases”:
1. What is this disease characterized by?
2. How may the disease be transmitted?
3. What are the measures to reduce epidemics?
4. What complications can arise?
5. What is the regime of treatment in complications?
6. What must the patient do to minimize the severity of the disease?
“AIDS”:
1. What does AIDS stand for? How does it affect organism?
2. What does HIV stand for? Is it a curable disease?
3. What are opportunistic diseases?
4. What are the ways of transmission?
5. Are casual contacts dangerous?
6. Does a positive test mean AIDS?
“Immunity. Vitamins”:
1. What are sources of vitamins?
2. What kind of substances are vitamins?
3. What diseases does the deficiency of vitamins cause?
4. Why are vitamins very important for the organism?
5. What vitamins are called “winter vitamins”? Why?
6. What is the role of vitamin D for our health? Where is it found?
7. What vitamins are necessary for our nervous system?
“The Diseases of the cardiovascular system”:
1. What are the risk factors of heart diseases? What are the causes?
2. How does smoking increase the chances of heart attacks?
3. How can overweight influence the state of cardiovascular system?
4. What are the early signs of heart disorder?
5. What are the preventive measures?
“The Diseases of the gastrointestinal tract”:
1. What are the causes of gastrointestinal disorders?
2. What are the most common symptoms?
3. How to treat gastrointestinal problems?
4. What measures should be taken to avoid the disease?
5. Which food is recommended for eating during the disease?
“The Diseases of the liver and bile duct”:
1. What diseases of the liver and bile duct do you know?
2. Are they contagious?
3. Where can pain localize?
4. What can the diseases lead to? (consequences)
5. What are the characteristic clinical manifestations of the disease?
“Bronchial asthma”:
1. What does asthma affect?
2. What are the signs and symptoms?
3. Do physical exercises help in the case of asthma?
4. What triggers cause asthma?
5. How can a patient prevent attacks?
6. Can emotional tension cause an attack?
6. Домашнее задание для уяснения темы занятия.
Подготовка к тестированию.
1. Занятие №37
Тема: “Grammar test. Annotation”
2. Форма организации учебного процесса – практическое занятие
Разновидность занятия: индивидуальная работа
Методы обучения: метод контроля
3. Значение темы - занятие позволяет определить уровень усвоения учебного материала, а именно: грамматических явлений и конструкций, навыки выполнения аннотации текста; воспитывает самостоятельность и навыки самоконтроля.
Цели обучения:
общая: студент должен обладать ОК-5, ПК-1, ПК-48.
учебная: студент должен знать грамматический и лексический материал, изученный во 2 семестре, алгоритм выполнения аннотации, уметь анализировать и выделять ключевую информацию, владеть навыками самостоятельной работы и самоконтроля.
5. План изучения темы:
5.1. Контроль исходного уровня знаний.
Повторение требований к аннотации текста.
Повторение грамматических явлений, изученных во 2-ом семестре.
5.2. Самостоятельная работа по теме:
1. Аннотация текста (2варианта).
2. Лексико-грамматический тест (компьютерный вариант)
5.3. Итоговый контроль знаний.
Анализ работы за 2 семестр. Рекомендации студентам (индивидуально)
Grammar Revision
? | + | - | TENSE | ||
What? Where? When? Why? How? How long? How far? How many? How much? Which? Who? Whose? Whom? | Will | I work? we/you/he/she/it/ they… | I will work we/you/he/she/it/ they… … | I will not work we/you/he/she/it/ they… … | Future |
Do Does | I work? we/you/they… he work? she/it… | I work we/you/they… He works she/it… | I don’t work we/you/they… he doesn’t work she/it… … | Present | |
Did | I work? we/you/he/she/it/ they… | I worked we/you/he/she/it/ they… | I didn’t work we/you/he/she/it/ they… … | Past |
Таблица времен английского языка на примере одного предложения:
Simple | Continuous | Perfect | Perfect Continuous | |
Present | I eat | I am eating | I have eaten | I have been eating |
Past | I ate | I was eating | I had eaten | I had been eating |
Future | I will eat | I will be eating | I will have eaten | I will have been eating |
Тексты для контрольного письменного перевода:
Text 1.
LOBAR PNEUMONIA
Lobar pneumonia is a specific acute infectious disease which involves an entire lung or part of a lung. Sometimes both lungs are completely involved in the pneumonic process.
Lobar pneumonia may occur at any time of the year, but it is most frequent in the months from December until May. It occurs before the age of 10 and after the age of 50 years. Cold weather, draughts, loss of sleep, and contact with patients who have infections, are the chief predisposing factors. The specific cause of pneumococci pneumonia, of course, is the pneumococcus, but recently more than 40 kinds have been identified.
There are four stages of pneumonia.
Pneumonia does not always begin according to the classical textbook description with chills, fever, pain in the chest, and expectoration of bloody sputum. It is well to remember that pneumonia begins abruptly. There may or may not be a preceding upper respiratory infection with a cough. Frequently the first evidence of pneumonia is a feeling of prostration. Then coughing begins, and there may be bloody expectoration. Even at this early stage, the sputum may contain the pneumococcus. When the patient has a chill with a rapid pulse, fever, and pain
in the side of the chest, the diagnosis is easily made. The early recognition of pneumonia is accomplished by careful attention to the history of onset and by a skillful examination of the chest. Sometimes the pain may extend as low in the abdomen as the area of the appendix, simulating acute appendicitis. This is common in children than in adults.
Usually the mistakes in diagnosis of pneumonia consist in failure to recognize the presence of the disease in its earlier stages. Diagnoses such as bronchitis, influenza, pleurisy, or grippe are occasionally made instead of pneumonia.
If lobar pneumonia remains uncomplicated, the disease runs its course in from 7 to 12 days. It usually terminates by crisis, when the temperature drops, and the pulse and respiratory rates suddenly approach normal. At other times, the resolution takes place more slowly and recovery is by lysis. A variety of complications may occur with lobar pneumonia. Otitis media and
mastoiditis, pericarditis and meningitis are complications of pneumonia.
Words and word combinations:
Frequent - частый
Draughts - сквозняки
Expectoration - отхаркивание
Predisposing - предрасполагающий
Terminate - завершать
Lysis - постепенное падение температуры
Prostration - изнеможение
Text 2.
PNEUMONIA
Inflammation of the lung, with or without infection, is also called pneumonitis.
The symptoms are varying degrees of fever, cough and difficulty breathing. Sometimes there is also pleurisy (chest pain made worse by deep breathing and cough).
There are many possible causes of lung inflammation, including infection (bacterial, viral, mycoplasma, fungal); hypersensitivity to inhaled substances: and aspiration (inhalation) of stomach contents or foreign material. These various factors can lead to two different patterns of pneumonia: interstitial pneumonia, which is inflammation involving the tissues between the air sacs, and usually involving a good portion of one or both lungs; and lobar pneumonia, which is
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