Навчальна дисципліна: Іноземна (англійська) - Українська ...

Міністерство охорони здоров’я України 

Вищий державний навчальний заклад України 

“Українська медична стоматологічна академія” 

“Затверджено” 

на засіданні кафедри 

іноземних мов з латинською мовою 

та медичною термінологією 

Завідувач кафедри 

к.філол. н. І.М. Сологор 

______________ 

“_______” ______________ 200__ р. 

МЕТОДИЧНІ РЕКОМЕНДАЦІЇ 

ДЛЯ ВИКЛАДАЧІВ 

Навчальна дисципліна Іноземна (англійська) мова 

Модуль № 1 

Змістовий модуль № 1 

Тема заняття 

Вища медична освіта в Україні 

Курс 

І 

Факультет 

медичний 

Полтава – 2007

1. Конкретні цілі: 

При роботі над темою “Вища медична освіта в Україні” 

ознайомитись з лексико-фонетичним матеріалом та словотворчим матеріалом з теми, 

вміти читати та перекладати текст, та засвоїти послідовність її викладання з тим, щоб 

вміти складати речення, відповідати на запитання з теми та робити усне повідомлення. 

При роботі над граматичним матеріалом Construction “there be” 

засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою розпізнання 

його у тексті, при читанні та перекладі. 

2. Базовий рівень підготовки. 

Назви попередніх дисциплін 

Отримані навики 

1. Латинська мова Порівняти правила читання у латинській та 

англійській мовах. Знати основні поняття та 

терміни, що стосуються вивчаємої теми. 

Використовувати раніше отриману 

інформацію в контексті певної ситуації 

спілкування англійською мовою за 

зазначеною темою. 

3. Організація змісту навчального матеріалу: 

Фонетика: читання голосних o + n, m, v, u, th; i + nd, ld. 

Словотворення: найтиповіші суфікси прикметників (-al, -ic, -ful). 

Граматика: Construction “there be”. 

Текст: “Medical Education in Ukraine”. 

4. План і організаційна структура навчального заняття з дисципліни. 

№ 

з/п 

Етапи заняття 

Розподіл 

часу 

Види контролю 

1.1 Організаційні питання. 

1.2 Формування мотивації. 

1.3 Контроль початкового рівня 

Усне 

підготовки. 

опитування: 

construction 

there be. 

Лексикофонетичний 

матеріал до 

теми. 

Засоби 

навчання 

Фонетична 

таблиця, 

Граматичні 

таблиці there be; 

Є.Є. Юдіна, 

Л.В. 

Потяженко. 

Підручник 

англійської 

мови. – Київ, 

1994.

2. Основний етап. 

Фонетика: Засвоєння читання 

голосних o + n, m, v, u, th; i + nd, 

ld.; фонетичний матеріал з теми; 

Словотворення: засвоєння 

найтиповіших 

суфіксів 

прикметників (-al, -ic, -ful).; 

Граматика: Засвоєння сonstruction 

“there be”. 

Читання та говоріння: 

опрацювання лексичного 

матеріалу з теми, читання та 

переклад тексту, розвиток 

навичок усного мовлення. 

3. Заключний етап 20% 

3.1 Контроль кінцевого рівня 


3.2 Загальна оцінка навчальної 

діяльності студента. 

3.3 Інформування студентів про тему 

наступного заняття. 

65% Усне 

опитування. 

Усне 

повідомлення з 

теми. 

І. Znamenska, O. 

Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical Student” 

5. Методика організації навчального процесу на практичному занятті. 

5.1. Підготовчий етап. 

Тема заняття спрямована на усвідомлення себе як фахівця у царині природних наук, а 

також на усвідомлення важливості теоретичного підґрунтя у вивченні медицини, 

формування поваги до майбутньої професії, професійної відповідальності. 

Ознайомлення студента з конкретними цілями та планом заняття. 

5.2. Основний етап. 

care ['kFq] турбота, піклування 

graduation from ["grxdju'eISn] закінчення 

scholarship ["skOlqSIp] стипендія 

pharmacist ['fa:mqsIst] фармацевт 

advanced [qd'va:nst] встигаючий 

pharmaceutical [famq'sju:tIkql] 

фармацевтичній 

engage [In'geIG] займатися 

curriculum [kq'rIkjulqm] навчальний план 

defend [dI'fend] захищати 

thesis ['qI:sIs] дисертація 

VOCABULARY 

syllabus ['sIlqbqs] програма 

degree [dIg'rI:] ступінь 

approve [q'pruv] затверджувати 

candidate of science ['kxndIdIt qv 'saIqns] 

кандидат наук 

include [In'klu:d] заключати 

training course ['treInIN 'kO:s] курс 

подготовки 

chemist's (shop) ['kemIst 'SOp] аптека 

intern ['Intq:n] интерн 

obtain [qb'teIn] набувати 

GRAMMAR: 

Ex. 1. Familiarize yourself with the data of the following table: 

CONSTRUCTION "THERE + TO BE” 

(Affirmative Form) 

Present Simple Past Simple Future Simple 

There is (Singular) 

There are (Plural) 

There was (Singular) 

There were (Plural) 

There will be (Singular, Plural)

Ex. 2. Read the following examples: 

There is a surgical department in this hospital. 

В этой больнице находится хирургическое отделение. 

There are some departments in the regional hospital. 

В областной больнице несколько отделений. 

There was a stomatological department at our University. 

В нашем университете был стоматологический факультет. 

There were some students at the lecture yesterday. 

Вчера на лекции было несколько студентов. 

There will be a new hospital in our city. 

В нашем городе будет новая больница. 

Ex. 3. Translate the following sentences into your native language: 

1. There are 320 patients in this clinic. 2. There were 17 faculties at Oxford University in 1967. 

3. There will be many friends in my party. 4. There were several practical classes at our Institute 

last week. 5. There is a nurse in the therapeutic department. 6. There was an old clinic in our 

city. 7. There are medical, stomatological, grounding and post-graduate education departments at 

the Medical Institute. 

Ex. 4. Put the following sentences into Past and Future Simple Tenses: 

1. There is a medical faculty at our Academy. 2. There are many clinical chairs at the University. 

3. There are many qualified teachers at our Medical Institute. 4. There are several outstanding 

scientists at our hospital. 5. There are many medical colleges in our country. 6. There is a very 

interesting museum in our village. 7. In this residential district there are a lot of parks. 

Ex. 5. Translate the following sentences into English: 

1. В нашей больнице несколько отделений. 2. В этом университете – две библиотеки. 3. В 

национальном университете около 25 факультетов. 4. В читальном зале было несколько 

студентов. 5. В районной поликлинике будет много пациентов. 6. Вчера в этом зале было 

собрание. 

GRAMMAR: 

NUMBER OF NOUNS 

leg 

medicine 

dress 

research 

box 

remedy 

day 

life 

tooth 

foot 

atrium 

legs 

medicines 

dresses 

researches 

boxes 

remedies 

days 

lives 

teeth 

feet 

atria 

Ex. 6. Form plural from the following nouns: 

A. Subject, remedy, heart, parent, class, disease, chair, physician, skill, scientist, faculty, service, 

leaf, syllabus, pass, intern, nurse; 

B. sanatorium, woman, child, nucleus, alveolus, vertebra. 

READING AND DEVELOPING SPEAKING SKILLS

Ex. 7. Compose 3-4 your own sentences using the words of the VOCABULARY. 

Ex. 8. Insert the missing letters and translate the words and word-combinations: 

Syllab_s; appr_ve; s_ience; gradua_ion; pharma_ist; en_age; curricu_um; d_gree; tr_ining; 

co_rse; in_lude; int_rn; obt_in; c_emist's shop. 

Ex. 9. Read the following words and word-combinations: 

Task; health; reason; personnel; important; Pharmaceutical Institutes; pharmacists; last; 

curriculum; syllabuses; approved; course; laboratory; practice; so-called; Chemistry; Anatomy; 

Biology; senior; Therapy; Surgery; Obstetrics; Gynaecology; acquire; sanitary epidemiological 

stations; chemist's shops; diagnosis; interns; certain period; advanced specialists; engage; 

research; defend; thesis; candidates of science. 

Ex. 10. Translate the following word-combinations and sentences into your native 

language: 

1. to become; he became interested in Therapy; She became pale; This method became a new 

one of treating. 

2. disease; to treat different diseases; to fight against diseases; disease of the lungs; the 

symptoms of the disease; the reaction of the body to the disease; a heart disease; a dangerous 

disease, a prolonged disease; The disease is the natural process. 

3. institution; medical institution; educational institution; state institutions. 

Ex. 11. Read the following text and translate it: 

MEDICAL EDUCATION IN UKRAINE 

The main task of medicine is the care about the people's health. For that reason the 

training of the medical personnel is very important. 

Medical and Pharmaceutical Institutes train future doctors and pharmacists. Doctors' 

training takes six years but stomatologists' or pharmacists' training lasts five years. The 

curriculum and syllabuses for these Institutes are approved by the Ministry of Public Health. 

The main administrative unit of medical Institute or University is the faculty. As a rule 

the Medical University or Institute may have one or more faculties (medical, stomatological and 

others), headed by the dean. He/She is responsible for administrative affairs of the faculty. 

The training course consists of lectures, practical classes, practical work in laboratories and 

medical practice at different medical institutions. During the first two years the students of the 

Medical Institutes have so-called pre-clinical training, which includes general subjects, as 

Physics, Chemistry, Anatomy, Biology and others. In the senior years they study clinical 

subjects, as Therapy, Surgery, Obstetrics, Gynaecology and others. 

The senior students acquire practical skills, working at many hospitals, polyclinics, 

sanitary epidemiological stations, and chemist's shops. They acquire such practical skills, as to 

examine patients, to make a diagnosis, to prescribe proper treatment, to fill in case histories. A 

lot of students participate in scientific societies; their dream is to become research workers in 

future. 

Having passed the state examinations, young doctors begin to work as interns during a 

certain period. 

After graduation from the Institute they work as different specialists at the medical 

institutions. 

The most advanced specialists are engaged in research. They defend theses and obtain 

degrees of candidates of science (medicine). 

Ex. 12. Translate the following words and word-combinations into English:

Затверджувати; турбота, піклування; курс підготовки; тривати; включати, заключати; 

хімія; акушерство; хірургія; кандидат наук; інтерн; аптека. 

Ex. 13. Complete the text with the words in the box: 

The main task of medicine _ the care about the people's health. Medical Institutes _ future 

doctors. Doctors' _ takes six years. The curriculum and _ for these Institutes are approved by the 

Ministry of Public Health. 

The training course _ lectures, practical work in laboratories and medical practice at different 

medical institutions. The medical students _ Physics, Chemistry, Anatomy, Biology, Therapy, 

Surgery, Obstetrics, Gynaecology and others. 

The students acquire such practical skills as to _ patients, to make a diagnosis, to _ proper 

treatment, and to fill in _ . 

Having passed the state examinations, young doctors _ to work as interns during a certain 

period. 

syllabuses; prescribe; examine; training; case histories; is; senior; begin; consists of; learn; train. 

Ex. 14. Answer the following questions: 

1. What is the main task of medicine? 2. What Institutes train future doctors and pharmacists? 3. 

How long does the doctors' training take? 4. What does the training course consist of? 5. What 

kind of training do the students have during the first two years? 6. What subjects do they study 

during this period? 7. What subjects do the students study during the senior years? 8. Where do 

young specialists work after graduation? 9. What specialists are engaged in research? 

Ex. 15. Translate into English the following sentences: 

1. Я – студент медицинской академии. 2. Курс подготовки длится шесть лет. 3. В течение 

этого времени мы должны получить знания по многим медицинским предметам, включая 

анатомию, физиологию, медицинскую биологию, патологическую физиологию, терапию, 

хирургию, гинекологию и др. 4. Работая в больницах, студенты-медики учатся 

осматривать больных, ставить диагноз, назначать лечение и заполнять истории болезни 

пациентов. 

Ex. 16. Complete the following answers: 

1. Where do you study? I study at _ . 

2. How long does your training take? My training _ . 

3. What subjects do you learn during the first two years? I learn _ . 

4. What subjects do the senior medical students learn? They learn _ . 

5. What practical skills will you acquire being the senior student? I'll acquire _ . 

Ex. 17. Ask and answer the similar questions each other. 

Ex. 18. Skim through the text "Medical Education in Ukraine" and find sentences 

expressing its main idea. 

Ex. 19. Make up a plan of the text "Medical Education in Ukraine". 

Ex. 20. Tell the group about medical education in Ukraine keeping the following 

consistency: 

The main task of medicine; the training of medical personnel; medical and pharmaceutical 

Institutes; the course of training; pre-clinical and clinical training; practical skills; research work.

5.3. Заключний етап. 

Повідомлення з теми “Medical Education in Ukraine”. 


training takes six years but stomatologists' or pharmacists' training lasts five years. The training 

course consists of lectures, practical work in laboratories, and medical practice at different 

medical institutions. During the first two years the students of the Medical Institutes have general 

subjects, as Physics, Chemistry, Anatomy, Biology and others. In the senior years they study 

clinical subjects, as Therapy, Surgery, Obstetrics, Gynaecology and others. 

The senior students acquire practical skills, working at many hospitals and polyclinics. 

Having passed all credit tests, young doctors begin to work as interns during a certain period. 

After graduation from the Institute they work as different specialists at the medical institutions. 

Оцінювання поточної діяльності кожного студента упродовж заняття, стандартизований 

кінцевий контроль, проводиться аналіз успішності студента і виставляється у журнал 

обліку відвідувань і успішності студентів. 

6. Додатки. Засоби для контролю: 

Ситуаційні завдання. 

1. Tell the group about medical education in Ukraine 

Контрольні питання: 






Практичні завдання: 

Complete the text with the words: 









Having passed the state examinations, young doctors _ to work as interns during a certain period. 

7. Рекомендована література. 

1. Бердический А.Л. Оптимизация системы обучения иностранному языку. - М.: 

Высшая школа. – 1989. - 101 с. 

2. Фоломкина С.К. Обучение чтению на иностранном языке в неязыковом вузе. - М.: 

Высшая школа. – 1987. - 206 с.. 

3. Єнікеєва А.Б., Корнейко І.В. – Англійська мова для медиків. – Харків, ХДМУ, 2000 

– 64 с. 

4.Ogarkova A. Modern Medical Potential. – Київ: КНУ ім. Т.Шевченка. – 2004. – 111 с. 

5.Ritchel В. Tests in English. – WsiP, 2002. – 345 p. 

6.Dorland’s ilusrated medical dictionary. – W.B. Saunders Company, 1994. – 1338 p. 

Методична рекомендація складена к. філол. н., ст. викл. Знаменською І.В.










______________ 

“_______” ______________ 200__ р. 

МЕТОДИЧНІ ВКАЗІВКИ 

ДЛЯ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ 

ПІД ЧАС ПІДГОТОВКИ ДО ПРАКТИЧНОГО ЗАНЯТТЯ 





Вища медична освіта в Україні 

Курс 

І 




1. Актуальність теми: полягає у засвоєнні медичних термінів англійською мовою, які 

стосуються навчання майбутнього лікаря, вмінні надавати інформацію з теми, 

використовуючи граматичні та лексичні аспекти даної тематики. 


При роботі над темою “Вища медична освіта в Україні.” 




При роботі над граматичним матеріалом construction to be, nouns 


його у тексті при читанні та перекладі. 

3. Базові знання, вміння, навички, необхідні для вивчення теми 


1. Попередні дисципліни: Анатомія 

людини, біологія, латинська мова та 

медична термінологія. 

2. Наступні дисципліни: 

Терапія, пропедевтика внутрішніх хвороб. 


Порівняти правила читання у латинській та 








інформацію при подальшому засвоєнні 

навчального матеріалу з зазначених 

предметів. 

4. Завдання для самостійної роботи під час підготовки до заняття. 

4.1. Перелік основних термінів, які повинен засвоїти студент при підготовці до заняття: 

care ['kFq] турбота, піклування 

graduation from ["grxdju'eISn] закінчення 

scholarship ["skOlqSIp] стипендія 

pharmacist ['fa:mqsIst] фармацевт 

advanced [qd'va:nst] встигаючий 

pharmaceutical [famq'sju:tIkql] 

фармацевтичній 

engage [In'geIG] займатися 

curriculum [kq'rIkjulqm] навчальний план 

defend [dI'fend] захищати 

thesis ['qI:sIs] дисертація 

syllabus ['sIlqbqs] програма 

degree [dIg'rI:] ступінь 

approve [q'pruv] затверджувати 

candidate of science ['kxndIdIt qv 'saIqns] 

кандидат наук 

include [In'klu:d] заключати 

training course ['treInIN 'kO:s] курс 

подготовки 

chemist's (shop) ['kemIst 'SOp] аптека 

intern ['Intq:n] интерн 

obtain [qb'teIn] набувати 

4.2. Теоретичні питання до заняття: 

1. What are the forms of the verb to be? 

2. Give your examples of sentences with the construction there be. 

4.3. Практичні завдання, які виконуються на занятті: 

Translate the following sentences into your native language: 

1. There are 320 patients in this clinic. 2. There were 17 faculties at Oxford University in 1967. 

3. There will be many friends in my party. 4. There were several practical classes at our Institute 

last week. 5. There is a nurse in the therapeutic department. 6. There was an old clinic in our

city. 7. There are medical, stomatological, grounding and post-graduate education departments at 

the Medical Institute. 

Put the following sentences into Past and Future Simple Tenses: 

1. There is a medical faculty at our Academy. 2. There are many clinical chairs at the University. 

3. There are many qualified teachers at our Medical Institute. 4. There are several outstanding 

scientists at our hospital. 5. There are many medical colleges in our country. 6. There is a very 

interesting museum in our village. 7. In this residential district there are a lot of parks. 

Translate the following sentences into English: 

1. В нашей больнице несколько отделений. 2. В этом университете – две библиотеки. 3. В 

национальном университете около 25 факультетов. 4. В читальном зале было несколько 

студентов. 5. В районной поликлинике будет много пациентов. 6. Вчера в этом зале было 

собрание. 

Form plural from the following nouns: 




Зміст теми: 

Фонетика: читання голосних o + n, m, v, u, th; i + nd, ld (впр. 6, с. 90), Vocabulary. 

Словотворення: найтиповіші суфікси прикметників (-al, -ic, -ful), впр. 1-2, с. 57 (Юдіна, 

Потяженко) 

READING AND DEVELOPING SPEAKING SKILLS 

Ex. 7. Compose 3-4 your own sentences using the words of the VOCABULARY. 

Ex. 8. Insert the missing letters and translate the words and word-combinations: 

Syllab_s; appr_ve; s_ience; gradua_ion; pharma_ist; en_age; curricu_um; d_gree; tr_ining; 

co_rse; in_lude; int_rn; obt_in; c_emist's shop. 


Task; health; reason; personnel; important; Pharmaceutical Institutes; pharmacists; last; 

curriculum; syllabuses; approved; course; laboratory; practice; so-called; Chemistry; Anatomy; 

Biology; senior; Therapy; Surgery; Obstetrics; Gynaecology; acquire; sanitary epidemiological 

stations; chemist's shops; diagnosis; interns; certain period; advanced specialists; engage; 

research; defend; thesis; candidates of science. 

Ex. 10. Translate the following word-combinations and sentences into your native 

language: 

1. to become; he became interested in Therapy; She became pale; This method became a new 

one of treating. 

2. disease; to treat different diseases; to fight against diseases; disease of the lungs; the 

symptoms of the disease; the reaction of the body to the disease; a heart disease; a dangerous 

disease, a prolonged disease; The disease is the natural process. 

3. institution; medical institution; educational institution; state institutions. 

Ex. 11. Read the following text and translate it: 

MEDICAL EDUCATION IN UKRAINE 

The main task of medicine is the care about the people's health. For that reason the 

training of the medical personnel is very important.


training takes six years but stomatologists' or pharmacists' training lasts five years. The 

curriculum and syllabuses for these Institutes are approved by the Ministry of Public Health. 

The main administrative unit of medical Institute or University is the faculty. As a rule 

the Medical University or Institute may have one or more faculties (medical, stomatological and 

others), headed by the dean. He/She is responsible for administrative affairs of the faculty. 

The training course consists of lectures, practical classes, practical work in laboratories and 

medical practice at different medical institutions. During the first two years the students of the 

Medical Institutes have so-called pre-clinical training, which includes general subjects, as 

Physics, Chemistry, Anatomy, Biology and others. In the senior years they study clinical 

subjects, as Therapy, Surgery, Obstetrics, Gynaecology and others. 

The senior students acquire practical skills, working at many hospitals, polyclinics, 

sanitary epidemiological stations, and chemist's shops. They acquire such practical skills, as to 

examine patients, to make a diagnosis, to prescribe proper treatment, to fill in case histories. A 

lot of students participate in scientific societies; their dream is to become research workers in 

future. 

Having passed the state examinations, young doctors begin to work as interns during a 

certain period. 

After graduation from the Institute they work as different specialists at the medical 

institutions. 

The most advanced specialists are engaged in research. They defend theses and obtain 

degrees of candidates of science (medicine). 

Ex. 12. Translate the following words and word-combinations into English: 

Затверджувати; турбота, піклування; курс підготовки; тривати; включати, заключати; 

хімія; акушерство; хірургія; кандидат наук; інтерн; аптека. 

Ex. 13. Complete the text with the words in the box: 









Having passed the state examinations, young doctors _ to work as interns during a certain 

period. 

syllabuses; prescribe; examine; training; case histories; is; senior; begin; consists of; learn; train. 







Ex. 15. Translate into English the following sentences: 

1. Я – студент медицинской академии. 2. Курс подготовки длится шесть лет. 3. В течение 

этого времени мы должны получить знания по многим медицинским предметам, включая 

анатомию, физиологию, медицинскую биологию, патологическую физиологию, терапию, 

хирургию, гинекологию и др. 4. Работая в больницах, студенты-медики учатся 

осматривать больных, ставить диагноз, назначать лечение и заполнять истории болезни 

пациентов.

Ex. 16. Complete the following answers: 






Ex. 17. Ask and answer the similar questions each other. 

Ex. 18. Skim through the text "Medical Education in Ukraine" and find sentences 

expressing its main idea. 

Ex. 19. Make up a plan of the text "Medical Education in Ukraine". 

Ex. 20. Tell the group about medical education in Ukraine keeping the following 

consistency: 

The main task of medicine; the training of medical personnel; medical and pharmaceutical 

Institutes; the course of training; pre-clinical and clinical training; practical skills; research work. 

МАТЕРІАЛИ ДЛЯ САМОКОНТРОЛЮ: 

А: Питання для самоконтролю: 






Б: Завдання для самоконтролю: 

Complete the following answers: 






Література: 

Основна: 

1. І. Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”. 

2. Є.Є. Юдіна, Л.В. Потяженко. Підручник англійської мови. – Київ, 1994. 

Додаткова: 

1. Davi-Ellen Chabner. The Language of Medicine. – Moscow, 1981. 

2. Маслова А.М., Вайнштейн З.И., Плебейская Л.С. “Essential Course of English for Medical 

Students”, – Москва, 1983 г. – 352 с. 

3. Потяженко Л.В., Юдіна Є.Є., Скрипнікова Т.П. Посібник з розмовних тем “Spoken 

English”, – Полтава, 2001 р. – 191 c. 

Методична вказівка складена к. філол. н., ст. викл. Знаменською І.В.










______________ 

“_______” ______________ 200__ р. 







Будова тіла людини 

Курс 

І 





При роботі над темою “ Будова тіла людини.” 




При роботі над граматичним матеріалом Participle I засвоїти функції та переклад 

матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті, при читанні та 

перекладі. 












Фонетика: читання b, c, e. 

Словотворення: найтиповішій суфікс ar 

Граматика: Participle I 

Текст: “Body Regions”. 


№ 

з/п 



часу 





Усне 



Participle I 


та 

словотворчий 


теми. 


65% 

Фонетика: Засвоєння читання b, c, 

e; фонетичний матеріал з теми; 


найтиповіших суфіксів ar; 

Граматика: Засвоєння Participle I. 







Усне 


Засоби 




Граматична 

таблиця 

Participle I 

Form) (І. 

Znamenska, O. 

Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical 

Student”)





Усне 


теми. 









cranial ['kreInjql] черепной 

cheek [CI:k] щока 

cheekbone ['CI:kbqun] вилиця 

eyebrow ['aIbrau] брова 

forehead ['fOrId] лоб 

temple [templ] скроня 

division [dI'vIZqn] поділ, розподіл 

girdle [gWdl] пояс 

pectoral ['pektqrql] грудний 

pelvic ['pelvIk] тазовий 

pelvis [pelvIs] таз 

refer [rI'fW] належати 

respective [rIs'pektIv] відповідний 

inferior [In'fIqrIq] нижній 

superficial ["sjupq'fISql] зовнішній 

quadrant ['kwOdrqnt] квадрант, чверть кола 

approach [q'prquC] підхід 

underlying [,Andq'laIIN] лежачий, 

розташований 

stomach ['stAmqk] шлунок 

spleen [splI:n] селезінка 

pancreas ['pxNkrIqs] підшлункова залоза 

gallbladder ['gO:l"blxdq] жовчний міхур 

gullet ['gAlIt] стравохід 

VOCABULARY 

RULES OF READING 

c + e, i, y [s] acid 

city 

c 

(in other cases) 

[k] 

cup 

cycle 

g + e, i, y [G] large 

kidney ['kIdnI] нирка 

urinary bladder ['jurInqrI 'blxdq] сечовий 

міхур 

intestine [In'testIn] кишечник 

liver ['lIvq] печінка 

tumor ['tjumq] неоплазма, новоутворення; 

пухлина 

limb [lim] кінцівка 

arm [Rm] плече (частина верхньої 

кінцівки); рука 

forearm ['fLrRm] передпліччя 

wrist [rIst] зап'ясток 

hand [hxnd] кисть 

shoulder ['Squldq] плечовий суглоб 

elbow ['elbqu] лікоть 

thigh [TQI] стегно (частина нижньої 

кінцівки) 

leg [leg] гомілка; нога 

ankle [xNkl] кісточка, щиколотка 

hip [hIp] стегно 

trunk [trANk] тулуб 

chest (thorax) [Cest ('TLrxks)] грудна клітина 

neck [nek] шия

g 


[g] 

but: 

get, give, begin [g] 

big 

green 

Ex. 1. Read the following words: 

Connective; increase; care; medical; clinic; education; doctor; cancer; come; place; certain; 

medicine; go; get; give; drug; negative; dosage; gel. 

Ex. 2. Familiarize yourself with the following material: 

Suffix of Noun: 

-ure (denotes condition or phenomena) 

pressure – тиск 

WORD-BUILDING 

Ex. 3. Read and translate the following words: 

Procedure; acupuncture; literature; structure; temperature; suture; mixture; signature. 

GRAMMAR: 

Ex. 4. Enter the Past Participle (V 3 ) of the following verbs: 

be 

know 

begin 

lead 

bring 

let 

choose 

lose 

come 

make 

do 

tell 

find 

put 

feel 

read 

get 

speak 

give 

spend 

go 

take 

have 

think 

hold 

write 

Ex. 5. Distinguish carefully the correct pronunciation of the following regular verbs: 

[d] [t] [Id] 

called 

defined 

received 

organized 

observed 

developed 

discussed 

noticed 

produced 

depressed 

situated 

divided 

separated 

surrounded 

bounded 

Ex. 6. Read the following grammar material: 

SIMPLE TENSES 

(Passive Voice, Affirmative Form) 

In passive sentences, we are more interested in the object of the active sentence. This is 

because who did the thing isn’t important at the moment, or because we don’t know who did it. 

“New method is used by this scientists”. ” is used” is passive. Compare Active and Passive 

Voices in the following sentences: 

Voice Subject Predicate Object 

Active Voice The scientist uses new method.

Passive Voice New method is used by the scientist. 

Ex. 7. Memorize the data of following table: 

PASSIVE VOICE: 

to be + V 3 

TENSE 

SUBJECT 

PREDICATE 

Present 

I 

he, she, it 

they, you, we 

am 

is 

are 

V 3 

SIMPLE 

Past 

Future 

I, he, she, it 

they, you, we 

I, we 

he, she, it, you, they 

was 

were 

shall be 

will be V 3 

MODEL: 

The human body is divided into several parts. (Present Simple Tense, Passive Voice) 

The operation was performed on yesterday. (Past Simple Tense, Passive Voice) 

The disease will be cured. (Future Simple Tense, Passive Voice) 

Ex. 8. Read and translate the following sentences into your native language: 

1. The academic year is divided into two terms. 2. Many patients are examined by the physician 

every day. 3. The operation was performed on under general anesthesia. 4. The head is divided 

into the cranial and the facial parts. 5. Your lungs will be X-rayed. 6. The head and the trunk are 

connected by the neck. 7. The upper part of the trunk is called the chest. 8. The heart, lungs, and 

gullet are located in the chest. 9. These operations will be performed on by this surgeon. 10. The 

lecture in Anatomy is delivered on Monday. 11. Many experiments were carried out by our 

students. 12. The skeleton is composed of bones. 13. The upper limb is divided into some parts. 

14. The major organs are located in the trunk, such as: the heart, the lungs, the stomach, the liver, 

the spleen, the large and small intestines, the kidneys, the gallbladder, and bladder. 15. Future 

doctors will be trained to be world-class experts. 

Ex. 9. Turn the following sentences into the Past and Future Simple Tenses: 

1. Doctor's prescriptions are fulfilled by this patient. 2. The patient is admitted to the hospital. 3. 

Different medical procedures are included into physical examination. 4. This patient is directed 

to make blood analysis. 5. They are treated free of charge. 6. This textbook is composed for 

practical classes in Therapy. 7. These experiments are carried out by the members of our 

scientific society. 8. This hospital is equipped with new devices. 9. Some new methods of 

treatment are published in this journal. 10. Medical instruments are demonstrated for us. 11. This 

book is written by some well-known scientists. 


1. Кров'яний тиск цього пацієнта був визначений лікарем. 2. Його здоров'я було 

відновлене після належного лікування. 3. Забарвлення легенів змінюється з віком. 4. Нові 

наукові дослідження в галузі будови тканин будуть проводитися у наступному місяці. 5. 

Необхідний захист мозку забеспечується лицьовими кістками. 6. Нижня частина тулуба 

має назву черевна порожнина. 7. Шлунок, печінка, селезінка, товстий та тонкий 

кишечники, нирки, жовчний міхур, сечовий міхур знаходяться у черевній порожнині. 8. 

V 3

Основна частина грудної клітки сформована ребрами. 9. Цей медичний інститут був 

заснований видатним вченим. 

Ex. 11. Read and translate the following phrases: 

New method 

is used … 

is experimented … 

This treatment 

is proposed … 

is suggested … 

This problem 

is investigated … 

is discussed … 

Ex. 12. Find in the text "Body Regions" the sentences with predicates in Simple Tenses, 

Passive Voice and translate them into your native language. 


Ex. 13. Read VOCABULARY and memorize new words. 

Ex. 14. Compose 3-4 sentences using the words of VOCABULARY. 

Ex. 15. Insert the missing letters: 

T_mor; tr_nk; _nkle; superf_cial; abdom_n; el_ow; gir_le; _rist; lim_; divi_ion; refe_; pelvi_; 

t_orax; he_rt; l_ver; st_mach; kidn_y; l_ng; _ntestine; sple_n. 


Pelvic; thigh; forearm; shoulder; girdle; approach; limb; thorax; superficial; chest; trunk; wrist; 

division; elbow; abdomen; stomach; intestine; knee. 

Ex. 17. Translate the following words into your native language: 

Pelvic; thorax; wrist; elbow; hip; shoulder; leg; knee; superficial; limb; forearm; girdle; 

quadrant; pectoral; ankle; lower; associated; clinician. 

Ex. 18. Read the following text: 

BODY REGIONS 

The body is commonly divided into several regions. They are the head, trunk, and limbs. 

The head is divided into the cranial and the facial parts. The facial bones form the structure 

of the face. The forehead, the temples, eyes, eyebrows, the cheeks, the cheekbones, nose, oral 

cavity and chin compose the face. 

The upper limb (or extremity) is divided into the arm, forearm, wrist, and hand. The arm 

extends from the shoulder to the elbow, and the forearm extends from the elbow to the wrist. The 

upper limb is attached to the body by the shoulder, or pectoral girdle (the bony structure by 

which the limbs are attached to the body). The lower limb is divided into the thigh, leg, ankle, 

and foot. The thigh extends from the hip to the knee, and the leg extends from the knee to the 

ankle. The lower limb is attached to the body by the hip, or pelvic girdle. Note that the terms arm 

and leg, contrary to popular usage, refer only to a portion of the respective limb. 

The trunk can be divided into the thorax (chest), abdomen (region between the thorax and 

pelvis), and pelvis (the inferior end of the trunk, associated with the hips). The major organs are 

located in the trunk, such as: the heart, the lungs, the stomach, the liver, the spleen, the large and 

small intestines, the kidneys, the gallbladder, and bladder. 

The abdomen is often subdivided superficially into four quadrants. They include the upper 

right, upper left, lower right, and lower left quadrants. The four-quadrant approach is commonly

used by clinicians to describe the location of underlying organs or of a clinical problem such as 

pain or a tumor. 

Ex. 19. Translate the following words into English: 

Поділ, розподіл; лицьова частина; тулуб; черевна порожнина; пояс; передпліччя; коліно; 

гомілка; належати; тазовий; зап'ясток; нижня кінцівка; плече; лежачий, розташований; 

серце; печінка; селезінка; кишечник; сечовий міхур; легені; відповідний. 

Ex. 20. Translate the text "Body Regions" into your native language. 

Ex. 21. Insert the missing words: 

1. The _ is divided into several regions. 2. The upper limb is divided into the arm, _, wrist, and 

hand. 3. The upper limb is attached to the body by the _. 4. The lower limb is divided into the _, 

leg, _, and foot. 5. The lower limb is attached to the body by the _ . 6. The _ can be divided into 

the thorax, abdomen, and pelvis. 7. The abdomen is often subdivided superficially into four _. 8. 

The four-quadrant _ is commonly used by clinicians to describe the location of underlying _ or 

of a clinical problem such as pain or a tumor. 

Ex. 22. What is it: 

Arm. 

Forearm. 

Leg. 

Thorax. 

Abdomen. 

Pelvis. 

Thigh. 

Ex. 23. Answer the questions: 

1. What regions is human body divided into? 2. What parts is the upper limb divided into? 3. 

What parts does the lower limb consist of? 4. What girdle connects the upper limb with the 

trunk? 5. What girdle connects the lower limb with the trunk? 6. What parts is the trunk divided 

into? 7. What internal organs are located in the trunk? 

Ex. 24. Organize the information of the text in table: 

Upper limb: 

Head: 

Lower limb: 

Trunk: 

Ex. 25. Retell the text "Body Regions". 


Тіло людини поділяється на кілька частин: голова, тулуб, верхні та нижні кінцівки. Верхня 

кінцівка поділяється на плече, передпліччя, зап'ясток та кисть. Верхня кінцівка 

приєднується до тулуба за допомогою плечового поясу. Нижня кінцівка складається зі 

стегна, гомілки, щиколотки та стопи. Вона прикріплюється до тулуба за допомогою 

тазового поясу. Тулуб поділяється на грудну клітку, черевну порожнину та таз. 

Ex. 27. Read the following words with their translation and compose your own sentences: 

sternal ['stWnql] грудинний, що належить antebrachial ["xntI'breIkIql] такий, що належить 

до грудини 

до передпліччя 

brachial ['breIkIql] плечовий 

cephalic [sI'fxlIk] головний

femoral ['femqrql] стегновий 

axillary ['xksIlqrI] пахвинний 

genital ['GenItql] статевий, що належить до 

статевих органів 

pubic ['pjHbIk] лобковый 

acrominal [q'kroumInql] акроміальний, 

належащий до латеральної кінцівкі 

лопатки 

cubital ['kjHbItl] ліктьовий 

cervical ['sWvIkql] шийний 

carpal ['kRpql] кистьовий, зап'ястний 

manual ['mxnjuql] ручний 

digital ['dIGItql] пальцевий 

geniculate [GI'nIkjulIt] колінний 

crural ['krurql] що належить до гомілки 

tarsal ['tRsql] заплесновий 

pedal ['pedl] ножний, що належить до стопи 

Ex. 28. Say all known body regions and structures. 

Ex. 29. Cover the left and right sides of the figure 1-11 and write the necessary terms. 

Ex. 30. Add the missing words: 

STRUCTURE 

mouth 

armpit 

neck 

abdomen 

hip 

shoulder 

thigh 

leg 

arm 

REGIONS 

oral 

Ex. 31. Complete the following dialogue: 

- What regions is human body divided into? 

- Human body _ . 

- What is the upper limb divided into? 

- The upper limb is divided into _ . 

- What is the lower limb divided into? 

- The lower limb _. 

- What does the trunk consist of? 

- The trunk consists of _ . 

Ex. 32. Reproduce the similar dialogue. 

Ex. 33. Insert the missing words (be, see, talk, walk) and learn the following rhyme by 

heart: 

Without your tongue you cannot _, 

Without your feet you cannot _, 

Without your eyes you cannot _, 

Without your heart you cannot _. 


Повідомлення з теми 

The body is divided into several regions. They are the head, trunk, and limbs. The head is 

divided into the cranial and the facial parts. The upper limb is divided into the arm, forearm, 

wrist, and hand. The arm extends from the shoulder to the elbow, and the forearm extends from 

the elbow to the wrist. The upper limb is attached to the body by the shoulder. The lower limb is 

divided into the thigh, leg, ankle, and foot. The thigh extends from the hip to the knee, and the

leg extends from the knee to the ankle. The lower limb is attached to the body by the hip, or 

pelvic girdle. The trunk is divided into chest, abdomen and pelvis. The principal organs of the 

trunk are: the heart, the lungs, the stomach, the liver, the spleen, the large and small intestine, the 

kidneys, the gallbladder, and bladder. 



1. Tell the group about the body regions. 







Translate into English: 








Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 

4. Ogarkova A. Modern Medical Potential. – Київ: КНУ ім. Т.Шевченка. – 2004. – 111 с. 

5. Ritchel В. Tests in English. – WsiP, 2002. – 345 p. 

6. Dorland’s ilusrated medical dictionary. – W.B. Saunders Company, 1994. – 1338 p. 











______________ 

“_______” ______________ 200__ р. 









Курс 

І 













матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті при читанні та 























cranial ['kreInjql] черепной 

cheek [CI:k] щока 

cheekbone ['CI:kbqun] вилиця 

eyebrow ['aIbrau] брова 

forehead ['fOrId] лоб 

temple [templ] скроня 

division [dI'vIZqn] поділ, розподіл 

girdle [gWdl] пояс 

pectoral ['pektqrql] грудний 

pelvic ['pelvIk] тазовий 

pelvis [pelvIs] таз 

refer [rI'fW] належати 

respective [rIs'pektIv] відповідний 

inferior [In'fIqrIq] нижній 

superficial ["sjupq'fISql] зовнішній 

quadrant ['kwOdrqnt] квадрант, чверть кола 

approach [q'prquC] підхід 

underlying [,Andq'laIIN] лежачий, 

розташований 

kidney ['kIdnI] нирка 

urinary bladder ['jurInqrI 'blxdq] сечовий 

міхур 

intestine [In'testIn] кишечник 

liver ['lIvq] печінка 



limb [lim] кінцівка 

arm [Rm] плече (частина верхньої 

кінцівки); рука 

forearm ['fLrRm] передпліччя 

wrist [rIst] зап'ясток 

hand [hxnd] кисть 

shoulder ['Squldq] плечовий суглоб 

elbow ['elbqu] лікоть 

thigh [TQI] стегно (частина нижньої 

кінцівки) 

leg [leg] гомілка; нога 

ankle [xNkl] кісточка, щиколотка 

hip [hIp] стегно 

trunk [trANk] тулуб

stomach ['stAmqk] шлунок 

spleen [splI:n] селезінка 


gallbladder ['gO:l"blxdq] жовчний міхур 

gullet ['gAlIt] стравохід 

chest (thorax) [Cest ('TLrxks)] грудна клітина 

neck [nek] шия 


c + e, i, y [s] acid 

city 

c 


[k] 

cup 

cycle 

g + e, i, y [G] large 

but: 

g 


[g] 

get, give, begin [g] 

big 

green 


Connective; increase; care; medical; clinic; education; doctor; cancer; come; place; certain; 

medicine; go; get; give; drug; negative; dosage; gel. 



-ure (denotes condition or phenomena) 

pressure – тиск 

WORD-BUILDING 


Procedure; acupuncture; literature; structure; temperature; suture; mixture; signature. 

GRAMMAR: 

Ex. 4. Enter the Past Participle (V 3 ) of the following verbs: 

be 

know 

begin 

lead 

bring 

let 

choose 

lose 

come 

make 

do 

tell 

find 

put 

feel 

read 

get 

speak 

give 

spend 

go 

take 

have 

think 

hold 

write 

Ex. 5. Distinguish carefully the correct pronunciation of the following regular verbs: 

[d] [t] [Id] 

called developed situated

defined 

received 

organized 

observed 

discussed 

noticed 

produced 

depressed 

divided 

separated 

surrounded 

bounded 


SIMPLE TENSES 


In passive sentences, we are more interested in the object of the active sentence. This is 

because who did the thing isn’t important at the moment, or because we don’t know who did it. 

“New method is used by this scientists”. ” is used” is passive. Compare Active and Passive 

Voices in the following sentences: 

Voice Subject Predicate Object 

Active Voice The scientist uses new method. 

Passive Voice New method is used by the scientist. 

Ex. 7. Memorize the data of following table: 

PASSIVE VOICE: 

to be + V 3 

TENSE 

SUBJECT 

PREDICATE 

Present 

I 

he, she, it 

they, you, we 

am 

is 

are 

V 3 

SIMPLE 

Past 

Future 


they, you, we 

I, we 


was 

were 

shall be 

will be V 3 

MODEL: 

The human body is divided into several parts. (Present Simple Tense, Passive Voice) 

The operation was performed on yesterday. (Past Simple Tense, Passive Voice) 

The disease will be cured. (Future Simple Tense, Passive Voice) 


1. The academic year is divided into two terms. 2. Many patients are examined by the physician 

every day. 3. The operation was performed on under general anesthesia. 4. The head is divided 

into the cranial and the facial parts. 5. Your lungs will be X-rayed. 6. The head and the trunk are 

connected by the neck. 7. The upper part of the trunk is called the chest. 8. The heart, lungs, and 

gullet are located in the chest. 9. These operations will be performed on by this surgeon. 10. The 

lecture in Anatomy is delivered on Monday. 11. Many experiments were carried out by our 

students. 12. The skeleton is composed of bones. 13. The upper limb is divided into some parts. 

14. The major organs are located in the trunk, such as: the heart, the lungs, the stomach, the liver, 

the spleen, the large and small intestines, the kidneys, the gallbladder, and bladder. 15. Future 

doctors will be trained to be world-class experts. 

V 3

Ex. 9. Turn the following sentences into the Past and Future Simple Tenses: 

1. Doctor's prescriptions are fulfilled by this patient. 2. The patient is admitted to the hospital. 3. 

Different medical procedures are included into physical examination. 4. This patient is directed 

to make blood analysis. 5. They are treated free of charge. 6. This textbook is composed for 

practical classes in Therapy. 7. These experiments are carried out by the members of our 

scientific society. 8. This hospital is equipped with new devices. 9. Some new methods of 

treatment are published in this journal. 10. Medical instruments are demonstrated for us. 11. This 

book is written by some well-known scientists. 


1. Кров'яний тиск цього пацієнта був визначений лікарем. 2. Його здоров'я було 

відновлене після належного лікування. 3. Забарвлення легенів змінюється з віком. 4. Нові 

наукові дослідження в галузі будови тканин будуть проводитися у наступному місяці. 5. 

Необхідний захист мозку забеспечується лицьовими кістками. 6. Нижня частина тулуба 

має назву черевна порожнина. 7. Шлунок, печінка, селезінка, товстий та тонкий 

кишечники, нирки, жовчний міхур, сечовий міхур знаходяться у черевній порожнині. 8. 

Основна частина грудної клітки сформована ребрами. 9. Цей медичний інститут був 

заснований видатним вченим. 

Ex. 11. Read and translate the following phrases: 

New method 

is used … 


This treatment 

is proposed … 


This problem 

is investigated … 


Ex. 12. Find in the text "Body Regions" the sentences with predicates in Simple Tenses, 

Passive Voice and translate them into your native language. 





T_mor; tr_nk; _nkle; superf_cial; abdom_n; el_ow; gir_le; _rist; lim_; divi_ion; refe_; pelvi_; 

t_orax; he_rt; l_ver; st_mach; kidn_y; l_ng; _ntestine; sple_n. 


Pelvic; thigh; forearm; shoulder; girdle; approach; limb; thorax; superficial; chest; trunk; wrist; 

division; elbow; abdomen; stomach; intestine; knee. 

Ex. 17. Translate the following words into your native language: 

Pelvic; thorax; wrist; elbow; hip; shoulder; leg; knee; superficial; limb; forearm; girdle; 

quadrant; pectoral; ankle; lower; associated; clinician. 


BODY REGIONS 

The body is commonly divided into several regions. They are the head, trunk, and limbs.

The head is divided into the cranial and the facial parts. The facial bones form the structure 

of the face. The forehead, the temples, eyes, eyebrows, the cheeks, the cheekbones, nose, oral 

cavity and chin compose the face. 

The upper limb (or extremity) is divided into the arm, forearm, wrist, and hand. The arm 

extends from the shoulder to the elbow, and the forearm extends from the elbow to the wrist. The 

upper limb is attached to the body by the shoulder, or pectoral girdle (the bony structure by 

which the limbs are attached to the body). The lower limb is divided into the thigh, leg, ankle, 

and foot. The thigh extends from the hip to the knee, and the leg extends from the knee to the 

ankle. The lower limb is attached to the body by the hip, or pelvic girdle. Note that the terms arm 

and leg, contrary to popular usage, refer only to a portion of the respective limb. 

The trunk can be divided into the thorax (chest), abdomen (region between the thorax and 

pelvis), and pelvis (the inferior end of the trunk, associated with the hips). The major organs are 

located in the trunk, such as: the heart, the lungs, the stomach, the liver, the spleen, the large and 

small intestines, the kidneys, the gallbladder, and bladder. 

The abdomen is often subdivided superficially into four quadrants. They include the upper 

right, upper left, lower right, and lower left quadrants. The four-quadrant approach is commonly 

used by clinicians to describe the location of underlying organs or of a clinical problem such as 

pain or a tumor. 


Поділ, розподіл; лицьова частина; тулуб; черевна порожнина; пояс; передпліччя; коліно; 

гомілка; належати; тазовий; зап'ясток; нижня кінцівка; плече; лежачий, розташований; 

серце; печінка; селезінка; кишечник; сечовий міхур; легені; відповідний. 

Ex. 20. Translate the text "Body Regions" into your native language. 


1. The _ is divided into several regions. 2. The upper limb is divided into the arm, _, wrist, and 

hand. 3. The upper limb is attached to the body by the _. 4. The lower limb is divided into the _, 

leg, _, and foot. 5. The lower limb is attached to the body by the _ . 6. The _ can be divided into 

the thorax, abdomen, and pelvis. 7. The abdomen is often subdivided superficially into four _. 8. 

The four-quadrant _ is commonly used by clinicians to describe the location of underlying _ or 

of a clinical problem such as pain or a tumor. 

Ex. 22. What is it: 

Arm. 

Forearm. 

Leg. 

Thorax. 

Abdomen. 

Pelvis. 

Thigh. 






Ex. 24. Organize the information of the text in table: 

Upper limb: 

Head:

Lower limb: 

Trunk: 

Ex. 25. Retell the text "Body Regions". 







Ex. 27. Read the following words with their translation and compose your own sentences: 

sternal ['stWnql] грудинний, що належить antebrachial ["xntI'breIkIql] такий, що належить 

до грудини 

до передпліччя 

brachial ['breIkIql] плечовий 

cephalic [sI'fxlIk] головний 

femoral ['femqrql] стегновий 

cervical ['sWvIkql] шийний 

axillary ['xksIlqrI] пахвинний 

carpal ['kRpql] кистьовий, зап'ястний 

genital ['GenItql] статевий, що належить до manual ['mxnjuql] ручний 

статевих органів 

digital ['dIGItql] пальцевий 

pubic ['pjHbIk] лобковый 

geniculate [GI'nIkjulIt] колінний 

acrominal [q'kroumInql] акроміальний, crural ['krurql] що належить до гомілки 

належащий до латеральної кінцівкі tarsal ['tRsql] заплесновий 

лопатки 

pedal ['pedl] ножний, що належить до стопи 

cubital ['kjHbItl] ліктьовий 

Ex. 28. Say all known body regions and structures. 

Ex. 29. Cover the left and right sides of the figure 1-11 and write the necessary terms. 

Ex. 30. Add the missing words: 

STRUCTURE 

mouth 

armpit 

neck 

abdomen 

hip 

shoulder 

thigh 

leg 

arm 

REGIONS 

oral 

Ex. 31. Complete the following dialogue: 

- What regions is human body divided into? 

- Human body _ . 

- What is the upper limb divided into? 

- The upper limb is divided into _ . 

- What is the lower limb divided into? 

- The lower limb _. 

- What does the trunk consist of? 

- The trunk consists of _ .


Ex. 33. Insert the missing words (be, see, talk, walk) and learn the following rhyme by 

heart: 

Without your tongue you cannot _, 

Without your feet you cannot _, 

Without your eyes you cannot _, 

Without your heart you cannot _. 
















1. І. Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student” 

















______________ 

“_______” ______________ 200__ р. 








Курс 

І 




























№ 

з/п 



часу 





Усне 



Participle I 


та 



теми. 


65% 












Усне 


Засоби 






Participle I 

Form) (І. 

Znamenska, O. 

Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical 

Student”)





Усне 


теми. 









thoracic [TO:'rxsIk] грудинний 

abdominal [xb'dOmIn(q)l] абдомінальний, 

черевний 

trachea [trq'kIq; 'treIkIq] трахея 

esophagus [I'sOfqgqs] стравохід 

rib cage ['rIb 'keIG] грудна клітка 

larynx ['lxrINks] глотка, гортань 

mediastinum ["mI:dIqs'taInqm] середостіння 

respond [rIs'pOnd] реагувати 

lobe [lqub] доля 

VOCABULARY 

acid ['xsId] кислота 

enzyme ['enzaIm] фермент, ензим 

release [rI'lI:s] звільняти, виділяти 

ingest [In'Gest] ковтати, проковтнути 

digestion [dI'GesC(q)n] травлення, травлення 

їжи 

detect [dI'tekt] виявляти, помічати 

blood [blAd] кров 

excretory [eks'krI:tqrI] вивідний, видільний, 

екскреторний 


Letters Sounds Examples Notes 

s [s] son 

soft 

на початку і в кінці слова 

після глухих 

s [z] nose 

goes 

x [ks] text 

six 

x [gz] exact 

exam 

приголосних 

між голосними і в кінці 

слова після дзвінких 

приголосних і голосних 

у кінці слова и перед 

глухой согласной 

якщо перед буквою х є 

буква е та за буквою х 

йде наголошений 

голосний 


Suppose; must; meals; dose; prescription; mustard; several; vitamin; surgeon; pulse; virus; text; 

mixture; complex; examiner. 


Suffixes of Adjectives: 

-able, -ible 

WORD-BUILDING

to break ломати – breakable ламкий 

to express виражати – expressible виразний 


Comfortable; honorable; treatable; favorable; valuable; considerable; movable; invulnerable; 

responsible; possible; susceptible. 

GRAMMAR: 


SIMPLE TENSES 

(Passive Voice, Interrogative Form) 

TENSE QUESTION AUXILIARY SUBJECT 

Present 

Simple 

Tense 

Past 

Simple 

Tense 

Future 

Simple 

Tense 

WORD 

What 

Where 

When 

Why 

How 

How many 

How much 

Whom 

VERB 

am 

is 

are 

was 

were 

shall 

will 

I 

he, she, it 

we, you, they 


they, you, we 

I, we 

they, she, he, it, 

you 

VERB 

V 3 

V 3 

be + V 3 

General Questions 

Is the abdomen subdivided superficially into four quadrants. (Present Simple Tense, Passive 

Voice) 

Was the artificial metal joint used in 1678? (Past Simple Tense, Passive Voice) 

Will the operation be performed on by the surgeon? (Future Simple Tense, Passive Voice) 

Special Questions 

How are the bones classified? (Present Simple Tense, Passive Voice) 

What is the muscular contraction controlled with? (Present Simple Tense, Passive Voice) 

BUT: What organs are located in the chest? (A question to the subject) 

Ex. 5. Read and translate the following interrogative sentences into your native language: 

1. Is the trunk divided into three large cavities? 2. Where is the heart located? 3. Is the thoracic 

cavity surrounded by the rib cage? 4. What organs are located in the chest? 5. What parts is the 

lower limb divided into? 

Ex. 6. Make the following sentences interrogative: 

1. The upper extremity is formed by the arm, forearm, and hand. 2. The bones of the skeleton are 

connected together by the joints or by the cartilages. 3. The skeleton is composed of bones. 4. 

The upper extremity is connected with the trunk by the shoulder girdle. 5. The lectures in 

Physiology are attended by all the students. 6. Your articles are often published. 7. A new 

hospital will be built here. 8. Different problems were discussed at the last meeting. 9. These 

books were taken from the library yesterday. 

Ex. 7. Translate the following questions into English: 

1. Де знаходяться легені? 2. В якому журналі описувались ці нові методи лікування? 3. 

Скільки пацієнтів було вчора оглянуто? 4. До якого поясу прикріплюється верхня 

кінцівка? 5. На скільки частин поділяється тіло людини? 


Ex. 8. Insert the missing letters and translate the following words: 

Cag_; tr_nk; rele_se; eso_hagus; pel_ic; he_rt; bl_od; k_dney; bla_der; lar_nx; trach_a; 

medi_stinum; d_tect; diges_ion; c_vity; lun_; abdom_nal; a_id; s_leen; pan_reas; thora_ic; 

st_mach; l_be; l_ver; urin_ry; inte_tine; in_est; resp_nd. 

Ex. 9. Translate the following words and sentences into your native language: 

1. body; the reaction of the body to the disease; forces of the body; the body of the patient; to 

extract a foreign body, the total body weight, human body. 

2. digestive; digestive system; the organs of the digestive system; The digestive system consists 

of the alimentary canal and accessory organs. 

3. blood; blood vessels; blood pressure; blood count; the circulation of the blood; the state of the 

blood vessels; the flow of the blood; venous blood flows through the veins; to send the blood for 

analysis; There are blood vessels in the connective tissue; Blood vessels supply the muscles. 

Ex. 10. Translate the following words and word-combinations into your native language: 

Contain; rib cage; connect; esophagus; lymphatic tissue; pelvic cavity; principal organs; heart; 

blood; kidney; bladder; small intestine; larynx; superior; trachea; mediastinum; remove; lung; 

abdominal; spleen; waste products; pancreas; thoracic; male; female; stomach; lobe; liver; 

urinary; trunk. 


Windpipe; membranous; container; abdominal; heart; stomach; circulation; blood; right; 

physical; pancreas; bladder; wall; acid; enzyme; release; entire; approximately; amount; occur; 

major; process; nutrient; minor; respond; reproductive; diaphragm; bronchi. 


TRUNK 

The trunk contains three large cavities, the thoracic cavity, the abdominal cavity, and the 

pelvic cavity. The thoracic cavity contains the trachea, esophagus, heart and lungs. It is 

surrounded by the rib cage and is separated from the abdominal cavity by the muscular 

diaphragm. 

The trachea, or windpipe, is a membranous tube that consists of connective tissue. The 

trachea connects the larynx to the bronchi. The esophagus is that portion of the digestive tube 

that extends between the pharynx and the stomach. It transports food from the pharynx to the 

stomach. The heart is between the lungs in the space within the mediastinum. It is a muscular 

organ consisting of four chambers. The heart is responsible for the circulation of the blood. The 

lungs are the principal organs of respiration. Each lung is conical in shape. The right lung is 

larger than the left. The right lung has three lobes, and the left one has two ones. 

There is no physical separation between the abdominal cavity and pelvic cavity. The 

abdominal cavity is bounded by the abdominal muscles and contains the stomach, intestines, 

liver, spleen, pancreas, and kidneys. The pelvic cavity is a small space enclosed by the pelvis and 

contains the urinary bladder, part of the large intestine, and internal reproductive organs. 

The stomach is an enlarged segment of the digestive tract in the left portion of the 

abdomen. The stomach wall has many glands from which acid and enzymes are released into the 

stomach and are mixed with ingested food. The small intestine consists of three portions. The 

entire small intestine is approximately 6 m long. The small intestine is the site where the greatest 

amount of digestion and absorption occurs. The major functions of large intestine are secretion 

and absorption. The liver stores and processes nutrients, and produces blood components. The 

liver consists of two major and two minor lobes. The spleen detects and responds to the foreign 

substances in the blood and acts as a blood reservoir. It is located on the left side in the extreme 

superior, posterior corner of the abdominal cavity. The pancreas lies along the small intestine 

and the stomach. The kidneys are bean-shaped organs. They remove waste products from the

lood, play a major role in controlling blood concentration, and control the red blood cell 

production and vitamin D metabolism. The kidneys are the major excretory organs in the body. 

The urinary bladder is a hollow muscular container. The size of bladder is dependent on 

the presence or absence of urine. The function of bladder is to store urine. Unlike most organ 

system, the reproductive systems are very different in male and female. But the internal 

reproductive organs are located in the pelvic cavity and many of the hormones are the same in 

the male and female, even though their functions may be quite different. 


Реагувати; тулуб; звільняти, виділяти; глотка, гортань; абдомінальний, черевний; фермент, 

энзим; грудинний; кислота; серце; ковтати, проковтнути; шлунок; кишечник; таз; 

травлення, травлення їжи; селезінка; порожнина; підшлункова залоза; трахея; грудна 

клітка; стравохід; виявляти, помічати, знаходити; печінка; легені; середостіння; нирка. 

Ex. 14. Translate the text "Trunk" into your native language. 


1. What cavities are located in the trunk? 2. What principal organs are located in the thoracic 

cavity? 3. What is trachea? 4. Where is esophagus located? 5. What is the heart responsible for? 

6. What are the lungs? 7. What is the difference between the right and the left lungs? 8. What 

organs of the abdominal cavity do you know? 9. What is the enlarged segment of the digestive 

tract? 10. What is the function of the stomach? 11. What is the small intestine? 12. What is the 

function of the liver? 13. What organs are located in the pelvic cavity? 

Ex. 16. Name the inner organs and complete the following table: 

Thoracic cavity Abdominal cavity Pelvic cavity 

lungs 

stomach 


The trunk _ three large cavities, the thoracic cavity, the abdominal cavity, and the _ 

cavity. The thoracic cavity contains the trachea, _ , _ and lungs. It is surrounded by the rib cage 

and is separated from the _ cavity by the muscular diaphragm. 

The abdominal cavity is bounded by the abdominal muscles and contains the _, intestines, 

liver, _ , pancreas, and kidneys. The stomach is an enlarged segment of the _ tract. The small _ is 

the site where the greatest amount of digestion and absorption occurs. The major functions of 

large _ are secretion and absorption. The liver stores and processes nutrients, and produces _ 

components. 

The pelvic cavity is a small space enclosed by the _ and contains the urinary bladder, part 

of the large intestine, and internal _ organs. The urinary _ is a hollow muscular container. The 

function of _ bladder is to store urine. The reproductive systems are very different in _ and 

female. 

Ex. 18. Describe the functions of inner organs (esophagus, heart, lungs, stomach, liver, spleen, 

urinary bladder). 

Ex. 19. Read the following text and retell it: 

BODY CAVITIES 

The trunk contains thoracic, abdominal, and pelvic cavities. The thoracic cavity is 

subdivided by the mediastinum. The diaphragm separates the thoracic and abdominal cavities. 

The pelvic cavity is surrounded by the pelvic bones. The trunk cavities are lined by serous 

membranes. The parietal portion of a serous membrane lines the walls of the cavity, and the 

visceral portion is in contact with internal organs. The serous membranes secrete fluid that fills

the space between the visceral and parietal membranes. The serous membranes protect organs 

from friction. The pleural membranes surround the lungs, the pericardial membranes surround 

the heart, and the peritoneal membranes line the abdominal and pelvic cavities and surround their 

organs. Mesenteries are parts of the peritoneum that hold the abdominal organs in place and 

provide a passageway for blood vessels and nerves to the organs. 

NOTES: 

line [laIn] вистилати 

visceral ['vIsqr(q)l] вісцеральний, 

внутрішній 

parietal [pe'raIItl] паріетальний, 

пристінковий 

peritoneal ["perItqu'nI:ql] очеревинний 

Ex. 20. Look throw the table "Direction Terms for Humans" and write down new words 

into your vocabulary. 

DIRECTIONAL TERMS FOR HUMANS 

Terms Etymology Definition 

Left 

Toward the left side 

Right 

Superior 

Inferior 

Proximal 

Distal 

Medial 

Lateral 

Anterior 

Posterior 

Superficial 

NOTE: 

L – Latin 

L, higher 

L., lower 

L. proximus, nearest 

L. di- plus sto, to stand 

apart or to be distant 

L. mediahs, middle 

L. latus, side 

L., before 

L. posterus, 

following 

L. superftcialis 

Toward the right side 

A structure higher than another (usually 

synonymous with cephalic) 

A structure lower than another (usually 

synonymous with caudal) 

Closer than another structure to the point of 

attachment to the trunk 

Father than another structure to the point of 


Toward the middle or the midline of 

the body 

Away from the middle or midline 

of the body 

The front of the body (synonymous 

with ventral) 

The back of the body (synonymous 

with dorsal) 

Toward or on the surface 

Ex. 21. Complete the following sentences with expressions given below: 

When describing parts of the body, it is often important to refer to their relative positions. 

Proximal means _, whereas distal means _. These terms are commonly used in reference to 

structure in the limbs; each limb is attached at its proximal end of the body, and the other end, 

the distal end (the hand or foot), is some distance away. Proximal and distal may also be used in 

reference to tubular systems such as the kidney or the digestive tract. The _ end of the small 

intestine is attached to the stomach, and the _ end of the small intestine connects to the large

intestine. Medial means _, and lateral means _. The nose is located in a medial position in the 

face, and the eyes are lateral to the nose. The terms superficial and deep refer to the structure _ 

and _. The skin is superficial to muscle and bone. 

away from the midline; proximal; more toward the interior of the body; nearest; to be distant; 

close to the surface of the body; distal; toward the midline 



The body is divided into several regions. They are the head, trunk, and limbs. The head is 

divided into the cranial and the facial parts. The upper limb is divided into the arm, forearm, 



divided into the thigh, leg, ankle, and foot. The thigh extends from the hip to the knee, and the 






















Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 









Курс 

І 














































VOCABULARY 






їжи 







s [s] son 

soft 




s [z] nose 

goes 




x [ks] text у кінці слова и перед

six 

x [gz] exact 

exam 











-able, -ible 



WORD-BUILDING 




GRAMMAR: 


SIMPLE TENSES 



Present 

Simple 

Tense 

Past 

Simple 

Tense 

Future 

Simple 

Tense 

WORD 

What 

Where 

When 

Why 

How 

How many 

How much 

Whom 

VERB 

am 

is 

are 

was 

were 

shall 

will 

I 

he, she, it 

we, you, they 


they, you, we 

I, we 


you 

VERB 

V 3 

V 3 

be + V 3 


Is the abdomen subdivided superficially into four quadrants. (Present Simple Tense, Passive 

Voice) 











Ex. 6. Make the following sentences interrogative:


connected together by the joints or by the cartilages. 3. The skeleton is composed of bones. 4. 

The upper extremity is connected with the trunk by the shoulder girdle. 5. The lectures in 

Physiology are attended by all the students. 6. Your articles are often published. 7. A new 

hospital will be built here. 8. Different problems were discussed at the last meeting. 9. These 








Cag_; tr_nk; rele_se; eso_hagus; pel_ic; he_rt; bl_od; k_dney; bla_der; lar_nx; trach_a; 

medi_stinum; d_tect; diges_ion; c_vity; lun_; abdom_nal; a_id; s_leen; pan_reas; thora_ic; 



1. body; the reaction of the body to the disease; forces of the body; the body of the patient; to 









blood; kidney; bladder; small intestine; larynx; superior; trachea; mediastinum; remove; lung; 

abdominal; spleen; waste products; pancreas; thoracic; male; female; stomach; lobe; liver; 



Windpipe; membranous; container; abdominal; heart; stomach; circulation; blood; right; 




TRUNK 


pelvic cavity. The thoracic cavity contains the trachea, esophagus, heart and lungs. It is 

surrounded by the rib cage and is separated from the abdominal cavity by the muscular 

diaphragm. 






lungs are the principal organs of respiration. Each lung is conical in shape. The right lung is 

larger than the left. The right lung has three lobes, and the left one has two ones.

There is no physical separation between the abdominal cavity and pelvic cavity. The 

abdominal cavity is bounded by the abdominal muscles and contains the stomach, intestines, 












and the stomach. The kidneys are bean-shaped organs. They remove waste products from the 

blood, play a major role in controlling blood concentration, and control the red blood cell 






















lungs 

stomach 


The trunk _ three large cavities, the thoracic cavity, the abdominal cavity, and the _ 

cavity. The thoracic cavity contains the trachea, _ , _ and lungs. It is surrounded by the rib cage 





large _ are secretion and absorption. The liver stores and processes nutrients, and produces _ 

components.


of the large intestine, and internal _ organs. The urinary _ is a hollow muscular container. The 

function of _ bladder is to store urine. The reproductive systems are very different in _ and 

female. 




BODY CAVITIES 





visceral portion is in contact with internal organs. The serous membranes secrete fluid that fills 






NOTES: 







Ex. 20. Look throw the table "Direction Terms for Humans" and write down new words 




Left 


Right 

Superior 

Inferior 

Proximal 

Distal 

Medial 

Lateral 

Anterior 

L, higher 

L., lower 






L., before 











the body 


of the body 

The front of the body (synonymous

Posterior 

Superficial 

NOTE: 

L – Latin 

L. posterus, 

following 


with ventral) 


with dorsal) 



When describing parts of the body, it is often important to refer to their relative positions. 

Proximal means _, whereas distal means _. These terms are commonly used in reference to 



reference to tubular systems such as the kidney or the digestive tract. The _ end of the small 

intestine is attached to the stomach, and the _ end of the small intestine connects to the large 

intestine. Medial means _, and lateral means _. The nose is located in a medial position in the 





OVERVIEW 

The trunk consists of the thoracic cavity, the abdominal cavity, and the pelvic cavity. The 

thoracic cavity contains the trachea, esophagus, heart and lungs. It is surrounded by the rib cage 

and is separated from the abdominal cavity by the muscular diaphragm. The abdominal cavity 

is bounded by the abdominal muscles. It contains the stomach, intestines, liver, spleen, pancreas, 

and kidneys. The pelvic cavity is a small space enclosed by the pelvis and contains the urinary 

bladder, part of the large intestine, and internal reproductive organs. 


















1. Davi-Ellen Chabner. The Language of Medicine. – Moscow, 1981.






REVISION 

TEST 

І. Insert missing words: 

1. _ is an enlarged segment of the digestive tract in the left superior portion of the abdomen. 

A. stomach 

B. esophagus 

C. kidney 

2. Each person has a particular combination of _ in his/her blood. 

A. tissues 

B. substances 

C. atria 

3. Leukemia causes the formation of large amount of _ white blood cells. 

A. effective 

B. normal 

C. abnormal 

4. The heart is an inner hollow _ organ placed within the chest. 

A. accessory 

B. ventricular 

C. muscular 

5. The bones of the skull consist of _ and facial parts. 

A. lumbar 

B. thoracic 

C. cranial 

6. The patient with the signs of atherosclerosis must _ not less than 7-8 hours. 

A. run 

B. sleep 

C. eat 

7. The most important _ of chronic gastritis are alcohol, inadequate food, and a bad diet regimen. 

A. manifestations 

B. causes 

C. symptoms 

II. Insert the correct form of the verb: 

1. Once the digestive products have been absorbed, they _ to the other parts of the body. 

A. are transported 

B. is transported 

C. transport 

2. Erythrocytes _ in the bone marrow and are important in that they transport oxygen from the 

lungs. 

A. has been made 

B. are made 

C. is making 

3. The muscles _ of the muscular fibers and contain blood vessels and nerves. 

A. was consisted 

B. consist 

C. are consisted 

4. The contractions of the heart _ the blood through the arteries to all parts of the body. 

A. has pumped 

B. was pumped 

C. pump 

5. The heart consists of two separate chambers _ by the septum. 

A. are dividing

B. divide 

C. divided 

6. Tears occur when the covering skin _ beyond the limits of its elasticity. 

A. is pulled 

B. are pulled 

C. have been pulled 

III. Translate the following sentences: 

1. The lower limb is very similar to that of the upper limb, except the pelvic girdle. 

2. When the pressure in the right atrium has increased the blood passes into the right ventricle. 

3. When the patient is hospitalized his/her activities will be limited and carefully monitored by 

the hospital staff. 

4. In the majority of cases the ulcer develops in particularly nervous persons, often after 

emotional stress. 

5. Vitamins are widely used in the treatment of atherosclerosis because some of them improve 

the metabolic processes and dilate the vessels. 

6. Smooth muscle is in the walls of the hollow organs and tubes, in the internal parts of the eyes, 

and in the walls of blood vessels. 

7. The characteristic clinical manifestations of gastritis are an increased secretion of mucus and 

diminished secretion of acid and pepsin. 

IV. Read and translate one of the following texts: 

Text A 

DISORDERS OF THE HEART AND BLOOD VESSELS 

Because of the constant activity of the heart and blood vessels, there is a wide range of 

potential problems and disorders. The two most common disorders are coronary artery disease, 

the principal cause of heart attack, and hypertension. Yet there are other kinds of problems that 

can affect the health of the valves, the heart muscle, the rhythm of the heart, or the ability of your 

blood vessels to circulate the blood to your tissues. Some problems, called congenital, are 

present at birth; others occur as the result of infection, hereditary factors, problems with the 

action of thyroid hormone on your heart, lung diseases that affect your heart, or trauma. 

In the following pages, we will consider individually several dozen heart and blood 

vessel disorders, as well as some of the remarkable advances made in recent years in diagnosis 

and treatment for heart and circulatory problems. But before considering the problems, it is 

important to understand something about the basic interaction between the lives we lead and our 

health. 

What we eat, our exercise patterns, whether we smoke, and a number of other lifestyle 

considerations have an impact on the health of our hearts as well as on other organ systems. So 

we will begin with the risk factors for coronary artery disease and what we can do to use that 

knowledge for longer, healthier lives. 

Your primary care physician may treat some heart and circulatory disorders. However, 

your physician may refer you to a cardiologist, a specialist who has had additional training in the 

diagnosis and management of heart and blood vessel disorders. 

Text B 

ATHEROSCLEROSIS 

Healthy arteries are like healthy muscles. They are strong, flexible, and elastic. 

Atherosclerosis is the condition in which fatty deposits accumulate in and under the lining of the 

artery walls. The name comes from the Greek word ather, meaning "porridge", because the fatty 

deposits are soft and resemble porridge. Blood cells (platelets) often clump at microscopic sites

of injury to the inner wall of the artery. At these sites, fat deposits also collect. Initially, the 

deposits are only streaks of fat-containing cells but, as they enlarge, they invade some of the 

deeper layers of the arterial walls, causing scarring and calcium deposits. Large accumulations 

called atheromas or plaques are the principal characteristic of atherosclerosis. The greatest 

danger from these deposits is the narrowing of the channel through which the blood flows. When 

this occurs, the tissues that the artery supplies will not receive their full quota of blood. Pieces of 

the fatty deposits may be dislodged, travel with the blood flow, and finally obstruct an artery at 

some distant point. 

Atherosclerosis may be discovered in the course of a routine physical examination. 

During examination of patient's neck, abdomen, or other parts of the body, the physician may 

hear a blowing sound if a narrowing of the lining of the arteries at one or more these points 

causes turbulence of the blood flow. The physician also will estimate the amount of blood flow 

by feeling for pulsations in the arteries at the wrists, legs, and feet. A decrease in pulsations is a 

reason to suspect partially obstructed blood flow. 

More elaborate tests of circulation using sound waves often help in establishing the 

presence and degree of decreased blood flow. Ultrasound scan of the abdomen often is used to 

identify a suspected aneurysm of the aorta in the abdomen. Another test for locating the sites of 

plaques that narrow blood vessels is arteriography. In many cases, the diagnosis is not suspected 

until the artery is completely obstructed and the person has experienced a stroke, heart attack, or 

arterial thrombosis. 

To some extent, the body can protect itself from narrowing of a particular artery by 

developing, with time, additional arterial connections that detour blood around the narrowed 

point. This is called collateral circulation. 

Although atherosclerosis occurs to some extent in all middle-aged and elderly people and 

even may occur in certain young people, some people appear more at risk because of high blood 

cholesterol levels. 

The best prevention and treatment of atherosclerosis is certain regimen, sound sleep, rest, 

and proper diet. Vitamins are widely used in the treatment of this disease. Other drugs 

administered in treating atherosclerosis are so-called lipotropic substances, which prevent fat 

from accumulating in the organism. 

Text C 

LEUKEMIA 

Leukemia is cancer of the body’s blood-forming tissues, including the bone marrow and 

lymph system. This cancer causes the formation of large amount of abnormal white blood cells. 

These abnormal white blood cells reach high concentrations in the bone marrow, lymph system, 

and bloodstream, and their accumulation can interfere with functions of the vital organs. 

Eventually, they overwhelm the production of healthy blood cells, including white and red blood 

cells and platelets. In addition to the overabundance of abnormal white blood cells, there is an 

insufficient number of healthy ones. Therefore, the body’s ability to fight infections is decreased. 

The deficiency in red blood cells means that the body’s organs do not receive enough oxygen, 

the shortage of platelets makes the blood clotting process less effective, leaving the body more 

vulnerable to bleeding and bruising. Because of all these effects, leukemia is fatal without 

successful treatment. 

The causes of leukemia are not known. Researchers have proposed that certain chemicals 

and viruses might play a role. Susceptibility to leukemia may be inherited. The ailment runs in 

some families, and people with certain congenital disorders, including Down syndrome, are at 

higher risk of developing it. 

The most common signs and symptoms of leukemia are fatigue, bone pain, fever, weight 

loss, swollen lymph nodes, bleeding, bruising, paleness, and headaches. In many cases they are 

absent. These cases are detected when routine blood tests give abnormal results.

Treatment of leukemia generally is simple chemotherapy. High-dose chemotherapy, 

along with bone marrow transplantation, sometimes is used. Therapy with antibiotics can help to 

prevent or can treat the bacterial infections that are frequent complications. Corticosteroid drugs 

also may be used with chemotherapy. The radiation therapy to the central nervous system also 

may be recommended. It has been designed to kill the cancer cells that may linger in the 

patient’s central nervous system beyond the reach of medications given orally or intravenously. 

Text D 

DIGESTIVE SYSTEM 

The digestive system is a group of organs that work like wrecking equipment to break down the 

chemical components of food, through the use of digestive juices, into tiny nutrients, which can 

be absorbed to generate energy for the body. This system also builds and replaces cells and 

tissues, which are constantly dying. Digestion begins in the mouth with the teeth, which grind 

the food into small particles; the tongue, a powerful muscle which detects "good" and "bad" 

flavors in food and manipulates the food between the teeth for chewing, and saliva, a watery 

fluid which lubricates chewing and swallowing and begins the process of digestion. The 

digestive system begins in the mouth, continues in the pharynx (throat) and esophagus and into 

the "gut" region: the stomach, small and large intestines, the rectum and the anus. Food is 

chewed, pulped and mixed with saliva to become a soft mass, which will easily travel down the 

esophagus. The tongue traps the food and forces it into the throat, which is a mass of muscles 

and tissues, which transports food into the gut system for final processing and distribution. The 

throat closes the top of the breathing pipes, but if the food accidentally enters these pipes, it goes 

down the "wrong way" and must be coughed up before the body chokes or asphyxiates. As food 

passes through the body, it is mixed with an unbelievable amount of chemicals, which break it 

down into small units that can be absorbed into the blood and lymph systems. Some is used for 

energy, some as building blocks for tissues and cells, and some is stored for future or emergency 

use. The liver and the pancreas also secrete digestive juices that break down food as it passes 

through the digestive ducts. Not all that we eat can be digested, so the waste must be disposed of 

in an efficient way. It may not be a savory ending for the food or drink we thought was so 

delicious in the mouth, but it is just as important for our health. 

Text E 

PEPTIC ULCER 

Peptic ulcers are holes or breaks in the inner lining of the esophagus, stomach, or 

duodenum. It has been determined that peptic ulcer generally occurs in the lower part of the 

stomach (gastric ulcer), in the initial portion of the duodenum (duodenal ulcer), and occasionally 

in the lower esophagus (esophageal). 

The signs and symptoms of the peptic ulcer are the following: burning, aching, or hunger 

discomfort in the upper abdomen or lower chest (that is relieved by milk or food); black stools; 

bloated feeling after meals; and nausea or vomiting. In emergency cases the person has clammy 

skin and fainting. 

The cause of ulcers is not fully known. Normally, the linings of the esophagus, stomach, 

and duodenum are kept intact by a balance between the acid and stomach juices and the 

resistance of these linings to injury. When the balance breaks down, the result may be a peptic 

ulcer. Recent research has shown that many ulcers may be secondary to bacteria called 

Helicobacter pylori (H pylori). 

Peptic ulcers are not uncommon in our society. It has been estimated that the age at 

diagnosis peaks between 30 and 50 for duodenal ulcers and between 60 and 70 for gastric ulcers. 

Frequently, ulcers recur within 1 year after healing, sometimes without symptoms. 

Some people may have an inherited disposition to ulcers. Peptic ulcers are 3 times more 

likely to occur in families of patients with duodenal ulcer than in the general population. And 

relatives of people with gastric ulcers have the very same kind of ulcer.

The goals of treatment are to relieve symptoms, heal the ulcer, prevent relapse, and avoid 

complications. 

The vast majority of persons with peptic ulcer disease responds well to medication. The 

key to treatment is either decreasing the amount of acid present or strengthening the protective 

lining of the stomach or duodenum. The mainstay of treatment is a class of drugs that decrease 

the amount of acid produced in the stomach. These drugs are called H12 blockers. The usual 

course of therapy lasts approximately 6 weeks. Many people with ulcers harbor H pylori 

bacteria, which can be effectively treated with antibiotics. Twelve months after treatment, most 

people show no ulcer recurrence, while recurrence is more common after using standard ulcer 

medications. 

However, if the person has an ulcer that does not respond to medical treatment or the 

person has serious complications such as hemorrhage, obstruction, or perforation, he/she may be 

a candidate for surgery. 

Text F 

GASTRITIS 

“Gastritis” is a general term that means inflammation of the lining of the stomach. It can 

result from a number of causes, each of which may produce somewhat different symptoms, such 

as: upper abdominal discomfort, nausea and vomiting, and diarrhea. 

Gastritis can occur as a result of acid-induced damage to the lining of the stomach when 

no ulcer is present. Excessive smoking or alcohol consumption are known to produce mild 

gastritis or to aggravate existing gastritis symptoms. Gastritis also can be a side effect of a 

number of prescription drugs. Severe stress due to burns, trauma, surgery, or shock may produce 

gastritis. Gastritis is also seen in some persons whose stomachs do not produce acid. In these 

cases, the lining of the stomach is atrophied. This condition may be associated with vitamin B12 

deficiency and occurs in many older people. Even very healthy people may experience gastritis 

with some regularity. 

In most cases, the symptoms of gastritis are relatively mild and short-lived, pose no real 

danger, and have no lasting effect. Occasionally, gastritis may cause bleeding, but it is rarely 

severe. 

Antacids in liquid or tablet form are a suitable and common treatment of mild gastritis. If 

a person is troubled by excessive acid and antacids fail to provide relief, the physician may 

prescribe drugs such as cimetidine, ranitidine, or nizatidine, which decrease the amount of acid 

produced by the stomach. Medication to protect the lining of the stomach may be used. 

V. Speak on the following topics: 

1. Bones. 

2. Skeletal System. 

3. Muscular System. 

4. Digestive System. 

5. Stomach. 

6. Liver. 

7. Blood. 

8. Cardiovascular system. 

9. Heart. 

10. Vessels.

REVISION 

TEST 



A. stomach 

B. esophagus 

C. kidney 


A. tissues 

B. substances 

C. atria 


A. effective 

B. normal 

C. abnormal 


A. accessory 


C. muscular 


A. lumbar 

B. thoracic 

C. cranial 


A. run 

B. sleep 

C. eat 



B. causes 

C. symptoms 





C. transport 


lungs. 


B. are made 

C. is making 



B. consist 



A. has pumped 

B. was pumped 

C. pump 


A. are dividing

B. divide 

C. divided 


A. is pulled 

B. are pulled 







4. In the majority of cases the ulcer develops in particularly nervous persons, often after 









Text A 






blood vessels to circulate the blood to your tissues. Some problems, called congenital, are 

present at birth; others occur as the result of infection, hereditary factors, problems with the 


In the following pages, we will consider individually several dozen heart and blood 

vessel disorders, as well as some of the remarkable advances made in recent years in diagnosis 

and treatment for heart and circulatory problems. But before considering the problems, it is 


health. 

What we eat, our exercise patterns, whether we smoke, and a number of other lifestyle 




Your primary care physician may treat some heart and circulatory disorders. However, 



Text B 


Healthy arteries are like healthy muscles. They are strong, flexible, and elastic. 




of injury to the inner wall of the artery. At these sites, fat deposits also collect. Initially, the 

deposits are only streaks of fat-containing cells but, as they enlarge, they invade some of the 


called atheromas or plaques are the principal characteristic of atherosclerosis. The greatest 

















To some extent, the body can protect itself from narrowing of a particular artery by 

developing, with time, additional arterial connections that detour blood around the narrowed 






and proper diet. Vitamins are widely used in the treatment of this disease. Other drugs 

administered in treating atherosclerosis are so-called lipotropic substances, which prevent fat 


Text C 

LEUKEMIA 




and bloodstream, and their accumulation can interfere with functions of the vital organs. 






vulnerable to bleeding and bruising. Because of all these effects, leukemia is fatal without 









Treatment of leukemia generally is simple chemotherapy. High-dose chemotherapy, 




may be recommended. It has been designed to kill the cancer cells that may linger in the 


Text D 




be absorbed to generate energy for the body. This system also builds and replaces cells and 


the food into small particles; the tongue, a powerful muscle which detects "good" and "bad" 

flavors in food and manipulates the food between the teeth for chewing, and saliva, a watery 

fluid which lubricates chewing and swallowing and begins the process of digestion. The 


the "gut" region: the stomach, small and large intestines, the rectum and the anus. Food is 











in an efficient way. It may not be a savory ending for the food or drink we thought was so 


Text E 

PEPTIC ULCER 

Peptic ulcers are holes or breaks in the inner lining of the esophagus, stomach, or 

duodenum. It has been determined that peptic ulcer generally occurs in the lower part of the 








and duodenum are kept intact by a balance between the acid and stomach juices and the 


ulcer. Recent research has shown that many ulcers may be secondary to bacteria called 


Peptic ulcers are not uncommon in our society. It has been estimated that the age at 











the amount of acid produced in the stomach. These drugs are called H12 blockers. The usual 

course of therapy lasts approximately 6 weeks. Many people with ulcers harbor H pylori 



medications. 

However, if the person has an ulcer that does not respond to medical treatment or the 



Text F 

GASTRITIS 





no ulcer is present. Excessive smoking or alcohol consumption are known to produce mild 

gastritis or to aggravate existing gastritis symptoms. Gastritis also can be a side effect of a 


gastritis. Gastritis is also seen in some persons whose stomachs do not produce acid. In these 





danger, and have no lasting effect. Occasionally, gastritis may cause bleeding, but it is rarely 

severe. 


a person is troubled by excessive acid and antacids fail to provide relief, the physician may 




1. Bones. 




5. Stomach. 

6. Liver. 

7. Blood. 


9. Heart. 

10. Vessels.

REVISION 

TEST 

I. Insert the missing words: 

1. Our _ year _ in September and is over in June. 

A. studying; began 

B. academic; begins 

C. academic; begin 

2. Students _ different practical _ in medicine. 

A. acquires; knowledge 

B. get; skill 

C. acquire; skills 

3. Doctors _ the diagnosis and _ proper treatment to every patient. 

A. does; prescribe 

B. makes; write 

C. make; prescribe 

4. The main _ of medicine is to _ the people’s health. 

A. topic; do 

B. task; care of 

C. reason; make 

5. The therapeutist _ to the patient’s heart and lungs, palpates abdominal parts, and measures 

blood _. 

A. works; analysis 

B. listens; pressure 

C. listens; cells 

II. Finish the following sentences: 

1. During the clinical training the students learn _. 

2. WHO activities has many forms, some of them are _. 

3. In Great Britain most doctors and hospitals are the part of the _. 

4. In the pulmonological department there are patients with lung diseases. They suffer from _. 

5. Your tongue is thickly coated and your tonsils _. 

III. Choose the proper term given below to the following definitions: 

1. This organization prepares more and better health workers. 

2. It is a very important medical establishment where the people order or buy medicines for 

their treatment. 

3. In this department the patients complain of their cough, high temperature, headache and 

others. 

a) chemist’s shop; b) nucleaus; c) pulmonological department; d) cell membrane; e) 

cardiological department; f) skeletal system; g) gastroenterological department; h) World Health 

Organization; i) muscular tissue; j) endocrine system; k) polyclinic. 


Text A 

GALEN 

(philosopher, physician, discoverer of blood and the cranial nerves) 

This Greek's genius is more certain than his dates. He was born about 129 AD and lived 

until about 210 AD. During this considerable life span, Galen managed to perform studies that 

would long influence medicine. He is still known among other things for his discovery of blood

in human arteries and for his dissection of the human cranial nerves, the nerves that supply key 

areas of the head, face, and upper chest. Galen was the son of Nicon, a well-to-do architect and 

builder in Pergamum (Asia Minor). He first studied philosophy, one of the traditional fields for a 

boy of his background. Nicon then had a dream in which Asclepius, the god of healing, told him 

to permit his son to study medicine. Galen began his medical studies in Pergamum at the age of 

16-17. In search of medical knowledge, he then roamed about much of the eastern Mediterranean 

studying medicine in various cities including Smyrna (now Izmir, Turkey) and Corinth (Greece). 

He completed his studies at the famous medical school in Alexandria (Egypt). Galen returned to 

Pergamum and at age 28 was appointed physician to the school of gladiators, a post he occupied 

for four years and that some say made him the first sports medicine specialist. After that, a career 

in Rome was in the cards. There he went at age 32 and became a famous and influential 

physician, taking on cases that no one else could handle. He accompanied the Roman legions of 

Marcus Aurelius on their campaigns, and served as the personal physician to several emperors. 

Galen described what he saw (not always the practice of the day). He identified the majority 

(seven of the twelve) of the cranial nerves. 

Galen did experiments such as severing a nerve and observing the effects. He is thus 

regarded as the founder of experimental physiology. Galen was the first to determine that arteries 

carried blood and not air! (For over 400 years the Alexandrian school of medicine had taught 

that arteries are full of air). Galen's theories about the blood circulation, however, were well off 

the mark and it was not until the 17th century that the great English physician William Harvey 

would challenge Galen's ideas in this regard. With Hippocrates who preceded him by some 500 

years, Galen was preeminent among the most distinguished physicians of antiquity. He knew all 

of the medical knowledge of his day, gathered it together, and wrote voluminously (and well) 

about it. Galen summed up the medicine of antiquity. 

The writings of Galen were a blessing to the ancient world. But they became a curse 

when, for more than a millennium, they were held to be the unassailable authority on medicine. 

This paralyzed the progress of medicine, something Galen would have deplored. 

Text B 

WORLD HEALTH ORGANIZATION 

World Health Organization (WHO) was founded in April 7, 1948 when twenty-six 

United Nations member states, including Ukraine, ratified its Constitution. Now there are 192 

member states, including all United Nations Member States except Liechtenstein. 

WHO's objective is the attainment by all peoples of the highest possible level of health. Health is 

defined in WHO's Constitution as a state of complete physical, mental and social well-being and 

not merely the absence of disease or infirmity. WHO activities has many forms, they are: 

strengthening national health services; preparing more and better health workers; controlling or 

eradicating epidemic diseases; protecting mother and child health; improving sanitation and 

water supply; and making all other efforts to raise health level. 

One of the main services carried by WHO is the service of epidemic warnings. The five main 

world epidemics of history as plague, cholera, smallpox, typhus, and yellow fever are still a great 

danger in our time. WHO also informs national health services about outbreaks of viral diseases 

as influenza and poliomyelitis. 

Besides an epidemic information WHO provides services, which are needed by all the 

countries, such as an international quarantine measures, world health statistics, international 

standardization of medicines and vaccines, and development of medical research. 

The daily work of WHO is carried out by a medical and administrative staff of about 2.400 

international officers from different countries. These officers are stationed at headquarters in 

Geneva, in Regional Offices, or with special centers working on every continent. 

WHO's work is focused on four interrelated strategic directions. Strategic Direction 1: 

reducing

excess mortality, morbidity, and disability. Strategic Direction 2: promoting healthy lifestyles 

and reducing risk factors to human health. Strategic Direction 3: developing health systems. 

Strategic Direction 4: framing an enabling policy and creating an institutional environment for 

the health sector. 


1. I am a Medical Student. 

2. Medical University. 

3. Public Health Service in Ukraine and Abroad. 

4. Hospital. 

5. Polyclinic. 

6. Medical Examination. 

7. My Future Profession. 

REVISION

TEST 








B. get; skill 







A. topic; do 



5. The therapeutist _ to the patient’s heart and lungs, palpates abdominal parts, and measures 

blood _. 















others. 

a) chemist’s shop; b) nucleaus; c) pulmonological department; d) cell membrane; e) 




Text A 

GALEN 



until about 210 AD. During this considerable life span, Galen managed to perform studies that 

would long influence medicine. He is still known among other things for his discovery of blood 




boy of his background. Nicon then had a dream in which Asclepius, the god of healing, told him







in Rome was in the cards. There he went at age 32 and became a famous and influential 


Marcus Aurelius on their campaigns, and served as the personal physician to several emperors. 

Galen described what he saw (not always the practice of the day). He identified the majority 


Galen did experiments such as severing a nerve and observing the effects. He is thus 


carried blood and not air! (For over 400 years the Alexandrian school of medicine had taught 







The writings of Galen were a blessing to the ancient world. But they became a curse 



Text B 






















reducing 




the health sector.





11. Hospital. 



14. My Future Profession.










______________ 

“_______” ______________ 200__ р. 



Навчальна Іноземна (англійська) мова 

дисципліна 


Змістовий модуль 1 

№ 

Тема заняття Медичне обстеження (4 год.) 

Курс 

І 

Факультет медичний, педіатричне відділення 



При роботі над темою “Медичне обстеження” 




При роботі над граматичним матеріалом SIMPLE TENSES(Active Voice, InterrogativeForm) 














Фонетика: читання приголосних, транскрипційні знаки. 

Словотворення: найтиповіші суфікси іменників ( -algia,-ia, -iasis -ian ). 

Граматика: SIMPLE TENSES(Active Voice, Interrogative Form) 

Текст: "At the Therapeutist's" 


№ 

з/п 



часу 





Усне 



SIMPLE 

TENSES (Active 

Voice, 

Interrogative 

Form) 


Засоби 





таблиці SIMPLE 

TENSES 


Л.В. 




мови. – Київ,


Фонетика: 

Засвоєння 

транскрипційних знаків та 

читання 

приголосних; 

фонетичний матеріал з теми; 

Словотворення: Закріплення 

найтиповіших суфіксів іменників 

( -algia,-ia, -iasis -ian ). 

Граматика: Засвоєння та 

закріплення SIMPLE TENSES 

(Active Voice, Interrogative Form) 













65% матеріал до 

теми. 

Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









scarlet fever ['ska:lIt 'fIvq] скарлатина 

measles ['mI:zlz] кор 

quinsy ['kwInzI] ангіна 

influenza ["Influ'enzq] грип 

pneumonia [nju'mounjq] пневмонія 

bronchitis [brON'kaItIs] бронхіт 

weakness ['wI:knIs] слабкість 

sore throat ['sO: 'Trqut] хворе горло 

swallow ['swOlou] ковтати 

feel a pain ['fI:l q 'peIn] відчувати біль 

complaint [kqm'pleInt] скарга 

complain of [kqm'pleIn] скаржитись на 

trouble [trAbl] турбувати 

cough [kOf] кашель 

headache ['hedeIk] головний біль 

nasal discharge ['nqIz(q)l dIs'CQ:G] 

виділення з носа 

PHONETICS 

tongue [tAN] язик 

phlegm [flem] мокротиння 

tonsil ['tOnsl] мигдальовидна залоза 

breathe [brI:D] дихати 

take temperature ['temperqCq] міряти 

температуру 

strip to the waist ['weIst] роздягнутися до пояса 

swollen ['swqulqn] запалений; припухлий 

murmur ['mq:mq] шуми в серці 

be coated ['kqutId] бути обкладеним 

dilate ['daIleIt] розширювати 

notice ['nqutIs] відзначати, помічати 

medicine ['medsIn] ліки 

rales [rAlz] хрипи 

border ['bO:dq] межа 

coach [kquC] кушетка 

liver ['lIve] печінка

unny nose ['rAnI 'nquz] нежить 


wa [O] was 

want 

wa + r [O:] warm 

wo + r [q:] work 

word 

igh [aI] high 

light 


Water, wash; w arm, ward, warning; w ord-combination, w orld, crossword; f ight, he ight, r ight, 

might, tight. 

WORD-BUILDING 


Suffixes of Noun: 

-algia (pain) 

-ia, -iasis (condition, process) 

-ian (specialist) 


A. Neuralgia; arthralgia; otalgia. 

B. Pneumonia; he rnia; anaesthesia; neuroglia; le ukemia; di phtheria; m alaria; hy perglycemia; 

anemia; candidiasis. 

C. Physician, pediatrician; obstetrician; technician. 

GRAMMAR: 

SIMPLE TENSES 


Ex. 1. Put the questions to the following sentences: 

1. I complain of a headache. 2. He had a high temperature. 3. My throat troubles me. 4. I feel 

pain on swallowing. 4. Her heart troubles her. 5. I fell ill three days ago. 6. The patient noticed 

weakness and headache. 7. I feel a pain in my abdomen. 



Ex. 3. Compose 5-6 sentences using the words of the VOCABULARY 


Swol_en; m u_mur; di l_te; l_ve r; r _les; lun_ ; h_art; te mpera_ure; ton g_e; br e_the; pr es_ure; 

scarlet f_ver; t_roat; complai_t; disc_arge; haedac_e; coug_; tr_uble. 


Cough; di scharge; breathe; thr ough; hi gh; te mperature; else; trouble; s ore; thr oat; s wallowing; 

headache; weakness; measles; m outh; t onsil; r ales; c ause; phl egm; dil ate; m urmur; coa ch; 

abdomen. 

Ex. 6. Translate the following words and word-combinations into your native language:

1. to breathe; to breathe heavily; to breath with difficulty; to breathe deeply; to breathe in; to 

breathe in oxygen; to breathe in slowly; to breathe out; to breathe out carbon dioxide; a breath. 

2. cough; dry cough; moist cough; a painful cough; to complain of cough; a cough remedy; to 

suffer from cough. 

Ex. 7. Read the following dialogue: 

AT THE THERAPEUTIST'S 

Doctor: What do you complain of? 

Patient: I have a bad cough. 

D: Do you have a nasal discharge? 

P: Yes, I do. 

D: Is it difficult for you to breathe through the nose? 

P: Yes, it is. 

D: Do you have a high temperature? 

P: Yes, I do. 

D: Have you had a sudden rise in temperature to 38-39° C? 

P: Yes, I have. 

D: What else troubles you? 

P: I have a sore throat. 

D: Do you often have a sore throat? 

P: No, I don't. 

D: Do you feel pain on swallowing? 


D: What about your headache? 

P: I have a headache. 

D: Does your heart trouble you? 

P: Yes, it does. 

D: Do you have any other complaints? 

P: No, I have not. 

D: When did you fall ill? 

P: I fell ill three days ago. 

D: What first symptoms did you notice? 

P: Weakness and headache. 

D: Did you take any medicine? 

P: No, I did not. 

D: What diseases did you have in your childhood? 

P: I had scarlet fever and measles. 

D.: I'll examine you. First of all take your temperature, please. 

P.: All right. 

D.: Your temperature is 37,8° C. Open your mouth and say "Ah", please. Your tongue is thickly 

coated and your t onsils a re swollen a nd r ed. N ow s trip t o the waist, please. I'll examine your 

lungs. B reathe m ore de eply. H old your br eath. T here a re r ales in y our l ungs. Does de ep 

breathing cause pain? 

P.: Yes, it does. 

D.: How long have you been coughing? 

P.: About three days. 

D.: Do you bring up phlegm? (У Вас є виділення мокротіння?) 

P.: No, I don't. 

D: Turn round, please. I'll listen to your heart. The borders of your heart are dilated and there is a 

murmur in your heart. Do you have pain near your heart? 

P: No, I don't

D.: Let me palpate you now. Lie down on the coach. I'll check your liver. Do you feel any pain 

in your abdomen? 


D: N ow you m ay s tand up. D ress a nd s it do wn. L et m e m easure your bl ood p ressure. I t i s 

normal. I'll give you an analysis form for blood count (urinalysis, stool test). 


Скаржитися на; сильний кашель; дихати носом; різке підвищення температури до; 

турбувати; при ковтанні; захворіти; слабкість; скарлатина; кір; язик дуже обкладений; 

мигдалини запалені; викликати біль; межі серця збільшені; шуми; аналіз крові. 

. 

Ex. 9. Translate the dialogue "At the Therapeutist's" into your native language. 

Ex. 10. Note how the doctor starts the interview: 

What's brought you along today? 

What seems to be the problem? 

What is wrong with you? 

What can I do for you? 

Ex. 11. Ask the question and answer them using the expressions of the following table: 

Do you have 

a bad cough? 

a sore throat? 

a nasal discharge? 

a headache? 

a high temperature? 

a runny nose? 

pain on swallowing? 

heart troubles? 

I have 

a bad cough. 

a sore throat. 

a nasal discharge. 

a headache. 

a high temperature. 

a runny nose. 

a pain on swallowing. 

heart troubles. 

Ex. 12. Complete the questions: 

1. What _ you c omplain of? 2. W hat else _ you? 3. D o you _ a ny pain in your heart? 4. _ you 

have any other complaints? 5. When _ you fall ill? 6. What _ did you take in? 7. What is _ with 

you? 8. What first _ did you notice? 9. Do you feel _ on swallowing? 

Ex. 13. Translate into English: 

1. У Вас висока температура? 2. У Вас є кашель? 3. У Вас часто болить горло? 4. Ви часто 

хворієте на ангіни (tonsillitis)? 5. У Вас часта нежить? 6. У Вас болить голова? 7. Ви 

відчуваєте біль при ковтанні? 8. Відкрийте рот. 9. Зміряйте температуру. 10. Ваш язик 

обкладений. 11. Ваші мигдалини запалені. 12. У легенях прослуховуються хрипи. 13. 

Межі серця збільшені. 

Ex. 14. Make up a short dialogue using the material of the 8-11 exercises. 

Ex. 15. Find the Russian equivalents for the English questions: 

Do you feel dryness in the throat? 

Ви відчуваєте сухість в горлі? 

Do you feel a dry scratchy feeling in the throat? Ви відчуваєте паління в горлі? 

Do you feel a burning sensation in the throat? Ви відчуваєте що дере в горлі? 

Ex. 16. L ist the signs and symptoms of som e disease. Give this list to your fellow-student. 

He/She must make the diagnosis asking questions and using your list.

Ex. 17. Complete the case notes asking the questions: 

SURNAME 

FIRST NAMES 

AGE 

SEX 

MARITAL STATUS 

PRESENT COMPLAINT 

INVESTIGATIONS 

DIAGNOSIS 

Ex. 18. Compose the affirmative and interrogative sentences: 

1. through / to breathe / is / difficult / for / you / the nose / it / ? 

2. you / a nasal discharge / do / have? 

3. a sudden rise / I / have / in temperature / to 38-39° C / had / ? 

4. on swallowing / feel / do / you / pain /? 

5. you / do / complain of / what/? 

6. troubles / my heart / me / . 

7. fall / you / when / did / ill/ ? 

8. other / do / complaints / you / have / any/ ? 

9. I / a bad / cough / have /. 

10. notice / symptoms / what / first / did / you/ ? 

11. did / what / childhood / diseases / you / have / in / your / ? 


1. First of all _ your temperature, please. 2. Open your mouth and _ "Ah". 3. _ me your throat. 4. 

Your _ is thickly coated. 5. Your _ are swollen. 6. Breathe more _ . 7. Hold your _ . 8. There are 

_ in your lungs. 9. Does deep breathing _ pain? 10. _ you bring up phlegm? 

Ex. 20. Insert the missing word-combinations given below: 

1. I'll listen to your heart. The _ are dilated and there is _ . Do you have pain near your heart? 2. 

Let me palpate you now . _ on t he coach. I'll check _ . D o you _ i n your abdomen? 3. L et me 

measure _ . It is normal. I'll give you _ for blood count. 

a murmur in your heart; lie down; borders of your heart; your blood pressure; your liver; feel any 

pain; an analysis form. 

Ex. 21. Reproduce the dialogue "At the Therapeutist's" in pairs. 

Ex. 22. Practise this dialogue. You can select replies from the list (1-5) below: 

Cardiologist: Let me measure your blood pressure. 

Mr. Peters: Is it normal? 

C.: No, it isn’t. Your blood pressure is quite high (1). Is anyone in your family with high 

blood pressure? 

P.: My father (2) had it for years. He did have a stoke a few years ago (3). That won’t happen 

to me, will it? 

C.: No. Let’s finish the rest of the examination. I’ll listen to your heart. Breath in… Breathe 

out… Hold it… Breathe away (4). Say ninety-nine. 

P.: Ninety-nine. 

C.: A couple of times more. 

P.: Ninety-nine, ninety-nine, ninety-nine… 

C.: Good. We’ll have a look at that blood pressure again.

P.: How is it now? 

C.: Still high (5). 

P.: What are you going to do for me? 

C.: Check your blood and urine. Then we’ll send you up to the hospital for a chest x-ray and 

a cardiogram. 

(1) normal; low; quite low. 

(2) uncle; grandmother; aunt. 

(3) five years ago; last year; some years ago. 

(4) Now would you turn on your left side, please; Lie right out; Sit up again; Lean forward; 

Breath quietly through your moth. 

(5) Still low. 

Ex. 23. Reproduce the similar dialogue: 

Doctor: Where is the pain? 

Patient: It is in the abdomen. I can hardly bear the pain. 

D.: is it sharp? 

P.: Yeas, it’s cutting. 

D.: Where does the pain radiate to? To which side, upwards or downwards? 

P.: It hurts inside… 

D.: Is this first attack of pain? 

P.: No? I felt the same pain a few weeks ago, but it stopped quickly. I didn’t send for the 

doctor then. 

D.: In what body position do you feel pain the most? 

P.: When I’m on my back. 

D.: All right, you’ll be admitted for the treatment to the municipal hospital. The ambulance 

will bring you to the emergency room. 

NOTES 

hardly ледве 

bear виносити 

sharp гострий, різкий 

cutting ріжучий 

upwards вгору 

hurt хворіти 

municipal міський 

ambulance машина швидкої допомоги 

bring доставляти 

OVERVIEW 


Patient: I have a bad cough and a runny nose. 







D: Take your temperature, please. What is your temperature? 

P: My temperature is 37,8°. 

D: Show me your throat. Your tongue is coated and your tonsils are red. Now strip to the waist, 

please. I'll examine your heart and lungs. Breathe deeply. Don't breathe. There are rales in your 

lungs. The borders of your heart are dilated and there is murmur in your heart. Let me measure 

your blood pressure. It is normal.



1. Reproduce the dialogue "At the Therapeutist's" in pairs. 

2. Tell your fellow-student about new methods of treatment. 







Insert the missing words: 






Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена ст. викл. Пісоцькою О.О.





не засіданні кафедри 





______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Медичне обстеження (4 год.) 

Курс 

І 




стосуються життя майбутнього лікаря, вмінні надавати інформацію з теми, використовуючи 

граматичні та лексичні аспекти даної тематики. 


При роботі над темою “Медичне обстеження” 




При роботі над граматичним матеріалом SIMPLE TENSES(Active Voice, Interrogative 

Form) засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою 

розпізнання його у тексті при читанні та перекладі. 






















scarlet fever ['ska:lIt 'fIvq] скарлатина 

measles ['mI:zlz] кор 

quinsy ['kwInzI] ангіна 

influenza ["Influ'enzq] грип 

pneumonia [nju'mounjq] пневмонія 

bronchitis [brON'kaItIs] бронхіт 


sore throat ['sO: 'Trqut] хворе горло 

swallow ['swOlou] ковтати 

feel a pain ['fI:l q 'peIn] відчувати біль 

complaint [kqm'pleInt] скарга 

complain of [kqm'pleIn] скаржитись на 

trouble [trAbl] турбувати 

cough [kOf] кашель 

headache ['hedeIk] головний біль 

nasal discharge ['nqIz(q)l dIs'CQ:G] 

виділення з носа 

runny nose ['rAnI 'nquz] нежить 

tongue [tAN] язик 

phlegm [flem] мокротиння 

tonsil ['tOnsl] мигдальовидна залоза 

breathe [brI:D] дихати 

take temperature ['temperqCq] міряти 

температуру 

strip to the waist ['weIst] роздягнутися до 

пояса 

swollen ['swqulqn] запалений; припухлий 

murmur ['mq:mq] шуми в серці 

be coated ['kqutId] бути обкладеним 

dilate ['daIleIt] розширювати 

notice ['nqutIs] відзначати, помічати 

medicine ['medsIn] ліки 

rales [rAlz] хрипи 

border ['bO:dq] межа 

coach [kquC] кушетка 

liver ['lIve] печінка


1. What is Simple Tenses? 

2. What is the interrogative form for sentences in Simple Tenses? 


WORD-BUILDING 



-algia (pain) 

-ia, -iasis (condition, process) 

-ian (specialist) 


A. Neuralgia; arthralgia; otalgia. 

B. Pneumonia; he rnia; anaesthesia; neuroglia; le ukemia; di phtheria; m alaria; hy perglycemia; 

anemia; candidiasis. 

C. Physician, pediatrician; obstetrician; technician. 

GRAMMAR: 

SIMPLE TENSES 


Ex. 1. Put the questions to the following sentences: 

1. I complain of a headache. 2. He had a high temperature. 3. My throat troubles me. 4. I feel 

pain on swallowing. 4. Her heart troubles her. 5. I fell ill three days ago. 6. The patient noticed 

weakness and headache. 7. I feel a pain in my abdomen. 



Словотворення: найтиповіші суфікси іменників ( -algia,-ia, -iasis -ian ). 

Граматика: SIMPLE TENSES(Active Voice, Interrogative Form) 

Текст: "At the Therapeutist's" 



Ex. 3. Compose 5-6 sentences using the words of the VOCABULARY 


Swol_en; m u_mur; di l_te; l_ve r; r _les; lun_ ; h_art; te mpera_ure; ton g_e; br e_the; pr es_ure; 

scarlet f_ver; t_roat; complai_t; disc_arge; haedac_e; coug_; tr_uble. 


Cough; di scharge; breathe; thr ough; hi gh; te mperature; else; trouble; s ore; thr oat; s wallowing; 

headache; weakness; measles; m outh; t onsil; r ales; c ause; phl egm; di late; m urmur; c oach; 

abdomen. 


1. to breathe; to breathe heavily; to breath with difficulty; to breathe deeply; to breathe in; to 

breathe in oxygen; to breathe in slowly; to breathe out; to breathe out carbon dioxide; a breath.

2. cough; dry cough; moist cough; a painful cough; to complain of cough; a cough remedy; to 

suffer from cough. 


AT THE THERAPEUTIST'S 


Patient: I have a bad cough. 

D: Do you have a nasal discharge? 

P: Yes, I do. 

D: Is it difficult for you to breathe through the nose? 

P: Yes, it is. 

D: Do you have a high temperature? 

P: Yes, I do. 

D: Have you had a sudden rise in temperature to 38-39° C? 

P: Yes, I have. 

D: What else troubles you? 

P: I have a sore throat. 

D: Do you often have a sore throat? 


D: Do you feel pain on swallowing? 






D: Do you have any other complaints? 

P: No, I have not. 

D: When did you fall ill? 

P: I fell ill three days ago. 

D: What first symptoms did you notice? 

P: Weakness and headache. 



D: What diseases did you have in your childhood? 

P: I had scarlet fever and measles. 

D.: I'll examine you. First of all take your temperature, please. 

P.: All right. 

D.: Your temperature is 37,8° C. Open your mouth and say "Ah", please. Your tongue is thickly 

coated and your t onsils a re swollen a nd r ed. N ow s trip t o the w aist, please. I'll e xamine your 

lungs. B reathe m ore de eply. H old your br eath. T here a re r ales in y our l ungs. Does de ep 

breathing cause pain? 

P.: Yes, it does. 

D.: How long have you been coughing? 

P.: About three days. 

D.: Do you bring up phlegm? (У Вас є виділення мокротіння?) 

P.: No, I don't. 

D: Turn round, please. I'll listen to your heart. The borders of your heart are dilated and there is a 

murmur in your heart. Do you have pain near your heart? 

P: No, I don't 

D.: Let me palpate you now. Lie down on the coach. I'll check your liver. Do you feel any pain 

in your abdomen? 

P: No, I don't.

D: N ow you m ay s tand up. D ress a nd s it do wn. L et m e m easure your bl ood p ressure. I t i s 

normal. I'll give you an analysis form for blood count (urinalysis, stool test). 


Скаржитися на; сильний кашель; дихати носом; різке підвищення температури до; 

турбувати; при ковтанні; захворіти; слабкість; скарлатина; кір; язик дуже обкладений; 

мигдалини запалені; викликати біль; межі серця збільшені; шуми; аналіз крові. 

. 

Ex. 9. Translate the dialogue "At the Therapeutist's" into your native language. 

Ex. 10. Note how the doctor starts the interview: 





Ex. 11. Ask the question and answer them using the expressions of the following table: 

Do you have 

a bad cough? 

a sore throat? 

a nasal discharge? 

a headache? 

a high temperature? 

a runny nose? 

pain on swallowing? 

heart troubles? 

I have 

a bad cough. 


a nasal discharge. 

a headache. 


a runny nose. 

a pain on swallowing. 

heart troubles. 

Ex. 12. Complete the questions: 

1. What _ you c omplain of? 2. W hat else _ you? 3. D o you _ a ny pain in your heart? 4. _ you 

have any other complaints? 5. When _ you fall ill? 6. What _ did you take in? 7. What is _ with 

you? 8. What first _ did you notice? 9. Do you feel _ on swallowing? 


1. У Вас висока температура? 2. У Вас є кашель? 3. У Вас часто болить горло? 4. Ви часто 

хворієте на ангіни (tonsillitis)? 5. У Вас часта нежить? 6. У Вас болить голова? 7. Ви 

відчуваєте біль при ковтанні? 8. Відкрийте рот. 9. Зміряйте температуру. 10. Ваш язик 

обкладений. 11. Ваші мигдалини запалені. 12. У легенях прослуховуються хрипи. 13. 

Межі серця збільшені. 

Ex. 14. Make up a short dialogue using the material of the 8-11 exercises. 

Ex. 15. Find the Russian equivalents for the English questions: 

Do you feel dryness in the throat? 

Ви відчуваєте сухість в горлі? 

Do you feel a dry scratchy feeling in the throat? Ви відчуваєте паління в горлі? 

Do you feel a burning sensation in the throat? Ви відчуваєте що дере в горлі? 

Ex. 16. L ist the signs and symptoms of som e disease. Give this list to your fellow-student. 

He/She must make the diagnosis asking questions and using your list. 

Ex. 17. Complete the case notes asking the questions: 

SURNAME

FIRST NAMES 

AGE 

SEX 

MARITAL STATUS 

PRESENT COMPLAINT 

INVESTIGATIONS 

DIAGNOSIS 

Ex. 18. Compose the affirmative and interrogative sentences: 

1. through / to breathe / is / difficult / for / you / the nose / it / ? 

2. you / a nasal discharge / do / have? 

3. a sudden rise / I / have / in temperature / to 38-39° C / had / ? 

4. on swallowing / feel / do / you / pain /? 

5. you / do / complain of / what/? 

6. troubles / my heart / me / . 

7. fall / you / when / did / ill/ ? 

8. other / do / complaints / you / have / any/ ? 

9. I / a bad / cough / have /. 

10. notice / symptoms / what / first / did / you/ ? 

11. did / what / childhood / diseases / you / have / in / your / ? 





Ex. 20. Insert the missing word-combinations given below: 

1. I'll listen to your heart. The _ are dilated and there is _ . Do you have pain near your heart? 2. 

Let me palpate you now . _ on t he coach. I'll check _ . D o you _ i n your abdomen? 3. L et me 

measure _ . It is normal. I'll give you _ for blood count. 

a murmur in your heart; lie down; borders of your heart; your blood pressure; your liver; feel any 

pain; an analysis form. 

Ex. 21. Reproduce the dialogue "At the Therapeutist's" in pairs. 

Ex. 22. Practise this dialogue. You can select replies from the list (1-5) below: 

Cardiologist: Let me measure your blood pressure. 

Mr. Peters: Is it normal? 

C.: No, it isn’t. Your blood pressure is quite high (1). Is anyone in your family with high 

blood pressure? 

P.: My father (2) had it for years. He did have a stoke a few years ago (3). That won’t happen 

to me, will it? 

C.: No. Let’s finish the rest of the examination. I’ll listen to your heart. Breath in… Breathe 

out… Hold it… Breathe away (4). Say ninety-nine. 

P.: Ninety-nine. 

C.: A couple of times more. 

P.: Ninety-nine, ninety-nine, ninety-nine… 

C.: Good. We’ll have a look at that blood pressure again. 

P.: How is it now? 

C.: Still high (5). 

P.: What are you going to do for me?

C.: Check your blood and urine. Then we’ll send you up to the hospital for a chest x-ray and 

a cardiogram. 

(6) normal; low; quite low. 

(7) uncle; grandmother; aunt. 

(8) five years ago; last year; some years ago. 

(9) Now would you turn on your left side, please; Lie right out; Sit up again; Lean forward; 

Breath quietly through your moth. 

(10) Still low. 

Ex. 23. Reproduce the similar dialogue: 

Doctor: Where is the pain? 

Patient: It is in the abdomen. I can hardly bear the pain. 

D.: is it sharp? 

P.: Yeas, it’s cutting. 

D.: Where does the pain radiate to? To which side, upwards or downwards? 

P.: It hurts inside… 

D.: Is this first attack of pain? 

P.: No? I felt the same pain a few weeks ago, but it stopped quickly. I didn’t send for the 

doctor then. 

D.: In what body position do you feel pain the most? 

P.: When I’m on my back. 

D.: All right, you’ll be admitted for the treatment to the municipal hospital. The ambulance 

will bring you to the emergency room. 

NOTES 

hardly ледве 

bear виносити 

sharp гострий, різкий 

cutting ріжучий 

upwards вгору 

hurt хворіти 

municipal міський 

ambulance машина швидкої допомоги 

bring доставляти 

OVERVIEW 


Patient: I have a bad cough and a runny nose. 







D: Take your temperature, please. What is your temperature? 

P: My temperature is 37,8°. 

D: Show me your throat. Your tongue is coated and your tonsils are red. Now strip to the waist, 

please. I'll examine your heart and lungs. Breathe deeply. Don't breathe. There are rales in your 

lungs. The borders of your heart are dilated and there is murmur in your heart. Let me measure 

your blood pressure. It is normal. 




What seems to be the problem?


















Методична рекомендація складена ст. викл. Пісоцькою О.О. 



“Українська медична стоматологічна академія”







______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Стаціонарне лікування (2 год.) 

Курс 

І 

Факультет медичний 

Полтава – 2007 


При роботі над темою “Стаціонарне лікування”




При роботі над граматичним матеріалом Open Conditionals засвоїти функції та переклад 














Фонетика: читання голосних ck,ch,sh. 

Словотворення: найтиповіші суфікси прикметників (-itis). 

Граматика: Open Conditionals. 

Текст: “Hospital”. 


№ 

з/п 



часу 





Усне 



Open 

Conditionals 



теми. 


65% 


голосних ck,ch,sh..; фонетичний 

матеріал з теми; 




прикметників (-itis).; 

Граматика: Засвоєння Open 

Conditionals Читання та говоріння: 






Усне 


Засоби 







Л.В. 





1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical Student”







Усне 


теми. 








conveniences [kqn'vI:njqnsIz] зручності 

ward [wO:d] палата 

suffer (from) ['sAfq] хворіти, страждати 

cup [kAp] ставити банки 

operating theatre (-room) ['TIqtq] операційна 

staffed bed [stAft] лікарняне ліжко 

blood transfusion ['blAd "trxns'fju:Zn] 

перелівання крові 

suture ['sju:Cq] шов 

dressing ['dresIN] перев'язувальний матеріал 

hernia ['hq:njq] грижа 

gastric ['gestrIk] шлунковий, належащий до 

шлунку 

duodenal ["djuo'dI:nql] дуоденальний, 

належащий до дванадцятипалої кишки 

ulcer ['Alsq] язва 

cholecystitis ["kOlIsIs'taItIs] холецистит, 

запалення жовчного міхура 

FONETICS 

cholecystectomy ["kOlIsIs'tektqmI] видалення 

жовчного міхура 

vagotomy [vq'gOtqmI] перев'язка блукаючого 

нерва 

laparotomy ["lxpq'rxtqmI] лапаротомія, 

череворозтин 

wound [wu:nd] рана 

heart trouble ['ha:t 'trAbl] біль в серці 

breathlessness ['breTlIsnIs] задишка 


vomiting ['vOmItIN] блювота 

nausea ['nOsjq] нудота 

injection [In'GekS(q)n] ін'єкція 

mustard plasters ['mAstqd 'pla:stqz] 

гірчичники 

appendectomy [xpqn'dektqmI] апендектомія 

apparatuses ["xpq'reItqsIz] апаратура 

sterilizing drum ['sterIlaIzIN 'drAm] 

стерилізаційний бікс 


Block; chickenpox; sick; neck; thick; lack; attack; ticket; rich; chest; itching; touch; chemist’s 

shop; headache; stomach; establishment; shoulder; publish; shape. 

WORD-BUILDING 



-itis (inflammation) 

bronchitis – бронхит 


Glossitis, gingivostomatitis, encephalitis, meningitis, poliomyelitis, vi ral ga stroenteritis, 

peritonitis, bronchiolitis, dermititis; infectious arthritis.

GRAMMAR: 

Ex. 4. Familiarize yourself with the following grammar material: 

OPEN CONDITIONALS 

If is u sed w ithout any s pecial t enses w hen you w ant t o s uggest t hat s omething i s t rue. S ome 

people call this the "zero conditional". 

If you are ill in Britain, you go to see your general practitioner. 

If is also used when we want to suggest that a future situation is likely or possible. In the ifclause 

the present tense is generally used to talk about the future. Some people call this the "first 

conditional". 

If you need medicine, your general practitioner will write a prescription for you. 

If you eat well, you'll probably have a longer and healthier life. 

Unless is sometimes used to mean if not. 

You will probably have to pay part of the cost of your medicine, unless you belong to one of the 

groups of people who get their medicine free. 

Ex. 5. Translate the following sentences: 

1. If a person falls ill, he will call in a doctor. 2. When his/her condition isn’t poor, he/she will go 

to t he local polyclinic. 3. I f i t is necessary, a nurse will c ome t o t he pa tient’s house a nd gi ve 

administered injections. 4. If the patient has appendicitis or cholecystitis, he/she will be in the 

surgical department. 

Ex. 6. Match the first half of each sentence on the left with an appropriate ending on the 

right: 

1. If the weather is fine, 

the alarm goes off. 

2. If anything moves, 

wait outside until I arrive. 

3. If you are nervous, 

they always have lunch in the garden. 

4. If you are early, 

you have to practice. 

5. If you get hungry, 

take some deep breaths to relax yourself. 

6. If you want to play well, 

there is some cheese in the fridge. 

Ex. 7. Put the verbs in brackets into the correct tense-forms: 

1. I ( be) ve ry s ad i f I ( not s ee) you ne xt week. 2. U nless t hey ( work) ha rder, t hey (fail) t heir 

exams. 3. If you (need) to have medical tests, your doctor (send) you to a hospital. 


Ex. 8. Read the following words paying attention to their pronunciation. Translate these 

words into your native language: 

Intramuscular ["Intrq'mAskjulq]; int ravenous ["Intrq'vI:nqs]; appendicitis [q'pendIsaItIs]; 

anaesthesia ["xnIs'Ti:ziq]; ne phrtitis [ne'fraItIs]; m yocarditis ["maIqka'daItIs]; pne umonia 

[nju'mounjq]; bronchitis [brON'kaItIs]; asthma ["xsmq]; colitis [kO'laItIs]; compress ['kOmprqs]. 


Wa_d; n_usea; we_kness; ul_er; hern_a; su_ure; steril_zing; m_stard plasters; gastri_; v_miting; 

breat_lessness. 


Regional; s urgical; c ardiological; pul monological; ga stroentorological; w ard; te mperature; 

intramuscular; i ntravenous; appl y; m ustard; pl aster; com press; m easure; appe ndicitis; he rnia; 

duodenal; ulcer; cholecystitis; appendectomy; vagotomy; stomach; thorax; thoracic; anaesthesia; 

anaesthetist; de finite; diet; w ound; inj ection; m yocarditis; pe ricarditis; c ardiosclerosis;

eathlessness; w eakness; pne umonia; b ronchitis; as thma; cough; g astritis; co litis; ul cer; 

vomiting; nausea. 

Ex. 11. Read and translate the following text: 

HOSPITAL 

The state has established the wide network of the medical institutions. One of them is the 

regional hospital. It is multistoried building with all modern conveniences. There are some 

departments in this hospital. One can see surgical, cardiological, pulmonological, 

gastroentorological and other departments. 

There are many light and cozy wards in each department. In every ward one can see some 

beds, bed-side tables and chairs. The department houses about 50 patients. 

The work at the hospital begins early. First of all the nurses take the patient’s temperature 

and fulfill the doctor’s prescriptions. They give intramuscular and intravenous injections, cup the 

patients, apply mustard plasters, make compresses, and give the prescribed medicines. 

Every day the doctors make the morning round. They examine the patients, listen to the 

heart and lungs, palpate the abdominal parts, feel the pulse, and measure blood pressure. They 

make the diagnosis and prescribe proper treatment to every patient. I should like to note that our 

physicians and nurses pay much attention to the treatment of the patients. 

A surgical department is on the first floor of the hospital. This department houses 65 

staffed beds. There are large and small wards and a large, light operating theatre here. 

In this department there are patients with surgical diseases, such as: appendicitis, hernia, 

gastric and duodenal ulcers, cholecystitis and others. 

The most common operations are appendectomy, vagotomy, stomach resection, 

cholecystectomy and operations on the thorax and thoracic organs. The operations are performed 

under general or local anaesthesia. The anaesthetist gives the patient anaesthesia and when the 

patient fells asleep the surgeon begins to perform the operation. The assistant and surgical nurses 

help the surgeon during the operation. They give the necessary surgical instruments and control 

the patient’s condition. 

After the operation special attention is paid to the postoperative condition of the patient. 

The surgeon prescribes a proper treatment and definite diet. Every day the surgeon makes the 

morning round, and examines the patients. The nurse takes the patient’s temperature, dresses the 

wounds, gives injection, and fulfills the doctor’s prescriptions. 

The work in the surgical department is rather difficult but very important. 

In the cardiological department one can see patients with heart diseases, such as: 

myocarditis, pericarditis, cardiosclerosis and others. The patients have heart troubles, 

breathlessness, weakness and other symptoms. The doctors and nurses pay much attention to 

these patients. 

In the pulmonological department there are patients with lung diseases. They suffer from 

pneumonia, bronchitis, asthma and others. The patients complain of a bad cough, high 

temperature, and headache. 

In the gastroenterological department you can find the patients with abdominal diseases. 

They have gastritis, colitis, ulcer and others. The patients feel pain in the stomach, weakness, and 

sometimes they have vomiting and nausea. The doctors use different methods of treatment of 

these patients and pay much attention to them. 


Зручності; палата; вміщати, розміщувати; хворіти, страждати; внутрішні органи; ставити 

діагноз; ставити банки; операційна; лікарняне ліжко; переливання крові; шов; 

перев'язувальний матеріал; грижа; шлунковий; дуоденальний, такий, що відноситься до 

дванадцятипалої кишки; виразка; холецистит, запалення жовчного міхура; видалення 

жовчного міхура; перев'язка блукаючого нерва; лапаротомія, череворозтин; рана; біль в 

серці; перепочинок; слабкість; блювота; нудота; медсестра; внутрішньом'язовий;

внутрішньовенний; ін'єкція; гірчичники; компрес; кров'яний тиск; апендектомія; 

апендицит; анестезія; апаратура; бікс стерилізації; нефрит; міокардит; перикардит; 

пневмонія; бронхіт; астма; коліт. 

Ex. 13. Make up the sentences using the data of the following tables: 

The hospital 

is 

has 

well-planned and comfortable. 

new and modern. 

a multistoried building. 

all modern conveniences. 

There are some departments in this hospital. 

many wards in this department. 

One can see 50 staffed beds 

some beds in every ward. 

therapeutic 

there are 

the diseases of inner organs. 

In 

the 

surgical 

cardiological 

department 

one can see 

one can find 

patients 

with 

abdominal diseases. 

surgical diseases. 

pulmonological 

you can see 

heart diseases. 

gastroenterological 

you can find 

lung diseases. 

This patient 

has 

complains of 


a bad cough. 

a headache. 

a heart trouble. 

a breathlessness. 

a weakness. 

a vomiting. 

a nausea. 


They 

These patients 

are ill 

suffer from 

have 

nephritis. 

appendicitis. 

hernia. 

gastric ulcer. 

duodenal ulcer. 

cholecystitis. 

myocarditis. 

pericarditis. 

pneumonia. 

bronchitis. 

asthma. 

gastritis. 

colitis. 

ulcer. 

The doctor 

makes the morning round.

The therapeutist 

The surgeon 

The anaesthetist 

examines the patients. 

listens to the heart. 

listens to the lungs. 

palpates the abdominal parts. 

feels the pulse. 

checks blood pressure. 

makes the diagnosis. 

prescribes the treatment. 

performs the operation. 

gives anaesthesia. 

pays much attention to the treatment of the patients. 

The nurse 

The assistant 

The surgical nurse 

takes the patient’s temperature. 

fulfills the doctor’s prescriptions. 

gives intramuscular injections. 

gives intravenous injections. 

cups the patients. 

makes compresses. 

applies mustard plasters. 

gives the prescribed medicines. 

helps the surgeon during the operation. 

gives the necessary surgical instruments. 

controls the patient’s condition. 

dresses the wounds. 

Ex. 14. Close your books and describe the activity of different medical specialists. 

Ex. 15. Put the verbs in brackets into correct tense-forms: 

1. This hospital (to be) new and modern. 2. T hese hospitals (to be) multistoried buildings. 3. I t 

(to have) all modern conveniences. 4. This department (to house) sixty patients. 5. This patient 

(to suffer) from many diseases. 6. These patients (to suffer) from duodenal ulcer. 7. He (to be ill) 

with bronchitis last year. 8. These doctors (to listen) to the patient’s lungs. 9. Yesterday they (to 

perform) very difficult operation. 10. Next week he (to advice) a new treatment of this disease. 

11. T hat doc tor ( to f ill) i n c ase histories l ast w eek. 12. T he nur se ( to t ake) t he patients’ 

temperature, ( to f ulfill) t he doc tor’s pr escriptions, ( to g ive) i ntramuscular a nd intravenous 

injections, a nd ( to m ake) c ompresses. 13. H e (to c heck) her bl ood p ressure, ( to look) a t t he 

tonsils and (to feel) her pulse. 


1 What is the hospital? 2. What departments are there in the regional hospital? 3. Where is the 

therapeutic department? 4. How many wards can one see in this department? 5. What are there in 

every ward? 6. How many patients does the therapeutic department house? 7. What do the 

doctors do every day? 8. What do the nurses do at the hospital? 9. What diseases do the patients 

of the therapeutic department suffer from? 10. What do the surgeons do before the operation? 11. 

What do the assistants and surgical nurses do during the operation? 12. What diseases do the 

patients of the surgical department suffer from? 13. What patients can one see in the 

cardiological department? 14. What diseases do they suffer from? 15. What lung diseases do the 

patients suffer from? 17. What diseases do the patients of the gastroenterological department 

have? 

Ex. 17. Translate into English:

1. Цей чоловік хворіє на пневмонію. Він скаржиться на сильний біль у грудях, кашель і 

загальну слабкість. 2. У цієї жінки міокардит. У неї болі в ділянці серця. Вона скаржиться 

на загальну слабкість і задишку. 3. Ці пацієнти страждають на виразку шлунку. Вони 

відчувають біль у шлунку, загальну слабкість. У них буває нудота або блювання. 4. У 

цього чоловіка часто буває нудота і він відчуває біль у шлунку після їжі. 5. У хірургічному 

відділенні можна бачити хворих, які мають різні хірургічні хвороби. 6. Цей хворий 

страждає на грижу. 7. Цей чоловік має виразку дванадцятипалої кишки, а той страждає на 

апендицит. 

Ex. 18. Make up the information about the regional hospital, keeping the following 

consistency: 

1. Description of the hospital’s building. 

2. The actions of doctors and nurses of the therapeutic department. 

3. Description of the surgical department (wards, operating theatre), the patients of the surgical 

department, the surgeon’s work, the medical personnel’s activity. 

4. The patients of cardiological department (patients’ diseases and symptoms). 

5. The patients of pulmonological department (patients’ diseases and symptoms). 

6. The patients of gastroenterological department (patients’ diseases and symptoms). 

Ex. 19. Read the following text and compose the dialogue: 

BEDSIDE COMMUNICATIONS: 10 QUESTIONS FOR YOUR PHYSICIAN 

If you must be hospitalized, ask your physician the questions listed here. They will help 

communication and enhance your satisfaction with your care. 

1. What do my symptoms mean? 

2. Do the medications have any side effects? 

3. What is this test for? 

4. What risk does my treatment involve? 

5. Do I have any options other than the treatment you have prescribed? 

6. How do the benefits of my treatment compare with the risks? 

7. What emotional reactions should I expect from my illness? 

8. How long will I stay in the hospital? 

9. Do I need to limit my activities at home? 

10. What symptoms warrant a call to you once I return home? 

Ex. 20. Use this structure to respond to the following questions: 

Example: 

Prompt: 

Response: 

What was the patient’s temperature on admission to the hospital? 

It was 39°C. 

On admission to the hospital the patient’s temperature was 39°C. 

1. What colour was the patient’s skin? (pallid) 2. What was the patient’s respiration rate? (25 per 

minute) 3.W hat w as the pa tient’s pul se r ate? ( 140 pe r minute) 4. What w as t he pa tient’s 

diagnosis? (pericarditis) 5. What was the patient's arterial pressure? (140/90) 

OVERVIEW 

One can see surgical, cardiological, pulmonological, gastroentorological and other departments 

in the regional hospital. Working at the hospital the nurses take the patient’s temperature 

and fulfill the doctor’s prescriptions. They give intramuscular and intravenous injections, apply 

mustard plasters, make compresses, and give the prescribed medicines. The doctors examine the 

patients, listen to the heart and lungs, palpate the abdominal parts, feel the pulse, and measure 

blood pressure. They make the diagnosis and prescribe proper treatment to every patient. There 

are large and small wards and a large, light operating theatre in a surgical department. In this 

department there are patients with surgical diseases, such as: appendicitis, hernia, gastric and 

duodenal ulcers, cholecystitis and others. The most common operations are appendectomy,

vagotomy, stomach resection, cholecystectomy, and operations on the thorax and thoracic 

organs. In the cardiological department one can see patients with heart diseases, such as: 



these patients. In the pulmonological department there are patients with lung diseases. They 

suffer from pneumonia, bronchitis, asthma and others. The patients complain of a bad cough, 

high temperature, and headache. In the gastroenterological department you can find the patients 

with abdominal diseases. They have gastritis, colitis, ulcer and others. The patients feel pain in 

the stomach, weakness and sometimes they have vomiting and nausea. The doctors use different 

methods of treatment of these patients and pay much attention to them. 



1. Tell the group about medical institutions in Ukraine 











have? 


Put the verbs in brackets into correct tense-forms: 








Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 


Курс 

І 







При роботі над темою “Стаціонарне лікування.” 




При роботі над граматичним матеріалом Open Conditionals. 
























conveniences [kqn'vI:njqnsIz] зручності cholecystectomy ["kOlIsIs'tektqmI] 

ward [wO:d] палата 

видалення жовчного міхура 

suffer (from) ['sAfq] хворіти, страждати vagotomy [vq'gOtqmI] перев'язка 

cup [kAp] ставити банки 

блукаючого нерва 

operating theatre (-room) ['TIqtq] 

laparotomy ["lxpq'rxtqmI] лапаротомія, 

операційна 

череворозтин 

staffed bed [stAft] лікарняне ліжко wound [wu:nd] рана 

blood transfusion ['blAd "trxns'fju:Zn] heart trouble ['ha:t 'trAbl] біль в серці 

перелівання крові 

breathlessness ['breTlIsnIs] задишка 

suture ['sju:Cq] шов 


dressing ['dresIN] перев'язувальний vomiting ['vOmItIN] блювота 

матеріал 

nausea ['nOsjq] нудота 

hernia ['hq:njq] грижа 

injection [In'GekS(q)n] ін'єкція 

gastric ['gestrIk] шлунковий, належащий до mustard plasters ['mAstqd 'pla:stqz] 

шлунку 

гірчичники 

duodenal ["djuo'dI:nql] дуоденальний, appendectomy [xpqn'dektqmI] апендектомія 

належащий до дванадцятипалої кишки apparatuses ["xpq'reItqsIz] апаратура 

ulcer ['Alsq] язва 

sterilizing drum ['sterIlaIzIN 'drAm] 

cholecystitis ["kOlIsIs'taItIs] холецистит, стерилізаційний бікс 

запалення жовчного міхура 

4.2. Теоретичні питання до заняття:

1. What is Open Conditionals. ? 

2. Give your examples of sentences with the Open Conditionals. 


WORD-BUILDING 



-itis (inflammation) 

bronchitis – бронхит 


Glossitis, gingivostomatitis, e ncephalitis, m eningitis, p oliomyelitis, viral ga stroenteritis, 

peritonitis, bronchiolitis, dermititis; infectious arthritis. 

GRAMMAR: 


OPEN CONDITIONALS 

If is u sed w ithout any s pecial t enses w hen you w ant t o s uggest t hat s omething i s t rue. S ome 

people call this the "zero conditional". 

If you are ill in Britain, you go to see your general practitioner. 

If is also used when we want to suggest that a future situation is likely or possible. In the ifclause 

the present tense is generally used to talk about the future. Some people call this the "first 

conditional". 

If you need medicine, your general practitioner will write a prescription for you. 

If you eat well, you'll probably have a longer and healthier life. 

Unless is sometimes used to mean if not. 

You will probably have to pay part of the cost of your medicine, unless you belong to one of the 

groups of people who get their medicine free. 


1. If a person falls ill, he will call in a doctor. 2. When his/her condition isn’t poor, he/she will go 

to the local polyclinic. 3. If i t is necessary, a n urse will come t o the patient’s house and give 

administered injections. 4. If the patient has appendicitis or cholecystitis, he/she will be in the 

surgical department. 

Ex. 6. Match the first half of each sentence on the left with an appropriate ending on the 

right: 

1. If the weather is fine, 

the alarm goes off. 

2. If anything moves, 

wait outside until I arrive. 

3. If you are nervous, 

they always have lunch in the garden. 

4. If you are early, 

you have to practice. 

5. If you get hungry, 

take some deep breaths to relax yourself. 

6. If you want to play well, 

there is some cheese in the fridge. 

Ex. 7. Put the verbs in brackets into the correct tense-forms: 

1. I ( be) ve ry s ad i f I ( not s ee) you ne xt week. 2. U nless t hey ( work) ha rder, t hey (fail) t heir 

exams. 3. If you (need) to have medical tests, your doctor (send) you to a hospital. 


Фонетика: читання голосних ck,ch,sh.

Словотворення: найтиповіші суфікси прикметників (-itis). 

Граматика: Open Conditionals. 

Текст: “Hospital”. 


Ex. 8. Read the following words paying attention to their pronunciation. Translate these 

words into your native language: 

Intramuscular ["Intrq'mAskjulq]; i ntravenous ["Intrq'vI:nqs]; appendicitis [q'pendIsaItIs]; 

anaesthesia ["xnIs'Ti:ziq]; ne phrtitis [ne'fraItIs]; m yocarditis ["maIqka'daItIs]; pne umonia 

[nju'mounjq]; bronchitis [brON'kaItIs]; asthma ["xsmq]; colitis [kO'laItIs]; compress ['kOmprqs]. 


Wa_d; n_usea; we_kness; ul_er; hern_a; su_ure; steril_zing; m_stard plasters; gastri_; v_miting; 

breat_lessness. 


Regional; s urgical; c ardiological; pul monological; ga stroentorological; w ard; te mperature; 

intramuscular; i ntravenous; appl y; m ustard; pl aster; com press; m easure; appe ndicitis; he rnia; 

duodenal; ulcer; cholecystitis; appendectomy; vagotomy; stomach; thorax; thoracic; anaesthesia; 

anaesthetist; de finite; diet; w ound; inj ection; m yocarditis; pe ricarditis; c ardiosclerosis; 

breathlessness; w eakness; pne umonia; b ronchitis; as thma; cough; g astritis; co litis; ul cer; 

vomiting; nausea. 


HOSPITAL 

The state has established the wide network of the medical institutions. One of them is the 

regional hospital. It is multistoried building with all modern conveniences. There are some 

departments in this hospital. One can see surgical, cardiological, pulmonological, 

gastroentorological and other departments. 

There are many light and cozy wards in each department. In every ward one can see some 

beds, bed-side tables and chairs. The department houses about 50 patients. 

The work at the hospital begins early. First of all the nurses take the patient’s temperature 

and fulfill the doctor’s prescriptions. They give intramuscular and intravenous injections, cup the 

patients, apply mustard plasters, make compresses, and give the prescribed medicines. 

Every day the doctors make the morning round. They examine the patients, listen to the 

heart and lungs, palpate the abdominal parts, feel the pulse, and measure blood pressure. They 

make the diagnosis and prescribe proper treatment to every patient. I should like to note that our 

physicians and nurses pay much attention to the treatment of the patients. 

A surgical department is on the first floor of the hospital. This department houses 65 

staffed beds. There are large and small wards and a large, light operating theatre here. 

In this department there are patients with surgical diseases, such as: appendicitis, hernia, 

gastric and duodenal ulcers, cholecystitis and others. 

The most common operations are appendectomy, vagotomy, stomach resection, 

cholecystectomy and operations on the thorax and thoracic organs. The operations are performed 

under general or local anaesthesia. The anaesthetist gives the patient anaesthesia and when the 

patient fells asleep the surgeon begins to perform the operation. The assistant and surgical nurses 

help the surgeon during the operation. They give the necessary surgical instruments and control 

the patient’s condition. 

After the operation special attention is paid to the postoperative condition of the patient. 

The surgeon prescribes a proper treatment and definite diet. Every day the surgeon makes the 

morning round, and examines the patients. The nurse takes the patient’s temperature, dresses the 

wounds, gives injection, and fulfills the doctor’s prescriptions.

The work in the surgical department is rather difficult but very important. 

In the cardiological department one can see patients with heart diseases, such as: 



these patients. 

In the pulmonological department there are patients with lung diseases. They suffer from 

pneumonia, bronchitis, asthma and others. The patients complain of a bad cough, high 

temperature, and headache. 

In the gastroenterological department you can find the patients with abdominal diseases. 

They have gastritis, colitis, ulcer and others. The patients feel pain in the stomach, weakness, and 

sometimes they have vomiting and nausea. The doctors use different methods of treatment of 

these patients and pay much attention to them. 


Зручності; палата; вміщати, розміщувати; хворіти, страждати; внутрішні органи; ставити 

діагноз; ставити банки; операційна; лікарняне ліжко; переливання крові; шов; 

перев'язувальний матеріал; грижа; шлунковий; дуоденальний, такий, що відноситься до 

дванадцятипалої кишки; виразка; холецистит, запалення жовчного міхура; видалення 

жовчного міхура; перев'язка блукаючого нерва; лапаротомія, череворозтин; рана; біль в 

серці; перепочинок; слабкість; блювота; нудота; медсестра; внутрішньом'язовий; 

внутрішньовенний; ін'єкція; гірчичники; компрес; кров'яний тиск; апендектомія; 

апендицит; анестезія; апаратура; бікс стерилізації; нефрит; міокардит; перикардит; 

пневмонія; бронхіт; астма; коліт. 

Ex. 13. Make up the sentences using the data of the following tables: 

The hospital 

is 

has 

well-planned and comfortable. 

new and modern. 

a multistoried building. 

all modern conveniences. 

There are some departments in this hospital. 

many wards in this department. 

One can see 50 staffed beds 

some beds in every ward. 

therapeutic 

there are 

the diseases of inner organs. 

In 

the 

surgical 

cardiological 

department 

one can see 

one can find 

patients 

with 

abdominal diseases. 

surgical diseases. 

pulmonological 

you can see 

heart diseases. 

gastroenterological 

you can find 

lung diseases. 

This patient 

has 

complains of 


a bad cough. 

a headache. 

a heart trouble. 

a breathlessness. 

a weakness.

They 

These patients 

are ill 

suffer from 

have 

a vomiting. 

a nausea. 


nephritis. 

appendicitis. 

hernia. 

gastric ulcer. 

duodenal ulcer. 

cholecystitis. 

myocarditis. 

pericarditis. 

pneumonia. 

bronchitis. 

asthma. 

gastritis. 

colitis. 

ulcer. 

The doctor 

The therapeutist 

The surgeon 

The anaesthetist 

makes the morning round. 

examines the patients. 

listens to the heart. 

listens to the lungs. 

palpates the abdominal parts. 

feels the pulse. 

checks blood pressure. 

makes the diagnosis. 

prescribes the treatment. 

performs the operation. 

gives anaesthesia. 

pays much attention to the treatment of the patients. 

The nurse 

The assistant 

The surgical nurse 

takes the patient’s temperature. 

fulfills the doctor’s prescriptions. 

gives intramuscular injections. 

gives intravenous injections. 

cups the patients. 

makes compresses. 

applies mustard plasters. 

gives the prescribed medicines. 

helps the surgeon during the operation. 

gives the necessary surgical instruments. 

controls the patient’s condition. 

dresses the wounds. 

Ex. 14. Close your books and describe the activity of different medical specialists. 

Ex. 15. Put the verbs in brackets into correct tense-forms: 




with bronchitis last year. 8. These doctors (to listen) to the patient’s lungs. 9. Yesterday they (to


11. T hat doc tor ( to f ill) i n c ase histories l ast w eek. 12. T he nur se ( to t ake) t he pa tients’ 

temperature, ( to f ulfill) t he doc tor’s pr escriptions, ( to g ive) i ntramuscular a nd intravenous 

injections, a nd ( to m ake) c ompresses. 13. H e (to c heck) her bl ood p ressure, ( to look) a t t he 

tonsils and (to feel) her pulse. 











have? 


1. Цей чоловік хворіє на пневмонію. Він скаржиться на сильний біль у грудях, кашель і 

загальну слабкість. 2. У цієї жінки міокардит. У неї болі в ділянці серця. Вона скаржиться 

на загальну слабкість і задишку. 3. Ці пацієнти страждають на виразку шлунку. Вони 

відчувають біль у шлунку, загальну слабкість. У них буває нудота або блювання. 4. У 

цього чоловіка часто буває нудота і він відчуває біль у шлунку після їжі. 5. У хірургічному 

відділенні можна бачити хворих, які мають різні хірургічні хвороби. 6. Цей хворий 

страждає на грижу. 7. Цей чоловік має виразку дванадцятипалої кишки, а той страждає на 

апендицит. 

Ex. 18. Make up the information about the regional hospital, keeping the following 

consistency: 

1. Description of the hospital’s building. 

2. The actions of doctors and nurses of the therapeutic department. 

3. Description of the surgical department (wards, operating theatre), the patients of the surgical 

department, the surgeon’s work, the medical personnel’s activity. 

4. The patients of cardiological department (patients’ diseases and symptoms). 

5. The patients of pulmonological department (patients’ diseases and symptoms). 

6. The patients of gastroenterological department (patients’ diseases and symptoms). 

Ex. 19. Read the following text and compose the dialogue: 

BEDSIDE COMMUNICATIONS: 10 QUESTIONS FOR YOUR PHYSICIAN 

If you must be hospitalized, ask your physician the questions listed here. They will help 

communication and enhance your satisfaction with your care. 

11. What do my symptoms mean? 

12. Do the medications have any side effects? 

13. What is this test for? 

14. What risk does my treatment involve? 

15. Do I have any options other than the treatment you have prescribed? 

16. How do the benefits of my treatment compare with the risks? 

17. What emotional reactions should I expect from my illness? 

18. How long will I stay in the hospital? 

19. Do I need to limit my activities at home? 

20. What symptoms warrant a call to you once I return home?

Ex. 20. Use this structure to respond to the following questions: 

Example: 

Prompt: 

Response: 

What was the patient’s temperature on admission to the hospital? 

It was 39°C. 

On admission to the hospital the patient’s temperature was 39°C. 

1. What colour was the patient’s skin? (pallid) 2. What was the patient’s respiration rate? (25 per 

minute) 3.W hat w as the pa tient’s pul se r ate? ( 140 pe r minute) 4. What w as t he pa tient’s 

diagnosis? (pericarditis) 5. What was the patient's arterial pressure? (140/90) 

OVERVIEW 

One can see surgical, cardiological, pulmonological, gastroentorological and other departments 

in the regional hospital. Working at the hospital the nurses take the patient’s temperature 

and fulfill the doctor’s prescriptions. They give intramuscular and intravenous injections, apply 

mustard plasters, make compresses, and give the prescribed medicines. The doctors examine the 

patients, listen to the heart and lungs, palpate the abdominal parts, feel the pulse, and measure 

blood pressure. They make the diagnosis and prescribe proper treatment to every patient. There 

are large and small wards and a large, light operating theatre in a surgical department. In this 

department there are patients with surgical diseases, such as: appendicitis, hernia, gastric and 

duodenal ulcers, cholecystitis and others. The most common operations are appendectomy, 

vagotomy, stomach resection, cholecystectomy, and operations on the thorax and thoracic 

organs. In the cardiological department one can see patients with heart diseases, such as: 



these patients. In the pulmonological department there are patients with lung diseases. They 

suffer from pneumonia, bronchitis, asthma and others. The patients complain of a bad cough, 

high temperature, and headache. In the gastroenterological department you can find the patients 

with abdominal diseases. They have gastritis, colitis, ulcer and others. The patients feel pain in 

the stomach, weakness and sometimes they have vomiting and nausea. The doctors use different 

methods of treatment of these patients and pay much attention to them. 












have? 


Put the verbs in brackets into correct tense-forms: 





perform) very difficult operation. 10. Next week he (to advice) a new treatment of this disease.





















______________ 

“_______” ______________ 200__ р. 







№ 


Курс 

І 




При роботі над темою “Стаціонарне лікування”




При роботі над граматичним матеріалом Participle II 














Фонетика: читання голосних kn,th,tch. 

Словотворення: найтиповіші суфікси прикметників (-(i)ty, -ness). 

Граматика: Participle II 

Текст: “At the Physician’s”. 


№ 

з/п 



часу 







65% 


голосних голосних kn,th,tch.; 





прикметників (-(i)ty, -ness). 

Граматика: Засвоєння Participle II 







Усне 


construction 

there be. 


та 



теми. 

Усне 


Засоби 







Л.В. 





1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical Student”







Усне 


теми. 








make analyses [q'nxlqsIz] робити аналізи 

take electrocardiogram 

[I"lektrOu'kQ:dIqgrqm] робить 

электрокардіограму 

stay in bed [steI] знаходитись у ліжку, 

дотримувати постільний режим 

drug [drAg] ліки, лікарський препарат 

VOCABULARY 


CONSONANTS (ПРИГОЛОСНІ) 

Letters Sounds Examples 

kn [n] know 

tch [C] catch 

th [D] this 

th [T] thick 

take medicine ['medsIn] приймати ліки 

gargle a throat ['ga:gl 'Trqut] полоскати горло 

apply [q'plaI] ставити 

indicate ['IndIkeIt] вказувати, показувати 

fulfil [ful'fIl] виконувати 

X-ray ['eks'reI] рентген 


Knee; knowledge; knife; stretch; match; itchy; catch; watch; something; through; think; health; 

pathological; therapeutist; that; them; further; without. 

WORD-BUILDING 



-(i)ty (denote condition or phenomena) 

abnormality – патологія 

-ness (denote condition or phenomena) 

correct вірний – correctness вірність 

hopeless безнадійний– hopelessness безнадійність 


A. Ability; activity; reality; humanity; possibility; integrity; majority; severity. 

B. Weakness; illness; dryness; breathlessness; thickness; effectiveness; heaviness. 

GRAMMAR:


PARTICIPLE II (V 3 ) 

Infinitive 

Participle II 

deliver 

delivered 

treat 

treated 

love 

loved 

say 

said 

make 

made 

take 

taken 

1. Measured blood pressure was very high. 

2. Blood pressure measured was high. 

3. B lood pr essure m easured by t he doc tor 

was very high. 

1. Вимірянний кровяний тиск був дуже 

високим. 

2. Вимірянний кровяний тиск був високим 

3. Кровяний тиск, вимірянний лікарем, був 


Ex. 5. Form Participles II from the following infinitives: 

A. locate, call, connect, examine, remember, love, need, graduate, include, obtain; 

B. begin, come, give, know, see, feel, give, go, cut, come, do, find, send, sleep, speak, write. 

Ex. 6. Read and translate the following sentences: 

1. P rescribed medicine is us eful f or t his pa tient. 2. T he ope ration p erformed u nder ge neral 

anaesthesia was ve ry c omplex. 3. I njured l eg hur ts ve ry ba dly. 4. T he e xamined p atient w as 

seriously ill. 5. A ll dr ugs t aken f rom t he c hemist's s hop m ust be r eturned. 6. T he pr oblems 

discussed at t he conf erence ar e ve ry important f or car diologists. 7. O ur s cientists know a bout 

great successes achieved by them. 8. One of the greatest contributions to the world science made 

by V . V orobyov w as " Atlas on H uman A natomy". 9. Y oung s pecialist g raduated f rom t he 

medical institute works as intern. 10. The patient directed to make blood analyses had grippe. 

Ex. 7. Translate the sentences containing Participles II into your native language: 

1. O.M. Shumlyansky described the kidney texture. 2. The outstanding Ukrainian anatomist 

V.P. Vorobyov born Odessa finished gymnasium. 3. He improved his education in the field of 

obstetrics and received his doctor's degree. 4. The Institute of Eye diseases named after V.P. 

Filatov in Odesa is one of the largest clinics in Ukraine. 5. A new school built for poor children 

was very popular in 19 century. 6. O. Bohomolets graduated from the medical faculty at Odesa 

University was a director of the Institute of Hematology and Transfusion. 


IMPERATIVE MOOD 

Stand up! 

Встаньте! 

Don’t be late! 

Не запізднюйтесь! 

Do write to me. 

Будь ласка, пишіть мені! 

Let us read this text once more. 

Давайте прочитаемо цей текст ще раз. 

Let them do it now. 

Хай вони зроблять це зараз! 


1. Listen to me attentively. 2. O rder this drug in the pharmacy. 3. T ake it a teaspoonful twice a 

day before meals. 4. T ake these tablets one every three hours. 5. A pply mustard plasters every 

day before going to bed. 6. Take warm tea with the raspberry jam. 7. Gargle your throat several 

times a day. 8. Make the analyses of blood and urine. 




Ex. 12. Insert the mi ssing letters an d tr anslate th e f ollowing words in to your n ative 

language: 

Fu_fil; ele_trocardiogram; gar_le; med_cine; thro_t; anal_sis; dru_; indi_ate; ap_ly. 


Pneumonia; lis ten; te aspoonful; m eals; m ixture; c ough; pr escription; ta blets; he adache; a pply; 

mustard; raspberry; gargle; throat; blood; urine; should; X-ray; vitamins. 


1. drug; a drug for a headache; to take the drug three times a day; to order the drug; overdosage 

of the drug. 

2. to indicate; to indicate the dose on the label; labels indicate the dose to be taken; indication; 

the operation was not indicated. 

Ex. 15. Read and translate the dialogue: 

AT THE PHYSICIAN'S 

Doctor: I suppose you have pneumonia. 

Patient: What must I do? 

D.: Listen to me attentively. Order this drug in the pharmacy. Take it a teaspoonful twice a day 

before meals. This mixture is for your cough. The dose to be taken is indicated in the 

prescription. These tablets are for your headache. Take these tablets one every three hours. This 

preparation is usually well tolerated. 

P.: May I stay in my bed? 

D.: You have to stay in bed. Apply mustard plasters every day before going to bed. Take warm 

tea with the raspberry jam. Gargle your throat several times a day. You must make the analyses 

of blood and urine. Your lungs should be X-rayed. Besides you must have an ECG taken. 

P.: Well, doctor. I'll fulfil all your prescriptions. 

D.: You will feel better soon. You should not smoke at present. Try to sleep more. Don't walk 

much. Eat food rich in vitamins. 


1. First of all I shall prescribe you some drugs. 2. This mixture is for your cough. 3. I'll put you 

on a si ck-leave. 4.G argle your t hroat s everal t imes a da y. 5. A pply mustard pl asters on your 

back. 6. Your lungs should be X-rayed. Stay in your bed for some days. 7. Gargle your throat. 8. 

These tablets are for a headache. 9. This powder is for a pain in your stomach. 10. T hese drops 

are for your heart troubles. 11. Take this drug three times a day before (after) meals. 


1. I'll _ you t he t reatment. 2. T hese dr ops _ _ ba d c ough. 3. T his mixture _ _ a pain i n your 

abdomen. 4. These tablets _ _ a headache. 

Ex. 18. Translate the following word-combinations and sentences into English: 

A. замовляти ліки; приймати ліки по чайній ложці; після їжі; це ліки від кашлю; ці пігулки 

від головного болю; ставити гірчичники; полоскати горло; робити аналізи; робити 

рентген; робити електрокардіограму серця.

В. 1. Ваше серце і легені треба перевірити. 2. Зробіть електрокардіограму. 3. Зробіть 

аналізи крові і сечі. 4. Підійдіть до хірурга і перевірте суглоби. 

Ex. 20. Imagine that your patient has pneumonia (bronchitis, virus infection, quinsy). 

Prescribe him/her proper treatment. 

Ex. 21. Reproduce the dialogue "At the Physician's" in pairs. 

Ex. 22. Read the following text. Write all the medical terms out of the text and translate 

them into your native language. 

HOSPITAL STAY 

In the hospital, skilled teams of physicians, nurses, technicians, therapists, and support staff 

work together to provide care for patients in a setting of high-technology medical equipment that 

can perform a vast array of medical tests and procedures. 

Once the person gets to the hospital, his/her first stop will probably be the admitting office. 

The patient will meet with an admitting officer to review the medical history. If a person enters 

the hospital as an emergency patient, the entry procedure may be somewhat different. 

After the patient is admitted, he/she will be escorted to his/her room. The patient will meet 

members of the nursing staff who are responsible for patient’s daily care. We must remember 

that e very hos pital or d epartment ha s s pecific routines a nd pol icies r egarding vi siting hour s, 

patient meals, services, and other practical aspects of day-to-day life in the hospital. After that 

the physician gives necessary medical treatment to his/her patient. 

Once t he physician determines t hat the pa tient is w ell enough to leave, t he hos pital w ill 

dismiss the patient. 

Ex. 23. Write out the key words of the text "Hospital Stay". 

Ex. 24. Retell text "Hospital Stay" using key words. 

Ex. 25. Read this short dialogue: 

Doctor: Well, Mrs Black. What's brought you along today? 

Patient: I've got a bad dose of flu. (1) 

D.: How long has it been bothering you? 

P.: Two or three days. (2) 

Ex. 26. P ractice t his d ialogue. Your pa rtner should pl ay the pa rt of t he pa tient. He/She c an 

select replies from list (1) and (2) below: 

(1) (2) 

terrible constipation 

since Tuesday 

swollen ankles 

a fortnight 

a pain in my stomach 

for almost a month


Doctor: Which part of your head (chest, back) is affected? 

Patient: Just here. 

D.: Can you describe the pain? 

P.: It is a dull sort of ache. (1) 

Ex. 28. Practice this dialogue. Your partner should play the part of the patient. He/She can 

select replies from list below (1): 

(1): a feeling of pressure; very sore, like a knife; a burning pain. 


1. The patient is a 26-year-old woman complaining of swelling of the ankles. 2. The patient is a 

32-year-old man with headaches, sore throat, and enlarged glands in the neck. 3. The patient is a 

42-year-old woman complaining of nausea and episodes of pain in the right part of the chest. 

4. Pregnancy test is negative. Chest X-ray is normal. Pulse is normal. The liver is not enlarged. 

5. Both ankles, the left elbow and the right wrist are swollen and painful. 

Ex. 30. The form below is used to measure mental impairment. Discuss with a partner: 

1. in what order you might ask these questions; 2. in what form you might ask them: 

MENTAL IMPAIRMENT MEASUREMENT 

Date of test _______ 

Score 1 for a correct answer, 0 for an error. 

SCORE 

1. What is the name of this place? ________ 

2. What day of the week is it today? ________ 

3. What month is it? ________ 

4. What year is it? ________ 

5. What age are you? (allow ± 1 year error) ________ 

6. In what year were you born? ________ 

7. In what month is your birthday? ________ 

8. What time is it? (allow ± 1 hour error) ________ 

9. How long have you been here? (allow 25% error) ________ 

Significance of score 

8 or 9: No significant impairment 

5 to 7: Moderate impairment 

1 to 4: Severe impairment 

0: Complete failure 

Signature of examiner ________ 

Total score _________ 



I suppose you have pneumonia. Order this drug in the pharmacy. Take it a teaspoonful twice a 

day be fore meals. T his m ixture i s for your c ough. T hese tablets are f or your he adache. T ake 

these tablets one every three hours. You have to stay in bed. Apply mustard plasters every day

efore goi ng t o be d. G argle your throat several t imes a da y. Y ou m ust m ake t he analyses of 

blood and urine. Your lungs should be X-rayed. Besides you must have an ECG taken. 






1. Tell the group about medical institutions in the Ukraine 


1 What is the hospital? 2. What departments are there in the regional hospital? 3. W here is the 


every w ard? 6. H ow m any pa tients doe s t he t herapeutic de partment hous e? 7 . What do t he 


of the therapeutic department suffer from? 10. What do t he surgeons do before the operation? 

own arrangements for work? 



1. I'll _ you t he t reatment. 2. T hese dr ops _ _ ba d c ough. 3. T his mixture _ _ a pain i n your 




Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 


Курс 

І 







При роботі над темою “Стаціонарне лікування.” 




При роботі над граматичним матеріалом construction Participle II 
























make analyses [q'nxlqsIz] робити аналізи 

take electrocardiogram 

[I"lektrOu'kQ:dIqgrqm] робить 

электрокардіограму 

stay in bed [steI] знаходитись у ліжку, 

дотримувати постільний режим 

drug [drAg] ліки, лікарський препарат 

take medicine ['medsIn] приймати ліки 

gargle a throat ['ga:gl 'Trqut] полоскати 

горло 

apply [q'plaI] ставити 

indicate ['IndIkeIt] вказувати, показувати 

fulfil [ful'fIl] виконувати 

X-ray ['eks'reI] рентген 


1.What are the forms of Participle II ? 

2.Give your examples of sentences with the Participle II 



CONSONANTS (ПРИГОЛОСНІ) 


kn [n] know 

tch [C] catch 

th [D] this 

th [T] thick


Knee; knowledge; knife; stretch; match; itchy; catch; watch; something; through; think; health; 

pathological; therapeutist; that; them; further; without. 

WORD-BUILDING 



-(i)ty (denote condition or phenomena) 

abnormality – патологія 

-ness (denote condition or phenomena) 

correct вірний – correctness вірність 

hopeless безнадійний– hopelessness безнадійність 


A. Ability; activity; reality; humanity; possibility; integrity; majority; severity. 

B. Weakness; illness; dryness; breathlessness; thickness; effectiveness; heaviness. 

GRAMMAR: 


PARTICIPLE II (V 3 ) 

Infinitive 

Participle II 

deliver 

delivered 

treat 

treated 

love 

loved 

say 

said 

make 

made 

take 

taken 

1. Measured blood pressure was very high. 

2. Blood pressure measured was high. 

3. B lood pr essure m easured by t he doc tor 

was very high. 

1. Вимірянний кровяний тиск був дуже 


2. Вимірянний кровяний тиск був високим 

3. Кровяний тиск, вимірянний лікарем, був 


Ex. 5. Form Participles II from the following infinitives: 

A. locate, call, connect, examine, remember, love, need, graduate, include, obtain; 

B. begin, come, give, know, see, feel, give, go, cut, come, do, find, send, sleep, speak, write. 


1. P rescribed medicine is us eful f or t his pa tient. 2. T he ope ration p erformed u nder ge neral 

anaesthesia was ve ry c omplex. 3. I njured l eg hur ts ve ry ba dly. 4. T he e xamined p atient w as 

seriously ill. 5. A ll dr ugs t aken f rom t he c hemist's s hop m ust be r eturned. 6. T he pr oblems 

discussed at t he conf erence ar e ve ry important f or car diologists. 7. O ur s cientists know a bout 

great successes achieved by them. 8. One of the greatest contributions to the world science made 

by V . V orobyov w as " Atlas on H uman A natomy". 9. Y oung s pecialist g raduated f rom t he 

medical institute works as intern. 10. The patient directed to make blood analyses had grippe. 

Ex. 7. Translate the sentences containing Participles II into your native language: 

1. O.M. Shumlyansky described the kidney texture. 2. The outstanding Ukrainian anatomist 

V.P. Vorobyov born Odessa finished gymnasium. 3. He improved his education in the field of

obstetrics and received his doctor's degree. 4. The Institute of Eye diseases named after V.P. 

Filatov in Odesa is one of the largest clinics in Ukraine. 5. A new school built for poor children 

was very popular in 19 century. 6. O. Bohomolets graduated from the medical faculty at Odesa 

University was a director of the Institute of Hematology and Transfusion. 


IMPERATIVE MOOD 

Stand up! 

Встаньте! 

Don’t be late! 

Не запізднюйтесь! 

Do write to me. 

Будь ласка, пишіть мені! 

Let us read this text once more. 

Давайте прочитаемо цей текст ще раз. 

Let them do it now. 

Хай вони зроблять це зараз! 


1. Listen to me attentively. 2. O rder this drug in the pharmacy. 3. T ake it a teaspoonful twice a 

day before meals. 4. T ake these tablets one every three hours. 5. A pply mustard plasters every 

day before going to bed. 6. Take warm tea with the raspberry jam. 7. Gargle your throat several 

times a day. 8. Make the analyses of blood and urine. 


Фонетика: читання голосних kn,th,tch. 

Словотворення: найтиповіші суфікси прикметників (-(i)ty, -ness). 

Граматика: Participle II 

Текст: “At the Physician’s”. 




Ex. 12. Insert th e mi ssing letters an d tr anslate th e f ollowing words in to your n ative 

language: 

Fu_fil; ele_trocardiogram; gar_le; med_cine; thro_t; anal_sis; dru_; indi_ate; ap_ly. 


Pneumonia; lis ten; te aspoonful; m eals; m ixture; c ough; pr escription; ta blets; he adache; a pply; 

mustard; raspberry; gargle; throat; blood; urine; should; X-ray; vitamins. 


1. drug; a drug for a headache; to take the drug three times a day; to order the drug; overdosage 

of the drug. 

2. to indicate; to indicate the dose on the label; labels indicate the dose to be taken; indication; 

the operation was not indicated. 

Ex. 15. Read and translate the dialogue: 

AT THE PHYSICIAN'S 

Doctor: I suppose you have pneumonia. 

Patient: What must I do? 

D.: Listen to me attentively. Order this drug in the pharmacy. Take it a teaspoonful twice a day 

before meals. This mixture is for your cough. The dose to be taken is indicated in the

prescription. These tablets are for your headache. Take these tablets one every three hours. This 

preparation is usually well tolerated. 

P.: May I stay in my bed? 

D.: You have to stay in bed. Apply mustard plasters every day before going to bed. Take warm 

tea with the raspberry jam. Gargle your throat several times a day. You must make the analyses 

of blood and urine. Your lungs should be X-rayed. Besides you must have an ECG taken. 

P.: Well, doctor. I'll fulfil all your prescriptions. 

D.: You will feel better soon. You should not smoke at present. Try to sleep more. Don't walk 

much. Eat food rich in vitamins. 


1. First of all I shall prescribe you some drugs. 2. This mixture is for your cough. 3. I'll put you 

on a si ck-leave. 4.G argle your t hroat s everal t imes a da y. 5. A pply mustard pl asters on your 

back. 6. Your lungs should be X-rayed. Stay in your bed for some days. 7. Gargle your throat. 8. 

These tablets are for a headache. 9. This powder is for a pain in your stomach. 10. T hese drops 

are for your heart troubles. 11. Take this drug three times a day before (after) meals. 


1. I'll _ you the treatment. 2. T hese dr ops _ _ ba d c ough. 3. T his mixture _ _ a pain i n your 


Ex. 18. Translate the following word-combinations and sentences into English: 

A. замовляти ліки; приймати ліки по чайній ложці; після їжі; це ліки від кашлю; ці пігулки 

від головного болю; ставити гірчичники; полоскати горло; робити аналізи; робити 

рентген; робити електрокардіограму серця. 

В. 1. Ваше серце і легені треба перевірити. 2. Зробіть електрокардіограму. 3. Зробіть 

аналізи крові і сечі. 4. Підійдіть до хірурга і перевірте суглоби. 

Ex. 20. Imagine that your patient has pneumonia (bronchitis, virus infection, quinsy). 

Prescribe him/her proper treatment. 

Ex. 21. Reproduce the dialogue "At the Physician's" in pairs. 

Ex. 22. Read the following text. Write all the medical terms out of the text and translate 

them into your native language. 

HOSPITAL STAY 

In the hos pital, skilled teams of ph ysicians, nurses, technicians, therapists, a nd s upport 

staff w ork t ogether t o pr ovide care f or pa tients i n a s etting of hi gh-technology m edical 

equipment that can perform a vast array of medical tests and procedures. 

Once t he pe rson ge ts to t he hos pital, hi s/her f irst s top w ill pr obably be t he admitting 

office. The patient will meet with an admitting officer to review the medical history. If a person 

enters t he h ospital a s a n e mergency pa tient, the e ntry pr ocedure m ay be s omewhat di fferent. 

After the pa tient is a dmitted, he/she w ill be e scorted to his/her room. The pa tient w ill 

meet members of t he nursing staff w ho are responsible for pa tient’s da ily care. We must 

remember that every hospital or department has specific routines and policies regarding visiting 

hours, patient meals, services, and other practical aspects of day-to-day life in the hospital. After 

that the physician gives necessary medical treatment to his/her patient. 

Once the physician determines that the patient is well enough to leave, the hospital will 

dismiss the patient. 

Ex. 23. Write out the key words of the text "Hospital Stay".

Ex. 24. Retell text "Hospital Stay" using key words. 

Ex. 25. Read this short dialogue: 

Doctor: Well, Mrs Black. What's brought you along today? 

Patient: I've got a bad dose of flu. (1) 

D.: How long has it been bothering you? 

P.: Two or three days. (2) 


select replies from list (1) and (2) below: 

(1) (2) 

terrible constipation 

swollen ankles 

a pain in my stomach 

since Tuesday 

a fortnight 

for almost a month 


Doctor: Which part of your head (chest, back) is affected? 

Patient: Just here. 

D.: Can you describe the pain? 

P.: It is a dull sort of ache. (1) 


select replies from list below (1): 

(1): a feeling of pressure; very sore, like a knife; a burning pain. 


1. The patient is a 26-year-old woman complaining of swelling of the ankles. 2. The patient is a 

32-year-old man with headaches, sore throat, and enlarged glands in the neck. 3. The patient is a 

42-year-old woman complaining of nausea and episodes of pain in the right part of the chest. 

4. Pregnancy test is negative. Chest X-ray is normal. Pulse is normal. The liver is not enlarged. 

5. Both ankles, the left elbow and the right wrist are swollen and painful. 

Ex. 30. The form below is used to measure mental impairment. Discuss with a partner: 

1. in what order you might ask these questions; 2. in what form you might ask them: 

MENTAL IMPAIRMENT MEASUREMENT 

Date of test _______ 

Score 1 for a correct answer, 0 for an error. 

SCORE 

10. What is the name of this place? ________ 

11. What day of the week is it today? ________ 

12. What month is it? ________ 

13. What year is it? ________ 

14. What age are you? (allow ± 1 year error) ________ 

15. In what year were you born? ________ 

16. In what month is your birthday? ________ 

17. What time is it? (allow ± 1 hour error) ________ 

18. How long have you been here? (allow 25% error) ________ 

Total score _________

Significance of score 

8 or 9: No significant impairment 

5 to 7: Moderate impairment 

1 to 4: Severe impairment 

0: Complete failure 

Signature of examiner ________ 




1 What is the hospital? 2. What departments are there in the regional hospital? 3. W here is the 


every w ard? 6. H ow m any pa tients doe s t he t herapeutic de partment hous e? 7 . What do t he 


of the therapeutic department suffer from? 10. What do t he surgeons do before the operation? 

own arrangements for work? 



1. I'll _ you the treatment. 2. These drops _ _ bad cough. 3. This mixture _ _ a pain in your 






















______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Фармацевтичне забезпечення в системі охорони 

здоров’я (4 год.) 

Курс 

І 




При роботі над темою “Фармацевтичне забезпечення в системі охорони здоров’я” 




При роботі над граматичним матеріалом Modal Verbs 














Фонетика: читання голосних ph,ng. 

Словотворення: найтиповіші суфікси прикметників (-less, -able, -ive). 

Граматика: Modal Verbs 

Текст: “Chemist’s Shop”. 


№ 

з/п 



часу 





Усне 



Modal Verbs 


та 



теми. 

Засоби 







Л.В. 





1994.



голосних голосних ph,ng.; 





прикметників (-less, -able, -ive); 

Граматика: Засвоєння Modal Verbs 













65% Усне 


Усне 


теми. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









order ['O:dq] замовляти 

cabinet ['kxbInIt] шафа 

properly ['prOpelI] відповідним чином, 

відповідно 

moisture ['mOIsCq] волога 

medicine chest ['medsIn 'Cest] аптечка 

lozenge ['lOzInG] пігулка 

ointment ['OIntmqnt] мазь 

drops ['drOps] краплі 

syrup ['sIrqp] сироп 

suppository [sq'pOzIt(q)rI] супозиторій 

powder ['paudq] порошок 

topical ['tOpIk(q)l] місцевий (для місцевого 

застосування) 

VOCABULARY 


ph [f] physics 

ng [N] long 


indication ["IndI'keIS(q)n] показання 

contraindication ["kOntrq["IndI'keIS(q)n] 

протипоказання 

side effect ['saId I'fekt] побічний ефект 

expiration date ["ekspaI(q)reIS(q)n 'deIt] дата 

використання 

to be certain ['sq:tn] бути впевненим 

ensure [In'Suq] запевняти, гарантувати 

safe [seIf] захищений 

pregnancy ['pregnqnsI] вагітність 

breast feeding ['brest 'fI:dIN] грудне 

годування 

counter ['kauntq] прилавок, вітрина 

dye [daI] колір, забарвлення

Pharmacology, phys iology, phys ician; pha rmacy; t yphus; l ymph; pha gocyte; pha rynx; 

esophagus; lung; young; whooping. 

GRAMMAR: 


MODAL VERBS 

Present Past Future 

can could - 

may might - 

must - - 


1. Taking the wrong medicines or inappropriate combinations of medicines can be dangerous. 2. 

All these things and many others you can buy at the chemist's shop. 3. The University has sport 

complex, where students can attend sections of tennis, volleyball, etc. 4. Although the health care 

system could not function without nurses or other professionals, final responsibility for person 

care falls on the physician. 5. I couldn’t come because I fell ill. 6. The patient may be treated in 

out-patient department. 7. S oft t issue m ay bl eed he avily. 8. T hese injuries m ight i nvolve 

considerable bleeding. 9. T hey may be grouped into three categories. 10. The patient must be 

isolated. 11. The patient mustn't go to bed at the beginning of an attack. 12. The individual must 

continue this treatment for the rest of his or her life. 13. A person may be a poor writer, he may 

be a bad painter or an actor but a person cannot and must not be a bad doctor. 

Ex. 4. Put sentences negative as in a model. 

MODEL: 

You must be home by 10 o’clock. 

You needn’t be home by 10 o’clock. 

1. I’ve got a terrible pain in my back. I must go and see a doctor. 2. You can borrow may camera 

if you want to. 3. He may be here at any moment. 4. You must drive carefully. 5. Look! You can 

see the mountains from this window. 6. They must work better to pass their exams. 7. My little 

niece Lizzie can already work. 8. He may take any information available to make his report in 

time. 9. We can stay a bit longer. 

Ex. 5. Make the following sentences interrogative according to the following model: 

MODEL: 

We must have deep knowledge of Anatomy and P hysiology. Must we have deep knowledge of 

Anatomy and Physiology? 

1. These students can continue their education. 2. The rest of the students can work as nurses. 3. 

Muscle names may also refer to the size of the muscle. 4. Certain factors may be mentioned as 

causes for perforation. 5. You must read clearly so that other students may understand you well. 


EQUIVALENTS OF THE MODAL VERBS 

MODAL VERB 

EQUIVALENTS 


can 

to be able to 

am able to 

is able to 

was able to 

were able to 

shall be able to 

will be able to 

are able to 

may 

to be allowed to

must 

am allowed to 

is allowed to 

are allowed to 

have to 

has to 

am to 

is to 

are to 

was allowed to 

were allowed to 

to have to (треба) 

had to 

to be to (повинен) 

was to 

were to 

shall be allowed to 

will be allowed to 

shall have to 

will have to 

shall be to 

will be to 


1. T he phys ician is a ble t o pe rform a phys ical e xamination. 2. The hospitals w ill be a ble t o 

provide services for all medical needs. 3. Certain chemicals and viruses were able to play a great 

role. 4. T he person has to avoid lack of sleep or excess alcohol. 5. T he surgeon had to do t his 

operation. 6 . T his nur se w as a ble to c are f or the pa tients well. 7. T he surgeon i s a llowed to 

complete the operation. 8. The student has to attend all the lectures regularly. 9. You are allowed 

to take your temperature. 10. Persons with heart diseases are not to work hard. 

Ex. 8. Put t he m odal ve rbs i n t he f irst s entence i nto t he p ast t o complete t he secon d 

sentence: 

MODEL: 

We must stop to get petrol. We had to stop to get petrol an the nearest petrol station because the 

petrol tank was almost empty. 

1. I must stop smoking. I _ smoking because I became breathless just walking upstairs. 2. My 

niece can’t read very well because she’s dyslexic. My niece _ until she was twelve. 3. Some 

materials can absorb light quite well. He _ get better results at that time using out-of-date 

methods. 

Ex. 9. Put sentences negative and interrogative as in a model. 

MODEL: 


Must you be home by 10 o’clock? 


1. I’ve got a terrible pain in my back. I must go and see a doctor. 2. You can borrow my camera. 

3. H e m ay be he re at any m oment. 4. Y ou m ust dr ive c arefully. 5. Look! Y ou c an s ee the 

mountains from this window. 6. T hey must work better to pass their exams. 7. M y little niece 

Lizzie can already work. 8. H e may take any information available to make his report in time. 

9. We can stay a bit longer. 

Ex. 10. Complete t he sentences u sing modal ve rbs or t heir eq uivalents i n p roper t ense 

forms. 

1. They were talking quite loudly. I _ hear everything they said. 2. You’ll _ to go shopping later 

today. 4. You _ get a visa to visit the United States. 5. I _ stay in bed yesterday because I wasn’t 

very well. 6. Annie will _ do her home work tomorrow. 7. It _ rain later. 8. _ I invite you to the 

party? 9. You _ buy this medicine. 10. They will _ to come here later. 

Ex. 11. Complete what the doctor says using must and verbs drink, take, stay, and continue. 

Use each verb only once. 

Mrs Woods isn’t very well. The doctor is speaking to her.

Doctor: Well, Mrs. Woods, your temperature is a little high, so you _ _ in bed for the next 

few days. You can eat whatever you like, but you _ _ p lenty of liquids. And I’ll give you some 

medicine. You _ _ it three times a day after meals. And you _ _ to take it for the next ten days. 

Ex. 1 2. Pick up t he s entences c ontaining modal ve rbs in t he t ext “Chemist’s Shop ” and 

translate them into your native language. 

Ex. 13. Match t he English sentences with t heir Ukrainian equivalents. Try to memorize 

when would is used as a modal verb: 

1. He would do it. 2. He wouldn't say where he had picked up the information. 3. That would be 

her car. 4. Would you please help us. 5. He would sooner die than ask their pardon. 

1. Чи не могли б ви допомогти нам ? (ввічливе прохання). 2. Він скоріш помре, ніж 

попросить у них вибачення (віддавати перевагу чомусь). 3. Це, мабуть, її машина 

(ймовірність). 4. Він дійсно хотів зробити це (наполягання). 5. Він нізащо не хотів 

говорить, звідки він про це дізнався (бажання). 


1. A person who was in contact with cholera should be vaccinated. 2. Would you order some 

medicines for me? 3. You should consult a doctor if the drugs caused any unwanted effects. 4. 

Now would you like to sit up and I’ll take your blood pressure? 5. The patient should be given an 

X-ray. 6. She would do a thing like that. She is always borrowing things without asking. 

Ex. 15. Put sentences negative and interrogative as in a model: 

MODEL: 

You should shake the bottle before use. 

You shouldn’t shake the bottle before use. 

Should I shake the bottle before use? 

1. You should take the drug after meals. 2. You should take the drug on an empty stomach. 3. 

You should keep this medicine in the fridge. 4. You should rub this ointment into the skin. 5. 

You should eat high-calorie food with limited liquid and salt. 6. You should chew these tablets 

before swallowing. 7. You should try to do these exercises three times a day, preferably on an 

empty stomach. 

Ex. 16. Translate the sentences into English: 

1. Містер Паркер – досить відомий фахівець, ви могли чути про нього раніше. 2. Мері 

повинна була краще підготуватися до іспиту. 3. Дзвенить дзвінок, ми можемо спізнитися. 

4. Вона зможе допомогти вам купити усі необхідні ліки. 5. Ви повинні уважно вислухати 

усі скарги пацієнта. 6. Ви можете скористатися нашою базою даних. 7. Ці студенти 

зможуть бути присутніми (їм дозволили) на операції. 8. Ти можеш придбати бинт, вату та 

йод у будь-якій аптеці. 9. Ці ліки можуть викликати сонливість (drowsiness), нудоту. 11. 

Ці заходи зможуть попередити розвиток певних інфекційних захворювань. 




Dosage; ov erdosage; t o dose; co rrect dos e; si de ef fect; ha rmful effect; unw anted effect; 

healthcare p rofessionals; to indicate; indi cations; c ontraindications; to prescribe; pr escription; 

nonprescription medicine; a ction; interaction; br east m ilk; breast f eeding; saf ely; s afety; saf e; 

newborn child; unborn child.


Properly; bought; capsule, lozenge; syrup; suppository; powder; dosage; expiration; pharmacist; 

receive; substance; allergic; unusual; sulfites; pregnancy. 


CHEMIST’S SHOP 

The chemist's shop is one of the medical institutions. All medicines we need are ordered 

or bought at a che mist's shop. The state large chemist's shops as a r ule have two departments. 

They are the hand department and prescription one. The medicines are kept in drug cabinets. It is 

important to store all medicines properly, because heat or moisture may cause the medicine to 

break down. Today's medicine chest does contain tablets, capsules, lozenges, ointments, drops, 

syrups, suppositories, powders, topical solutions, creams, gels, and drugs for intramuscular and 

intravenous injections. 

If you us e an over-the-counter (nonprescription) medicine, follow the directions on the 

label, unless otherwise directed by your doctor. Every medicine has instruction for using where 

the indications, contraindications, dosage, side effects, expiration date and others are indicated. 

The pharmacist is primarily responsible for accurately filling prescriptions and ensuring 

that patients have enough information to effectively use medications. Before a patient leaves the 

chemist's sh op with a medicine, the pha rmacist m ust be cer tain that he /she ha s t he r ight 

medication, correct dose, and directions for use. The pharmacist also has to provide information 

about how the drug work and side effects and ensure that there are no contraindications to the 

medicine a nd no pot entially important ha rmful dr ug-drug, dr ug-food, or dr ug-disease 

interactions. T he pha rmacist is u sually the last he althcare professional t o have contact w ith 

patients before they receive their medicines, they are t he final step in a system of che cks and 

balances designed to ensure that medicines are used safely and effectively. So, before you use 

any medicine, the pharmacist has to know: 

− if you ha ve e ver ha d an a llergic or unus ual reaction t o any m edicine, f ood, or ot her 

substance, such as yellow dye or sulfites; 

− if you a re on a low-salt, low-sugar, or any other special diet. Most medicines contain more 

than their active ingredient, and many liquid medicines contain alcohol; 

− if you a re pregnant or if you pl an to become pregnant. Certain medicines may cause birth 

defects or other p roblems i n t he unbor n c hild. F or ot her m edicines, s afe us e dur ing 

pregnancy h as not be en e stablished. T he us e o f a ny m edicine dur ing pregnancy must be 

carefully considered; 

− if you are breast feeding. Some medicines may pass into the breast milk and cause unwanted 

effects in the baby; 

− if you have any medical problems; 

− if you are now taking or have taken any medicines in the past few weeks. 


Зберігати медикаменти відповідним чином; рецептурний відділ; безрецептурний відділ; 

спричиняти небажаний ефект; мати алергію до медикаментів; містити активні 

інгредієнти; спричиняти вроджені вади; внутрішньовенна ін’єкція; внутрішньом’язова 

ін’єкція; ефективне застосування медикаментів; вказувати відповідне дозування; побічний 

ефект; медпрацівники; містити алкоголь; розчин для місцевого застосування; 

забезпечити відповідною інформацією. 

Ex. 22. Arrange the words with opposite meaning into the pairs: 

Harmful, indication, artificial feeding, final, correct, born, state-owned, breast feeding, incorrect, 

harmless, unborn, contraindication, private, primary. 

Ex. 23. Translate the text “Chemist’s Shop” into your native language.

Ex. 24. Complete the following sentences with the given words given: 

1. Doctors write a _ for medicine which chemists or dispensers make up. 

a) certification; b) prescription; c) receipt; d) recipe 

2. A chemist always puts a _ on a bottle of medicine. 

a) label; b) receipt; c) program; d) ticket 

3. All medicines should be _ out of reach of children. 

a) stored; b) taken; c) kept; d) held 

4. It’s time to take another _ of medicine. 

a) cup; b) dose; c) drink; d) spoon 

5. The medicine he takes can only _ the pain. 

a) heal; b) remedy; c) relieve; d) solve. 

6. The medicine was so _ that he was almost back to normal within a few days. 

a) effective; b) efficient; c) influential; d) proficient 

Ex. 25. Divide the following forms of drugs into the three groups (1. taken by mouth; 2. 

injected into the body; 3. applied to the body surface): 

Capsules; cream; jelly; lotion; lozenge; pill; powder; tablet; vaccines; ointment. 


1. H ow many departments ar e t here i n the st ate che mist’s shop? What ar e t hey? 2. Why ar e 

medicines kept in drug cabinets? 3. What forms of medicine can you name? 4. What should you 

pay a s pecial attention to i f you us e a n over-the-counter (nonprescription) medicine? 5. P rove 

that t he pha rmacist i s a r ather r esponsible he althcare pr ofessional. 6. Are t here any r elations 

between the diet and the uptake of a certain drug? 7. May drugs effect the unborn or breast-fed 

babies? 

Ex. 27. Fill in blanks with the prepositions: 

1. All medicines we need are ordered or bought _ a chemist's shop. 2. Certain medicines may 

cause bir th defects or o ther pr oblems _ t he unbor n c hild. 3. I f you use a n ove r-the-counter 

(nonprescription) m edicine, follow the di rections _ the la bel. 4. The pha rmacist is pr imarily 

responsible _ accurately filling prescriptions. 5. The pharmacist also has to provide information _ 

how the drug work and side effects. 

Ex. 28. Choose the English equivalents to the Russian ones. Make up the dialogue using the 

terms and expressions given in the table: 

1. pharmacy on duty 

2. prescription 

1. передозування цих ліків викликає 

несприятливий эфект 

3. to write out the prescription 2. зберігайте ці ліки в прохолодному місці 

4. take this drug three times a day 3. чи ви добре переносите новокаїн? 

5. this mixture is for the cough 4. необхідна доза вказана в рецепті 

6. these tablets are for the headache 

7. don't take drugs without a doctor's advice 

5. приймайте ці ліки по чайній (столовій) 

ложці до (після) харчування 

8. the overdosage of this drug is causing an 6. рецепт 

untoward effect 

7. ця мікстура від кашлю 

9. are you sensitive to novocain? 8. ці пігулки від головного болю 

10. this drug reduced blood pressure (relieves 

toothache, clears the nose) 

9. чергова аптека 

10. запивайте ці ліки молоком 

11. t he dos e t o be taken i s i ndicated i n t he 

prescription 

11. виписувати рецепт 

12. ці ліки знижують кров’яний тиск 

12. keep the drug in a cool place (знімають біль, зменшують нежить) 

13. t ake t his d rug a t easpoonful 13. приймайте ці ліки три рази на день

(tablespoonful) before (after) meals 

14. take these tablets one every three hours 

14.не приймайте ліки без призначення 

лікаря 

15. take the drug with milk 15. приймайте ці пігулки по одній кожні 

три години 

Ex. 29. Speak on the pharmaceutical provision and pharmaceutical products, the role of 

pharmacists. 

Ex. 30. Read the following words and try to memorize them: 

Confuse змішувати, переплутати; doubt сумнів, сумніватись; discard позбавлятися чогось, 

викидати; i pecac іпекакуана; adh esive липкий; ba ndage бинт; ga uze марля; pa d пакет, 

прокладка; rubbing натирання; antacids засіб для зниження кислотності; calamine каламін 

(кремниста цинковая руда); sunscreen сонцезахисний крем; flush виливати, позбавлятися; 

outdated застарілий; deteriorate псувати(ся). 

Ex. 31. Read the following text and comment upon it. Try to retell the text. 

YOUR HOME MEDICINE CHEST 

Keep medicines i n their or iginal c ontainers, ot herwise you or m embers of your f amily 

may get confused. Taking the wrong medicines or inappropriate combinations of medicines can 

be dangerous. If the label gets separated from a medicine container and there is any doubt to its 

contents, discard the medicine immediately. 

A well-equipped medicine chest has the following: 

− Pain relievers: aspirin or, for children aspirin substitutes such as acetaminophen; 

− Syrup of ipecac: a liquid used to promote vomiting and used in certain kinds of poisoning 

emergencies; 

− Bandages: adhesive strip bandages, adhesive tape and sterile gauze pads, elastic bandages, 

and surgical bandages; 

− Tools, including scissors to cut bandages and tweezers to remove splinters; 

− A thermometer including a rectal type thermometer if you have an infant; 

− Absorbent cotton and rubbing alcohol; 

− Over-the-counter pharmaceuticals, antacids, cough syrup, calamine or other mild lotion for 

itching, a sunscreen to prevent sunburn, and skin creams or lotions to treat sunburn. 

All t hese things a nd many ot hers you c an buy a t t he c hemist's s hop. R emember: f lush 

unused, outdated prescription drugs down the toilet. Medicine deteriorates over the time. 

Ex. 32. Pick up correct statements (true or false choice): 

1. Syrup of i pecac is a l iquid us ed t o s top vo miting a nd us ed i n c ertain ki nds of poi soning 

emergencies. 2. A spirin is generally regarded as the good pa in reliever. 3. Taking inappropriate 

combinations of medicines can not be dangerous. 4. M edicine keeps badly over the time. 5. A 

sunscreen is used for treating sunburns. 


1. Перш ніж приймати ліки, вам слід було уважно прочитати інструкцію. 2. Ви зможете 

отримати ці ліки наступного дня у рецептурному відділі. 3. Ці ліки повинен виписати ваш 

дільничний лікар (district doctor). 4. Лише деякі з цих медичних засобів можна буде взяти 

у закордонну туристичну подорож (for travelling abroad). 5. Вам слід порадитися з лікарем 

щодо вживання цих ліків та вашої дієти. 6. Для вашої аптечки вам доведеться купити 

бинт, вату, йод чи інший спиртовий розчин для дезінфекції, знеболююче та деякі інші 

ліки. 7. У Великобританії вагітні жінки отримують деякі ліки безкоштовно. 8. 

Передозування ліків може спричинити серйозні наслідки або навіть смерть. 9. Уважно 

прочитайте інформацію щодо протипоказань.

Ex. 34. Translate the following abstract without using dictionary: 

Doctors use two main types of drugs for the prevention of diseases: 

1. Vaccines contain dead or harmless germs. They cause the body to develop substances called 

antibodies that act to prevent disease. Doctors administer vaccines before a person has been 

exposed to such diseases as poliomyelitis or smallpox. Vaccines are usually injected but 

sometimes are given orally. 2. Serum contains antibodies that fight off the germs of certain 

diseases, including scarlet fever and lockjaw (правець). These drugs are given after a person has 

been exposed to the disease, or after symptoms of the disease have appeared. Serums are 

generally administered by injections. 

Ex. 35. Read the dialogue and try to act as a pharmacist and a customer: 

Pharmacist: Can I help you? 

Customer: Yes, please. I’d like to get this prescription filled. 

Pharmacist: OK. It’ll be a few minutes. 

Customer: Oh, w hile I ’m he re…, m y da ughter w as c oughing qui te a bi t l ast ni ght. C an you 

suggest anything? 

Pharmacist: How old is your daughter? 

Customer: She’s four. 

Pharmacist: This is a good children’s cough syrup. Give her two teaspoons before she goes to 

bed. If her cough doesn’t clear up in a day or two, you should take her to the doctor. 

Customer: I will. Thanks. 

Pharmacist: And here’s your prescription. 

Customer: Are there any special instructions? 

Pharmacist: They ‘re on the bottle. You have to take it on an empty stomach. Than means at 

least one hour before meals or two hours after. 

Customer: OK. And thanks again. 

Ex. 36. Try to make up dialogues using the given model: 

– My daughter was coughing quite a bit last What do you r ecommend f or a b ad c ough 

night. 

(that)? 

or 

Can you suggest anything? 

– This is good children’s cough syrup. 

or 

Try (giving her) this children’s cough syrup. 

Student A: You are a customer asking the pharmacist for advice. Describe you problem, 

using the cues given. 

Student B: You are the pharmacist. Choose the best advice from the list below 

Customer 

Pharmacist 

played tennis yesterday / have stiff - try these non-drowsy allergy pills 

muscles now 

2. cold and flu season/ am worried - try using this muscle ointment 

about getting sick 

3. have had allergies/ allergy polls - take some good vitamin pills 

make me sleepy 

Ex. 37. Read the following words and memorize them:

Note звертати увагу; stomach шлунок; cap ковпачок, насадка, кришка; e yelid повіки; 

pouch мішок; blink кліпати; measure міряти; swallow ковтати; remove видаляти; tilt нахил, 

нахиляти; d rop крапля, крапати; contamination забруднення; nostril ніздря; tight щільний; 

tip верхівка, кінчик (ножа, олівця); sniff вдихать носом; briskly жваво; rinse полоскати 

Ex. 38. Translate the following word-combinations into your native language: 

To t ake m edicine; t o t ake or al m edicine; t o take m edicine on a n e mpty s tomach; t o not e 

expiration date; to measure a dose of liquid medicine; measuring spoon; a tightly capped bottle; 

to remove the label; eye drops; nasal drops; to take care. 

Ex. 39. Read the following text and entitle it: 

Take medicine exactly as directed, at the right time, and for the full length prescribed by 

your doctor. To avoid mistakes, do not take medicine in the dark. Always read the label before 

taking, noting especially the expiration date. 

For oral medicines: 

− In general, it is the best to take oral medicines with a full glass of water. However, follow 

your doc tor's or ph armacist's di rections. S ome medicines s hould be taken w ith f ood w hile 

others should be taken on an empty stomach; 

− If you a re taking liquid medicines, it is best to use a specially marked measuring spoon or 

other device to measure each dose accurately; 

− Oral medicine may come in a number of different dosage forms such as tablets, capsules, and 

liquids. If you have trouble swallowing the dosage form prescribed for you, check with your 

doctor or pharmacist. There are another form that would be better for you; 

− Different medicines should never be mixed in one container. Always keep your medicines 

tightly c apped i n i ts or iginal c ontainer, w hen not i n us e. D o not r emove t he l abel s ince 

directions for use and other special information appear there. 

For ophthalmic drops: 

− First, wash hands. Tilt head back and with the index finger, pull lower eyelid away from eye 

to form a pouch. Drop the medicine into the pouch and gently close eyes. Do not blink. Keep 

eyes c losed f or 1 or 2 minutes. I mmediately a fter a pplying t he e ye dr ops, w ash ha nds t o 

remove any medicine that may be on them; 

− The bottle may not be full, this is to provide proper drop control; 

− To prevent contamination of the eye drops, do not touch the applicator tip to any surface and 

keep the container tightly closed. 

For nasal drops: 

− Blow nose gently. Tilt head back while standing or sitting up, or lie down on a bed and hang 

head ove r the s ide. P lace t he d rops i nto e ach nostril a nd keep he ad tilted ba ck f ar a f ew 

minutes to allow medicine to spread throughout the nose; 

− Rinse the dropper with hot water and dry with a clean tissue. Replace the cap right after use. 

To avoid the spread of infection, do not use the container for more than one person. 

For nasal spray: 

− Blow nos e gently. W ith head upr ight, s pray t he medicine i nto e ach nos tril. S niff br iskly 

while a squeezing bottle quickly and firmly. Wait 3 to 5 minutes to allow medicine to work. 

Then, blow nose gently and thoroughly and repeat the sprays if need. 

− Rinse the tip of the spray bottle with hot water, taking care not to suck water into the bottle, 

and dry with a clean tissue. Replace the cap right after use. To avoid the spread of infection, 

do not use the container for more than one person. 

Ex. 40. Translate the following words and word combinations into English: 

Слідувати вказівкам лікаря; нахилити голову назад; попередити забруднення; нижні 

повіки; просушити чистою тканиною; залишатися з заплющеними очима; вказівний

палець; уникати помилки; приймати ліки під час їжі; зберігати ємність з ліками щільно 

закритою; уникати поширення інфекції; швидко вдихнути носом. 

Ex. 41. Complete the following sentences: 

1. Note the _ date before buying any medicines. 2. Blow _ gently before spray the medicine into 

each nostril. 3. Rinse the … of the spray bottle with hot water. 4. Do not use the _ for more than 

one person. 5. Before placing drops into each nostril _ head back while standing or sitting up. 6. 

Go on t aking the same drug for the full _ pr escribed by your doctor. 7. The dose to be taken is 

indicated in the _ . 8. To avoid overdosage it is important to _ each dose accurately. 9. Drop the 

medicine into the _ and gently close eyes. 10. Different medicines should never be mixed in one 

_ . 


1. What medical forms of drugs can you name? 2. Why is it important to take medicines at the 

right time, and for the full length prescribed by your doctor? 3. What are the dosage forms for 

oral medicines? 4. How to measure each dose of liquid medicine accurately? 5. Is it important to 

take medicines tightly capped in its original container, when not in use? Why? 

Ex. 43. Read and memorize the following information: 

MEDICATIONS: SOME BASIC “DO” AND “DON’T” 

Do store medicines properly. Most require a dry, secure place at room temperature and 

out to direct sunlight. Some drugs need refrigeration. A bathroom cabinet is a poor place to store 

medications because of temperature and moisture variations. 

Do keep drugs out of a child's reach. When visiting people with children, make sure your 

purse doesn't contain pills. 

Do discard outdated medications – prescription and over-the counter. Old medicine can 

lose its potency and sometimes become toxic. 

Don't lend or share prescription drugs. What helps you might harm others. 

Don't fall into the more-is-better trap. Take the prescribed amount of your medicine. 

Taking more, or less, can result in serious problems. 

Don't take a medication in the dark. You may take the wrong pill or the wrong amount. 



The chemist's shop is one of the medical institutions where the people order or buy medicines for 

their t reatment. The st ate l arge che mist's shops as a r ule h ave t wo departments. They are t he 

hand de partment a nd pr escription o ne. A t t he ha nd de partment you c an buy s ome medicines 

immediately, while many drugs are ordered at the prescription department. A ll medicines are 

stored properly to avoid deteriorating. All the drugs have the labels and instructions for using 

where t he i ndications, contraindications, dos age, s ide effects, expiration date and othe rs ar e 

indicated. The pharmacist is a healthcare professional who provides information about how the 

drug work and side effects and ensure that there are no contraindications to the medicine and no 

potentially important harmful drug-drug, drug-food, or drug-disease interactions. 





Ситуаційні завдання.

1. Tell the group about chemist's shop 


1. H ow many departments ar e t here i n the st ate che mist’s shop? What ar e t hey? 2. Why ar e 


pay a special attention to i f you us e a n over-the-counter (nonprescription) medicine? 5. P rove 

that t he pha rmacist i s a r ather r esponsible he althcare pr ofessional. 6. Are t here any r elations 


babies? 


Pick up correct statements (true or false choice): 







Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Фармацевтичне забезпечення в системі охорони 

здоров’я (4 год.) 

Курс 

І 







При роботі над темою “Фармацевтичне забезпечення в системі охорони здоров’я.” 




При роботі над граматичним матеріалом Modal Verbs засвоїти функції та переклад 
























order ['O:dq] замовляти 

cabinet ['kxbInIt] шафа 

properly ['prOpelI] відповідним чином, 

відповідно 

moisture ['mOIsCq] волога 

medicine chest ['medsIn 'Cest] аптечка 

lozenge ['lOzInG] пігулка 

ointment ['OIntmqnt] мазь 

drops ['drOps] краплі 

syrup ['sIrqp] сироп 

suppository [sq'pOzIt(q)rI] супозиторій 

powder ['paudq] порошок 

topical ['tOpIk(q)l] місцевий (для місцевого 

застосування) 

indication ["IndI'keIS(q)n] показання 

contraindication ["kOntrq["IndI'keIS(q)n] 

протипоказання 

side effect ['saId I'fekt] побічний ефект 

expiration date ["ekspaI(q)reIS(q)n 'deIt] дата 

використання 

to be certain ['sq:tn] бути впевненим 

ensure [In'Suq] запевняти, гарантувати 

safe [seIf] захищений 

pregnancy ['pregnqnsI] вагітність 

breast feeding ['brest 'fI:dIN] грудне 

годування 

counter ['kauntq] прилавок, вітрина 

dye [daI] колір, забарвлення 


1. What is Modal Verbs? 

2. Give your examples of sentences with the Modal Verbs. 


RULES OF READING

ph [f] physics 

ng [N] long 


Pharmacology, phys iology, phys ician; ph armacy; t yphus; l ymph; pha gocyte; pha rynx; 

esophagus; lung; young; whooping. 

GRAMMAR: 


MODAL VERBS 


can could - 

may might - 

must - - 


1. Taking the wrong medicines or inappropriate combinations of medicines can be dangerous. 2. 

All these things and many others you can buy at the chemist's shop. 3. The University has sport 

complex, where students can attend sections of tennis, volleyball, etc. 4. Although the health care 

system could not function without nurses or other professionals, final responsibility for person 

care falls on the physician. 5. I couldn’t come because I fell ill. 6. The patient may be treated in 

out-patient department. 7. S oft t issue m ay bl eed he avily. 8. T hese injuries m ight i nvolve 

considerable bleeding. 9. T hey may be grouped into three categories. 10. The patient must be 

isolated. 11. The patient mustn't go to bed at the beginning of an attack. 12. The individual must 

continue this treatment for the rest of his or her life. 13. A person may be a poor writer, he may 

be a bad painter or an actor but a person cannot and must not be a bad doctor. 

Ex. 4. Put sentences negative as in a model. 

MODEL: 



1. I’ve got a terrible pain in my back. I must go and see a doctor. 2. You can borrow may camera 

if you want to. 3. He may be here at any moment. 4. You must drive carefully. 5. Look! You can 

see the mountains from this window. 6. They must work better to pass their exams. 7. My little 

niece Lizzie can already work. 8. He may take any information available to make his report in 

time. 9. We can stay a bit longer. 

Ex. 5. Make the following sentences interrogative according to the following model: 

MODEL: 

We must have deep knowledge of Anatomy and P hysiology. Must we have deep knowledge of 

Anatomy and Physiology? 

1. These students can continue their education. 2. The rest of the students can work as nurses. 3. 

Muscle names may also refer to the size of the muscle. 4. Certain factors may be mentioned as 

causes for perforation. 5. You must read clearly so that other students may understand you well. 


EQUIVALENTS OF THE MODAL VERBS 

MODAL VERB 

EQUIVALENTS 


can 

to be able to 

am able to was able to shall be able to

may 

must 

is able to 

are able to 

am allowed to 

is allowed to 

are allowed to 

have to 

has to 

am to 

is to 

are to 

were able to 

to be allowed to 

was allowed to 

were allowed to 

to have to (треба) 

had to 

to be to (повинен) 

was to 

were to 

will be able to 

shall be allowed to 

will be allowed to 

shall have to 

will have to 

shall be to 

will be to 


1. T he phys ician is a ble t o pe rform a phys ical e xamination. 2. The hospitals w ill be a ble t o 

provide services for all medical needs. 3. Certain chemicals and viruses were able to play a great 

role. 4. T he person has to avoid lack of sleep or excess alcohol. 5. T he surgeon had to do t his 

operation. 6 . T his nur se w as a ble to c are f or the pa tients well. 7. T he s urgeon is allowed t o 

complete the operation. 8. The student has to attend all the lectures regularly. 9. You are allowed 

to take your temperature. 10. Persons with heart diseases are not to work hard. 

Ex. 8. Put t he m odal ve rbs i n t he f irst se ntence i nto t he p ast t o complete t he secon d 

sentence: 

MODEL: 

We must stop to get petrol. We had to stop to get petrol an the nearest petrol station because the 

petrol tank was almost empty. 

1. I must stop smoking. I _ smoking because I became breathless just walking upstairs. 2. My 

niece can’t read very well because she’s dyslexic. My niece _ until she was twelve. 3. Some 

materials can absorb light quite well. He _ get better results at that time using out-of-date 

methods. 

Ex. 9. Put sentences negative and interrogative as in a model. 

MODEL: 


Must you be home by 10 o’clock? 


1. I’ve got a terrible pain in my back. I must go and see a doctor. 2. You can borrow my camera. 

3. H e m ay be he re at any m oment. 4. Y ou m ust dr ive c arefully. 5. Look! Y ou can see the 

mountains from this window. 6. T hey must work better to pass their exams. 7. M y little niece 

Lizzie can already work. 8. H e may take any information available to make his report in time. 

9. We can stay a bit longer. 

Ex. 10. Complete th e sentences u sing modal ve rbs or t heir eq uivalents i n p roper t ense 

forms. 

1. They were talking quite loudly. I _ hear everything they said. 2. You’ll _ to go shopping later 

today. 4. You _ get a visa to visit the United States. 5. I _ stay in bed yesterday because I wasn’t 

very well. 6. Annie will _ do her home work tomorrow. 7. It _ rain later. 8. _ I invite you to the 

party? 9. You _ buy this medicine. 10. They will _ to come here later. 

Ex. 11. Complete what the doctor says using must and verbs drink, take, stay, and continue. 

Use each verb only once.

Mrs Woods isn’t very well. The doctor is speaking to her. 

Doctor: Well, Mrs. Woods, your temperature is a little high, so you _ _ in bed for the next 

few days. You can eat whatever you like, but you _ _ plenty of liquids. And I’ll give you some 

medicine. You _ _ it three times a day after meals. And you _ _ to take it for the next ten days. 

Ex. 1 2. Pick up t he s entences c ontaining modal ve rbs in t he t ext “Chemist’s Shop ” and 

translate them into your native language. 

Ex. 13. Match t he English sentences with t heir Ukrainian equivalents. Try to memorize 

when would is used as a modal verb: 

1. He would do it. 2. He wouldn't say where he had picked up the information. 3. That would be 

her car. 4. Would you please help us. 5. He would sooner die than ask their pardon. 

1. Чи не могли б ви допомогти нам ? (ввічливе прохання). 2. Він скоріш помре, ніж 

попросить у них вибачення (віддавати перевагу чомусь). 3. Це, мабуть, її машина 

(ймовірність). 4. Він дійсно хотів зробити це (наполягання). 5. Він нізащо не хотів 

говорить, звідки він про це дізнався (бажання). 


1. A person who was in contact with cholera should be vaccinated. 2. Would you order some 

medicines for me? 3. You should consult a doctor if the drugs caused any unwanted effects. 4. 

Now would you like to sit up and I’ll take your blood pressure? 5. The patient should be given an 

X-ray. 6. She would do a thing like that. She is always borrowing things without asking. 

Ex. 15. Put sentences negative and interrogative as in a model: 

MODEL: 

You should shake the bottle before use. 

You shouldn’t shake the bottle before use. 

Should I shake the bottle before use? 

1. You should take the drug after meals. 2. You should take the drug on an empty stomach. 3. 

You should keep this medicine in the fridge. 4. You should rub this ointment into the skin. 5. 

You should eat high-calorie food with limited liquid and salt. 6. You should chew these tablets 

before swallowing. 7. You should try to do these exercises three times a day, preferably on an 

empty stomach. 

Ex. 16. Translate the sentences into English: 

1. Містер Паркер – досить відомий фахівець, ви могли чути про нього раніше. 2. Мері 

повинна була краще підготуватися до іспиту. 3. Дзвенить дзвінок, ми можемо спізнитися. 

4. Вона зможе допомогти вам купити усі необхідні ліки. 5. Ви повинні уважно вислухати 

усі скарги пацієнта. 6. Ви можете скористатися нашою базою даних. 7. Ці студенти 

зможуть бути присутніми (їм дозволили) на операції. 8. Ти можеш придбати бинт, вату та 

йод у будь-якій аптеці. 9. Ці ліки можуть викликати сонливість (drowsiness), нудоту. 11. 

Ці заходи зможуть попередити розвиток певних інфекційних захворювань. 


Фонетика: читання голосних ph,ng. 


Граматика: Modal Verbs 

Текст: “Chemist’s Shop”. 




Dosage; ov erdosage; t o dose; co rrect dos e; si de ef fect; ha rmful effect; unw anted effect; 

healthcare p rofessionals; to indicate; indi cations; c ontraindications; to prescribe; pr escription; 

nonprescription medicine; a ction; interaction; br east m ilk; b reast f eeding; s afely; s afety; s afe; 

newborn child; unborn child. 


Properly; bought; capsule, lozenge; syrup; suppository; powder; dosage; expiration; pharmacist; 

receive; substance; allergic; unusual; sulfites; pregnancy. 


CHEMIST’S SHOP 

The chemist's shop is one of the medical institutions. All medicines we need are ordered 

or bought at a che mist's shop. The state large chemist's shops as a r ule have two departments. 

They are the hand department and prescription one. The medicines are kept in drug cabinets. It is 

important to store all medicines properly, because heat or moisture may cause the medicine to 

break down. Today's medicine chest does contain tablets, capsules, lozenges, ointments, drops, 

syrups, suppositories, powders, topical solutions, creams, gels, and drugs for intramuscular and 

intravenous injections. 

If you us e an over-the-counter (nonprescription) medicine, follow the directions on the 

label, unless otherwise directed by your doctor. Every medicine has instruction for using where 

the indications, contraindications, dosage, side effects, expiration date and others are indicated. 

The pharmacist is primarily responsible for accurately filling prescriptions and ensuring 

that patients have enough information to effectively use medications. Before a patient leaves the 

chemist's sh op with a medicine, the pha rmacist m ust be cer tain that he /she ha s t he r ight 

medication, correct dose, and directions for use. The pharmacist also has to provide information 

about how the drug work and side effects and ensure that there are no contraindications to the 

medicine a nd no pot entially important ha rmful dr ug-drug, dr ug-food, or dr ug-disease 

interactions. T he pha rmacist i s u sually the last he althcare professional t o have contact w ith 

patients before they receive their medicines, they are t he final step in a system of che cks and 

balances designed to ensure that medicines are used safely and effectively. So, before you use 

any medicine, the pharmacist has to know: 

− if you ha ve e ver ha d an a llergic or unus ual reaction t o any m edicine, f ood, or ot her 

substance, such as yellow dye or sulfites; 

− if you a re on a low-salt, low-sugar, or any other special diet. Most medicines contain more 

than their active ingredient, and many liquid medicines contain alcohol; 

− if you a re pregnant or if you pl an to become pregnant. Certain medicines may cause birth 

defects or other p roblems i n t he unbor n c hild. F or ot her m edicines, s afe us e dur ing 

pregnancy h as not be en e stablished. T he us e o f a ny m edicine dur ing pregnancy must be 

carefully considered; 

− if you are breast feeding. Some medicines may pass into the breast milk and cause unwanted 

effects in the baby; 

− if you have any medical problems; 

− if you are now taking or have taken any medicines in the past few weeks. 


Зберігати медикаменти відповідним чином; рецептурний відділ; безрецептурний відділ; 

спричиняти небажаний ефект; мати алергію до медикаментів; містити активні 

інгредієнти; спричиняти вроджені вади; внутрішньовенна ін’єкція; внутрішньом’язова 

ін’єкція; ефективне застосування медикаментів; вказувати відповідне дозування; побічний

ефект; медпрацівники; містити алкоголь; розчин для місцевого застосування; 

забезпечити відповідною інформацією. 

Ex. 22. Arrange the words with opposite meaning into the pairs: 

Harmful, indication, artificial feeding, final, correct, born, state-owned, breast feeding, incorrect, 

harmless, unborn, contraindication, private, primary. 

Ex. 23. Translate the text “Chemist’s Shop” into your native language. 

Ex. 24. Complete the following sentences with the given words given: 

1. Doctors write a _ for medicine which chemists or dispensers make up. 

b) certification; b) prescription; c) receipt; d) recipe 

2. A chemist always puts a _ on a bottle of medicine. 

a) label; b) receipt; c) program; d) ticket 

3. All medicines should be _ out of reach of children. 

b) stored; b) taken; c) kept; d) held 

4. It’s time to take another _ of medicine. 

a) cup; b) dose; c) drink; d) spoon 

5. The medicine he takes can only _ the pain. 

a) heal; b) remedy; c) relieve; d) solve. 

6. The medicine was so _ that he was almost back to normal within a few days. 

a) effective; b) efficient; c) influential; d) proficient 

Ex. 2 5. Divide t he f ollowing forms of d rugs i nto the t hree gr oups ( 1. taken by mouth; 2. 

injected into the body; 3. applied to the body surface): 

Capsules; cream; jelly; lotion; lozenge; pill; powder; tablet; vaccines; ointment. 


1. H ow many departments ar e t here i n the st ate che mist’s shop ? What ar e t hey? 2. Why ar e 



that the pha rmacist is a ra ther re sponsible he althcare pr ofessional. 6. Are t here any r elations 


babies? 

Ex. 27. Fill in blanks with the prepositions: 

1. All medicines we need are ordered or bought _ a chemist's shop. 2. Certain medicines may 

cause bi rth defects or o ther pr oblems _ t he unbor n c hild. 3. I f you use a n ove r-the-counter 

(nonprescription) m edicine, follow the di rections _ the la bel. 4. The pha rmacist is pr imarily 

responsible _ accurately filling prescriptions. 5. The pharmacist also has to provide information _ 

how the drug work and side effects. 

Ex. 28. Choose the English equivalents to the Russian ones. Make up the dialogue using the 

terms and expressions given in the table: 

1. pharmacy on duty 

1. передозування цих ліків викликає 

2. prescription 

несприятливий эфект 

3. to write out the prescription 2. зберігайте ці ліки в прохолодному місці 

4. take this drug three times a day 3. чи ви добре переносите новокаїн? 

5. this mixture is for the cough 4. необхідна доза вказана в рецепті 

6. these tablets are for the headache 5. приймайте ці ліки по чайній (столовій) 

7. don't take drugs without a doctor's advice ложці до (після) харчування 

8. the overdosage of this drug is causing an 6. рецепт

untoward effect 

7. ця мікстура від кашлю 

9. are you sensitive to novocain? 8. ці пігулки від головного болю 

10. this drug reduced blood pressure (relieves 

toothache, clears the nose) 

9. чергова аптека 

10. запивайте ці ліки молоком 

11. t he dos e t o be taken i s i ndicated i n t he 

prescription 

11. виписувати рецепт 

12. ці ліки знижують кров’яний тиск 

12. keep the drug in a cool place (знімають біль, зменшують нежить) 

13. t ake t his d rug a t easpoonful 13. приймайте ці ліки три рази на день 

(tablespoonful) before (after) meals 

14. take these tablets one every three hours 

14.не приймайте ліки без призначення 

лікаря 

15. take the drug with milk 15. приймайте ці пігулки по одній кожні 

три години 

Ex. 29. Speak on the pharmaceutical provision and pharmaceutical products, the role of 

pharmacists. 

Ex. 30. Read the following words and try to memorize them: 

Confuse змішувати, переплутати; doubt сумнів, сумніватись; discard позбавлятися чогось, 

викидати; i pecac іпекакуана; adh esive липкий; ba ndage бинт; ga uze марля; pa d пакет, 

прокладка; rubbing натирання; antacids засіб для зниження кислотності; calamine каламін 

(кремниста цинковая руда); sunscreen сонцезахисний крем; flush виливати, позбавлятися; 

outdated застарілий; deteriorate псувати(ся). 

Ex. 31. Read the following text and comment upon it. Try to retell the text. 

YOUR HOME MEDICINE CHEST 

Keep medicines i n their or iginal c ontainers, ot herwise you or m embers of your f amily 

may get confused. Taking the wrong medicines or inappropriate combinations of medicines can 

be dangerous. If the label gets separated from a medicine container and there is any doubt to its 

contents, discard the medicine immediately. 

A well-equipped medicine chest has the following: 

− Pain relievers: aspirin or, for children aspirin substitutes such as acetaminophen; 

− Syrup of ipecac: a liquid used to promote vomiting and used in certain kinds of poisoning 

emergencies; 

− Bandages: adhesive strip bandages, adhesive tape and sterile gauze pads, elastic bandages, 

and surgical bandages; 

− Tools, including scissors to cut bandages and tweezers to remove splinters; 

− A thermometer including a rectal type thermometer if you have an infant; 

− Absorbent cotton and rubbing alcohol; 

− Over-the-counter pharmaceuticals, antacids, cough syrup, calamine or other mild lotion for 

itching, a sunscreen to prevent sunburn, and skin creams or lotions to treat sunburn. 

All t hese things a nd many ot hers you c an buy a t t he c hemist's s hop. R emember: f lush 

unused, outdated prescription drugs down the toilet. Medicine deteriorates over the time. 






Ex. 33. Translate the following sentences into English:

1. Перш ніж приймати ліки, вам слід було уважно прочитати інструкцію. 2. Ви зможете 

отримати ці ліки наступного дня у рецептурному відділі. 3. Ці ліки повинен виписати ваш 

дільничний лікар (district doctor). 4. Лише деякі з цих медичних засобів можна буде взяти 

у закордонну туристичну подорож (for travelling abroad). 5. Вам слід порадитися з лікарем 

щодо вживання цих ліків та вашої дієти. 6. Для вашої аптечки вам доведеться купити 

бинт, вату, йод чи інший спиртовий розчин для дезінфекції, знеболююче та деякі інші 

ліки. 7. У Великобританії вагітні жінки отримують деякі ліки безкоштовно. 8. 

Передозування ліків може спричинити серйозні наслідки або навіть смерть. 9. Уважно 

прочитайте інформацію щодо протипоказань. 


Doctors use two main types of drugs for the prevention of diseases: 

1. Vaccines contain dead or harmless germs. They cause the body to develop substances called 

antibodies that act to prevent disease. Doctors administer vaccines before a person has been 

exposed to such diseases as poliomyelitis or smallpox. Vaccines are usually injected but 

sometimes are given orally. 2. Serum contains antibodies that fight off the germs of certain 

diseases, including scarlet fever and lockjaw (правець). These drugs are given after a person has 

been exposed to the disease, or after symptoms of the disease have appeared. Serums are 

generally administered by injections. 

Ex. 35. Read the dialogue and try to act as a pharmacist and a customer: 

Pharmacist: Can I help you? 

Customer: Yes, please. I’d like to get this prescription filled. 

Pharmacist: OK. It’ll be a few minutes. 

Customer: Oh, w hile I ’m he re…, m y da ughter w as c oughing qui te a bi t l ast ni ght. C an you 

suggest anything? 

Pharmacist: How old is your daughter? 

Customer: She’s four. 

Pharmacist: This is a good children’s cough syrup. Give her two teaspoons before she goes to 

bed. If her cough doesn’t clear up in a day or two, you should take her to the doctor. 

Customer: I will. Thanks. 

Pharmacist: And here’s your prescription. 

Customer: Are there any special instructions? 

Pharmacist: They ‘re on the bottle. You have to take it on an empty stomach. Than means at 

least one hour before meals or two hours after. 

Customer: OK. And thanks again. 

Ex. 36. Try to make up dialogues using the given model: 

– My daughter was coughing quite a bit last What do you r ecommend f or a b ad c ough 

night. 

(that)? 

or 

Can you suggest anything? 

– This is good children’s cough syrup. 

or 

Try (giving her) this children’s cough syrup. 

Student A: You are a customer asking the pharmacist for advice. Describe you problem, 

using the cues given. 

Student B: You are the pharmacist. Choose the best advice from the list below 

Customer 

Pharmacist

played tennis yesterday / have stiff - try these non-drowsy allergy pills 

muscles now 

2. cold and flu season/ am worried - try using this muscle ointment 

about getting sick 

3. have had allergies/ allergy polls - take some good vitamin pills 

make me sleepy 

Ex. 37. Read the following words and memorize them: 

Note звертати увагу; stomach шлунок; cap ковпачок, насадка, кришка; e yelid повіки; 

pouch мішок; blink кліпати; measure міряти; swallow ковтати; remove видаляти; tilt нахил, 

нахиляти; d rop крапля, крапати; contamination забруднення; nostril ніздря; tight щільний; 

tip верхівка, кінчик (ножа, олівця); sniff вдихать носом; briskly жваво; rinse полоскати 






Take medicine exactly as directed, at the right time, and for the full length prescribed by 

your doctor. To avoid mistakes, do not take medicine in the dark. Always read the label before 

taking, noting especially the expiration date. 

For oral medicines: 

− In general, it is the best to take oral medicines with a full glass of water. However, follow 

your doc tor's or ph armacist's di rections. S ome medicines s hould be taken w ith f ood while 

others should be taken on an empty stomach; 

− If you a re taking liquid medicines, it is best to use a specially marked measuring spoon or 

other device to measure each dose accurately; 

− Oral medicine may come in a number of different dosage forms such as tablets, capsules, and 

liquids. If you have trouble swallowing the dosage form prescribed for you, check with your 

doctor or pharmacist. There are another form that would be better for you; 

− Different medicines should never be mixed in one container. Always keep your medicines 

tightly c apped i n i ts or iginal c ontainer, w hen not i n us e. D o not r emove t he l abel s ince 

directions for use and other special information appear there. 

For ophthalmic drops: 

− First, wash hands. Tilt head back and with the index finger, pull lower eyelid away from eye 

to form a pouch. Drop the medicine into the pouch and gently close eyes. Do not blink. Keep 

eyes c losed f or 1 or 2 minutes. I mmediately a fter a pplying t he e ye dr ops, w ash ha nds t o 

remove any medicine that may be on them; 

− The bottle may not be full, this is to provide proper drop control; 

− To prevent contamination of the eye drops, do not touch the applicator tip to any surface and 

keep the container tightly closed. 

For nasal drops: 

− Blow nose gently. Tilt head back while standing or sitting up, or lie down on a bed and hang 

head ove r the s ide. P lace t he d rops i nto e ach nostril a nd keep he ad tilted ba ck f ar a f ew 

minutes to allow medicine to spread throughout the nose; 

− Rinse the dropper with hot water and dry with a clean tissue. Replace the cap right after use. 

To avoid the spread of infection, do not use the container for more than one person. 

For nasal spray: 

− Blow nos e gently. W ith he ad upr ight, s pray t he medicine i nto e ach nos tril. S niff br iskly 

while a squeezing bottle quickly and firmly. Wait 3 to 5 minutes to allow medicine to work. 

Then, blow nose gently and thoroughly and repeat the sprays if need.

− Rinse the tip of the spray bottle with hot water, taking care not to suck water into the bottle, 

and dry with a clean tissue. Replace the cap right after use. To avoid the spread of infection, 

do not use the container for more than one person. 


Слідувати вказівкам лікаря; нахилити голову назад; попередити забруднення; нижні 

повіки; просушити чистою тканиною; залишатися з заплющеними очима; вказівний 

палець; уникати помилки; приймати ліки під час їжі; зберігати ємність з ліками щільно 

закритою; уникати поширення інфекції; швидко вдихнути носом. 



each nostril. 3. Rinse the … of the spray bottle with hot water. 4. Do not use the _ for more than 





_ . 


1. What medical forms of drugs can you name? 2. Why is it important to take medicines at the 

right time, and for the full length prescribed by your doctor? 3. What are the dosage forms for 

oral medicines? 4. How to measure each dose of liquid medicine accurately? 5. Is it important to 

take medicines tightly capped in its original container, when not in use? Why? 

Ex. 43. Read and memorize the following information: 

MEDICATIONS: SOME BASIC “DO” AND “DON’T” 

Do store medicines properly. Most require a dry, secure place at room temperature and 

out to direct sunlight. Some drugs need refrigeration. A bathroom cabinet is a poor place to store 

medications because of temperature and moisture variations. 

Do keep drugs out of a child's reach. When visiting people with children, make sure your 

purse doesn't contain pills. 

Do discard outdated medications – prescription and over-the counter. Old medicine can 

lose its potency and sometimes become toxic. 

Don't lend or share prescription drugs. What helps you might harm others. 

Don't fall i nto t he m ore-is-better t rap. T ake t he pr escribed a mount of your medicine. 

Taking more, or less, can result in serious problems. 

Don't take a medication in the dark. You may take the wrong pill or the wrong amount. 



1. H ow many departments ar e t here i n the st ate che mist’s sh op? What a re t hey? 2. Why a re 



that the pha rmacist is a ra ther re sponsible he althcare pr ofessional. 6. Are t here any r elations 


babies? 



Pick up correct statements (true or false choice): 


emergencies. 2. A spirin is generally regarded as the good pa in reliever. 3. Taking inappropriate























______________ 

“_______” ______________ 200__ р. 





Змістовий модуль № 


Головний мозок 

Курс 

ІІ 





При роботі над темою “Головний мозок” 




При роботі над граматичним матеріалом Sequence of Tenses 















Словотворення: найтиповіші суфікси прикметників (-act, -adhere, -ache). 

Граматика: Sequence of Tenses 

Текст: “Brain”. 


№ 

з/п 



часу 





Усне 



Sequence of 

Tenses 



теми. 

Засоби 





таблиці 

Sequence of 

Tenses; 


Л.В. 



англійської








прикметників (-act, -adhere, - 

ache).; 


“Sequence of Tenses”. 













65% Усне 


Усне 


теми. 


1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









brain [breIn] головной мозг 

vault [vO:lt] свод 

cerebrum ['serIbrqm] большой мозг 

thalamus ['Txlqmqs] таламус 

midbrain ['mIdbreIn] средний мозг 

pons [pOnz] мост 

medulla oblongata [me'dAlq "OblON'geItq] 

продолговатый мозг 

cerebellum ["serI'belqm] мозжечок 

bit [bIt] кусочек; частица, небольшое 

количество 

VOCABULARY 

affect [q'fekt] оказывать влияние 

add up ['xd 'Ap] соответствовать 

convey [kqn'veI] передавать 

brain stem ['breIn 'stem] стволовая часть мозга 

hemisphere ['hemIsfIq] полушарие 

conscious ['kOnSqs] сознательный 

linking ['lINkIN] связь 

core [kO:] сердцевина; внутренность; ядро 

atop [q'tOp] поверх; над 

cortex ['kO:teks] кора головного мозга 

relay [rI:'leI] передавать, транслировать 

WORD-BUILDING 

Ex. 1. Read and translate the following words and word-combinations: 

Ache; acute ache ; ba d ache ; bone ache ; dul l ache ; f ace-ache; pe rsistent ache ; t oothache; 

acheless; aching; 

Act; act ion; e mergency action; re flex action; a ctivate; a ctivation; a ctive; ra dioactive im plant; 

activity; hyperactivity; inactivate; inactivation; 

Adhere; a dherence; a dherent; a dhesion; pr imary a dhesion; a dhesive; bi ological a dhesive; 

adhesiveness.

GRAMMAR: 


he examined patients in the morning. 

(Past Simple) 

оглядає пацієнтів вранці. 

SEQUENCE OF TENSES 

He said 

(Past Simple) 

Він сказав, що 

had examined patients. 

(Past Perfect) 

оглянув пацієнтів. 

he would examine patients. 

(Future-in-the-Past) 

огляне пацієнтів. 


1. We learned the brain was the part of the central nervous system. 2. She knew the surgeon had 

performed operation a day before. 3. They said the flow of stimuli came into the brain from the 

eyes, ears, and other sense orga ns. 4. The sci entists de termined t he hypot halamus c ontrolled 

blood pressure. 5. It was estimated the patient would restored his health by the end of June. 


1. Врач обнаружил, что у больного высокое кровяное давление. 2. Профессор сказал, что 

кровеносные сосуды делятся на артерии, вены и капилляры. 3. Лектор сказал, что 

мышечные волокна соединяются соединительной тканью. 4. Мы узнали, что мозг состоит 

из 100 миллиардов нейронов. 


Ex. 5. Read VOCABULARY and memorize the following words. 

Ex. 6. Compose 2-3- sentences using the words of VOCABULARY. 


Mi_brain; med_lla oblongata; co_tex; brain ste_; cereb_um; hemis_here; co_e; t_alamus; p_ns; 

cerebell_m. 


Affect; he misphere; vault; cortex; c erebrum; r elay; l inking; pons ; convey; cerebellum; bi t; 

midbrain; core. 


Region; hypothalamus; medulla ablongata; analyze; function; signal; vital; breathing; tongue; 

mass; divide; conscious; hemisphere; beneath; area. 


BRAIN

The brain is that part of the CNS located within the cranial vault. The major regions of 

the a dult br ain a re t he c erebrum, the t halamus a nd hypot halamus, midbrain, pon s, m edulla 

oblongata, and cerebellum. The brain works to analyze bits of information before transmitting 

these m essages t hroughout t he bod y. These m essages affect f unctions suc h as co ordination, 

learning, memory, emotion, and thought. 

The br ain i s c omposed of a pproximately 100 bi llion ne urons, t heir connections, a nd 

supporting cells, w hich a dd up t o approximately 3 pounds of t issue. T his de nse ne twork of 

interconnected ne urons is or ganized t o convey all t he c ontrol s ignals n ecessary f or i ndividual 

activities. 

The brain is connected to the spinal cord by the brain stem, which is composed of the 

medulla, the pons, and midbrain. The brain stem controls many of the vital functions, such as 

breathing and circulation of blood. Cranial nerves exit from the brain stem to control muscles of 

the face, eyes, tongue, ears, and throat. They also convey sensations from these parts back to the 

brain. 

The cer ebrum cons ists of t hick masses of ne rve t issue. It i s divide d i nto two sides 

(cerebral hemispheres). Conscious functions such as speech, memory, and vision are controlled 

in the cerebral hemispheres. Specific areas within theses hemispheres are responsible for certain 

functions, such as speech and the control of muscles in particular parts of the body. In general, 

control of the muscles of the right side of the body is in the left hemisphere of the brain, and 

muscles of t he l eft s ide of t he body a re c ontrolled by the right h emisphere of t he br ain. T he 

linking of higher brain functions with cerebral areas is a very active field of research. 

The other major portion of the brain, the cerebellum, is located beneath the cerebral 

hemispheres. It helps control the coordination. At the core of the brain, atop the brain stem, there 

are other key areas, including thalamus and hypothalamus. The hypothalamus is an endocrine 

regulatory center that affects sleep and appetite. The thalamus is a collection of nerve cells 

whose function is the integration and transmission of many of the sensations. In addition, the 

centers under the cortex play critical roles in relaying messages between different areas of the 

brain. 


Полушарие; ядро; соответствовать; 

средний мозг; кора головного мозга; 

продолговатый мозг; передавать; 

стволовая часть мозга; 

сознательный; связь; поверх, над; 

передавать, транслировать; свод 

черепа; мост; небольшое 

количество; мозжечок; оказывать 

влияние; большой мозг; головной 

мозг; центральная нервная система; 

главные участки; тонкая сеть; 

эмоция и мысль; набор нервных 

клеток; передача ощущений; поле 

для исследований; нервная ткань. 

Ex. 12. Translate the text “Brain” into your native language. 

Ex. 13. Match the following words with their definitions: 

1. Dura mater 1. The outer layer over most of the cerebrum, the 

so-called “grey matter” of the brain. 

2. Cerebrum 2. T he uppe r, m ain a nd t he l argest pa rt of t he

ain c onsisting of t wo e qual he mispheres a nd 

controlling conscious and voluntary processes. 

3. Cerebral cortex. 3. T he upp er l ayer, t he out most of t he t hree 

membranes, w hich s urrounds the br ain a nd 

spinal cord. 

4. Cerebellum. 4. A pi ece of c onnecting t issue, t he br idge o f 

white matter at the base of the brain, containing 

neural c onnections be tween t he c erebrum a nd 

cerebellum. 

5. Pons. 5. T op of t he s ection of t he br ain be hind a nd 

below the c erebrum; it c onsists of tw o lateral 

lobes a nd a m iddle l obe a nd f unctions a s t he 

coordinating center for muscular movements and 

maintains balance. 

Ex. 14. Pronounce and memorize the meaning of the following terms: 

Diencephalon проміжний, середній мозок; ventricle шлуночок; stimulus (pl. stimuli) 

стимул, подразник. 

Ex. 15. Insert the prepositions: 

Thalamus and hypothalamus are two important parts _ the brain. Thalamus is a mass of 

grey matter forming the lateral walls of the diencephalons, which is involved _ the transmission 

and integration of some sensations. It monitors the stimuli we receive _ suppressing some and 

increasing o thers. H ypothalamus i s t he pa rt of t he br ain t hat f orms t he bot tom _ the thi rd 

ventricle a nd r egulates many ba sic body f unctions, s uch a s s leep, a ppetite, t emperature, a nd 

some emotions. 

When the received stimuli impulses are recognized, summarized and analyzed within the 

central pa rt of t he ne rvous s ystem ( brain) t hey a re f inally r elayed a nd s ent out _ a f orm o f 

specific orders _ different parts and organs of the human body. The investigations determined 

some areas _ the brain, which control vision, hearing, movements, and emotions. 

Ex. 16. Write out key words of the text “Brain”. 

Ex. 17. Give a summary of the text “Brain”. 

Ex. 18. Make up a dialogue on structure and functions of the brain. 

Ex. 19. Read the following abstract and write down all unknown medical terms. Translate 

them with the aid of dictionary. Tell about the hypothalamic functions: 

HYPOTHALAMUS 

The hypothalamus is the most inferior portion of the diencephalons and contains several 

small nuclei and nerve tracts. The hypothalamus is very important in a number of functions, all 

of which have emotional and mood relationships: 

Function 

Autonomic 

Description 

Helps control heart rate, urine release from the bladder, movement of food 

through the digestive tract, and blood vessels diameter. 

Endocrine 

Muscle control 

Helps r egulate pi tuitary gl and s ecretions and i nfluences m etabolism, i on 

balance, and sexual development. 

Controls m uscles involved i n s wallowing a nd s timulates s hivering in 

several muscles.

Temperature 

regulation 

Regulation of food 

and water intake 

Emotions 

Regulation of the 

sleep-wake cycle 

promotes h eat l oss w hen the hypot halamic t emperature i ncreases by 

increasing sweat pr oduction and pr omotes he at production when t he 

hypothalamic temperature decreases by promoting shivering. 

Hunger c enter pr omotes e ating and satiety center inh ibits e ating; th irst 

center promotes water intake. 

Large range of emotional influences over body functions; directly involved 

in stress-related and psychosomatic illnesses and with feelings of fear and 

rage. 

Coordinates responses to the sleep-wake cycle with other areas of the brain. 


Повідомлення з теми “Brain”. 


the brain are the cerebrum, the thalamus and hypothalamus, midbrain, pons, medulla oblongata, 

and cerebellum. The brain is responsible for control of coordination, learning, memory, emotion, 

and thought. The br ain i s c omposed of a pproximately 100 bi llion ne urons. T he br ain i s 

connected to the spinal cord by the brain stem. Brain stem is composed of the medulla, the pons, 

and m idbrain. T he br ain s tem c ontrols b reathing a nd c irculation of b lood. C ranial ne rves e xit 

from the brain stem to control muscles of the face, eyes, tongue, ears, and throat. Control of the 

muscles of the right side of the body is in the left hemisphere of the brain, and muscles of the left 

side of the body are controlled by the right hemisphere of the brain. The linking of higher brain 

functions with cerebral areas is a very active field of research. 






1. Tell the group about Brain. 


1. Where is the brain located? 2. What are the regions of the brain? 3. What is the function of the 

brain? 4. W hat is the brain stem composed of? 5. What parts is the cerebrum divided into? 6. 

Where is the cerebellum? Where are thalamus and hypothalamus located? 



1. The _ is that part of the CNS located within the cranial vault. 2. The major regions of the brain 

are the cerebrum, the thalamus and hypothalamus, _, pons, medulla oblongata, and cerebellum. 

3. The brain is responsible for control of coordination, learning, memory, _, and thought. 4. The 

brain is composed of approximately 100 billion _. 5. The brain is connected to the spinal cord by 

the brain _. 6. Brain stem is composed of the _, the pons, and midbrain. 7. The brain _ controls 

breathing and circulation of blood. 8. Cranial nerves exit from the brain stem to _muscles of the 

face, eyes, tongue, ears, and throat.



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена ст. викладачем Романко І. Г.










______________ 

“_______” ______________ 200__ р. 








Головний мозок 

Курс 

ІІ 








При роботі над темою “Головний мозок.” 




























brain [breIn] головной мозг 

vault [vO:lt] свод 

cerebrum ['serIbrqm] большой мозг 

thalamus ['Txlqmqs] таламус 

midbrain ['mIdbreIn] средний мозг 

pons [pOnz] мост 

medulla oblongata [me'dAlq "OblON'geItq] 

продолговатый мозг 

cerebellum ["serI'belqm] мозжечок 

bit [bIt] кусочек; частица, небольшое 


affect [q'fekt] оказывать влияние 

add up ['xd 'Ap] соответствовать 

convey [kqn'veI] передавать 

brain stem ['breIn 'stem] стволовая часть мозга 

hemisphere ['hemIsfIq] полушарие 

conscious ['kOnSqs] сознательный 

linking ['lINkIN] связь 

core [kO:] сердцевина; внутренность; ядро 

atop [q'tOp] поверх; над 

cortex ['kO:teks] кора головного мозга 

relay [rI:'leI] передавать, транслировать 


1. What are the forms of the Sequence of Tenses? 

2. Give your examples of sentences with Sequence of Tenses construction.. 


Translate the following sentences into your native language: 

1. We learned the brain was the part of the central nervous system. 2. She knew the surgeon had 

performed operation a day before. 3. They said the flow of stimuli came into the brain from the

eyes, e ars, and ot her sense or gans. 4. T he s cientists de termined t he hypot halamus c ontrolled 

blood pressure. 5. It was estimated the patient would restored his health by the end of June. 


1. Врач обнаружил, что у больного высокое кровяное давление. 2. Профессор сказал, 

что кровеносные сосуды делятся на артерии, вены и капилляры. 3. Лектор сказал, 

что мышечные волокна соединяются соединительной тканью. 4. Мы узнали, что 

мозг состоит из 100 миллиардов нейронов. 

Form plural from the following nouns: 





Фонетика: читання голосних o + n, m, v, u, th; i + nd, ld (впр. 6, с. 90), Vocabulary. 

Словотворення: найтиповіші суфікси прикметників (-act, -afhere, -ache), впр. 4-5, с. 57 

(Юдіна, Потяженко) 




Mi_brain; med_lla oblongata; co_tex; brain ste_; cereb_um; hemis_here; co_e; t_alamus; p_ns; 

cerebell_m. 


Affect; he misphere; vault; cortex; c erebrum; r elay; l inking; pons ; convey; cerebellum; bi t; 

midbrain; core. 


Region; hypothalamus; medulla ablongata; analyze; function; signal; vital; breathing; tongue; 

mass; divide; conscious; hemisphere; beneath; area. 


BRAIN 


the adult brain are the cerebrum, the thalamus and hypothalamus, midbrain, pons, medulla 

oblongata, and cerebellum. The brain works to analyze bits of information before transmitting 

these messages throughout the body. These messages affect functions such as coordination, 

learning, memory, emotion, and thought. 

The brain is composed of approximately 100 billion neurons, their connections, and 

supporting cells, which add up to approximately 3 pounds of tissue. This dense network of 

interconnected neurons is organized to convey all the control signals necessary for individual 

activities. 

The brain is connected to the spinal cord by the brain stem, which is composed of the 

medulla, the pons, and midbrain. The brain stem controls many of the vital functions, such as 

breathing and circulation of blood. Cranial nerves exit from the brain stem to control muscles of 

the face, eyes, tongue, ears, and throat. They also convey sensations from these parts back to the 

brain. 

The cerebrum consists of thick masses of nerve tissue. It is divided into two sides 

(cerebral hemispheres). Conscious functions such as speech, memory, and vision are controlled

in the cerebral hemispheres. Specific areas within theses hemispheres are responsible for certain 

functions, such as speech and the control of muscles in particular parts of the body. In general, 

control of the muscles of the right side of the body is in the left hemisphere of the brain, and 

muscles of the left side of the body are controlled by the right hemisphere of the brain. The 

linking of higher brain functions with cerebral areas is a very active field of research. 

The other major portion of the brain, the cerebellum, is located beneath the cerebral 

hemispheres. It helps control the coordination. At the core of the brain, atop the brain stem, there 

are other key areas, including thalamus and hypothalamus. The hypothalamus is an endocrine 

regulatory center that affects sleep and appetite. The thalamus is a collection of nerve cells 

whose function is the integration and transmission of many of the sensations. In addition, the 

centers under the cortex play critical roles in relaying messages between different areas of the 

brain. 


1. Where is the brain located? 2. What are the regions of the brain? 3. What is the function of the 

brain? 4. What is the brain stem composed of? 5. What parts is the cerebrum divided into? 6. 

Where is the cerebellum? Where are thalamus and hypothalamus located? 


1. Головний мозок міститься у порожнині черепа. 2. Середні маса головного мозку 

становить 1100-1800 г. 3. Довгастий мозок і мозковий міст частина мозкового 

стовбура. 4. У довгастому мозку біла речовина розташована на поверхні, а в 

середині міститься сіра речовина. 5. Передня а задня частина мосту утворена сірою 

і білою речовинами. 6. Довгастий мозок і міст виконують рефлекторну та провідну 

функції. 7. Мозочок розташований позаду від довгастого мозку та місту. Він 

складається із сірої та білої речовини. 8. На поверхні мозочка сіра речовина 

утворює кору мозочка. 

Compose short dialogues using the following model. 

MODEL: 

Student A: What regions does the brain consist of? 

Student B: The brain consists of the cerebrum, the thalamus and hypothalamus, midbrain, pons, 

medulla oblongata, and cerebellum. 

Student A: What did I ask the student B? 

Student C: You asked him/her what regions the brain consisted of. 

Student A: What did the student B answer? 

Student D: He/She answered the brain consisted of the cerebrum, the thalamus and 

hypothalamus, midbrain, pons, medulla oblongata, and cerebellum. 

– What does the brain stem control? 

– What do the cranial nerves convey? 

Insert the prepositions: 

Thalamus and hypothalamus are two important parts _ the brain. Thalamus is a mass of 

grey matter forming the lateral walls of the diencephalons, which is involved _ the transmission 

and integration of some sensations. It monitors the stimuli we receive _ suppressing some and 

increasing o thers. H ypothalamus i s t he pa rt of t he br ain t hat f orms t he bot tom _ the thi rd 

ventricle an d r egulates many ba sic body f unctions, s uch a s s leep, a ppetite, t emperature, a nd 

some emotions. 

When the received stimuli impulses are recognized, summarized and analyzed within the 

central pa rt of t he ne rvous s ystem ( brain) t hey a re f inally r elayed a nd sent out _ a f orm o f 

specific orders _ different parts and organs of the human body. The investigations determined 

some areas _ the brain, which control vision, hearing, movements, and emotions.

Ex. 18. Write out key words of the text “Brain”. 

Ex. 19. Give a summary of the text “Brain”. 

Ex. 20. Make up a dialogue on structure and functions of the brain. 

Ex. 21. Read the following abstract and write down all unknown medical terms. Translate 

them with the aid of dictionary. Tell about the hypothalamic functions: 




How long does the doctors' training take? 4. W hat does the training course consist of? 5. What 

kind of training do t he students have during the first two years? 6. What subjects do they study 




Choose the correct form of each verb: 

WHAT IS WONDERFUL ABOUT THE BRAIN? 

Inside you r head t here is a r emarkable or gan, t he br ain. Y ou us e i t t o unde rstand a nd 

remember things that (1) around you. The brain is soft and spongy. It (2) of billions of tiny parts 

called cells. Three coats or membranes (3) the brain. 

The br ain s ometimes ( 4) t he bus iest c ommunication c enter i n t he w orld. T he br ain ( 5) 

your body functions and keeps all parts of your body working together. Thousands of messages 

from all parts of the body (6) to and from the brain. Messages (7) to the brain by sensory nerves. 

Special places, or centers, on the brain receive sensory messages from all part of the body. When 

messages (8) by centers, the brain (9) them. 

All day long your muscles and your brain (10). By the end of the day they (11). Then 

your brain and your muscles (12) to relax. Before long, you go t o sleep. As you s leep, the big 

muscles in your body relax. 

(1) are happened; are happening. 

(2) is made up; made up. 

(3) is covered; cover. 

(4) is called; calls. 

(5) is controlled; controls. 

(6) send; are being sent. 

(7) are carried; was carried. 

(8) are received; will receive. 

(9) is interpreted; interprets. 

(10) are worked; are working. 

(11) have be tired; are tired. 

(12) are started; start. 











Методична вказівка складена ст.. викладачем Романко І. Г.










______________ 

“_______” ______________ 200__ р. 







Респіраторна система 

Курс 

ІІ 





При роботі над темою “ Респіраторна система.” 




При роботі над граматичним матеріалом ABSOLUTE PARTICIPLE CONSTRUCTION 
















Граматика: ABSOLUTE PARTICIPLE CONSTRUCTION 

Текст: “Respiratory system”. 


№ 

з/п 



часу 





Усне опитування: 


ABSOLUTE 

PARTICIPLE 

CONSTRUCTION 


та 


матеріал до теми. 

Засоби навчання 





ABSOLUTE 

PARTICIPLE 

CONSTRUCTION 

Form) (І. 

Znamenska, O. 

Pisotska, V. 

Kostenko “Course



b, c, e; фонетичний матеріал з 

теми; 

65% 



Граматика: Засвоєння 

ABSOLUTE PARTICIPLE 

CONSTRUCTION 











Усне опитування. 

of English for 

Medical Student”) 

Усне 


теми. 

3.3 Інформування студентів про 

тему наступного заняття. 







VOCABULARY 

diaphragm 

['daIqfrxm] 

диафрагма 

nares ['neIrI:z] 

ноздри 

cilia ['sIlIq] 

реснички 

moisten [mOIsn] 

увлажнять 

casing ['keIsIN] 

оболочка 

adenoid ['xdInOIdz] 

аденоиды 

dense [dens] 

плотный; сжатый; 

густой 

columnar 

[kq'lAmnq] 

столбчатый 

goblet cell ['gOblIt] 

бокаловидная 

клетка 

alveolus (pl. ilveoli) 

[xl'vIqlqs] альвеола 

exhale [eks'heIl] 

выдыхать; 

производить выдох 

breathe out ['brI:D 

"aut] выдыхать 

passageway 

['pxsIGweI] проход 

bronchi (sing. 

bronchus) ['brONkaI] 

бронхи 

bronchiole 

['brONkIqul] 

бронхиола 

sac [sxk] мешочек 

capillary [kq'pIlqrI] 

капилляр 

pleura ['pluqrq] 

плевра 

expand [Iks'pxnd] 

растягивать(ся),

apex ['eIpeks] 

верхушка 

average ['xvqrIG] 

среднее число; 

средняя величина; 

в среднем 

равняться, 

составлять 

clavicle ['klxvIkl] 

ключица 

расширять(ся); 

увеличивать(ся) в 

объеме, в размерах 

respiration 

['respq'reIS(q)n] 

дыхание 

WORD-BUILDING 

Ex. 1. Translate the following words: 

Develop, de velopment; a cute, a cuteness; pa in, painless; s udden, s uddenly; c ertain, c ertainly; 

hospital; ho spitalize; im portant, importance; vo mit, vomiting; pul se, pulsate, pulsation; bl eed, 

bleeding. 

GRAMMAR: 


ABSOLUTE PARTICIPLE CONSTRUCTION 

NOUN (or) PRONOUN PARTICIPLE 

Doctor(s) I Participle I (Active): V+ -ing 

(working; writing) 

He 

Student(s) She Participle I (Passive): being + V 3 

(being worked; being written) 

It 

We Participle II (Passive): V 3 

(worked; written) 

You 

They Perfect Participle (Active): having + V 3 

(having worked; having written) 

Perfect Participle (Passive): having + been + V 3 (having 

been worked; having been written) 

В начале предложения The Absolute Participle Construction переводится 

придаточным предложением с союзами: «после того, как», «так как», «поскольку»: 

The w ork havi ng been don e, t he s tudents went hom e. После того, как работа была 

выполнена, студенты пошли домой. 

Во второй части предложения The Absolute Participle Construction переводится 

простым предложением с союзами: "причем", "а", "и" или без них: 

The phys ician e xamined t he pa tient, the s tudents he lping hi m. Врач осмотрел больного, а 

студенты помогли ему. 


1. The patient having fallen asleep, the nurse left the ward. 2. The last patient having been 

examined, the doctor went to the laboratory. 3. The patient being very weak, the operation was 

postponed. 4. The patient was in a very bad state, his pulse being rapid. 5. My friend suffering 

from a severe pain, I called in a doctor. 6. The physician palpated the patient's abdomen, the pain 

becoming severe. 7. The operation having been performed, the patient's condition began to

improve. 8. A foreign organism entering the body, it is attacked and destroyed. 9. Research on 

treatment being very active, new medications are being tested. 



Ex. 5. Compose 2-3 sentences using the words of the VOCABULARY. 


Diap_ragm; ex_ale; bre_the; na_es; bron_hi; aver_ge; pl_ura; cil_a; ape_; pas_ageway; d_nse; 

capil_ary; gob_et cell; alve_lus; bronchiol_; exp_nd. 


Ciliated columnar epithelium; larynx; pharynx; include; perform; individual cell; nares; cilia; 

pass; separate openings; nasopharynx; oropharynx; laryngopharynx; casing; cartilage; goblet 

cells; propel; apex of the lung. 


Bronchi; associated; trachea; diaphragm; oxygen; release; atmosphere; moisten; adenoids; 

tonsils; unpaired cartilage; pseudostratified; swallow; primary; superiorly; weight. 


RESPIRATORY SYSTEM 

The respiratory system 

consists of t he na sal cavity, 

pharynx, l arynx, t rachea 

(windpipe), br onchi, a nd 

lungs. T he uppe r respiratory 

tract includes the nasal cavity, 

pharynx, a nd a ssociated 

structures, a nd t he lower one 

involves t he l arynx, trachea, 

bronchi, a nd l ungs. 

Respiratory movements ar e 

realized by the diaphragm and 

the m uscles of t he t horacic 

wall. All cells of the body 

perform aerobic metabolism for which oxygen is essential. 

The respiratory system and the cardiovascular system take oxygen from the air and 

transport it to individual cells. They then transport carbon dioxide from cells and release it from 

the body into the air. The respiratory system is also plays an important role in regulating pH of 

the body fluids. 

Respiration is the exchange of oxygen and carbon dioxide between the atmosphere and 

body cells. 

Air e nters t he na sal c avity l ocated i nside t he e xternal nos e a nd j oined t he ph arynx 

through the external nares. A mucous membrane and cilia warm and moisten the air and filter out 

foreign bodies. Then the air passes the pharynx. Pharynx (throat) is the common opening of both 

the digestive and respiratory systems. Inferiorly, the pharynx leads to the separate openings of 

the respiratory s ystem ( opening into t he larynx) a nd the digestive s ystem ( i.e. t he esophagus). 

The pha rynx c an be d ivided into three r egions, t he n asopharynx, t he or opharynx, a nd t he 

laryngopharynx. The adenoids and the tonsils are located in the pharynx. Then the air reaches the 

larynx (voice box). The larynx consists of an outer casing of nine cartilages that are connected to

each other by muscles and ligaments. Six of t he nin e c artilages ar e pa ired, and three ar e 

unpaired. The largest and most superior of the cartilages is unpaired thyroid cartilage, or Adam's 

apple. After that the air passes the trachea and bronchi. The trachea is a membranous tube that 

consists of dense connective tissue and smooth muscle. The trachea is lined with pseudostratified 

ciliated columnar e pithelium t hat c ontains num erous gobl et cells. T he c ilia pr opel mucus a nd 

foreign particles toward the larynx where they can enter the esophagus and be swallowed. The 

trachea connects the larynx to the primary bronchi. They go to each lung. 

The lungs are the principal organs of the respiration and one of the largest organs of the 

body. Each lung is conical in shape, its base is on the diaphragm and its apex extends superiorly 

to a point approximately 2.5 cm superior to each clavicle. The right lung is larger than the left 

and weights an average of 620 g, w hereas the left lung weights 560 g. T he right lung has three 

lobes, and the left lung has two. The alveoli located in the lungs allow for the exchange of gases. 

The blood absorbs the oxygen from the alveoli and gives carbon dioxide away, which is exhaled 

(breathed out). 


Верхушка; выдыхать; состоять из; для которого необходим кислород; проход; капилляр; 

среднее число, средняя величина; наружная часть носа; плотный; реснички; диафрагма; 

ноздри; увлажнять; хрящ щитовидной железы; аденоиды; альвеола; плевра; 

растягивать(ся), расширять(ся); увеличивать(ся). 

Ex. 11. Translate the text “Respiratory System” into your native language. 


1. The respiratory system consists of the nasal cavity, pharynx, larynx, trachea, _, a nd lungs. 2. 

The respiratory system and the cardiovascular system transport oxygen to _ cells. 3. Respiration 

is the _ of oxygen and carbon dioxide between the atmosphere and body cells. 4. Air enters the _ 

cavity. 5. Then the air passes the _. 6. After that the air passes the trachea and _. 7. The trachea 

connects the larynx to the primary _. 8. T he lungs are the principal organs of the _. 9. The right 

lung is larger than the _. 10. The right lung has _ lobes, and the left lung has two. 


1. What does the respiratory system consist of? 2. What part does the respiratory tract divided 

into? 3. What is the major function of the respiratory system? 4. Where does air enter? 5. What is 

pharynx? 6. What are there in the pharynx? 7. What is trachea? 8. What are the lungs? 9. What is 

the difference between right and left lungs? 

Ex. 14. Describe the picture above. 

Ex. 15. Read the following sentence and learn it by heart: 

Respiration involves several important processes: 1) ventilation, the movement of air into and 

out of the respiratory passages and the lungs; 2) gas exchange between the air in the lungs and 

the blood; 3) transport of oxygen and carbon dioxide in the blood; and 4) gas exchange between 

the blood and the tissues. 

Ex. 16. Read the following abstract and entitle it: 

The l obes a re s eparated by de ep, p rominent f issures on t he s urface of the l ung. T he pr imary 

bronchi divide into secondary bronchi. The point of entry for the bronchi, vessels, and nerves in 

each lung is called the hilum, or root, of the lung. The secondary bronchi conduct air to each 

lobe. T he s econdary br onchi g ive rise t o t ertiary b ronchi, w hich e xtend t o the l obules. T he 

bronchial t ree c ontinues t o br anch s everal t imes, f inally gi ving r ise t o bronchioles. T hey a lso 

subdivide numerous t imes t o be come t erminal br onchioles, w hich t hen di vide i nto r espiratory

onchioles. Each respiratory bronchiole divides to form alveolar ducts that end as clusters of air 

sac called alveoli. The lungs contain over 300 million such alveoli. If they could be stretched out 

on a flat surface, they would cover an area approximately the size of tennis court. 

Ex. 17. Speak on the structure of the respiratory system. 

Ex. 18. Read the following text and get ready to narrate it: 

RESPIRATORY FUNCTION 

Energy production from aerobic respiration requires oxygen and produces carbon dioxide 

as a by-product, creating a need for an efficient means of oxygen delivery to cells and excretion 

of carbon dioxide from cells. In small organisms, such as single-celled bacteria, this process of 

gas exc hange can take place en tirely by simple di ffusion. I n l arger or ganisms, t his i s no t 

possible; only a small proportion of cells are close enough to the surface for oxygen from the 

atmosphere t o e nter t hem t hrough di ffusion. T wo major adaptations made i t pos sible f or 

organisms to attain great multicellularity: an efficient circulatory system that conveyed gases to 

and f rom t he de epest tissues i n t he body, a nd a l arge, i nternalised respiratory system that 

centralized t he t ask of obtaining o xygen f rom t he a tmosphere a nd b ringing i t i nto the body, 

whence it could rapidly be distributed to all the circulatory system. 

In air-breathing vertebrates, respiration occurs in a series of steps. Air is brought into the 

animal via the ai rways – in reptiles, birds a nd mammals thi s of ten c onsists of th e nose; the 

pharynx; the larynx; the trachea (also called the windpipe); the bronchi and bronchioles; and the 

terminal br anches of t he respiratory tree. The lungs of m ammals ar e a r ich lattice of alveoli, 

which provide an enormous surface area for gas exchange. A network of fine capillaries allows 

transport of blood over the surface of alveoli. Oxygen from the air inside the alveoli diffuses into 

the b loodstream, a nd c arbon di oxide di ffuses f rom t he bl ood t o the a lveoli, bot h across t hin 

alveolar membranes. 

The drawing and expulsion of air is driven by muscular action; in early tetrapods, air was 

driven into the lungs by the pharyngeal muscles, whereas in reptiles, birds and mammals a more 

complicated musculoskeletal system is used. In the mammal, a large muscle, the diaphragm (in 

addition to the internal intercostal muscles), drive ventilation by periodically altering the intrathoracic 

volume and pressure; by increasing volume and thus decreasing pressure, air flows into 

the a irways dow n a pr essure gr adient, a nd by r educing v olume a nd i ncreasing pressure, t he 

reverse occurs. During normal breathing, expiration is passive and no muscles are contracted (the 

diaphragm relaxes). 

Another name for this inspiration and expulsion of air is ventilation. Vital capacity is the 

maximum v olume o f a ir t hat a pe rson c an e xhale a fter m aximum i nhalation. A pe rson's vi tal 

capacity can be measured by a spirometer (spirometry). In combination with other physiological 

measurements, the vital capacity can help make a diagnosis of underlying lung disease. 


1. Дихальна система забезпечує насичення організму киснем, виділенні вуглекислого газу 

і води. 2. Система органів дихання складається із повітроносних шляхів (порожнини носа, 

глотка, гортань, трахея, бронхи) та дихальної частини. 3. Гортань – непарний орган зав 

дошки 4 см. 4. Трахея має форму трубки завдовжки 9-15 см. 5. Трахея виконує дихальну 

функцію. 6. Бронх має форму трубки. 7. Розгалуження бронха від головного до кінцевої 

бронхіоли називається бронхіальним деревом. 8. Легеня – це парний орган, який міститься 

в грудній порожнині. 9. У легені розрізняють верхівку, основу й три поверхні. 10. Основна 

функція легенів – дихальна (газообмін). 

Ex. 20. Read the following words and word-combinations and memorize their meaning: 

Branch ветвиться, группироваться; create создавать; adjacent расположенный рядом, 

смежный, соседний; inhale вдыхать; push do wn нажимать, надавливать; suck всасывать,

засасывать; similar подобный похожий; file ряд, колонна; merge сливать(ся), 

соединять(ся). 


NORMAL VENTILATION 

The primary function of the lungs is to provide oxygen to the blood and to remove carbon 

dioxide from it. The lungs are within the chest, which is enclosed on all sides by the ribs, 

cartilage, and the muscle between them. 

To reach the lungs, air enters through the mouth 

and nos e a nd t hen t ravels t hrough t he pha rynx, 

larynx, and down trachea. As you know the trachea 

branches i nto t wo main br onchial t ubes, or a ir 

passageways. Each bronchial t ube t hen bran ches 

into s maller pa ssageways ( bronchi), w hich di vide 

several t imes m ore, f inally f orming much smaller 

tubes ( bronchioles). T he br anching c reates t he 

appearance of an upside-down t ree. T he s mallest 

bronchioles end in tiny closed elastic air sacs called 

alveoli. T he bl ood i s c arried t o these a ir s acs by 

tiny bl ood vessels. T he ve ssels, c alled pul monary 

capillaries, release c arbon di oxide f rom t he bl ood 

into a ir s acs a nd a t t he same t ime a bsorb oxyge n 

from the air sacs into the blood. 

The pleura covers the outside of the lungs and the 

adjacent chest wall. This membrane allows the lungs to move easily within the chest cavity as 

the human breathes. 

When you i nhale, t he muscles of ribs c ontract, c ausing t he r ibs t o m ove upw ard a nd 

outward. At the same time, the diaphragm contracts, pushing down toward the abdomen. These 

two actions increase the size of the chest cavity and thus cause the lungs to expand and air to be 

sucked into them. The individual alveoli also expand with air. 

When you exhale, t he diaphragm and r ib m uscles r elax and r eturn t o t heir or iginal 

positions. This decreases the size of the chest cavity, compressing the lungs slightly and forcing 

the state air, now carrying carbon dioxide, out of the body. The whole process of breathing in 

and out occurs automatically without your thinking about it. 

The l ungs a re c onnected t o t he he art by t he pulmonary veins a nd a rteries ( the term 

"pulmonary" c omes f rom t he L atin w ord pulmo for " lung"). T he bl ood t ravels throughout t he 

body, returns to the heart, and is pumped by the right ventricle through the pulmonary artery to 

the lungs. The blood then passes through the arteries of the lungs into smaller vessels, similar to 

the branching of the bronchi. Finally, it flows into the smallest blood vessels, which are located 

in the membranes lining the alveoli. Capillaries are so tiny that often the cells of the blood have 

to pass through them single file. 

After gases are exchanged in the alveoli, the blood, now carrying oxygen, passes into the 

smallest veins. These veins merge to form larger and larger vessels until the pulmonary veins are 

formed. T he p ulmonary ve ins c arry oxyge nated blood f rom the l ungs ba ck t o t he he art, f rom 

which it is pumped out again to deliver oxygen to the cells of the body a nd to remove carbon 

dioxide. 

Ex. 22. Write out key sentences of the text “Normal Ventilation”. 

Ex. 23. Make up a plan of the text “Normal Ventilation”. 

Ex. 24. Speak on the ventilation.

Ex. 25. Give a summary of the text “Normal Ventilation”. 

Ex. 26. Make up the dialogue on the normal ventilation. 

Ex. 27. Read and determine the main idea of the following text: 

MUSCLES OF RESPIRATION 

The diaphragm is a large dome of skeletal muscles that separate the thoracic cavity from 

the abdominal cavity. The muscles originate from the anterior, lateral, and posterior walls of the 

entire ci rcumference of t he body cavity a nd i nsert ont o a tendon i n t he c enter of di aphragm 

called the central tendon. When the muscles of the diaphragm contract, the dome is flattened, 

thus increasing the volume of the thorax and the pleural cavities. 

Contraction of the muscles of inspiration results in expansion of the thorax, producing an 

increase i n the t horacic c avity vol ume ne cessary f or i nspiration. E xpiration oc curs w hen t he 

muscles of inspiration relax and t he el astic properties of t he t horax and lungs cause a p assive 

decrease in thoracic volume. During laborated breathing the inspiratory muscles contract more 

forcefully, c ausing a g reater i ncrease i n t horacic vol ume. T he m uscles of e xpiration c ontract, 

producing a more rapid and greater decrease in the thoracic volume than would be produced by 

the passive recoil of the thorax and lungs. 



The respiratory system consists of the nasal cavity, pharynx, larynx, trachea (windpipe), bronchi, 

and lungs. The respiratory system and the cardiovascular system take oxygen from the air and 

transport it to individual cells. Air enters the nasal cavity. Then the air passes the pharynx. After 

that air reaches the larynx and then trachea and bronchial tree. The lungs are the principal organs 

of the respiration. The right lung is larger than the left. The right lung has three lobes, and the 

left lung has two. The primary function of the lungs is to provide oxygen to the blood and to 

remove carbon dioxide from it. 



1. Tell the group about the Respiratory system. 




pharynx? 6. What are there in the pharynx? 7. What is trachea? 8. What are the lungs? 9. What is 

the difference between right and left lungs? 



1. Дихальна система забезпечує насичення організму киснем, виділенні вуглекислого газу 


глотка, гортань, трахея, бронхи) та дихальної частини. 3. Гортань – непарний орган зав 

дошки 4 см. 4. Трахея має форму трубки завдовжки 9-15 см. 5. Трахея виконує дихальну 

функцію. 6. Бронх має форму трубки. 7. Розгалуження бронха від головного до кінцевої 

бронхіоли називається бронхіальним деревом. 8. Легеня – це парний орган, який міститься 

в грудній порожнині. 9. У легені розрізняють верхівку, основу й три поверхні. 10. Основна 

функція легенів – дихальна (газообмін). 

7. Рекомендована література.


Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена ст.. викладачем Романко І. Г.










______________ 

“_______” ______________ 200__ р. 








Респіраторна система 

Курс 

І 








При роботі над темою “ Респіраторна система” 




























diaphragm ['daIqfrxm] діафрагма 

nares ['neIrI:z] ніздрі 

cilia ['sIlIq] війки 

moisten [mOIsn] зволожувати 

casing ['keIsIN] оболонка 

adenoids ['xdInOIdz] аденоїди 

dense [dens] щільний; стиснутий; густий 

columnar [kq'lAmnq] стовпчиковий, 

стовпчикоподібний 

apex ['eIpeks] верхівка 

average ['xvqrIG] середнє число; в 

середньому дорівнювати, складати 

clavicle ['klxvIkl] ключиця 

VOCABULARY 

alveolus (pl. alveoli) [xl'vIqlqs] альвеола 

exhale [eks'heIl] видихати; робити видих 

breathe out ['brI:D "aut] видихати 

passageway ['pxsIGweI] прохід 

bronchi (sing. bronchus) ['brONkaI] бронхи 

bronchiole ['brONkIqul] бронхіола 

sac [sxk] мішечок 

capillary [kq'pIlqrI] капіляр 

pleura ['pluqrq] плевра 

expand [Iks'pxnd] розтягувати(ся), 

розширювати(ся); збільшувати(ся) в об’ємі, в 

розмірах 

respiration ['respq'reIS(q)n] дихання 

WORD-BUILDING 




bleeding.

GRAMMAR: 






He 



It 



You 





На початку речення The Absolute Participle Construction перекладається на 

українську мову підрядним реченням із сполучниками "після того, як", "коли": 

The work having been done, the students went home. Після того, як робота була виконана, 

студенти пішли додому. 

У другій частині речення The Absolute Participle Construction перекладається 

самостійним простим реченням із сполучниками "при цьому", "а", "і" або без них: 

The physician examined the patient, the students helping him. Лікар оглянув хворого, а 

студенти допомогли йому. 




postponed. 4. A foreign organism entering the body, it is attacked and destroyed by immune 

system. 5. My friend suffering from a severe pain, I called in a doctor. 6. The physician palpated 

the patient's abdomen, the pain becoming severe. 7. The operation having been performed, the 

patient's condition began to improve. 8. The patient was in a very bad state, his pulse being rapid. 









pass; separate openings; nasopharynx; oropharynx; laryngopharynx; casing; cartilage; propel; 

apex of the lung. 



tonsils; unpaired cartilage; pseudostratified; swallow; primary; superiorly; weight.

The respiratory system 

consists of t he na sal cavity, 

pharynx, l arynx, t rachea 

(windpipe), br onchi, a nd 

lungs. T he uppe r respiratory 

tract includes the nasal cavity, 

pharynx, a nd a ssociated 

structures, a nd t he lower one 

involves t he l arynx, trachea, 

bronchi, a nd l ungs. 

Respiratory movements a re 

realized by the diaphragm and 

the m uscles of t he t horacic 

wall. All cells of the body 


RESPIRATORY SYSTEM 

perform aerobic metabolism for which oxygen is essential. The respiratory system and the 

cardiovascular system take oxygen from the air and transport it to individual cells. They then 

transport carbon dioxide from cells and release it from the body into the air. The respiratory 

system plays an important role in regulating pH of the body fluids. 

Respiration is the exchange of oxygen and carbon dioxide between the atmosphere and 

body cells. 

Air enter s t he na sal ca vity located i nside t he e xternal nos e a nd j oined t he pha rynx 

through the external nares. A mucous membrane and cilia warm and moisten the air and filter out 

foreign bodies. Then the air passes into the pharynx. Pharynx (throat) is the common opening of 

both the digestive and respiratory systems. Inferiorly, the pharynx leads to the separate openings 

of the respiratory system (opening into the larynx) and the digestive system (i.e. the esophagus). 

The pha rynx c an be d ivided into three r egions, t he n asopharynx, t he oropharynx, a nd t he 

laryngopharynx. The adenoids and the tonsils are located in the pharynx. Then the air reaches the 

larynx (voice box). The larynx consists of an outer casing of nine cartilages that are connected to 

each other by muscles and ligaments. Six of t he nin e c artilages ar e pa ired, and three ar e 

unpaired. The largest and most superior cartilage is unpaired thyroid cartilage, or Adam's apple. 

After that the air passes through the trachea and bronchi. The trachea is a membranous tube that 

consists of de nse c onnective tissue a nd s mooth muscle. T he c ilia pr opel m ucus a nd f oreign 

particles toward the larynx where they can enter the esophagus and be swallowed. The trachea 

connects the larynx to the primary bronchi. They go to each lung. 

The lungs are the principal organs of the respiration and the largest organs of the body. 

Each lung is conical in shape, its base is on t he diaphragm and its apex extends superiorly to a 

point approximately 2.5 cm superior to each clavicle. The right lung is larger than the left and 

weights an average of 620 g, whereas the left lung weights 560 g. The right lung has three lobes, 

and the left lung has two. The alveoli located in the lungs allow for the exchange of gases. The 

blood a bsorbs t he oxyg en f rom t he a lveoli a nd g ives c arbon di oxide away, w hich i s e xhaled 

(breathed out). 

NOTES: 

nasopharynx носоглотка 

oropharynx ротова частина глотки 

laryngopharynx гортаноглотка, гортанна частина глотки 


Верхівка; видихати; складатися з; для якого необхідний кисень; прохід; капіляр; середнє 

число, середня величина; зовнішня частина носа; щільний; війки; діафрагма; ніздрі;

зволожувати; хрящ щитовидної залози; аденоїди; альвеола; плевра; розтягувати(ся), 

розширювати(ся), збільшувати(ся). 

Ex. 11. Translate the text “Respiratory System” into your native language. 





cavity. 5. Then the air passes into the _. 6. After that the air passes through the trachea and _. 7. 

The trachea connects the larynx to the primary _. 8. T he lungs are the principal organs of the _. 

9. The right lung is larger than the _. 10. The right lung has _ lobes, and the left lung has two. 


1. What does the respiratory system consist of? 2. What is the major function of the respiratory 

system? 3. What parts is the respiratory tract divided into? 4. Where does air enter? 5. What is 

pharynx? 6. What is trachea? 7. What are the lungs? 8. What is the difference between right and 

left lungs? 

Ex. 14. Describe the picture above. 

Ex. 15. Read the following sentence and learn it by heart: 

Respiration involves several important processes: 1) ventilation, the movement of air into and 

out of the respiratory passages and the lungs; 2) gas exchange between the air in the lungs and 

the blood; 3) transport of oxygen and carbon dioxide in the blood; and 4) gas exchange between 

the blood and the tissues. 

Ex. 16. Read the following abstract and entitle it: 

The l obes a re s eparated by de ep, p rominent f issures on t he s urface of the l ung. T he pr imary 

bronchi divide into secondary bronchi. The point of entry for the bronchi, vessels, and nerves in 

each lung is called the hilum, or root, of the lung. The secondary bronchi conduct air to each 

lobe. T he s econdary br onchi g ive rise t o t ertiary b ronchi, w hich e xtend t o the l obules. T he 

bronchial t ree c ontinues t o br anch s everal t imes, f inally gi ving r ise t o bronchioles. T hey a lso 

subdivide n umerous t imes t o be come t erminal br onchioles, w hich t hen di vide i nto r espiratory 

bronchioles. Each respiratory bronchiole divides to form alveolar ducts that end as clusters of air 

sac called alveoli. The lungs contain over 300 million such alveoli. If they could be stretched out 

on a flat surface, they would cover an area approximately the size of tennis court. 

Ex. 17. Speak on the structure of the respiratory system. 

Ex. 18. R ead t he f ollowing words an d w ord-combinations an d tr anslate them in to 

Ukrainian: 

Fissure; l obule; v isible; pr imary br onchi; secondary br onchi; respective l ung; poi nt of e ntry; 

hilum; te rtiary bronchi; terminal br onchioles; du ct; cluster; medial bor der; p arietal pleura; t o 

become continuous with; visceral pleura; fluid; lubricant; slide. 

Ex. 19. Read the following text and get ready to narrate it: 

LUNGS 

The l ungs a re t he pr incipal or gans of r espiration. T hey oc cupy t he m ajor pa rt of t he 

cavity on bo th sides of the chest. The two lungs are not equal in size. The right lung is divided 

into t hree l obes a nd i s a bi t l arger. T he l eft l ung i s di vided i nto t wo l obes. T he l obes a re 

separated b y de ep, pr ominent f issures on t he surface of t he l ung. E ach l obe i s divided i nto

lobules that are separated from each other by connective tissue, but separations are not visible as 

surface fissures. There are nine lobules in the left lung and 10 lobules in the right lung. 

The primary bronchi divide into secondary bronchi as they enter their respective lungs. 

The point of entry for the bronchi, vessels, and nerves in each lung is called the hilum, or root, of 

the lung. The secondary bronchi, two in the left lung and three in the right lung, conduct air to 

each l obe. The s econdary br onchi, i n t urn, g ive r ise to t ertiary br onchi, w hich extend t o the 

lobules. The bronchial tree continues to branch several times, finally giving rise to bronchioles. 

The br onchioles a lso s ubdivide nu merous t imes t o be come t erminal br onchioles, w hich t hen 

divide i nto respiratory bronchioles. Each r espiratory br onchiole di vides t o form alveolar ducts 

that end as clusters of air sacs called alveoli. An alveolar sac is composed of two or more alveoli. 

Each l ung is s urrounded by a s eparate pl eural c avity, a ttached onl y along i ts m edial 

border at the hi lum. Each pleural c avity is lined with a se rous m embrane ca lled t he pa rietal 

pleura. A t the hi lum t he pa rietal p leura be comes cont inuous w ith a ser ous m embrane, the 

visceral pleura, which covers the surface of the lung. 

The pleural cavity is filled with pleural fluid that is produced by the pleural membranes. 

The pleural fluid performs two functions: it acts as a lubricant, allowing the pleural membranes 

to slide past each other as the lungs and thorax change shape during respiration; and it helps hold 

the pleural membranes together. 

Deoxygenated bl ood i s t ransported t o t he l ungs t hrough the pul monary a rteries, a nd 

oxygenated blood leaves through the pulmonary veins. Oxygenated blood is mixed with a small 

amount of deoxygenated blood returning from the bronchi. 


1. What are the lungs? 2. How many lobes do the right and left lungs have? 3. What is each lobe 

divided into? 4. Where do the primary bronchi divide into secondary ones? 5. What is hilum of 

the lung? 6. How many secondary bronchi are there in the lungs? 7. What does each respiratory 

bronchiole form? 8. What is the lung surrounded by? 9. What is the parietal pleura? 10. What is 

the visceral pleura? 11. What is the pleural cavity filled with? 12. What are the functions of the 

pleural fluid? 13. What are the two major routes of blood flow to and from the lungs? 


Ex. 22. Make up the dialogue on the structure and functions of the lungs. 


Branch розгалужуватися; create створювати; adjacent розташований поряд, суміжний, 

сусідній; inhale вдихати; push down натискати, тискнути; suck всмоктувати, 

засмоктувати; similar подібний, схожий; file ряд, колона; merge зливати(ся), 

сполучати(ся). 





cartilages, and the muscles between them.

To reach the lungs, air enters through the mouth 

and nos e a nd t hen t ravels t hrough t he pha rynx, 

larynx, and down trachea. As you know the trachea 

branches i nto t wo main br onchial t ubes, or a ir 

passageways. Each bronchial t ube t hen bran ches 

into s maller pa ssageways ( bronchi), w hich di vide 

several t imes m ore, finally forming much smaller 

tubes ( bronchioles). The br anching c reates t he 

appearance of an upside-down t ree. T he s mallest 

bronchioles end in tiny closed elastic air sacs called 

alveoli. T he bl ood i s c arried t o these a ir s acs by 

tiny bl ood vessels. T he ve ssels, c alled pul monary 

capillaries, release carbon di oxide f rom t he bl ood 

into a ir s acs a nd a t t he same t ime a bsorb oxyge n 

from the air sacs into the blood. 







sucked into them. 














formed. T he pul monary ve ins c arry oxyge nated blood f rom the l ungs ba ck t o t he he art, f rom 


dioxide. 



Ex. 27. Speak on the ventilation. 



SMOKING 

Smoking i s t he pr imary c ause o f c hronic o bstructive p ulmonary di sease s uch a s 

emphysema a nd c hronic br onchitis. D eaths cau sed by emphysema and chroni c br onchitis ar e 

significantly more frequent than among nonsmokers.

Tobacco s moke c ontains a m ixture of c hemicals, ga ses, a nd t iny dr oplets of t ar. 

Thousands of substances have been identified in tobacco smoke. The toxic effects of many of 

them r emain unknow n. S ome c omponents a re f iltered of f w hen t he person dr aws t he smoke 

through the remaining unburned tobacco. However, as the cigarette burns, these chemicals are 

vaporized again and each puff of smoke thus contains more of the components. Most smokers 

inhale the cigarette smoke, which makes it even more dangerous. 

Cigarette smoke contains 2 t o 6 pe rcent carbon monoxide. Carbon monoxide is a toxic 

gas t hat combines w ith he moglobin ( carboxyhemoglobin). When t his oc curs t he hemoglobin 

molecule cannot transport oxygen to the tissues. Many smokers have carboxyhemoglobin levels 

of 8 to 10 percent in their blood whereas a nonsmoker commonly has only up to 1.5 percent. A 

person dying from acute carbon monoxide poisoning has blood carboxyhemoglobin levels of 30 

to 40 percent. Thus, the tissues are deprived of needed oxygen. 

The t ar f ound in cigarettes con tains subs tances t hat caus e cancer. Irritants i n tobacco 

smoke cause the person’s air passages to constrict and bronchial tubes to produce excess mucus, 

and they cause the person to cough. These irritants also may impair the function of the immune 

system cells in the lungs and upset the normal balance of pulmonary enzymes, which makes the 

person more susceptible to respiratory disease. Finally, inhaled tobacco smoke stops the action of 

the c ilia in the a irway. Cilia a re t iny hair-like projections in t he t rachea a nd b ronchial t ubes. 

They help expel foreign material from the lungs. 

Thus, t he m ain he alth r isks i n t obacco pe rtain t o di seases o f car diovascular sys tem, i n 

particular m yocardial i nfarction, d iseases of r espiratory s ystem, a nd c ancer, pa rticularly l ung 

cancer and cancers of the larynx and tongue. A person’s increased risk of contracting disease is 

directly proportional to the length of time that a person continues to smoke as well as the amount 

smoked. However, if s omeone st ops sm oking, t hen these cha nces g radually decrease as t he 

damage to their body is repaired. A year after quitting, the risk of contracting heart disease is half 

that of a continuing smoker. 

Ex. 30. Speak on smoking and its fatal consequences. 


Nicotine [‘nIkqtI:n] нікотин; addictive [q’dIktIv] до якого звикають; target [‘ta:gIt] мати на 

увазі; advertising [‘xdvqtaIzIN] реклама; hurt [hq:t] завдавати шкоди; second-hand smoking 

пасивне куріння; claim [kleIm] стверджувати; lack відчувати нестачу; self-confidence 

[self’kOnfIdqns] самовпевненість; give up кидати (звичку); calm down [ka:m] заспокоювати; 

mood настрій; get burned згоріти; обпектися; hopeless невиправний; bury [‘berI] ховати. 

Ex. 32. H ow much do you know about cigarettes? Do you know the truth or you playing 

with fire? Try this test. Are the statements below true of false? Write “t” for true and “F” 

for false: 

1. Smokers are more likely to get colds and the flu than non-smokers. 

2. Cigarettes aren’t tested on animals. 

3. Nicotine is more addictive than most illegal drugs. 

4. One in four smokers starts at the age of 12. 

5. Cigarette companies specifically target young people in their advertising. 

6. Smoking when you’re pregnant doesn’t hurt your baby. 

7. Smoking causes heart problems, cancer, and ulcers. 

8. Second-hand smoke from other people’s cigarettes is harmless. 

9. If you don’t start smoking before age of 20, you probably won’t ever start. 

10. More girls smoke than boys. 

11. Doctors claim that lots of teenagers smoke because they lack self-confidence. 

12. Giving up smoking can make you gain weight. 

13. Tobacco kills more persons each year than alcohol, illegal drugs, and AIDS combined.

14. Cigarettes are so addictive because it only takes 7 seconds to feel the effect of nicotine in the 

blood. 

15. Cigarettes can calm you down or keep you away, depending on your mood. 

Add up your score: 

Less than 3 wrong: Congratulations. You can definitely wee through the smoke. 

4 to 8 wrong: Like most people, there are still a few things you need to know about nicotine. 

9 to 11 wrong: You’ve got lots to learn about the dangers of smoking. Be careful, you might get 

burned. 

More than 12 wrong: Hopeless! Which planet have you be en living on? If you’re not careful, 

they’ll bury you ten years before your non-smoking friends. 

(Answers: 1-T; 2-F; 3-T; 4-T; 5-T; 6-F; 7-T; 8-F; 9-T; 10-T; 11-T; 12-T; 13-T; 14-T; 15-T) 



transport it to individual cells. Air enters the nasal cavity. Then the air passes into the pharynx. 

After that air reaches the larynx and then trachea, bronchial tree, and lungs. The lungs are the 

principal organs of the respiration. The right lung is larger than the left. The right lung has three 

lobes, and the left lung has two. The primary function of the lungs is to provide oxygen to the 

blood and to remove carbon dioxide from it. Respiration involves several important processes: 1) 

ventilation, the movement of air into and out of the respiratory passages and the lungs; 2) gas 

exchange between the air in the lungs and the blood; 3) transport of oxygen and carbon dioxide 

in the blood; and 4) gas exchange between the blood and the tissues. 


1. What are the lungs? 2. How many lobes do the right and left lungs have? 3. What is each lobe 

divided into? 4. Where do the primary bronchi divide into secondary ones? 5. What is hilum of 

the lung? 6. How many secondary bronchi are there in the lungs? 7. What does each respiratory 

bronchiole form? 8. What is the lung surrounded by? 9. What is the parietal pleura? 10. What is 

the visceral pleura? 11. What is the pleural cavity filled with? 12. What are the functions of the 

pleural fluid? 13. What are the two major routes of blood flow to and from the lungs? 



1. Дихальна система забезпечує насичення організму киснем, виділення вуглекислого газу 


глотка, гортань, трахея, бронхи) та дихальної частини. 3. Гортань – непарний орган 

завдовжки 4 см. 4. Трахея має форму трубки завдовжки 9-15 см. 5. Трахея виконує 

дихальну функцію. 6. Бронх має форму трубки. 7. Розгалудження бронха від головної до 

кінцевої бронхіоли називається бронхіальним деревом. 8. Легеня – це парний орган, який 

міститься в грудній порожнині. 9. У легені розрізняють верхівку, основу й три поверхні. 

10. Основна функція легенів – дихальна (газообмін). 




















______________ 

“_______” ______________ 200__ р. 








Курс 

І 




























№ 

з/п 



часу 





Усне 



Participle I 


та 



теми. 


65% 












Усне 


Засоби 






Participle I 

Form) (І. 

Znamenska, O. 

Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical 

Student”)





Усне 


теми. 



















VOCABULARY 






їжи 







s [s] son 

soft 



s [z] nose 

goes 

x [ks] text 

six 

x [gz] exact 

exam 





у кінці слова и перед 











-able, -ible 

WORD-BUILDING






GRAMMAR: 


SIMPLE TENSES 



Present 

Simple 

Tense 

Past 

Simple 

Tense 

Future 

Simple 

Tense 

WORD 

What 

Where 

When 

Why 

How 

How many 

How much 

Whom 

VERB 

am 

is 

are 

was 

were 

shall 

will 

I 

he, she, it 

we, you, they 


they, you, we 

I, we 


you 

VERB 

V 3 

V 3 

be + V 3 


Is the a bdomen subdivided superficially i nto f our qua drants. ( Present S imple T ense, Passive 

Voice) 













connected together by t he joints or by t he cartilages. 3. T he skeleton is composed of bones. 4. 

The uppe r extremity i s c onnected with t he trunk by t he s houlder g irdle. 5. T he l ectures in 

Physiology are a ttended by a ll t he students. 6. Y our a rticles a re of ten publ ished. 7. A ne w 

hospital will be bui lt here. 8. D ifferent pr oblems were di scussed a t t he l ast meeting. 9. T hese 








Cag_; t r_nk; r ele_se; e so_hagus; pe l_ic; he _rt; bl _od; k_dne y; b la_der; l ar_nx; t rach_a; 

medi_stinum; d_t ect; di ges_ion; c_vity; l un_; a bdom_nal; a _id; s _leen; pa n_reas; t hora_ic; 



1. body; the reaction of the body t o the disease; forces of the body; the body of the patient; to 









blood; k idney; bl adder; s mall i ntestine; l arynx; s uperior; t rachea; m ediastinum; r emove; l ung; 

abdominal; spleen; w aste produ cts; pa ncreas; thoracic; m ale; f emale; st omach; l obe; l iver; 



Windpipe; membranous; c ontainer; a bdominal; he art; s tomach; c irculation; bl ood; r ight; 




TRUNK 


pelvic cav ity. The t horacic cav ity cont ains the t rachea, esopha gus, he art and l ungs. I t i s 

surrounded by t he r ib cage a nd i s s eparated from t he a bdominal c avity by t he m uscular 

diaphragm. 






lungs a re t he pr incipal organs of r espiration. E ach l ung i s conical i n s hape. T he r ight l ung i s 

larger than the left. The right lung has three lobes, and the left one has two ones. 

There i s no phys ical s eparation be tween t he a bdominal c avity a nd pe lvic c avity. The 

abdominal c avity i s bounde d by t he a bdominal m uscles a nd c ontains the s tomach, intestines, 












and the stomach. The kidneys are bean-shaped organs. They remove waste products from the

lood, play a major role in controlling blood concentration, and control the red blood cell 






















lungs 

stomach 


The t runk _ t hree large cavi ties, the t horacic c avity, t he a bdominal c avity, a nd t he _ 

cavity. The thoracic cavity contains the trachea, _ , _ a nd lungs. It is surrounded by the rib cage 





large _ are secretion an d absorption. The l iver stores and processes nut rients, and produces _ 

components. 


of the large intestine, and internal _ organs. The urinary _ i s a hollow muscular container. The 

function of _ bl adder is t o s tore ur ine. T he reproductive s ystems a re v ery d ifferent i n _ a nd 

female. 




BODY CAVITIES 





visceral portion is in contact with internal organs. The serous membranes secrete fluid that fills






NOTES: 







Ex. 20. L ook throw the table "Direction Terms for Humans" and write down new words 




Left 


Right 

Superior 

Inferior 

Proximal 

Distal 

Medial 

Lateral 

Anterior 

Posterior 

Superficial 

NOTE: 

L – Latin 

L, higher 

L., lower 






L., before 

L. posterus, 

following 












the body 


of the body 

The front of the body (synonymous 

with ventral) 


with dorsal) 



When de scribing pa rts of t he body , i t is of ten i mportant t o r efer to t heir relative pos itions. 

Proximal means _, w hereas dis tal means _. T hese t erms ar e com monly used in r eference t o 



reference to t ubular systems suc h as t he kidne y or t he digestive tract. The _ end of t he small 

intestine is attached to the stomach, and the _ end of the small intestine connects to the large

intestine. Medial means _, a nd lateral means _. T he nose is located in a medial position in the 







The body i s di vided i nto s everal r egions. T hey a re t he he ad, t runk, a nd l imbs. The he ad i s 

divided into t he c ranial and t he f acial pa rts. T he uppe r l imb i s di vided i nto t he a rm, f orearm, 



divided into the thigh, leg, ankle, and foot. The thigh extends from the hip to the knee, and the 









1. What regions is human body di vided into? 2. What parts is the upper limb divided into? 3. 

What pa rts does the lo wer lim b consist of ? 4. What gi rdle c onnects th e uppe r lim b with the 












Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 









Курс 

І 














































VOCABULARY 






їжи 







s [s] son 

soft 




s [z] nose 

goes 




x [ks] text у кінці слова и перед

six 

x [gz] exact 

exam 











-able, -ible 



WORD-BUILDING 




GRAMMAR: 


SIMPLE TENSES 



Present 

Simple 

Tense 

Past 

Simple 

Tense 

Future 

Simple 

Tense 

WORD 

What 

Where 

When 

Why 

How 

How many 

How much 

Whom 

VERB 

am 

is 

are 

was 

were 

shall 

will 

I 

he, she, it 

we, you, they 


they, you, we 

I, we 


you 

VERB 

V 3 

V 3 

be + V 3 


Is the a bdomen subdivided superficially into four qua drants. (Present S imple T ense, Passive 

Voice) 











Ex. 6. Make the following sentences interrogative:


connected together by t he joints or by t he cartilages. 3. T he skeleton is composed of bones. 4. 

The uppe r extremity i s c onnected with t he trunk by t he s houlder g irdle. 5. T he l ectures in 

Physiology are a ttended by a ll t he students. 6. Y our a rticles a re of ten publ ished. 7. A ne w 

hospital will be bui lt here. 8. D ifferent pr oblems were di scussed a t t he l ast meeting. 9. T hese 








Cag_; t r_nk; r ele_se; e so_hagus; pe l_ic; he _rt; bl _od; k_dne y; b la_der; l ar_nx; t rach_a; 

medi_stinum; d_t ect; di ges_ion; c_vity; l un_; a bdom_nal; a _id; s _leen; pa n_reas; t hora_ic; 



1. body; the reaction of the body t o the disease; forces of the body; the body of the patient; to 









blood; k idney; bl adder; s mall i ntestine; l arynx; s uperior; t rachea; m ediastinum; r emove; l ung; 

abdominal; spleen; w aste produ cts; pa ncreas; thoracic; m ale; f emale; st omach; l obe; l iver; 



Windpipe; membranous; c ontainer; a bdominal; he art; s tomach; c irculation; bl ood; r ight; 




TRUNK 


pelvic cav ity. The t horacic cav ity cont ains the t rachea, esopha gus, he art and l ungs. I t i s 

surrounded by t he r ib cage a nd i s s eparated from t he a bdominal c avity by t he m uscular 

diaphragm. 






lungs a re t he pr incipal organs of r espiration. E ach l ung i s conical i n s hape. T he r ight l ung i s 

larger than the left. The right lung has three lobes, and the left one has two ones.

There i s no phys ical s eparation be tween t he a bdominal c avity a nd pe lvic c avity. The 

abdominal c avity i s bounde d by t he a bdominal m uscles a nd c ontains the s tomach, intestines, 



The st omach is an enlarged segment of t he digestive tract i n the l eft portion of the 








superior, posterior corner of t he abdominal cavity. The pa ncreas lies a long the s mall intestine 

and t he s tomach. T he kidneys a re bean-shaped orga ns. They remove w aste produ cts f rom t he 

blood, pl ay a m ajor r ole i n c ontrolling bl ood concentration, a nd c ontrol the red blood c ell 




system, t he r eproductive s ystems a re ve ry different in male a nd female. But the in ternal 


















lungs 

stomach 


The t runk _ t hree large cavi ties, the t horacic c avity, t he a bdominal c avity, a nd t he _ 

cavity. The thoracic cavity contains the trachea, _ , _ a nd lungs. It is surrounded by the rib cage 





large _ are secretion an d absorption. The l iver stores and processes nut rients, and produces _ 

components.


of the large intestine, and internal _ organs. The urinary _ i s a hollow muscular container. The 

function of _ bl adder is t o s tore ur ine. T he reproductive s ystems a re v ery d ifferent i n _ a nd 

female. 




BODY CAVITIES 

The t runk contains t horacic, abdominal, and pelvic cav ities. The t horacic cav ity is 


The pe lvic cavity i s s urrounded by t he pe lvic bones. T he t runk c avities ar e l ined by serous 

membranes. T he pa rietal por tion of a s erous m embrane l ines t he w alls of t he c avity, a nd t he 

visceral portion is in contact with internal organs. The serous membranes secrete fluid that fills 




organs. M esenteries a re pa rts of t he pe ritoneum t hat hol d t he a bdominal or gans in pl ace a nd 


NOTES: 







Ex. 20. L ook throw the table "Direction Terms for Humans" and write down new words 




Left 


Right 

Superior 

Inferior 

Proximal 

Distal 

Medial 

Lateral 

Anterior 

L, higher 

L., lower 






L., before 











the body 


of the body 

The front of the body (synonymous

Posterior 

Superficial 

NOTE: 

L – Latin 

L. posterus, 

following 


with ventral) 


with dorsal) 



When de scribing pa rts of t he body , i t is of ten i mportant t o r efer to t heir relative pos itions. 

Proximal means _, w hereas dis tal means _. T hese t erms ar e com monly used in r eference t o 



reference to t ubular systems suc h as t he kidne y or t he digestive tract. The _ end of t he small 

intestine is attached to the stomach, and the _ end of the small intestine connects to the large 

intestine. Medial means _, a nd lateral means _. T he nose is located in a medial position in the 





OVERVIEW 

The t runk c onsists of t he t horacic c avity, the a bdominal c avity, and t he pe lvic cavity. The 

thoracic cavity contains the trachea, esophagus, heart and lungs. It is surrounded by the rib cage 

and is separated from the abdominal cavity by the muscular diaphragm. The a bdominal c avity 

is bounded by the abdominal muscles. It contains the stomach, intestines, liver, spleen, pancreas, 

and kidneys. The pelvic cavity is a sm all space enclosed by the pelvis and contains the urinary 

bladder, part of the large intestine, and internal reproductive organs. 



1. What regions is human body di vided into? 2. What parts is the upper limb divided into? 3. 

What pa rts does the lo wer lim b consist of ? 4. What gi rdle c onnects th e uppe r lim b with the 




















REVISION 

TEST 



A. stomach 

B. esophagus 

C. kidney 


A. tissues 

B. substances 

C. atria 


A. effective 

B. normal 

C. abnormal 


A. accessory 


C. muscular 


A. lumbar 

B. thoracic 

C. cranial 


A. run 

B. sleep 

C. eat 



B. causes 

C. symptoms 





C. transport 


lungs. 


B. are made 

C. is making 



B. consist 



A. has pumped 

B. was pumped 

C. pump 


A. are dividing

B. divide 

C. divided 


A. is pulled 

B. are pulled 







4. I n the majority of c ases t he ulcer de velops i n p articularly ne rvous pe rsons, of ten a fter 









Text A 






blood ve ssels t o c irculate the b lood t o you r tissues. S ome pr oblems, c alled congenital, a re 

present at b irth; ot hers occur a s the re sult of in fection, hereditary factors, problems with the 


In t he f ollowing pa ges, w e w ill c onsider i ndividually s everal do zen h eart a nd b lood 

vessel disorders, as well as some of t he remarkable advances made in recent years in diagnosis 

and treatment f or he art and circulatory problems. But be fore c onsidering t he pr oblems, i t i s 


health. 

What we eat, our exercise patterns, whether we smoke, and a number of othe r lifestyle 




Your pri mary care physician may treat some heart and circulatory disorders. However, 



Text B 


Healthy arteries ar e l ike he althy muscles. They a re s trong, f lexible, a nd e lastic. 




of inj ury to the inner wall of th e artery. At t hese s ites, f at de posits also collect. Ini tially, th e 

deposits a re onl y s treaks of f at-containing c ells but , as they e nlarge, they i nvade s ome of t he 


called atheromas or plaque s ar e t he pri ncipal cha racteristic of at herosclerosis. The great est 

















To s ome e xtent, t he bo dy c an pr otect i tself f rom na rrowing of a pa rticular a rtery by 

developing, w ith time, a dditional a rterial c onnections t hat de tour bl ood a round the na rrowed 






and pr oper di et. V itamins a re w idely us ed in t he treatment of t his di sease. Other dr ugs 

administered in treating atherosclerosis a re so -called l ipotropic s ubstances, w hich pr event f at 


Text C 

LEUKEMIA 




and bl oodstream, a nd t heir a ccumulation c an i nterfere with f unctions of t he vi tal or gans. 






vulnerable t o bleeding and bruising. Because of al l t hese ef fects, leukemia i s fatal w ithout 









Treatment of l eukemia ge nerally is si mple ch emotherapy. High-dose c hemotherapy, 




may be r ecommended. I t ha s be en de signed to ki ll t he cancer cells t hat m ay l inger i n the 


Text D 




be a bsorbed t o ge nerate e nergy f or t he body. This s ystem a lso bui lds a nd r eplaces c ells a nd 


the f ood i nto s mall pa rticles; the tongue, a po werful muscle w hich d etects " good" a nd "bad" 

flavors i n f ood a nd m anipulates t he f ood be tween t he teeth f or c hewing, a nd s aliva, a w atery 

fluid w hich l ubricates chewing a nd s wallowing a nd be gins t he pr ocess of di gestion. T he 


the " gut" r egion: t he s tomach, s mall a nd l arge i ntestines, the r ectum and t he a nus. F ood i s 











in a n e fficient w ay. I t may not be a s avory e nding f or t he f ood or dr ink w e t hought w as s o 


Text E 

PEPTIC ULCER 

Peptic ul cers a re hol es or br eaks i n t he i nner l ining of t he e sophagus, s tomach, or 

duodenum. It ha s be en determined t hat pe ptic ulcer ge nerally oc curs i n t he l ower pa rt of t he 








and duode num a re ke pt i ntact by a ba lance b etween t he acid and stomach juices and the 


ulcer. R ecent r esearch ha s show n t hat m any ulce rs m ay be secon dary to ba cteria ca lled 


Peptic ulcers a re not u ncommon i n our s ociety. I t ha s be en e stimated t hat t he a ge a t 











the a mount of a cid pr oduced i n the s tomach. T hese dr ugs a re called H12 blockers. T he us ual 

course of t herapy l asts a pproximately 6 w eeks. M any pe ople w ith ul cers ha rbor H py lori 



medications. 

However, i f t he pe rson has a n ul cer t hat doe s n ot r espond t o medical t reatment or t he 



Text F 

GASTRITIS 





no ul cer is present. E xcessive s moking or a lcohol c onsumption a re known t o p roduce m ild 

gastritis or to aggravate exist ing gastritis symptoms. Gastritis al so can be a si de ef fect of a 


gastritis. Gastritis i s also s een in s ome pe rsons whose s tomachs do no t pr oduce a cid. I n t hese 





danger, a nd ha ve no l asting effect. O ccasionally, gastritis may cause bleeding, but i t i s rarely 

severe. 


a pe rson i s troubled by exc essive acid and an tacids f ail t o provide r elief, the ph ysician may 




1. Bones. 




5. Stomach. 

6. Liver. 

7. Blood. 


9. Heart. 

10. Vessels.

REVISION 

TEST 



A. stomach 

B. esophagus 

C. kidney 


A. tissues 

B. substances 

C. atria 


A. effective 

B. normal 

C. abnormal 


A. accessory 


C. muscular 


A. lumbar 

B. thoracic 

C. cranial 


A. run 

B. sleep 

C. eat 



B. causes 

C. symptoms 





C. transport 


lungs. 


B. are made 

C. is making 



B. consist 



A. has pumped 

B. was pumped 

C. pump 


A. are dividing

B. divide 

C. divided 


A. is pulled 

B. are pulled 







4. I n the majority of c ases t he ulcer de velops i n p articularly ne rvous pe rsons, of ten a fter 









Text A 






blood ve ssels t o c irculate the b lood t o you r tissues. S ome pr oblems, c alled congenital, a re 

present at b irth; ot hers occur a s the r esult of i nfection, he reditary f actors, pr oblems with t he 


In t he f ollowing pa ges, w e w ill c onsider i ndividually s everal do zen h eart a nd b lood 

vessel disorders, as well as some of t he remarkable advances made in recent years in diagnosis 

and treatment f or he art and circulatory p roblems. But be fore c onsidering t he pr oblems, i t i s 


health. 

What we eat, our exercise patterns, whether we smoke, and a number of othe r lifestyle 




Your pri mary care physician may treat some heart and circulatory disorders. However, 



Text B 


Healthy arteries are like he althy muscles. They are s trong, flexible, and elastic. 




of injury to the inne r w all of th e artery. At t hese s ites, f at de posits also collect. Ini tially, th e 

deposits a re onl y s treaks of f at-containing cells but, a s t hey e nlarge, they i nvade s ome of t he 


called atheromas or plaque s ar e t he pri ncipal cha racteristic of at herosclerosis. The great est 

















To s ome e xtent, t he bo dy c an pr otect i tself f rom na rrowing of a pa rticular a rtery by 

developing, with time, a dditional a rterial c onnections t hat de tour bl ood a round the na rrowed 






and pr oper di et. V itamins a re w idely us ed in t he treatment of t his di sease. Other dr ugs 

administered in treating atherosclerosis a re so -called l ipotropic s ubstances, w hich pr event f at 


Text C 

LEUKEMIA 




and bl oodstream, a nd t heir a ccumulation c an i nterfere with f unctions of t he vi tal or gans. 






vulnerable t o bl eeding a nd b ruising. Because of al l t hese ef fects, leukemia i s fatal w ithout 









Treatment of l eukemia ge nerally is si mple ch emotherapy. High-dose c hemotherapy, 




may be r ecommended. I t ha s be en de signed to ki ll t he cancer cells t hat m ay l inger i n the 


Text D 




be a bsorbed t o ge nerate e nergy f or t he body. This s ystem a lso bui lds a nd r eplaces c ells a nd 


the f ood i nto s mall pa rticles; the tongue, a po werful m uscle w hich d etects " good" a nd "bad" 

flavors i n f ood a nd m anipulates t he f ood be tween t he teeth f or c hewing, a nd s aliva, a watery 

fluid w hich l ubricates chewing a nd s wallowing a nd be gins t he pr ocess of di gestion. T he 


the " gut" r egion: t he s tomach, s mall a nd l arge i ntestines, the r ectum and t he a nus. F ood i s 











in a n e fficient w ay. I t may not be a savory e nding f or t he f ood or dr ink w e t hought w as s o 


Text E 

PEPTIC ULCER 

Peptic ul cers a re hol es or br eaks i n t he i nner l ining of t he e sophagus, s tomach, or 

duodenum. It ha s be en determined t hat pe ptic ulcer ge nerally oc curs i n t he l ower pa rt of t he 








and duode num a re ke pt i ntact by a ba lance b etween t he acid a nd s tomach j uices a nd t he 


ulcer. R ecent r esearch ha s show n t hat m any ulce rs m ay be secon dary to ba cteria ca lled 


Peptic ul cers a re not u ncommon i n our s ociety. I t ha s be en e stimated t hat t he a ge a t 











the a mount of a cid pr oduced i n the s tomach. T hese dr ugs a re called H12 blockers. T he us ual 

course of t herapy l asts a pproximately 6 w eeks. M any pe ople w ith ul cers ha rbor H py lori 



medications. 

However, i f t he pe rson has a n ul cer t hat doe s n ot r espond t o medical t reatment or t he 



Text F 

GASTRITIS 





no ul cer is present. E xcessive s moking or a lcohol c onsumption a re known t o p roduce m ild 

gastritis or to aggravate exist ing gastritis symptoms. Gastritis al so can be a si de ef fect of a 


gastritis. Gastritis is also seen in some pe rsons whose s tomachs do no t pr oduce a cid. I n t hese 





danger, and ha ve no lasting effect. O ccasionally, gastritis may cause bleeding, but i t i s rarely 

severe. 


a pe rson i s troubled by exc essive acid and an tacids f ail t o provide r elief, the ph ysician may 




1. Bones. 




5. Stomach. 

6. Liver. 

7. Blood. 


9. Heart. 

10. Vessels.

REVISION 

TEST 








B. get; skill 







A. topic; do 



5. T he t herapeutist _ t o t he pa tient’s he art and lungs, palpates abdominal pa rts, and measures 

blood _. 















others. 

a) che mist’s shop; b) nuc leaus; c) pul monological de partment; d) cel l m embrane; e) 




Text A 

GALEN 



until about 210 A D. During this considerable life span, Galen managed to perform studies that 

would long influence medicine. He is still known among other things for his discovery of blood




boy of his background. Nicon then had a dream in which Asclepius, the god of healing, told him 







in Rome w as i n t he c ards. There he w ent at age 32 an d became a f amous and influential 


Marcus Aurelius on t heir campaigns, and served as the personal physician to several emperors. 

Galen described what h e saw ( not always t he practice of t he da y). He i dentified the majority 


Galen did experiments suc h as sev ering a n erve and observing the effects. He i s thus 


carried blood and not air! (For over 400 ye ars the Alexandrian school of medicine had taught 







The w ritings of G alen were a bl essing to the ancient w orld. But t hey be came a curse 



Text B 






















reducing




the health sector. 





4. Hospital. 



7. My Future Profession. 

REVISION

TEST 








B. get; skill 







A. topic; do 



5. T he t herapeutist _ t o t he pa tient’s he art a nd l ungs, pa lpates a bdominal pa rts, a nd measures 

blood _. 















others. 

a) che mist’s shop; b) nuc leaus; c) pul monological de partment; d) cel l m embrane; e) 




Text A 

GALEN 



until about 210 A D. During this considerable life span, Galen managed to perform studies that 

would long influence medicine. He is still known among other things for his discovery of blood 




boy of his background. Nicon then had a dream in which Asclepius, the god of healing, told him







in R ome w as i n t he c ards. There he w ent at age 32 an d became a f amous and influential 


Marcus Aurelius on t heir campaigns, and served as the personal physician to several emperors. 

Galen described what h e saw ( not always t he practice of t he da y). He i dentified the m ajority 


Galen did experiments suc h as sev ering a n erve and observing the effects. He i s thus 


carried blood and not air! (For over 400 ye ars the Alexandrian school of medicine had taught 







The w ritings of G alen w ere a bl essing t o the ancient w orld. B ut t hey be came a curse 



Text B 






















reducing 




the health sector.





11. Hospital. 



14. My Future Profession.










______________ 

“_______” ______________ 200__ р. 







Фізіологія дихання. 

Курс 

ІІ 





При роботі над темою “Фізіологія дихання” ознайомитись з лексико-фонетичним 

матеріалом та словотворчим матеріалом з теми, вміти читати та перекладати тексти, 

вміти складати речення, відповідати на запитання з тем та робити усне повідомлення. 

При роботі над граматичним матеріалом The Absolute Participle Construction 








терміни, що стосуються тем, які 

повторюються. Використовувати раніше 

отриману інформацію в контексті певної 

ситуації спілкування англійською мовою за 



Фонетика: фонетичний матеріал до теми 

Словотворення: повторення основних префіксів та суфіксів різних частин мови. 

Граматика: The Absolute Participle Construction 

Тексти: NORMAL VENTILATION, MUSCLES OF RESPIRATION 


№ 

з/п 



часу 





Усне 




та 



теми 

“Фізіологія 

дихання” 


Фонетика: фонетичний матеріал 

до теми 

Словотворення: повторення 

основних префіксів та суфіксів 

різних частин мови 

Граматика: The Absolute 

Participle Construction 

Читання та говоріння: повторення 

лексичного матеріалу з теми, 

розвиток навичок усного 

мовлення. 

65% 


Усне 


Засоби 





таблиця The 

Absolute 

Participle 

Construction 

(І. Znamenska, 

O. Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical 

Student”)







Усне 


теми 

“Фізіологія 

дихання”. 








diaphragm ['daIqfrxm] диафрагма 

nares ['neIrI:z] ноздри 

cilia ['sIlIq] реснички 

moisten [mOIsn] увлажнять 

casing ['keIsIN] оболочка 

adenoid ['xdInOIdz] аденоиды 

dense [dens] плотный; сжатый; густой 

columnar [kq'lAmnq] столбчатый 

goblet cell ['gOblIt] бокаловидная клетка 

apex ['eIpeks] верхушка 

average ['xvqrIG] среднее число; средняя 

величина; в среднем равняться, составлять 

clavicle ['klxvIkl] ключица 

VOCABULARY 

alveolus (pl. ilveoli) [xl'vIqlqs] альвеола 

exhale [eks'heIl] выдыхать; производить 

выдох 

breathe out ['brI:D "aut] выдыхать 

passageway ['pxsIGweI] проход 


bronchiole ['brONkIqul] бронхиола 


capillary [kq'pIlqrI] капилляр 


expand [Iks'pxnd] растягивать(ся), 

расширять(ся); увеличивать(ся) в объеме, в 

размерах 

respiration ['respq'reIS(q)n] дыхание 

WORD-BUILDING 




bleeding.

GRAMMAR: 






He 



It 



You 





В начале предложения The Absolute Participle Construction переводится 

придаточным предложением с союзами: «после того, как», «так как», «поскольку»: 

The w ork havi ng been don e, t he s tudents went hom e. После того, как работа была 

выполнена, студенты пошли домой. 

Во второй части предложения The Absolute Participle Construction переводится 

простым предложением с союзами: "причем", "а", "и" или без них: 

The phys ician e xamined t he pa tient, the s tudents he lping hi m. Врач осмотрел больного, а 

студенты помогли ему. 






becoming severe. 7. The operation having been performed, the patient's condition began to 













Ex. 8. Read the following words and word-combinations:





смежный, соседний; inhale вдыхать; push down нажимать, надавливать; suck 

всасывать, засасывать; similar подобный похожий; file ряд, колонна; merge 

сливать(ся), соединять(ся). 






To r each t he l ungs, a ir enters t hrough t he mouth a nd nos e a nd t hen t ravels through t he 

pharynx, larynx, and down trachea. As you know the trachea branches into two main bronchial 

tubes, or ai r pa ssageways. Each bronchial t ube t hen branches i nto smaller p assageways 

(bronchi), which divide several times more, finally forming much smaller tubes (bronchioles). 

The branching creates the appearance of an upside-down tree. The smallest bronchioles end in 

tiny closed elastic air sacs called alveoli. The blood is carried to these air sacs by tiny blood 

vessels. The vessels, called pulmonary capillaries, release carbon dioxide from the blood into 

air sacs and at the same time absorb oxygen from the air sacs into the blood. 




When you i nhale, t he muscles of ribs c ontract, c ausing t he r ibs t o m ove upw ard and 



















dioxide. 

Ex.11. Write out key sentences of the text “Normal Ventilation”. 

Ex. 12. Make up a plan of the text “Normal Ventilation”.




Ex.16. Read and determine the main idea of the following text: 




entire c ircumference of t he body c avity a nd i nsert ont o a tendon i n t he c enter of di aphragm 

called the central tendon. When the muscles of the diaphragm contract, the dome is flattened, 



increase i n the t horacic c avity vol ume ne cessary f or i nspiration. E xpiration oc curs when t he 



forcefully, c ausing a g reater i ncrease i n t horacic vol ume. T he m uscles of e xpiration c ontract, 



5.3 Заключний етап 

Повідомлення з теми. 



transport it to individual cells. Air enters the nasal cavity. Then the air passes the pharynx. After 

that air reaches the larynx and then trachea and bronchial tree. The lungs are the principal organs 

of the respiration. The right lung is larger than the left. The right lung has three lobes, and the 

left lung has two. The primary function of the lungs is to provide oxygen to the blood and to 

remove carbon dioxide from it. 



1. Tell your fellow-student about the structure of respiratory system. 

2. Describe the process of ventilation. 

3. Speak about the work of the respiratory muscles. 


1. What does the respiratory system consist of? 2. What part does the respiratory tract 

divided into? 3. What is the major function of the respiratory system? 4. Where does air 

enter? 5. What is pharynx? 6. What are there in the pharynx? 7. What is trachea? 8. What 

are the lungs? 9. What is the difference between right and left lungs? 10. What is the 

primary function of the lungs ? 11. What is the diaphragm?



1. The respiratory system consists of the nasal cavity, pharynx, larynx, trachea, _, and lungs. 

2. The respiratory system and the cardiovascular system transport oxygen to _ cells. 3. 

Respiration is the _ of oxygen and carbon dioxide between the atmosphere and body cells. 4. 

Air enters the _ cavity. 5. Then the air passes the _. 6. After that the air passes the trachea 

and _. 7. The trachea connects the larynx to the primary _. 8. The lungs are the principal 

organs of the _. 9. The right lung is larger than the _. 10. The right lung has _ lobes, and the 

left lung has two. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена викл. Демченко Н.М.










______________ 

“_______” ______________ 200__ р. 








Фізіологія дихання. 

Курс 

ІІ 








При роботі над темою “Фізіологія дихання ” ознайомитись з лексико-фонетичним 

матеріалом та словотворчим матеріалом з теми, вміти читати та перекладати текст, та 

засвоїти послідовність її викладання з тим, щоб вміти складати речення, відповідати на 

запитання з теми та робити усне повідомлення. 

При роботі над граматичним матеріалом The Absolute Participle Construction засвоїти 

функції та переклад матеріалу, що вивчається, у реченнях з метою розпізнання його у 

тексті при читанні та перекладі. 






















diaphragm ['daIqfrxm] диафрагма 

nares ['neIrI:z] ноздри 

cilia ['sIlIq] реснички 

moisten [mOIsn] увлажнять 

casing ['keIsIN] оболочка 

adenoid ['xdInOIdz] аденоиды 

dense [dens] плотный; сжатый; густой 

columnar [kq'lAmnq] столбчатый 

goblet cell ['gOblIt] бокаловидная клетка 

apex ['eIpeks] верхушка 

average ['xvqrIG] среднее число; средняя 

величина; в среднем равняться, составлять 

clavicle ['klxvIkl] ключица 

alveolus (pl. ilveoli) [xl'vIqlqs] альвеола 

exhale [eks'heIl] выдыхать; производить 

выдох 

breathe out ['brI:D "aut] выдыхать 

passageway ['pxsIGweI] проход 


bronchiole ['brONkIqul] бронхиола 


capillary [kq'pIlqrI] капилляр 


expand [Iks'pxnd] растягивать(ся), 

расширять(ся); увеличивать(ся) в объеме, в 

размерах 

respiration ['respq'reIS(q)n] дыхание 


What is The Absolute Participle Construction? 


Read and translate the following sentences: 


examined, the doctor went to the laboratory. 3. The patient being very weak, the operation was



becoming severe. 7. The operation having been performed, the patient's condition began to 


















смежный, соседний; inhale вдыхать; push down нажимать, надавливать; suck 

всасывать, засасывать; similar подобный похожий; file ряд, колонна; merge 

сливать(ся), соединять(ся). 






To r each t he l ungs, air e nters through t he mouth a nd nos e a nd t hen t ravels t hrough t he 

pharynx, larynx, and down trachea. As you kno w the trachea branches into two main bronchial 

tubes, or air passageways. Each bronchial tube then branches into smaller passageways (bronchi), 

which divide s everal t imes more, finally forming much s maller tu bes (br onchioles). T he 

branching creates the appearance of an upside-down tree. The s mallest bronchioles end in tiny 

closed elastic air sacs called alveoli. The blood is carried to these air sacs by tiny blood vessels. 

The vessels, called pulmonary capillaries, release carbon dioxide from the blood into air sacs and 

at the same time absorb oxygen from the air sacs into the blood. 





outward. At the same time, the diaphragm contracts, pushing down toward the abdomen. These


















dioxide. 










entire c ircumference of t he body c avity a nd i nsert ont o a tendon i n t he c enter of di aphragm 

called the central tendon. When the muscles of the diaphragm contract, the dome i s flattened, 



increase i n the t horacic cavit y volume ne cessary f or i nspiration. E xpiration oc curs w hen t he 



forcefully, c ausing a g reater i ncrease i n thoracic vol ume. The m uscles of expi ration contract, 







pharynx? 6. What are there in the pharynx? 7. What is trachea? 8. What are the lungs? 9. What is

the difference between right and left lungs? 10. What is the primary function of the lungs ? 11. 

What is the diaphragm? 






cavity. 5. Then the air passes the _. 6. After that the air passes the trachea and _. 7. The trachea 

connects the larynx to the primary _. 8. T he lungs are the principal organs of the _. 9. The right 

lung is larger than the _. 10. The right lung has _ lobes, and the left lung has two. 











Методична вказівка складена викл. Демченко Н.М..










______________ 

“_______” ______________ 200__ р. 




Навчальна 

Іноземна (англійська) мова 




Тема заняття Бронхіт 

Курс 

ІІ 


Медичний 






При роботі над темою “Бронхіт” 














терміни, що стосуються теми, що 

вивчається. Використовувати раніше 










inflame [In'fleIm] воспаляться 

ailment ['eIlmqnt] заболевание, 

недомогание 

bring up [brIN] выводить 

sputum ['spju:tqm] мокрота 

soreness ['sO:nIs] боль, болезненность 

constriction [kqn'strIkS(q)n] сжатие 

chill [CIl] озноб 

fever ['fI:vq] жар, лихорадка, повышенная 

температура 

hasten ['heIsn] ускорять 

trace [treIs] следить 

occurrence [q'kAr(q)ns] наличие 

damp [dxmp] сырость, влажность 

community-acquired [q'kwaIqd] 

внебольничный 

aspiration ["xspq'reIS(q)n] аспирационный 

distortion [dIs'tO:S(q)n] отклонение, аномалия 

sample [sa:mpl] образец 

severity [sI'verItI] тяжесть


1. What are the main rules for the summary of the text? 

2. What common phrases are used for the summaries? 


1. Виписати незнайомі слова до тексту “Bronchitis” 

2. Письмово перекласти текст Bronchitis” 

3. Скласти анотацію до тексту Bronchitis” 


BRONCHITIS 

Just when you thought you were finally over a cold, your chest starts to feel sore and you 

develop a cough. Later, you might get the chills or a slight fever. 

If these signs and symptoms sound familiar, you might have acute bronchitis, a condition 

that oc curs w hen the i nner w alls t hat l ine t he m ain air pa ssageways of your l ungs be come 

infected and inflamed. Bronchitis often follows a respiratory infection such as a cold. Smoking 

and exposure to smoke are also risk factors for bronchitis. 

Most cas es of acute bronc hitis d isappear w ithin a f ew da ys w ithout l asting effects, 

although coughs may linger for weeks. If you have repeated bouts of bronchitis, see your doctor. 

You may have a more serious health problem – such as asthma or chronic bronchitis – that needs 

medical attention. 

A cough that brings up yellowish-gray or green mucus (sputum) is one of the main signs 

of br onchitis. M ucus i tself i sn't a bnormal – your a irways nor mally pr oduce up t o s everal 

tablespoons of m ucus secretions e very da y. But t hese s ecretions us ually don' t a ccumulate, 

because they're continuously cleared into your throat and swallowed with your saliva. 

When the main air passageways in your lungs (bronchial tubes) are inflamed, they often 

produce large amounts of discolored mucus that comes up w hen you c ough. If this persists for 

more than three months, it is referred to as chronic bronchitis. Mucus that isn't white or clear 

usually means there's a secondary infection. 

Still, bronchitis symptoms can be deceptive. You don't always produce sputum when you 

have br onchitis, a nd c hildren of ten s wallow coughed-up material, s o pa rents m ay not know 

there's a secondary infection. Many smokers have to clear their throat every morning when they 

get up. While they may think this is normal for everyone, it's not. If it continues for more than 

three months, it may be chronic bronchitis. 

Acute bronchitis also may be accompanied by common signs and symptoms of an upper 

respiratory infection, including: soreness and a feeling of constriction or burning in your chest, 

sore t hroat, c hest c ongestion, s inus f ullness, breathlessness, w heezing, slight fever a nd chills, 

overall malaise 

Antibiotics don't effectively treat most cases of bronchitis because the condition usually 

results f rom a vi ral i nfection. Instead, t he f ollowing a re t he c ornerstones of a cute br onchitis 

treatment: get plenty of rest, drink extra liquids, take a nonprescription cough medicine. 

It's best not to suppress a cough that brings up mucus, however, because coughing helps 

remove irritants from your lungs and air passages. If your cough is keeping you awake at night, 

use j ust e nough c ough m edicine s o t hat you can r est, but not e nough t o s uppress your c ough 

completely. T here a re several ki nds of ove r-the-counter (OTC) c ough m edicines. R ead t heir 

labels to figure out which is most likely to relieve the type of cough you have. If your cough is 

preventing you from sleeping, your doctor may recommend a prescription cough suppressant. 

Your doctor may prescribe an antibiotic if he or she suspects that you ha ve a bacterial 

infection. If you ha ve a chronic lung disorder or if you s moke, your doctor may also prescribe 

antibiotics to reduce your risk of a serious, secondary infection.


Питання для самоконтролю: 

1. What condition is called acute bronchitis? 

2. What are risk factors for bronchitis? 

3. What is one of the main signs of bronchitis? 

4. What may acute bronchitis also be accompanied by? 

5. What medicine may your doctor prescribe you in case of bronchitis? 











Методична вказівка складена 

викл. Демченко Н.М.










______________ 

“_______” ______________ 200__ р. 







Імунна система. 

Курс 

ІІ 





При роботі над темою “Імунна система” ознайомитись з лексико-фонетичним матеріалом 

та словотворчим матеріалом з теми, вміти читати та перекладати тексти, вміти складати 

речення, відповідати на запитання з тем та робити усне повідомлення. 

При роботі над граматичним матеріалом Simple tenses (revision) засвоїти функції та 

переклад матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті при 

читанні та перекладі. 














Граматика: Simple tenses (revision) 

Текст: Immune system 


№ 

з/п 



часу 





Усне 




та 



теми “Імунна 

система” 


65% 


до теми 




Граматика: Simple tenses 

(revision) 






Усне 


Засоби 





таблиця Simple 

tenses (revision) 



Kostenko 

“Course of 

English for 

Medical 

Student”)







Усне 


теми “Імунна 

система”. 








past [pAst] мимо; за, по той бік 

defense [dI'fens] захист 

humoral ['hju:m(q)rql] гуморальний, 

опосередкований антитілами 

cell-mediated ["sel'medIeItId] клітинноопосередкований 

parasite ['pxrqsQIt] паразит 

derive [dI'rQIv] виводити; отримувати; 

добувати; породжувати 

derived [dI'raIvd] похідний, вторинний 

thymus gland ['TQImqs 'glxnd] тимус, 

вилочкова (зобна) залоза 

dissolved [dI'zOlvd] розчинений 

transparent [trxns'pFqr(q)nt] прозорий 

germ [Gq:m] мікроорганізм 

VOCABULARY 

WORD-BUILDING 


Prefixes and term-elements: 

inter- (between) 

intra- (within) 

macro- (large) 

recover [rI'kAvq] відновлювати; видужувати 

suppress [sq'pres] припиняти; стримувати 

eliminate [I'lImIneIt] знищувати, ліквідувати 

in response to [rIs'pOns] у відповідь на 

exposure [Iks'pquZq] зараження, контакт з 

джерелом зараження; стимуляція; 

експозиція 

majority [mq'GOrItI] більшість 

encounter [In'kQuntq] наштовхнутися 

engulf [In'gAlf] поглинати 

fungi (sing. fungus) ['fAnGaI] гриби; грибки 

protozoa ["prqutqu'zqu] протозоа, прості 

одноклітинні тваринні організми 

helminth ['helmInT] глист, паразитний глист 


A. Intercellular, interspersed, interdependence; intercostal; interaction; international; interrelate; 

intermediate; interphase. 

B. Intracellular, intravenous; intramuscular; intracranial; intracardiac; intrapleural; intrathoracic; 

intraspinal. 

C. Macrocephalia; macromolecule; macrophage. 

GRAMMAR: 

Ex. 3. Familiarize yourself with the data of the following table:

SIMPLE TENSES 

(REVISION) 

Tense Active Voice Passive Voice 

Present V, V+s am (is, are) + V 3 

Past V 2 was (were) + V 3 

Future will (shall) + V will (shall) + be + V 3 

Ex. 4. Insert the correct forms of the verbs and translate the sentences into your native 

language: 

1. Immune system (to design) by nature millions of years ago to aid the body in recovering from 

injuries and illnesses. 2. The lymph (to flow) from the capillaries in all parts of the body into the 

lymphatic ve ssels. 3. Although w e ( to i nhale) a nd ( to e at) thousands of ge rms e very da y, t he 

immune system (to prevent) the spread of various diseases. 4. We (to bear) with a genetically 

based natural defense system. 5. Diabetes (to occur) when the cells in the pancreas are destroyed. 

6. Your immune system (to need) help to function at the highest capacity. 7. Sticky mucus in 

respiratory and gastrointestinal tracts (to trap) many microorganisms. 

Ex. 5. Determine the tense-forms of the predicates in the following sentences: 

1. F oreign substances enter the b ody a nd c ause t he m anufacture o f a ntibodies. 2. V arious 

bacteria l ive i n the nose a nd mouth. 3. A n a naerobe is a microorganism t hat c an l ive w ithout 

oxygen, while an aerobe requires oxygen. 4. S ome macrophages are concentrated in the lungs, 

liver, lining of the lymph nodes and spleen. 5. B cells are produced in the stem cells of the bone 

marrow. 6. Phagocytes dissolve and destroy bacteria, viruses, and fungi. 7. The lymph nodes are 

usually distributed in groups. 





Cell-medi_ted; e ng_lf; e nco_nter; e limin_te; pa ra_ite; d efen_e; e _posure; hum _ral; de r_ve; 

suppre_s. 


Dissolved; thymus gl and; t ransparent; c ell-mediated; f ungi; e ngulf; e ncounter; e liminate; 

protozoa; in response to; majority; defense; exposure. 


Nature; immune; recovering; positioned; lymphoid; hormone; thymus; transparent fluid; antigen; 

chiefly; d efend; c ategory; hum oral a nd c ell-mediated; c ertain; p lasma; c ell; lymphocyte; 

phagocyte; engulf; virus; fungi; protozoa; healthy diet. 


IMMUNE SYSTEM

The i mmune s ystem i s pr obably t he 

most i mportant s ystem i n t he hum an 

body. It was designed by nature millions 

of years ago to aid the body in recovering 

from injuries and illnesses. 

The immune system is a complex of 

organs, a ll of w hich w ork t ogether t o 

clear infection from the body. The organs 

of t he i mmune s ystem, pos itioned 

throughout the body, are called lymphoid 

organs. T he major pa rts of i mmune 

system a re t he thymus, s pleen, l ymph 

system, bone marrow, white blood cells, 

antibodies, a nd hor mones. Lymphatic 

vessels and lymph nodes are the parts of 

the special circulatory system that carries 

lymph, a t ransparent fluid c ontaining 

white blood cells, chiefly lymphocytes. 

Although w e i nhale a nd e at 

thousands of germs every da y, t he 

immune s ystem pr events them f rom 

causing the diseases. 

Human body has many mechanisms 

The Work of Immune System 

that defend the person against infectious organisms. The skin and gastrointestinal tract are the 

first lines of defense. The human organism has a specific capacity of resistance against infection 

called immunity. There are t wo general categories of i mmune mechanisms: hu moral and cellmediated. 

Humoral immunity is based on c ertain body pr oteins called antibodies, which are found 

dissolved in the blood and other body fluids. The antibodies are made by plasma cells, which are 

derived from c ertain white blood c ells c alled B l ymphocytes ( or B c ells). T he a ntibodies a re 

produced in response to exposure to a foreign substance. Any foreign substance that enters the 

body and causes the manufacture of antibodies is called an antigen. 

Cell-mediated i mmunity i s based on t he a ctions of pha gocytes and o ther w hite blood 

cells. Phagocytes are cells that can dissolve or engulf and destroy viruses, bacteria, fungi, and 

cells f oreign t o t he bo dy. White bl ood c ells t hat a re involved i n t his de fense a re a t ype o f 

lymphocyte called T cells because they are derived from the thymus gland. 

Agents that can invade the human body live everywhere. The majority of these organisms 

do not produce disease, but some do. The basic types of organisms that cause infectious disease 

are bacteria, viruses, fungi, protozoa, and helminths. 

Possible h elp f or t he i mmune s ystem i s a he althy di et, w ith l ots of na tural s ources of 

vitamins A, C and E, zinc, iron, and vitamin B 6 . 


Протозоа, прості одноклітинні тваринні організми; захист; поглинати; знищувати, 

ліквідувати, анулювати; розчинений; стримувати; тимус, вилочкова (зобна) залоза; 

клітинно-опосередкована; контакт з джерелом зараження; здібність до опору; 

грунтуватися на; вражати організм людини. 

Ex. 13. Translate the text “Immune System” into your native language. 

Ex. 14. Insert the missing words:

1. The immune system is probably the most important _ in the human body. 2. It is a complex of 

organs, all of which work together to clear _ from the body. 3. The organs of the immune system 

are called _ organs. 4. The major parts of immune system are the _, spleen, lymph system, bone 

marrow, white blood cells, antibodies, and hormones. 5. Human body has many mechanisms that 

_ the person against infectious organisms. 6. The skin and gastrointestinal tract are the first lines 

of _. 7. The human organism has a specific capacity of resistance against infection called _ 8. 

There are two general categories of immune mechanisms: _ and cell-mediated. 


1. What is the immune system? 2. What organs does the immune system consist of? 3. What is 

the main goal of the immune system? 4. What are the first lines of defense of the person against 

infectious o rganisms? 5 . What c ategories of i mmune mechanisms do you know ? 6. W hat i s 

humoral immunity based on? 7. What is cell-mediated immunity based on? 8. What are the types 

of organisms that cause infectious disease? 

Ex. 16. Match the following terms with their definitions: 

1. Antibody 

2. Antibody-mediated immunity 

3. Humoral immunity 

4. Immunity 

5. Phagocyte 

1. C ell pos sessing t he pr operty of i ngesting b acteria, 

foreign particles, and other cells. 

2. Resistance t o i nfectious dis ease and h armful 

substances. 

3. Immunity due to antibodies. 

4. I mmunity due t o B c ells a nd t he p roduction of 

antibodies. 

5. P rotein f ound i n the pl asma t hat i s r esponsible f or 

humoral immunity; binds specifically to antigen. 

Ex. 17. Insert the missing prepositions (for, into, from, of): 

1. The majority _ or ganisms that can invade the human body do not produce disease, but some 

do. 2. The ba sic types _ organisms t hat c ause infectious d isease ar e b acteria, viruses, fungi, 

protozoa, a nd helminths. 3. P ossible he lp _ t he immune s ystem i s a he althy d iet, with l ots of 

natural s ources of vi tamins A, C and E , z inc, i ron, a nd vi tamin B 6 . 4. In active a rtificial 

immunity an antigen is introduced _ an individual to stimulate his/her immune system. 5. Active 

natural immunity results _ natural exposure to an antigen. 

Ex. 18. Write out key sentences of the text “Immune System”. 

Ex. 19. Speak on the immune system. 

Ex. 20. Read the following text and compose detailed plan to it: 

IMMUNITY 

There are four ways to acquire specific immunity: active natural, active artificial, passive 

natural, and pa ssive artificial. Natural and artificial r efer t o the m ethod of expos ure. Natural 

exposure implies t hat c ontact w ith a ntigen or a ntibody ( protein f ound i n t he pl asma i s 

responsible f or humeral i mmunity) occurrs a s p art of e veryday l iving a nd w as not deliberate. 

Artificial exposure, also called immunization, is a deliberate introduction of antigen or antibody 

into the body. 

"Active" an d "passive" de scribe w hose i mmune sys tem i s r esponding to the an tigen 

(antigens a re l arge m olecules that stimulate a specific immune sys tem r esponse). When the 

individual is e xposed t o the a ntigen (either na turally or a rtificially), t here can be a s pecific 

immune system response, which is called active immunity because the individual's own immune 

system is the cause of the immunity. Passive immunity occurs when another person or animal 

develops immunity and the immunity is transferred to a nonimmune individual.

Active na tural im munity results f rom na tural e xposure t o an antigen. Because t he 

individual is not immune during the first exposure, he/she usually develops the symptoms of the 

disease. I nterestingly, exposure t o an a ntigen does not a lways pr oduce s ymptoms. I n a ctive 

artificial immunity an antigen is deliberately introduced into an individual to stimulate his/her 

immune system. This process is vaccination, and the introduced antigen is vaccine. Injection of 

the va ccine i s the us ual m ode of a dministration ( tetanus t oxoid, di phtheria, a nd w hooping 

cough), a lthough i ngestion ( Sabin poliomyelitis va ccine) i s s ometimes us ed. P assive na tural 

immunity r esults f rom t ransfer of a ntibodies f rom a m other t o he r f etus or ba by. A chieving 

passive artificial immunity usually begins with vaccinating an animal such as a horse. After the 

animal's immune system responds to the antigen, antibodies are removed from the animal and are 

injected into the individual requiring immunity. 


Immunity can be natural or artificial, innate or acquired, and active or passive. 

Active na tural (contact w ith i nfection): de velops s lowly, i s l ong t erm, a nd a ntigen 

specific. 

Active artificial (immunization): develops slowly, lasts for several years, and is specific 

to the antigen for which the immunization was given. 

Passive na tural ( transplacental = mother to child): de velops im mediately, is te mporary, 

and affects all antigens to which the mother has immunity. 

Passive artificial (injection of gamma globulin): develops immediately, is temporary, and 

affects all antigens to which the donor has immunity. 

Ex. 2 2. Read th e fo llowing text, entitle it, and d iscuss ob tained i nformation w ith you r 

fellow-student: 

Disorders in the immune system can cause various diseases. Immunodeficiency diseases 

occur w hen t he immune sys tem i s l ess ac tive t han normal, resulting i n recurring and lifethreatening 

infections. Immunodeficiency can either be the result of a genetic disease, such as 

severe combined immunodeficiency, or be produced by pharmaceuticals or an infection, such as 

the acquired i mmune deficiency s yndrome (AIDS) tha t is c aused by the retrovirus HIV. I n 

contrast, autoimmune diseases result from a hyperactive immune system attacking normal tissues 

as if they were foreign organisms. Common autoimmune diseases include rheumatoid arthritis, 

diabetes mellitus I, and lupus erythematosus. These critical roles of immunology in human health 

and disease are areas of intense scientific study. 

Both i mmune c ells a nd f oreign m olecules e nter t he l ymph node s vi a blood ve ssels or 

lymphatic v essels. A ll i mmune cel ls exi t the lymphatic sy stem and eventually return to the 

bloodstream. O nce i n t he bl oodstream, l ymphocytes are t ransported t o t issues throughout t he 

body, where they act as sentries on the lookout for foreign antigens. 

We ar e al l born with a ge netically ba sed natural de fense s ystem. The skin is t he m ost 

important or gan of our natural de fense s ystem. A n i njury i s a ga teway f or ge rms t o e nter the 

body. This, or the presence of a foreign object within the body, causes the immune system to act, 

getting rid of the invaders, while the skin takes care of the wound. When this process does not 

take place, it results in an infection. Another sign of the functioning of the immune system is 

when we get a rash or a bump on the skin after a mosquito bites. 

When you have a vaccination, your immune system is given a copy of a specific disease, 

so that if the system comes across the disease again, the memory cells in the immune system will 

know exactly what action to take, likewise, if you have had a disease before, they know what to 

do in the event of reinvasion. 

Ex. 23. Make up a dialogue on the immune system. 


1. Лімфатичні вузли, селезінка, червоний кістковий мозок і загруднинна залоза 

об’єднуються в імунну систему. 2. Імунна система забезпечує захист організму від 

генетично чужорідних клітин та речовин. 3. Імунітет – це спосіб захисту організму 

від інфекційних і неінфекційних агентів та речовин, які мають ознаки чужорідної 

генетичної інформації. 4. Залежно від механізмів, які формують несприйнятливість 

організму до патогенних факторів, виділяють такі основні види імунітету: 

природний та штучний, активний та пасивний. 5. Імунна система включає всі 

органи, в яких відбувається утворення і диференціація клітин, що здійснюють 

захисні реакції організму. 6. Найважливіші клітини імунної системи – це 

лімфоцити, які поділяються на Т-лімфоцити і В-лімфоцити. 



The immune system is one of the most important systems in the human body. The major parts of 

immune s ystem a re t he t hymus, s pleen, lymph s ystem, bone m arrow, w hite blood c ells, 

antibodies, and hormones. They work together to clear infection from the body. Human body has 

many mechanisms t hat de fend the pe rson a gainst i nfectious o rganisms. The skin and 

gastrointestinal tract are the first lines of defense. The human organism has a specific capacity of 

resistance against inf ection called immunity. Agents t hat c an i nvade t he hum an body l ive 

everywhere. The majority of t hese organisms do not pr oduce di sease, but s ome do. T he ba sic 

types of or ganisms t hat c ause i nfectious di sease a re ba cteria, vi ruses, f ungi, pr otozoa, a nd 

helminths. Possible help for the immune system is a healthy diet, with lots of natural sources of 




1. Tell your fellow-student about the immune system. 

2. Describe two ways of immune mechanism. 

3. Speak about the immunity. 















There are two general categories of immune mechanisms: _ and cell-mediated.



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








Імунна система. 

Курс 

ІІ 








При роботі над темою “Імунна система ” ознайомитись з лексико-фонетичним матеріалом 

та словотворчим матеріалом з теми, вміти читати та перекладати текст, та засвоїти 

послідовність її викладання з тим, щоб вміти складати речення, відповідати на запитання з 

теми та робити усне повідомлення. 

При роботі над граматичним матеріалом Simple tenses (revision) засвоїти функції та 
























past [pAst] мимо; за, по той бік 

defense [dI'fens] захист 

humoral ['hju:m(q)rql] гуморальний, 

опосередкований антитілами 

cell-mediated ["sel'medIeItId] клітинноопосередкований 

parasite ['pxrqsQIt] паразит 

derive [dI'rQIv] виводити; отримувати; 

добувати; породжувати 

derived [dI'raIvd] похідний, вторинний 

thymus gland ['TQImqs 'glxnd] тимус, 

вилочкова (зобна) залоза 

dissolved [dI'zOlvd] розчинений 

transparent [trxns'pFqr(q)nt] прозорий 

germ [Gq:m] мікроорганізм 

recover [rI'kAvq] відновлювати; видужувати 

suppress [sq'pres] припиняти; стримувати 

eliminate [I'lImIneIt] знищувати, ліквідувати 


exposure [Iks'pquZq] зараження, контакт з 

джерелом зараження; стимуляція; 

експозиція 

majority [mq'GOrItI] більшість 

encounter [In'kQuntq] наштовхнутися 

engulf [In'gAlf] поглинати 

fungi (sing. fungus) ['fAnGaI] гриби; грибки 

protozoa ["prqutqu'zqu] протозоа, прості 

одноклітинні тваринні організми 

helminth ['helmInT] глист, паразитний глист 


1. How is the negative form for the Present Simple Tense formed? 

2. How is the interrogative form for the Pat Simple Tense formed?

3. What are the main time-markers for The Future Simple Tense?


Insert the correct forms of the verbs and translate the sentences into your native language: 








Determine the tense-forms of the predicates in the following sentences: 

1. F oreign substances enter the b ody a nd c ause t he m anufacture o f a ntibodies. 2. V arious 

bacteria l ive i n the nose a nd mouth. 3. A n anaerobe is a microorganism that c an live without 

oxygen, while an aerobe requires oxygen. 4. S ome macrophages are concentrated in the lungs, 

liver, lining of the lymph nodes and spleen. 5. B cells are produced in the stem cells of the bone 

marrow. 6. Phagocytes dissolve and destroy bacteria, viruses, and fungi. 7. The lymph nodes are 

usually distributed in groups. 





Cell-medi_ted; e ng_lf; e nco_nter; e limin_te; pa ra_ite; d efen_e; e _posure; hum _ral; de r_ve; 

suppre_s. 


Dissolved; thymus gl and; t ransparent; c ell-mediated; f ungi; e ngulf; e ncounter; e liminate; 

protozoa; in response to; majority; defense; exposure. 


Nature; immune; recovering; positioned; lymphoid; hormone; thymus; transparent fluid; antigen; 

chiefly; defend; c ategory; hum oral a nd c ell-mediated; c ertain; p lasma; c ell; lymphocyte; 

phagocyte; engulf; virus; fungi; protozoa; healthy diet. 


IMMUNE SYSTEM

The i mmune s ystem i s pr obably t he 

most i mportant s ystem i n t he hum an 

body. It was designed by nature millions 

of years ago to aid the body in recovering 

from injuries and illnesses. 

The immune system is a complex of 

organs, a ll of w hich w ork t ogether t o 

clear infection from the body. The organs 

of t he i mmune s ystem, pos itioned 

throughout the body, are called lymphoid 

organs. T he major pa rts of i mmune 

system a re t he thymus, s pleen, l ymph 

system, bone marrow, white blood cells, 

antibodies, a nd hor mones. Lymphatic 

vessels and lymph nodes are the parts of 

the special circulatory system that carries 

lymph, a t ransparent fluid c ontaining 

white blood cells, chiefly lymphocytes. 

Although w e i nhale a nd e at 

thousands of ge rms every da y, t he 

immune s ystem pr events them f rom 

causing the diseases. 

Human body has many mechanisms 

The Work of Immune System 

that defend the person against infectious organisms. The skin and gastrointestinal tract are the 

first lines of defense. The human organism has a specific capacity of resistance against infection 

called immunity. There are t wo general categories of i mmune mechanisms: hu moral and cellmediated. 

Humoral immunity is based on c ertain body pr oteins called antibodies, which are found 

dissolved in the blood and other body fluids. The antibodies are made by plasma cells, which are 

derived from c ertain white bl ood cells c alled B ly mphocytes (or B c ells). The a ntibodies a re 

produced in response to exposure to a foreign substance. Any foreign substance that enters the 

body and causes the manufacture of antibodies is called an antigen. 

Cell-mediated i mmunity i s ba sed on t he a ctions of pha gocytes and o ther w hite blood 

cells. Phagocytes are cells that can dissolve or engulf and destroy viruses, bacteria, fungi, and 

cells f oreign t o t he bo dy. White bl ood c ells t hat a re involved i n t his de fense a re a t ype o f 

lymphocyte called T cells because they are derived from the thymus gland. 

Agents that can invade the human body live everywhere. The majority of these organisms 

do not produce disease, but some do. The basic types of organisms that cause infectious disease 

are bacteria, viruses, fungi, protozoa, and helminths. 

Possible h elp f or t he i mmune s ystem i s a he althy di et, w ith l ots of na tural s ources of 



Протозоа, прості одноклітинні тваринні організми; захист; поглинати; знищувати, 

ліквідувати, анулювати; розчинений; стримувати; тимус, вилочкова (зобна) залоза; 

клітинно-опосередкована; контакт з джерелом зараження; здібність до опору; 

грунтуватися на; вражати організм людини. 

Ex. 13. Translate the text “Immune System” into your native language. 

Ex. 14. Insert the missing words:














Ex. 16. Match the following terms with their definitions: 

1. Antibody 

2. Antibody-mediated immunity 

3. Humoral immunity 

4. Immunity 

5. Phagocyte 

1. C ell pos sessing t he pr operty of i ngesting b acteria, 

foreign particles, and other cells. 

2. Resistance t o i nfectious dis ease and h armful 

substances. 

3. Immunity due to antibodies. 

4. I mmunity due t o B c ells a nd t he p roduction of 

antibodies. 

5. P rotein f ound i n the pl asma t hat i s r esponsible f or 

humoral immunity; binds specifically to antigen. 

Ex. 17. Insert the missing prepositions (for, into, from, of): 

1. The majority _ or ganisms that can invade the human body do not produce disease, but some 

do. 2. The ba sic types _ organisms t hat c ause infectious d isease ar e b acteria, viruses, fungi, 

protozoa, a nd helminths. 3. P ossible he lp _ t he immune s ystem i s a he althy d iet, with l ots of 

natural s ources of vi tamins A, C and E , z inc, i ron, a nd vi tamin B 6 . 4. In active a rtificial 

immunity an antigen is introduced _ an individual to stimulate his/her immune system. 5. Active 

natural immunity results _ natural exposure to an antigen. 

Ex. 18. Write out key sentences of the text “Immune System”. 

Ex. 19. Speak on the immune system. 

Ex. 20. Read the following text and compose detailed plan to it: 

IMMUNITY 

There are four ways to acquire specific immunity: active natural, active artificial, passive 

natural, and pa ssive artificial. Natural and artificial r efer t o the m ethod of expos ure. Natural 

exposure implies t hat c ontact w ith a ntigen or a ntibody ( protein f ound i n t he pl asma i s 

responsible for hu meral im munity) occurrs a s p art of e veryday living a nd w as not deliberate. 

Artificial exposure, also called immunization, is a deliberate introduction of antigen or antibody 

into the body. 

"Active" an d "passive" de scribe w hose i mmune sys tem i s r esponding to the an tigen 

(antigens a re l arge m olecules that stimulate a specific immune sys tem r esponse). When the 

individual is e xposed t o the a ntigen (either na turally or a rtificially), t here can be a s pecific 

immune system response, which is called active immunity because the individual's own immune 

system is the cause of the immunity. Passive immunity occurs when another person or animal 

develops immunity and the immunity is transferred to a nonimmune individual.

Active na tural i mmunity r esults f rom na tural e xposure t o a n a ntigen. B ecause t he 

individual is not immune during the first exposure, he/she usually develops the symptoms of the 

disease. I nterestingly, exposure t o an a ntigen does not a lways pr oduce s ymptoms. I n a ctive 

artificial immunity an antigen is deliberately introduced into an individual to stimulate his/her 

immune system. This process is vaccination, and the introduced antigen is vaccine. Injection of 

the va ccine i s the us ual m ode of a dministration ( tetanus t oxoid, di phtheria, a nd w hooping 

cough), a lthough i ngestion ( Sabin poliomyelitis va ccine) i s som etimes us ed. Passive na tural 

immunity r esults f rom t ransfer of a ntibodies f rom a m other t o he r f etus or ba by. A chieving 

passive artificial immunity usually begins with vaccinating an animal such as a horse. After the 

animal's immune system responds to the antigen, antibodies are removed from the animal and are 

injected into the individual requiring immunity. 


Immunity can be natural or artificial, innate or acquired, and active or passive. 

Active na tural (contact w ith i nfection): de velops s lowly, i s l ong t erm, a nd a ntigen 

specific. 

Active artificial (immunization): develops slowly, lasts for several years, and is specific 

to the antigen for which the immunization was given. 

Passive natural ( transplacental = mother to child): de velops im mediately, is te mporary, 

and affects all antigens to which the mother has immunity. 

Passive artificial (injection of gamma globulin): develops immediately, is temporary, and 

affects all antigens to which the donor has immunity. 

Ex. 2 2. Read th e fo llowing text, entitle it, and d iscuss ob tained i nformation w ith you r 

fellow-student: 

Disorders in the immune system can cause various diseases. Immunodeficiency diseases 

occur w hen t he immune sys tem i s l ess ac tive t han normal, resulting i n recurring and lifethreatening 

infections. Immunodeficiency can either be the result of a genetic disease, such as 

severe combined immunodeficiency, or be produced by pharmaceuticals or an infection, such as 

the acquired i mmune deficiency s yndrome (AIDS) tha t is c aused by the retrovirus HIV. I n 

contrast, autoimmune diseases result from a hyperactive immune system attacking normal tissues 

as if they were foreign organisms. Common autoimmune diseases include rheumatoid arthritis, 

diabetes mellitus I, and lupus erythematosus. These critical roles of immunology in human health 

and disease are areas of intense scientific study. 

Both i mmune c ells a nd f oreign m olecules e nter t he l ymph node s vi a blood ve ssels or 

lymphatic v essels. A ll i mmune cel ls exi t the lymphatic sy stem and eventually return to the 

bloodstream. O nce i n t he bl oodstream, l ymphocytes are t ransported t o t issues throughout t he 

body, where they act as sentries on the lookout for foreign antigens. 

We ar e al l born with a ge netically ba sed natural de fense s ystem. The skin is t he m ost 

important or gan of our natural de fense s ystem. A n i njury i s a ga teway f or ge rms t o e nter the 

body. This, or the presence of a foreign object within the body, causes the immune system to act, 

getting rid of the invaders, while the skin takes care of the wound. When this process does not 

take place, it results in an infection. Another sign of the functioning of the immune system is 

when we get a rash or a bump on the skin after a mosquito bites. 

When you have a vaccination, your immune system is given a copy of a specific disease, 

so that if the system comes across the disease again, the memory cells in the immune system will 

know exactly what action to take, likewise, if you have had a disease before, they know what to 

do in the event of reinvasion. 

Ex. 23. Make up a dialogue on the immune system. 


2. Лімфатичні вузли, селезінка, червоний кістковий мозок і загруднинна залоза 

об’єднуються в імунну систему. 2. Імунна система забезпечує захист організму від 

генетично чужорідних клітин та речовин. 3. Імунітет – це спосіб захисту організму 

від інфекційних і неінфекційних агентів та речовин, які мають ознаки чужорідної 

генетичної інформації. 4. Залежно від механізмів, які формують несприйнятливість 

організму до патогенних факторів, виділяють такі основні види імунітету: 

природний та штучний, активний та пасивний. 5. Імунна система включає всі 

органи, в яких відбувається утворення і диференціація клітин, що здійснюють 

захисні реакції організму. 6. Найважливіші клітини імунної системи – це 

лімфоцити, які поділяються на Т-лімфоцити і В-лімфоцити. 





































______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття М’язова система (4 год.) 

Курс 2 




При роботі над темою “М’язова система” 




При роботі над граматичним матеріалом Continuous Tenses 















Словотворення: найтиповіші суфікси іменників (-ful). 

Граматика: Continuous Tenses . 

Текст: “Muscular System”. 


№ 

з/п 



часу 





Усне 



форми дієслів 

Continuous 

Tenses . 



теми. 

Засоби 





таблиці to be, to 

have; 


Л.В. 






65% 









(-ful); 


закріплення дієслів Continuous 

Tenses. Читання та говоріння: 












Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









fiber ['faibq] волокно 

contractile [kqn'trxktaIl] сжимающий(ся); 

сокращающий(ся) 

across [q'krOs] через; по ту сторону 

pectoral muscle ['pektqr(q)l] грудная мышца 

unlike [An'laIk] в отличие от 

мышца 

brachial ['breIkIql] брахиальный, плечевой 

smooth [smu:D] гладкий 

refer [rI'fq:] иметь отношение, относиться 

comprise [kqm'praIz] составлять 

locomotion ["lqukq'mquS(q)n] движение 

gluteal [glu:'tIql] глютеальный, ягодичный 

deltoid muscle ['deltOId] дельтовидная 

мышца 

expression [Iks'preS(q)n] выражение 

posture ['pOsCq] осанка 

FONETICS 

triangular [traI'xNgjulq] треугольный 

propel [prq'pel] двигать 

orientation ["O:rIen'teIS(q)n] направление 

dilate [daI'leIt] расширять(ся) 

oblique [q'blIk] косой 

constrict [kqn'strIkt] сокращать 

pupil ['pjupl] зрачок 

longitudinal ['lOnGI'tju:dInl] продольный 

biceps ['baIseps] бицепс, двуглавая мышца 

force [fO:s] сила, усилие 

abductor ['xb'dAktq] отводящая мышца 

extend [Iks'tend] простирать(ся), 

buttock ['bAtqk] ягодица 

тянуть(ся) 

cross [krOs] пересекать(ся), 

перекрещиваться 

move away [mu:v] отводить 

RULES OF READING

MUTE LETTERS (“НІМІ” ЛІТЕРИ) 

p у сполученнях pn, ps, pt pneumonia [nju:'mqunjq] 

psychology [saI'kOlqGI] 

receipt [rI'I:t] 

t у сполученнях stle, sten castle ['ka:sl] 

listen [lisn] 

w 

у сполученні wr, а також у 

слові answer ['a:nsq]; у 

сполученні wh, якщо 

write [raIt] 

who [hu:] 

наступна літера є о 

u у сполученні gu + голосна tongue [tAN] 


Psychology, pneumonua; receipt; wrong; guess; plague. 

WORD-BUILDING 


Suffix of Adjectives: 

-ful (full of; characterized by; tending to; able to) 

use польза – useful полезный 

pain боль – painful болезненный 


Careful; powerful; harmful; helpful; painful; useful; awful. 

GRAMMAR: 


CONTINUOUS TENSES 


Tense (1) 

Questioning 

word 

Present 

Continuous 

Tense 

Past 

Continuous 

Tense 

Future 

Continuous 

Tense 

What 

Where 

Why 

How 

How many 

How much 

(2) 

Auxiliary 

verb 

am 

is 

are 

was 

were 

shall 

will 

I 

(3) 

Subject 

he, she, it 

you, we, 

they 


you, we 

they 

I, we 

he, she, it, 

you, they 

(4) 

Predicate 

V ing 

(studying, 

writing) 

V ing 

be + V ing 

(be studying, 

be writing) 

Example 

What is he 

writing now? 

What are you 

doing ? 

Where was a 

doctor 

performing on 

the operation? 

What will you 

be doing at 3 

p.m.? 

Ex. 5. Read and translate the following interrogative sentences: 

1. Is he examining a patient? 2. What groups of muscles are they investigating? 3. Where was he 

filling in a patient’s card from 10 till 11 yesterday? 4. Is this muscle contracting spontaneously? 

5. Is he translating a scientific article on the muscles? 

Ex. 6. Turn the following sentences into interrogative:

1. Cardiac muscle is pumping blood through the circulatory system with some intervals. 2. At 

present this system is producing body heat. 3. These cells are interacting with the external 

environment. 4. During definite period myoblasts were producing skeletal muscle fibers. 5. The 

total number of muscle fibers is establishing. 6. He is controlling the bleeding. 7. Look! The 

skin is pulling beyond the limits of its elasticity. 8. He is cleaning the area of wound. 9. The 

wound is healing by a primary union. 10. Now the clots are replacing by a connective tissue. 11. 

Little blood is flowing. 12. Some of the blood cells are ingesting bacteria. 




Cro_s; abd_ctor; fo_ce; b_ceps; _xtend; longitu_inal; d_late; obli_ue; pro_el; triang_lar; 

pos_ure; f_ber; pector_l; contra_ticle; sm_oth; bra_hial; compr_se; expre_sion; refe_; del_oid; 

mus_le; brac_ial; b_ttock; locomot_on. 


Contractile; smooth; associated; to be divided into; comprise; weight; locomotion; posture; 

propel blood through vessels; dilate; smooth muscles; trunk; constrict; provide; force; 

spontaneously; cross; at least; cause; pectoral muscle; spontaneously; to be attached; extend; 

brachial; refer; buttock; gluteal; triangular; oblique; longitudinal; biceps; abductor. 


Fiber; characterize; contractile; mass; major; smooth; associated; comprise; weight; locomotion; 

posture; propelling; through; stomach; dilate; constrict; provide; force; spontaneously; at least; 

cause; pectoral muscle; brachial; refer; buttock; gluteal; triangular; oblique; longitudinal; biceps; 

abductor; structure; variety; however. 


MUSCLES 

There are 650 muscles in the human body. The muscles are fibers, characterized by their 

contractile abilities. The muscle consists of the muscular fibers connected together by connective 

tissue. Blood vessels and nerves are in the muscle. Muscles contraction and relaxation causes 

most body movements. The muscles are subdivided into three groups. These groups are the 

muscles of the trunk, head, and limbs. 

As for the structure the muscles are divided into three major parts: skeletal, cardiac, and 

smooth. Skeletal muscle with its associated connective tissue comprises approximately 40% of 

the body's weight and is responsible for locomotion, facial expressions, posture, and many other 

body movements. Its function is controlled by the nervous system. Smooth muscles are in the 

walls of hollow organs and tubes, in the internal portions of the eyes, in walls of blood vessels, 

and in other areas. Smooth muscles perform a variety of functions, including propelling urine 

through the urinary tract, mixing food in the stomach and intestine, dilating and constricting the 

pupil, and the regulation of blood flow through blood vessels. Cardiac muscles are found only in 

the heart, and their contractions provide the major force for propelling blood through the 

circulatory system. Unlike skeletal muscles, smooth and cardiac muscles contract spontaneously. 

As for the form of the muscles they can be long, short, and wide. The long muscles form 

the limbs, the shot ones compose the facial part, and the wide muscles form the walls of the body 

cavities. 

Muscles are attached to bones, internal organs, and blood vessels. Most skeletal muscles 

extend from one bone to another and cross at least one joint. Some muscles of the face, however,

are not attached to bone at both ends but they are attached to the skin, which moves when the 

muscles contract. 

Muscles are named according to their location, size, number of heads, or function. 

Location. Some muscles are named according to their location. For example, a pectoral 

(chest) muscle is located in the chest, and a brachial (arm) muscle is located in the arm. 

Size. Muscle names may also refer to the size of the muscle. For example, the gluteus 

maximus (large) is the largest muscle of the buttock, and the gluteus minimus (small) is the 

smallest muscle of the gluteal group. 

Shape. Some muscles are named according to their shape: the deltoid (triangular) muscle 

is triangular. 

Orientation. Muscles are also named according to the structure of their fibers: an oblique 

muscle lie oblique to the longitudinal axis of the body. 

Number of heads. The number of heads, which a muscle has, may also be used in 

naming the muscle. A biceps muscle has two heads. 

Function. Muscles are also named according to their function. An abductor moves a 

structure away from the midline. 

Deep muscles of the chest and front of the arm, with the boundaries of the axilla. 


Сокращаться; сокращающая способность; мышечные волокна соединяются вместе; 

гладкая мышца; сопутствующая соединительная ткань; движение; выражение лица; 

движение мочи по мочевыводящим путям; расширяться; спонтанно сокращаться; в 

отличие от скелетных мышц; простираться, тянуться; называться в соответствии с; 

грудная мышца; плечевая мышца; глютеальная мышца; дельтовидная мышца; бицепс; 

косая мышца; продольная ось; в соответствии с направлением; лежать (находиться) под 

наклоном к; отводящая мышца. 

Ex. 13. Translate the text "Muscles" into your native language. 


1. What does a muscle consist of? 2. What major muscle groups do you know? 3. What are 

skeletal muscles responsible for? 4. Where are smooth muscles located? 5. What are the 

functions of smooth muscles? 6. Where is a cardiac muscle? 7. What is its function? 8. Where 

are long and short muscles? 9. Where are wide muscles located? 11. What muscles’ names do 

you know? 


1. The muscles of the human body are characterized by _. 2. The muscles consist of the muscular 

fibers and contain _. 3. Skeletal muscles with their associated connective tissue are responsible 

for _. 4. Smooth muscles are located in the walls of blood vessels and hollow organs, _ and other 

body regions. 5. Smooth muscles propel urine through the urinary tract, mix food in the intestine 

and stomach, _ and perform many other functions. 6. The contractions of cardiac muscles 

provide the major force for _. 7. Some facial muscles are not attached to bone _. 8. The most 

muscles are named according to their _. 9. The largest muscle of the buttock is _. 10. The deltoid 

muscle has _. 11. An oblique muscle lie oblique to the _. 12. The long muscles compose _. 13. 

The shot muscles form the facial part. 14. Muscles are attached to bones, _ , and blood vessels. 

Ex. 16. Compose the sentences using the following words and word-combinations: 

1. divided / are / smooth / into / and / cardiac / the muscles / skeletal / muscles. 2. of / the skeletal 

/ muscles / functions / are / by / controlled / the nervous system. 3. is / cardiac muscle / in / the 

heart. 4. contract / and / cardiac / smooth / muscles / spontaneously. 5. skeletal muscles / from / 

extend / bone / one / to another. 6. cause / muscle contractions / body movements / most . 7. of /

some muscles / the face / attached are / to / the skin. 8. a pectoral muscle / located / is / the chest 

/ in . 9. the arm / muscle / is / a brachial / found / in . 10. muscles / various / have / of / number / 

heads. 11. a biceps / muscle / two / has / heads. 11. skeletal / the trunk / move / the head / and / 

muscles / the limbs. 12. propel / through / the cardiac muscles / blood / vessels. 13. through / 

smooth / force / food / muscles / the digestive system. 

Ex. 17. Speak on the muscles location, size, shape, orientation, and functions. 

Ex. 18. Read the following abstract and translate it: 

The points of attachment for each muscle are origin and insertion. The origin, also called 

the head, is normally that end of the muscle attached to the more stationary of the two bones, and 

the insertion is the end of the muscle attached to the bone undergoing the greatest movement. 

The largest portion of the muscle, between the origin and the insertion, is the belly. Some 

muscles have multiple origins and a common insertion and have multiple heads. 

Skeletal muscles move the trunk, the head, and the limbs; the cardiac muscles propel 

blood through vessels; and smooth muscles propel food through the digestive system and move 

glandular secretions through ducts. In addition, metabolism that occurs in the large mass of 

muscle tissue in the body produces heat essential to the maintenance of normal body 

temperature. 

Ex. 19. Insert the missing words given below: 

1. Muscle is attached to bone by _ and other tissues. 2. Muscles are made up of millions of tiny 

protein filaments, which work together _ motion in the body. 3. Each of more than 600 muscles 

is served by nerves, which link the muscle to the brain and _. 4. We _ with three types of 

muscles. 5. Cardiac muscles, found only in the heart, power the action that pumps blood _ the 

body. 6. Smooth muscles surround or are part of the_ . 7. Both cardiac and _ muscles are called 

involuntary muscles, because they cannot be consciously controlled. 8. The third type of muscles 

_ skeletal muscles. 9. The _ muscles carry out voluntary movements. 10. Skeletal muscles are the 

body's most abundant tissue, comprising about 23% of a woman's body _ and about 40% of a 

man's body _. 

to produce; are equipped; is called; spinal cord; tendons; internal organs; throughout; smooth; 

skeletal; weight. 

Ex. 20. Insert the missing prepositions (on, to, in, for, of, over): 

1. The muscles form approximately 40% _ the body weight. 2. The long muscles compose the 

free limbs, and the wide ones lie _ the trunk and form the walls of the body cavities. 3. Muscles 

are attached _ the bones, internal organs, and blood vessels. 4. They allow us to make internal or 

external movements due _ their contraction and relaxation. 5. As _ the structure of the muscles 

there are three types of them: striated (skeletal) muscles, smooth (visceral) muscles, and a 

cardiac muscle. 6. The striated muscles move all the bones, face, and eyes _ the human body. 7. 

The smooth muscles move the internal organs such as the organs _ the digestive tract, blood 

vessels, and secretory ducts. 8. We have no control _ visceral muscles and a cardiac muscle. 9. 

There are many nerves and blood vessels _ the muscles. 


1. В теле человека находится около 650 мышц. 2. Мышца состоит из мышечных клеток. 3. 

В каждой мышце находятся кровеносные сосуды и нервы. 4. Мышцы делятся на три 

группы: скелетные, гладкие и сердечные мышцы. 5. Скелетные мышцы приводят в 

движение туловище, голову и конечности. 6. Сердечная мышца способствует движению 

крови по сосудам. 7. Гладкие мышцы продвигают пищу по пищеварительной системе. 8. 

Сердечные и гладкие мышцы сокращаются спонтанно. 9. Мышцы крепятся к костям с

помощью сухожилий. 10. Большинство скелетных мышц простираются от одной кости до 

другой. 11. Некоторые мышцы лица прикрепляются к коже, которая приходит в движение 

тогда, когда сокращаются мышцы. 12. Длинные мышцы находятся в конечностях, 

короткие образуют лицевую часть, а широкие мышцы формируют стенки полостей тела. 

Ex. 22. Make up a detailed plan of the text "Muscles". 

Ex. 23. Speak on the structure, functions, and names of muscles. 

Ex. 24. Make up a dialogue on muscles. 

Ex. 25. Read the following text and answer the question: What does Achilles heel mean? 

ACHILLES HEEL 

The Achilles tendon derives its name from a hero of Greek mythology. As a baby, 

Achilles was dipped into magic water, which made him invulnerable to harm everywhere the 

water touched his skin. His mother, however, holding him by the hell, failed to submerge this 

part of his body under the water. Consequently, his heel was vulnerable and proved to be his 

undoing; he was shot in the heel with an arrow at the battle of Troy and died. Thus saying that 

someone has an "Achilles heel” means he has a weak spot that can be attacked. 

OVERVIEW 

There are 650 muscles in the human body. The muscle consists of muscle cells, muscular fibers, 

connective tissue, blood vessels, and nerves. The muscles are divided into three major parts: 

skeletal, cardiac, and smooth. Skeletal muscles move the trunk, the head, and the limbs; the 

cardiac muscles propel blood through vessels; and smooth muscles propel food through the 

digestive system. The skeletal muscles are controlled by nervous system. Smooth and cardiac 

muscles contract spontaneously. As for the form of the muscles they can be long, short, and 

wide. The long muscles form the limbs, the shot ones compose the facial part, and wide muscles 

are on the trunk and form the walls of the body cavities. Muscles are attached to bones, internal 

organs, and blood vessels. Most skeletal muscles extend from one bone to another. Some 

muscles of the face are not attached to bone at both ends but attach to the skin, which moves 

when the muscles contract. Muscles are named according to their location, size, number of 

heads, or function. 






1. Tell your fellow-student about muscles. 

2. Describe your anatomy lesson to your new friend. 






you know? 


Complete the following sentences: 



for _. 4. Smooth muscles are located in the walls of blood vessels and hollow organs, _ and other

ody regions. 5. Smooth muscles propel urine through the urinary tract, mix food in the intestine 

and stomach, _ and perform many other functions. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття М’язова система (4 год.) 

Курс 2 







При роботі над темою “М’язова система.”




При роботі над граматичним матеріалом Continuous Tenses 
























VOCABULARY 

fiber ['faibq] волокно 

contractile [kqn'trxktaIl] сжимающий(ся); 

сокращающий(ся) 

across [q'krOs] через; по ту сторону 

pectoral muscle ['pektqr(q)l] грудная мышца 

unlike [An'laIk] в отличие от 

мышца 

brachial ['breIkIql] брахиальный, плечевой 

smooth [smu:D] гладкий 

refer [rI'fq:] иметь отношение, относиться 

comprise [kqm'praIz] составлять 

locomotion ["lqukq'mquS(q)n] движение 

gluteal [glu:'tIql] глютеальный, ягодичный 

deltoid muscle ['deltOId] дельтовидная 

мышца 

expression [Iks'preS(q)n] выражение 

posture ['pOsCq] осанка 

triangular [traI'xNgjulq] треугольный 

propel [prq'pel] двигать 

orientation ["O:rIen'teIS(q)n] направление 

dilate [daI'leIt] расширять(ся) 

oblique [q'blIk] косой 

constrict [kqn'strIkt] сокращать 

pupil ['pjupl] зрачок 

longitudinal ['lOnGI'tju:dInl] продольный 

biceps ['baIseps] бицепс, двуглавая мышца 

force [fO:s] сила, усилие 

abductor ['xb'dAktq] отводящая мышца 

extend [Iks'tend] простирать(ся), 

buttock ['bAtqk] ягодица 

тянуть(ся) 

cross [krOs] пересекать(ся), 

перекрещиваться 

move away [mu:v] отводить 


1. What is Continuos Tenses? 

2. Give your examples of sentences with the Continuos Tenses. 


Read and translate the following interrogative sentences:




Turn the following sentences into interrogative: 

1. Cardiac muscle is pumping blood through the circulatory system with some intervals. 2. At 










Граматика: Continuous Tenses . 

Текст: “Muscular System”. 


















MUSCLES 

There are 650 muscles in the human body. The muscles are fibers, characterized by their 

contractile abilities. The muscle consists of the muscular fibers connected together by connective 

tissue. Blood vessels and nerves are in the muscle. Muscles contraction and relaxation causes 

most body movements. The muscles are subdivided into three groups. These groups are the 

muscles of the trunk, head, and limbs. 

As for the structure the muscles are divided into three major parts: skeletal, cardiac, and 

smooth. Skeletal muscle with its associated connective tissue comprises approximately 40% of 

the body's weight and is responsible for locomotion, facial expressions, posture, and many other

ody movements. Its function is controlled by the nervous system. Smooth muscles are in the 

walls of hollow organs and tubes, in the internal portions of the eyes, in walls of blood vessels, 

and in other areas. Smooth muscles perform a variety of functions, including propelling urine 

through the urinary tract, mixing food in the stomach and intestine, dilating and constricting the 

pupil, and the regulation of blood flow through blood vessels. Cardiac muscles are found only in 

the heart, and their contractions provide the major force for propelling blood through the 

circulatory system. Unlike skeletal muscles, smooth and cardiac muscles contract spontaneously. 

As for the form of the muscles they can be long, short, and wide. The long muscles form 

the limbs, the shot ones compose the facial part, and the wide muscles form the walls of the body 

cavities. 

Muscles are attached to bones, internal organs, and blood vessels. Most skeletal muscles 

extend from one bone to another and cross at least one joint. Some muscles of the face, however, 

are not attached to bone at both ends but they are attached to the skin, which moves when the 

muscles contract. 

Muscles are named according to their location, size, number of heads, or function. 

Location. Some muscles are named according to their location. For example, a pectoral 

(chest) muscle is located in the chest, and a brachial (arm) muscle is located in the arm. 

Size. Muscle names may also refer to the size of the muscle. For example, the gluteus 

maximus (large) is the largest muscle of the buttock, and the gluteus minimus (small) is the 

smallest muscle of the gluteal group. 

Shape. Some muscles are named according to their shape: the deltoid (triangular) muscle 

is triangular. 

Orientation. Muscles are also named according to the structure of their fibers: an oblique 

muscle lie oblique to the longitudinal axis of the body. 

Number of heads. The number of heads, which a muscle has, may also be used in 

naming the muscle. A biceps muscle has two heads. 

Function. Muscles are also named according to their function. An abductor moves a 

structure away from the midline. 

Deep muscles of the chest and front of the arm, with the boundaries of the axilla. 


Сокращаться; сокращающая способность; мышечные волокна соединяются вместе; 

гладкая мышца; сопутствующая соединительная ткань; движение; выражение лица; 

движение мочи по мочевыводящим путям; расширяться; спонтанно сокращаться; в 

отличие от скелетных мышц; простираться, тянуться; называться в соответствии с; 

грудная мышца; плечевая мышца; глютеальная мышца; дельтовидная мышца; бицепс; 

косая мышца; продольная ось; в соответствии с направлением; лежать (находиться) под 

наклоном к; отводящая мышца. 

Ex. 13. Translate the text "Muscles" into your native language. 






you know? 




for _. 4. Smooth muscles are located in the walls of blood vessels and hollow organs, _ and other

ody regions. 5. Smooth muscles propel urine through the urinary tract, mix food in the intestine 

and stomach, _ and perform many other functions. 6. The contractions of cardiac muscles 

provide the major force for _. 7. Some facial muscles are not attached to bone _. 8. The most 

muscles are named according to their _. 9. The largest muscle of the buttock is _. 10. The deltoid 

muscle has _. 11. An oblique muscle lie oblique to the _. 12. The long muscles compose _. 13. 

The shot muscles form the facial part. 14. Muscles are attached to bones, _ , and blood vessels. 

Ex. 16. Compose the sentences using the following words and word-combinations: 

1. divided / are / smooth / into / and / cardiac / the muscles / skeletal / muscles. 2. of / the skeletal 

/ muscles / functions / are / by / controlled / the nervous system. 3. is / cardiac muscle / in / the 

heart. 4. contract / and / cardiac / smooth / muscles / spontaneously. 5. skeletal muscles / from / 

extend / bone / one / to another. 6. cause / muscle contractions / body movements / most . 7. of / 

some muscles / the face / attached are / to / the skin. 8. a pectoral muscle / located / is / the chest 

/ in . 9. the arm / muscle / is / a brachial / found / in . 10. muscles / various / have / of / number / 

heads. 11. a biceps / muscle / two / has / heads. 11. skeletal / the trunk / move / the head / and / 

muscles / the limbs. 12. propel / through / the cardiac muscles / blood / vessels. 13. through / 

smooth / force / food / muscles / the digestive system. 

Ex. 17. Speak on the muscles location, size, shape, orientation, and functions. 

Ex. 18. Read the following abstract and translate it: 

The points of attachment for each muscle are origin and insertion. The origin, also called 

the head, is normally that end of the muscle attached to the more stationary of the two bones, and 

the insertion is the end of the muscle attached to the bone undergoing the greatest movement. 

The largest portion of the muscle, between the origin and the insertion, is the belly. Some 

muscles have multiple origins and a common insertion and have multiple heads. 

Skeletal muscles move the trunk, the head, and the limbs; the cardiac muscles propel 

blood through vessels; and smooth muscles propel food through the digestive system and move 

glandular secretions through ducts. In addition, metabolism that occurs in the large mass of 

muscle tissue in the body produces heat essential to the maintenance of normal body 

temperature. 


1. Muscle is attached to bone by _ and other tissues. 2. Muscles are made up of millions of tiny 

protein filaments, which work together _ motion in the body. 3. Each of more than 600 muscles 

is served by nerves, which link the muscle to the brain and _. 4. We _ with three types of 

muscles. 5. Cardiac muscles, found only in the heart, power the action that pumps blood _ the 

body. 6. Smooth muscles surround or are part of the_ . 7. Both cardiac and _ muscles are called 

involuntary muscles, because they cannot be consciously controlled. 8. The third type of muscles 

_ skeletal muscles. 9. The _ muscles carry out voluntary movements. 10. Skeletal muscles are the 

body's most abundant tissue, comprising about 23% of a woman's body _ and about 40% of a 

man's body _. 

to produce; are equipped; is called; spinal cord; tendons; internal organs; throughout; smooth; 

skeletal; weight. 

Ex. 20. Insert the missing prepositions (on, to, in, for, of, over): 

1. The muscles form approximately 40% _ the body weight. 2. The long muscles compose the 

free limbs, and the wide ones lie _ the trunk and form the walls of the body cavities. 3. Muscles 

are attached _ the bones, internal organs, and blood vessels. 4. They allow us to make internal or 

external movements due _ their contraction and relaxation. 5. As _ the structure of the muscles 

there are three types of them: striated (skeletal) muscles, smooth (visceral) muscles, and a

cardiac muscle. 6. The striated muscles move all the bones, face, and eyes _ the human body. 7. 

The smooth muscles move the internal organs such as the organs _ the digestive tract, blood 

vessels, and secretory ducts. 8. We have no control _ visceral muscles and a cardiac muscle. 9. 

There are many nerves and blood vessels _ the muscles. 


1. В теле человека находится около 650 мышц. 2. Мышца состоит из мышечных клеток. 3. 

В каждой мышце находятся кровеносные сосуды и нервы. 4. Мышцы делятся на три 

группы: скелетные, гладкие и сердечные мышцы. 5. Скелетные мышцы приводят в 

движение туловище, голову и конечности. 6. Сердечная мышца способствует движению 

крови по сосудам. 7. Гладкие мышцы продвигают пищу по пищеварительной системе. 8. 

Сердечные и гладкие мышцы сокращаются спонтанно. 9. Мышцы крепятся к костям с 

помощью сухожилий. 10. Большинство скелетных мышц простираются от одной кости до 

другой. 11. Некоторые мышцы лица прикрепляются к коже, которая приходит в движение 

тогда, когда сокращаются мышцы. 12. Длинные мышцы находятся в конечностях, 

короткие образуют лицевую часть, а широкие мышцы формируют стенки полостей тела. 

Ex. 22. Make up a detailed plan of the text "Muscles". 

Ex. 23. Speak on the structure, functions, and names of muscles. 

Ex. 24. Make up a dialogue on muscles. 

Ex. 25. Read the following text and answer the question: What does Achilles heel mean? 

ACHILLES HEEL 

The Achilles tendon derives its name from a hero of Greek mythology. As a baby, 

Achilles was dipped into magic water, which made him invulnerable to harm everywhere the 

water touched his skin. His mother, however, holding him by the hell, failed to submerge this 

part of his body under the water. Consequently, his heel was vulnerable and proved to be his 

undoing; he was shot in the heel with an arrow at the battle of Troy and died. Thus saying that 

someone has an "Achilles heel” means he has a weak spot that can be attacked. 







you know? 



1. The contractions of cardiac muscles provide the major force for _. 2. Some facial muscles are 

not attached to bone _. 3. The most muscles are named according to their _. 4. The largest 

muscle of the buttock is _. 5. The deltoid muscle has _. 6. An oblique muscle lie oblique to the _. 

7. The long muscles compose _. 8. The shot muscles form the facial part. 9. Muscles are attached 

to bones, _ , and blood vessels. 




2. І. Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”

















______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Травна система (4 год.) 

Курс 2 




При роботі над темою “Травна система” 




При роботі над граматичним матеріалом Continuous Tenses (Passive Voice, Affirmative 

form) засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою 














Словотворення: найтиповіші суфікси іменників (-ic,-ive). 

Граматика: Continuous Tenses (Passive Voice, Affirmative form). 

Текст: “Digestive System”. 


№ 

з/п 



часу 





Усне 




Continuous 

Tenses (Passive 

Voice, 

Affirmative 

form).. 

Лексико- 

Засоби 






have; 


Л.В. 














(-ic,-ive); 



Tenses (Passive V oice, A ffirmative 

form).. Читання та говоріння: 












65% фонетичний 


теми. 

Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









stomach ['stAmqk] желудок 

pancreas ['pxnkrIqs] поджелудочная железа 

gallbladder ['gO:l"blxdq] жёлчный пузырь 

propel [prq'pel] проталкивать; двигать 

digestion [dI'GesCqn] пищеварение, 

переваривание пищи; усвоение пищи 

chew [Cu:] жевать, пережевывать 

saliva [sq'laIvq] слюнал юн а л юн а 

pharynx ['fxrINks] глотка 

esophagus [I:'sOfqgqs] пищевод 

accessory [q'ksesqrI] вспомогательный, 

добавочный, дополнительный 

mucous ['mju:kqs] 

слизистыйс л и з и с т ый 

mucus ['mju:kqs] слизь 

dilate [daI'leIt] расширять 

FONETICS 

exist [Ig'zIst] существовать, быть 

except [Ik'sept] исключая, кроме, за 

исключением 

enzyme ['enzaIm] фермент 

caecum (cecum) ['sI:kqm] слепая кишка 

colon ['koulqn] ободочная кишка, толстая 

кишка 

rectum ['rektqm] прямая кишка 

indigestive ["IndI'GestIv] непереваренный 

feces ['fI:sI:z] кал, стул, фекалии, 

экскременты 

vermiform ['vq:mIfO:m] чревоподопный 

appendix [q'pendIks] отросток, аппендикс 

ingest [In'Gest] поглощать, проглатывать, 

заглатывать 

masticate ['mxstIkeIt] жевать, измельчать

educe [rI'dju:s] превращать, обращать 

semi-liquid ['semI'lIkwId] полужидкий 

release [rI'lI:s] выделять 

duodenum ["dju:ou'dInqm] 

двенадцатиперстная кишка 

jejunum [GI'Gu:nqm] тощая кишка 

ileum ['IlIqm] подвздошная кишка 

digest [daI'Gest] переваривать 

undigested ['AndI'GestId] непереваренный 

matter ['mxtq] вещество 

propulsion [pre'pAlS(q)n] продвижение 

вперед, движение вперед; поступательное 

движение 

elaborate [I'lxb(q)rIt] сложный 

WORD-BUILDING 



-ic (pertaining to) 

energy энергия – energetic энергичный 

grammar грамматика – grammatic грамматический 

-ive 

to attract привлекать – attractive привлекательный 

to act действовать – active активный 


A. Economic; chronic; plastic; scientific; public, peptic, embryonic; electronic; allergic; narcotic; 

academic; therapeutic; pathologic. 

B. Connective; constructive; effective; protective; contractive; active; native; sensitive; adhesive; 

objective; respective. 

GRAMMAR: 




to be + being + Participle II (V3) 


I am been 

I 

He 

He 

She is being She was being 

It + V3 It + V3 __ 

You 

You 

We are being We were being 

They 

They 

MODEL: 

The total number of muscles is being counted by the student. 

The exact amount of mucus in the accessory glands was being determined during the experiment. 


1. A favorable effect is being produced on t he patient’s condition by t he administration of this 

drug. 2. T he mucus is being secreted by t he major glands. 3. The water was being absorbed by 

the digestive system. 4. S ome changes were being observed in the patient’s oral cavity. 5. T he 

functions of the stomach are being restored rapidly during the treatment. 

Ex. 5. Choose the sentences with the predicates in Continuous Passive and translate them 

into your native language: 

1. The patient was being questioned by t he gastroenterologist. 2. T he blood was dropping from 

the wound very slowly. 3. They were being examined in the gastroenterological department. 4.

They a re no t c arrying o ut a n experiment a t pr esent. 5. T he pr operties of microorganisms a re 

being investigated by the laboratory worker. 

Ex. 6. Translate the following sentences into English paying attention to the using of the 

Active and Passive Continuous Tenses: 

1. Сейчас врач лечит больного по поводу воспаления поджелудочной железы. 2. В 

настоящее время этот больной лечится в нашем отделении по поводу воспаления тощей 

кишки. 3. Медицинская сестра заполняла температурные листы пациентов в 9 часов утра. 

4. Температурные листы пациентов заполнялись медицинской сестрой в 8 часов утра. 


INDEFINITE PRONOUNS AND ADVERBS 

Pronoun +thing +body +one +where 

some 

any 

no 

something 

(что-нибудь, 

что-то) 

anything 

(что-нибудь, 

что угодно) 

nothing 

(ничто, ничего) 

somebody 

(кто-нибудь, 

кто-то) 

anybody 


кто угодно) 

nobody 

(никто, никого) 

someone 

(кто-нибудь) 

anyone 


кто угодно) 

no one 

(никто, никого) 

somewhere 

(где-нибудь, куданибудь) 

anywhere 

(где-нибудь, куданибудь, 

куда угодно) 

nowhere 

(нигде, никуда) 

every 

everything 

(всё) 

everybody 

все, каждый) 

everyone 

(все, каждый) 

everywhere 

(везде, всюду) 


1. These students have some lectures last week. 2. Do you h ave any drug habits? 3. The doctor 

gave me a prescription for some antibiotics and told me to come back in three weeks. 4. The 

patient's voi ce, f acial e xpression a nd a ttitude can gi ve i mportant c lues t o di scover not onl y 

something a bout t he di sease bu t a lso a bout the pa tient. 5. Strains a re often c aused by l ifting 

something too heavy. 6. Thus saying that someone has an "Achilles heel" means he has a weak 

spot that can be attacked. 7. Are you a llergic to any drugs? 8. Is anyone in your family serious 

ill? 9. H e is ready to go a nywhere. 10. D o you see anything in the ward? 11. I n fact, the NHS 

provides free medical care for everyone in Britain from very young t o the very old. 12. W hat 

does a local physician write down in every patient’s card? 13. E verything about the patient is 

written down in the card. 14. As a baby, Achilles was dipped into magic water, which made him 

invulnerable to harm everywhere the water touched his skin. 





St_mach; esop_agus; inte_tine; liv_r; pancre_s; gallb_adder; pha_ynx; mu_us; du_denum; 

jejun_m; il_um; cae_um; col_n; re_tum. 

Ex. 12. Read and translate the following words and word-combinations:

Propulsion; except; masticate; undigested matter; digest; digestion; ingest; indigestive; propel; 

chew; masticate; reduce; dilate; release. 


Through; canal; synonym; mouth; tongue; palate; chew; saliva; esophagus; major; pharynx; 

abdomen; liquid; segment; anus; useful; substances, appendix; major; pieces; dilate. 



The digestive system consists of many parts. Among them are the oral cavity, esophagus, 

stomach, small and large intestines, the liver, the pancreas, gallbladder and others. 

The food we eat is propelled through the digestive tract by muscular contractions. The 

digestive tract is also called the alimentary tract or alimentary canal. The term gastrointestinal 

tract technically only refers to the stomach and intestines but is often used as a synonym of the 

digestive tract. 

The first division of the digestive tract is the mouth, or oral cavity. Important structures of 

the oral cavity are the teeth, the tongue, the soft and hard palates, and salivary glands. Digestion 

begins when the person chews the food. The food is broken into smaller pieces by the teeth and 

is mixed with saliva secreted by the salivary glands. 

From the mouth food passes through the pharynx to the esophagus. The major accessory 

structures of the pharynx and the esophagus are mucous glands. 

The esophagus opens into the stomach. It rests in the upper abdomen. It is a dilated portion 

of the digestive tract. The stomach receives food from esophagus, and its mixing action reduces 

the food to a semi-liquid mixture. The stomach walls contain many glands from which acid and 

enzymes are released into the stomach and mixed with ingested food. 

The st omach opens i nto the sm all i ntestine. The sm all i ntestine i s a t hin-walled t ube 

approximately 6.5 m eters long. It is located in the lower and central portions of the abdominal 

and pelvic cavities. It is composed of the duodenum, jejunum, and ileum. The first segment of 

the sm all i ntestine is t he duode num. The major acce ssory structures i n this seg ment of t he 

digestive t ract ar e the l iver, the ga llbladder, and t he pa ncreas. The ne xt segment of the sm all 

intestine is the jejunum. Small glands exist along its length, and it is the major site of absorption. 

The last segment of the small intestine is the ileum, which is similar to the jejunum except that 

fewer digestive enzymes and more mucus are secreted and less absorption occurs in the ileum. 

The last section of the digestive tract is the large intestine. It is divided into cecum, colon, 

and rectum. Its m ajor ac cessory glands sec rete m ucus. I t abs orbs w ater an d salts and 

concentrates i ndigested f ood into feces. The first s egment i s t he ce cum, with the at tached 

vermiform a ppendix. The c ecum i s followed by c olon a nd r ectum. The r ectum j oints t he a nal 

canal, which ends at the anus. 

The functions of the digestive system are to ingest food, masticate the food, propel the food 

through t he di gestive tract, a dd secretions t o the f ood a nd di gest the f ood; a nd a bsorb w ater, 

electrolytes, a nd other nutrients f rom the d igested food. Once t hese us eful subs tances a re 

absorbed, they a re t ransported through t he c irculatory s ystem t o c ells w here t hey a re u sed. 

Undigested matter i s moved out of t he di gestive t ract a nd e xcreted through t he a nus. T he 

processes o f pr opulsion, s ecretion, a nd a bsorption a re r egulated by e laborate nervous a nd 

hormonal mechanisms. 


Глотка; пищевод; желудок; поджелудочная железа; толстый кишечник; желчный пузырь; 

слепая кишка; прямая кишка; толстая кишка; тощая кишка; подвздошная кишка; 

двенадцатиперстная кишка; зубы; язык; твердое нёбо; слюнные железы; находиться в 

нижней части брюшной полости; полужидкая смесь; тонкостенная трубка; проходить по 

всей длине; переноситься по кровеносной системе.

Ex. 16. Translate the following sentences and word-combinations into your native 

language: 

1. mouth. Откройте рот. Во рту 32 зуба. Твердое и мягкое нёбо находится во рту. 

2. stomach. Нижняя часть желудка. Желудок – внутренний орган. Желудок состоит из 

четырёх оболочек. 

3. tongue. Язык – орган вкуса. У больного обложенный язык. Разрешите посмотреть язык. 

4. intestine. Толстый кишечник делится на три части. Тонкий и толстый кишечник 

находятся в брюшной полости. 

5. through. Проходить по сосудам. Кровь проходит по артериям. Пища проходит через 

глотку в пищевод. 

Ex. 17. Translate the text “Digestive System” into your native language. 

Ex. 18. Describe the structure of the alimentary canal and related system using the data of 

the following table: 

Alimentary Canal 

Related System 

mouth 

teeth 

pharynx 

tongue 

esophagus 

salivary glands 

stomach 

hard and soft palates 

small intestine (duodenum, jejunum, ileum) 

liver 

large intestine (cecum, colon, rectum) 

gallbladder 

pancreas 


1. What does the digestive system consist of? 2. What is the food propelled through the digestive 

tract by? 3. What is the first division of the digestive tract? 4. What are there in the oral cavity? 

5. Where does the food pass from the mouth? 6. What is the esophagus? 7. What is the function 

of the stomach? 8. What parts is small intestine composed of? 9. What are the major accessory 

structures in the first segment of the small intestine? 10. What is the functional difference 

between ileum and jejunum? 11. What is large intestine divided into? 12. What are the major 

functions of the digestive system? 

Ex. 20. Read and translate the following abstract without using dictionary: 

The organs of the digestive system are covered with the peritoneum which has two layers. 

The glands which secrete juice or secretion into the alimentary canal are the salivary glands, the 

gastric glands, the liver, the pancreas, and the gland of the small intestine. 

In the mouth the food is chewed between the teeth and mixed with saliva. The muscles 

pass it into the stomach. There are many glands in the stomach that produce pepsin and acid. 

From the stomach the food is passed into the small intestine. The bile produced in the liver and 

the digestive juice secreted by the pancreas help break up fats. 

The last step of digestion is completed in the large intestine by the absorption of water. 

The undigested parts of the food mixed with useless components of the digesting fluids and other 

remains are passed out of the body. 

Ex. 21. Read the following text and compose 3-4 short dialogues: 

PORTIONS OF THE DIGESTIVE SYSTEM 

SMALL INTESTINE 

The small intestine consists of three portions: the duodenum, the jejunum, and the ileum. 

The entire small intestine is approximately 6 m long; the duodenum is approximately 25 cm long 

(the term duode num means 12, s uggesting that i s 12 i nches l ong); the j ejunum, constituting

approximately two fifths of the total length of the small intestine, is approximately 2.5 m long, 

and the ileum, constituting three fifths of the small intestine, is approximately 3.5 m long. Two 

major glands, the liver and pancreas, are associated with the duodenum. 

GALLBLADDER 

The ga llbladder is a s aclike s tructure on the inf erior s urface of the live r th at is 

approximately 8 c m l ong a nd 4 c m wide. T hree l ayers f orm t he ga llbladder w all: an i nner 

mucosa folded into rugae that allow the gallbladder to expand; a muscularis of smooth muscle 

that allows the gallbladder to contract; and outer covering of connective tissue. The gallbladder 

is connected to the common bile by the cystic duct. 

PANCREAS 

The pancreas is a complex organ composed of both endocrine and exocrine tissues that 

perform several functions. The pancreas consists of a head, a body, and a tail, which extends to 

the spleen. 

The endocrine portion of the pancreas consists of pancreatic islets (islets of Langerhans). 

The i slet c ells pr oduce insulin and glucagons, which a re v ery i mportant i n c ontrolling b lood 

levels of nutrients such as glucose and amino a cids, and somatostatin, which regulates insulin 

secretion. 

The exocrine portion of the pancreas consists of acini (grapes), which produce digestive 

enzymes. The acini connect to a duct system that eventually forms the pancreatic duct, which 

empties into the duodenum. 

LARGE INTESTINE 

The large intestine consists of the cecum, colon, rectum, and anal canal. The cecum is the 

proximal end of the large intestine and is the portion where the large and small intestines meet. 

The colon consists of four portions. The mucosal lining of the large intestine consists of simple 

columnar epithelium. It has numerous straight tubular glands. The rectum is a straight, muscular 

tube. It begins at the termination of the sigmoid colon and ends at the anal canal. The last 2 to 3 

cm of the digestive tract is the anal canal. It begins at the inferior end of the rectum and ends at 

the anus. The smooth muscle layer of the anal canal is even thicker than that of the rectum and 

forms the internal anal sphincter and external anal sphincter. 


THE ALIMENTARY TRACT 

The alimentary tract is a musculomembraneous canal about 8,5 meters in length. It _ from 

the oral cavity to the anus. It consists of the mouth, pharynx, _, s tomach, s mall intestine, and 

large intestine. The liver with gallbladder and _ are the large glands of the alimentary tract. 

The first division of the alimentary tract is formed by the mouth. Important structures of the 

mouth are the _ and the tongue, which is the organ of taste. The soft and hard _ and the salivary 

glands are also in the oral cavity. 

From the mouth food passes through the _ to the esophagus and then to the stomach. 

The stomach is a di lated por tion of t he a limentary c anal. I t i s i n t he uppe r pa rt of t he 

abdomen under the diaphragm. It measures about 21-25 cm in length. It has a capacity of from 

2.14 to 4.28 litres. 

The small intestine is a thin-walled muscular tube about 6.5 meters long. It is located in the 

lower a nd c entral pa rts of t he _ a nd pe lvic cavities. T he small i ntestine i s com posed of t he 

duodenum, jejunum, and ileum. The large intestine is about 1.5 meters long. It is divided into 

caecum, _ , and rectum. 

The liver is the largest _ in the human body. I t is in the right upper part of the abdominal 

cavity under the diaphragm. The gallbladder is a hollow _ lying on the lower surface of the liver. 

The pancreas is a long thin gland lying under and behind the stomach. 

palates; esophagus; gland; pharynx; teeth; colon; pancreas; extends; abdominal; sac.


What organ is located: 

1. in the abdominal cavity under the diaphragm? 2. in the lower and central portions of the 

abdominal and pelvic cavities? 3. in the right upper part of the abdominal cavity under the 

diaphragm? 4. in abdominal cavity under and behind the stomach? 5. within the abdominal 

cavity on the lower surface of the liver? 

Ex. 24. Speak on the structure of the digestive system. 

Ex. 25. Read and memorize the following words: 

breakdown ['breIkdaun] расщепление metabolism [met'xbqlIzm] метаболизм, 

carbohydrate ["kQbqu'haIdreIt] углевод обмен веществ 

monosaccharide ["mOno'sxkqraId] 

facilitated diffusion [fq'sIlIteIt dI'fju:G(q)n] 

моносахарид 

облегченная диффузия 

acid ['xsid] кислота 

glucose ['glu:kqus] глюкоза 

glycerol ['glIsqroul] глицерин 

monoglyceride ["mOno'glIsqraId] 

distribute [dIs'trIbju:t] распределять моноглицерид 

water-soluble ['wO:tq'sOljubl] 

triglyceride [traI'glIsqraId] триглицерид 

водорастворимый 

chylomicrons ["kaIlo'maIkrOnz] 

hepatic [hI'pxtik] 

хиломикроны 

печеночныйеченочный 

lacteal ['lxktIql] млечный сосуд; хилёзный, 

portal system ['pO:tl 'sIstem] портальная млечный 

система 

villus (pl. villi) ['vIlqs] ворсинка 

lipid ['lIpId] липид 

Ex. 26. R ead t he f ollowing words an d word-combinations an d t ranslate them i nto you r 

native language: 

Organic; molecule; transport; vitamin; stomach; occur; pass; ion; energy; protein; polypeptide; 

release; monosaccharide; chylomicrons; facilitated diffusion; lacteal. 

Ex. 27. Read the following text and narrate it: 

DIGESTION, ABSORPTION, AND TRANSPORT 

Digestion i s t he br eakdown of or ganic molecules into t heir component pa rts: 

carbohydrates i nto m onosaccharides, pr oteins into a mino a cids, a nd f ats i nto f atty a cids a nd 

glycerol. A bsorption a nd t ransport a re t he m eans by w hich molecules a re m oved out of t he 

digestive tract and a re di stributed t hroughout t he body. Not a ll m olecules (e.g., vi tamins, 

minerals, and water) are broken down before being absorbed. 

Digestion b egins i n the or al c avity a nd c ontinues i n t he s tomach, but most di gestion 

occurs in the proximal end of the small intestine, especially in the duodenum. 

Absorption begins i n the s tomach w here s ome ve ry s mall m olecules (e.g., a lcohol a nd 

aspirin) can pass through the stomach epithelium into the circulation. Most absorption occurs in 

the duodenum and jejunum, although some absorption occurs in the ileum. 

Once the digestive products have been absorbed, they are transported to the other parts of 

the body. Transportation occurs by two different ways. Water, ions, and water-soluble digestion 

products enter the hepatic portal system and are transported to the liver. The products of lipid 

metabolism are c oated with pr oteins a nd a re t ransported through t he l ymphatic s ystem t o t he 

circulatory system. 

Carbohydrates are broken down into monosaccharides by a number of different enzymes. 

Monosaccharides are taken up the intestinal epithelial cells by active transport or by facilitated 

diffusion. T he monosaccharides a re c arried t o t he l iver w here t he nongl ucose s ugars a re 

converted to glucose. Glucose is transported to the cells that require energy and enters the cell 

through facilitated diffusion.

Pepsin i n t he s tomach br eaks pr oteins into s maller pol ypeptide c hains. P eptides a re 

broken down into amino acids. Amino acids are transported to the liver where the amino acids 

can be modified or released into the bloodstream. 

Fats are broken down into free fatty acids, glycerol, and monoglycerides. Fatty acids are 

carried to epithelial cells of the small intestine where they pass into the cells by simple duffusion. 

Whithin the e pithelial c ells, f ree f atty acids a re c ombined with glycerol to f orm trigl ycerides. 

Proteins coat triglycerides to form chylomicrons. Chylomicrons enter lacteals within intestinal 

villi and are carried through the lymphatic system to the bloodstream. 

NOTES: 

component parts составные части 

means средства 

Ex. 28. Read the following text and compose detailed plan of it: 

PHARYNX AND ESOPHAGUS 

The pharynx consists of three parts: the nasopharynx, the oropharynx, and laryngopharynx. 

Normally, onl y t he or opharynx a nd l aryngopharynx t ransmit f ood. T he or opharynx 

communicates with t he na sopharynx s uperiorly, t he l arynx and l aryngopharynx i nferiorly, a nd 

mouth a nteriorly. T he laryngopharynx e xtends from t he or opharynx t o t he e sophagus a nd i s 

posterior to the larynx. The pos terior walls of the or opharynx a nd laryngopharynxn c onsist of 

three m uscles, t he s uperior, m iddle, a nd i nferior pha ryngeal c onstrictions, w hich a re a rranged 

like three stacked flower pots, one inside the other. The oropharynx and the laryngopharynx are 

lined w ith moist, s tratified s quamous e pithelium, a nd t he na sopharynx i s line with c iliated 

pseudostratified epithelium. 

The esophagus is that portion of the digestive tube that extends between the pharynx and 

the s tomach. I t i s a pproximately 2 c m l ong a nd l ies i n t he mediastinum. T he esophagus 

transports food from the pharynx to the stomach. It has thick walls consisting of the four tunics 

common to the digestive tract: mucosa, submucosa, muscularis, and adventitia. 

NOTES: 


oropharynx ротовая часть глотки 

laryngopharynx гортаноглотка, гортанная часть глотки 

OVERVIEW 

The f unctions of t he dige stive sys tem ar e t o ingest f ood, masticate t he f ood, pr opel t he f ood 

through t he di gestive tract, a dd secretions t o the f ood a nd di gest the f ood. O nce t hese us eful 

substances are absorbed, they are transported through the circulatory system to cells where they 

are used. Undigested matter is moved out of the digestive tract and excreted through the anus. 

The dige stive sys tem c onsists of t he al imentary canal an d the r elated organs. The al imentary 

canal i ncludes m outh, pha rynx, e sophagus, stomach, s mall i ntestine ( duodenum, j ejunum, 

ileum), and large intestine (cecum, colon, rectum). The related organs are teeth, tongue, salivary 

glands, hard and soft palates, liver, gallbladder, and pancreas. The digestive tract extends from 

the oral cavity to the anus. From the mouth food passes throught the pharynx to the esophagus 

and t hen to t he s tomach. T he s tomach r eceives f ood f rom e sophagus, a nd i ts mixing a ction 

reduces the f ood t o a semi-liquid mixture. The s mall int estine is a thin-walled tube. I t i s 

composed o f t he duode num, j ejunum, a nd i leum. T he l ast s ection of t he di gestive t ract is t he 

large intestine. It is divided into cecum, colon, and rectum. Its major accessory glands secrete 

mucus. It absorbs water and salts and concentrates indigested food into feces. 



1. Tell your fellow-student about digestive. 

2. Describe alimentary canal to your new friend.


1.What does the digestive system consist of? 2. What is the food propelled through the digestive 




structures i n the f irst s egment o f the s mall int estine? 10 . What is t he f unctional di fference 

between ileum and jejunum? 11. What is large intestine divided into? 12. W hat are the major 










Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Травна система (4 год.) 

Курс 2 







При роботі над темою “Травна система.” 




При роботі над граматичним матеріалом Continuous Tenses (Passive Voice, Affirmative 

form).засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою 























VOCABULARY 

stomach ['stAmqk] желудок 

pancreas ['pxnkrIqs] поджелудочная железа 

gallbladder ['gO:l"blxdq] жёлчный пузырь 

propel [prq'pel] проталкивать; двигать 

digestion [dI'GesCqn] пищеварение, 

переваривание пищи; усвоение пищи 

chew [Cu:] жевать, пережевывать 

saliva [sq'laIvq] слюнал юн а л юн а 

pharynx ['fxrINks] глотка 

esophagus [I:'sOfqgqs] пищевод 

accessory [q'ksesqrI] вспомогательный, 

добавочный, дополнительный 

mucous ['mju:kqs] слизистыйс лизистый 

mucus ['mju:kqs] слизь 

dilate [daI'leIt] расширять 

reduce [rI'dju:s] превращать, обращать 

semi-liquid ['semI'lIkwId] полужидкий 

release [rI'lI:s] выделять 

duodenum ["dju:ou'dInqm] 

двенадцатиперстная кишка 

jejunum [GI'Gu:nqm] тощая кишка 

exist [Ig'zIst] существовать, быть 

except [Ik'sept] исключая, кроме, за 

исключением 


caecum (cecum) ['sI:kqm] слепая кишка 

colon ['koulqn] ободочная кишка, толстая 

кишка 

rectum ['rektqm] прямая кишка 

indigestive ["IndI'GestIv] непереваренный 

feces ['fI:sI:z] кал, стул, фекалии, 

экскременты 

vermiform ['vq:mIfO:m] чревоподопный 

appendix [q'pendIks] отросток, аппендикс 

ingest [In'Gest] поглощать, проглатывать, 

заглатывать 

masticate ['mxstIkeIt] жевать, измельчать 

digest [daI'Gest] переваривать 

undigested ['AndI'GestId] непереваренный 

matter ['mxtq] вещество 

propulsion [pre'pAlS(q)n] продвижение 

вперед, движение вперед; поступательное

ileum ['IlIqm] подвздошная кишка 

движение 

elaborate [I'lxb(q)rIt] сложный 


1.What is Continuos Tenses? 

2.Give your examples of sentences with the Continuos Tenses (Passive Voice, Affirmative 

form). 


GRAMMAR: 

Familiarize yourself with the data of the following table: 



to be + being + Participle II (V3) 


I am been 

I 

He 

He 

She is being She was being 

It + V3 It + V3 __ 

You 

You 

We are being We were being 

They 

They 

MODEL: 

The total number of muscles is being counted by the student. 

The exact amount of mucus in the accessory glands was being determined during the experiment. 









the wound very slowly. 3. They were being examined in the gastroenterological department. 4. 











Словотворення: найтиповіші суфікси іменників (-ic,-ive). 

Граматика: Continuous Tenses (Passive Voice, Affirmative form). 

Текст: “Digestive System”.





St_mach; esop_agus; inte_tine; liv_r; pancre_s; gallb_adder; pha_ynx; mu_us; du_denum; 

jejun_m; il_um; cae_um; col_n; re_tum. 


Propulsion; except; masticate; undigested matter; digest; digestion; ingest; indigestive; propel; 

chew; masticate; reduce; dilate; release. 


Through; canal; synonym; mouth; tongue; palate; chew; saliva; esophagus; major; pharynx; 

abdomen; liquid; segment; anus; useful; substances, appendix; major; pieces; dilate. 



The digestive system consists of many parts. Among them are the oral cavity, esophagus, 

stomach, small and large intestines, the liver, the pancreas, gallbladder and others. 

The food we eat is propelled through the digestive tract by muscular contractions. The 

digestive tract is also called the alimentary tract or alimentary canal. The term gastrointestinal 

tract technically only refers to the stomach and intestines but is often used as a synonym of the 

digestive tract. 

The first division of the digestive tract is the mouth, or oral cavity. Important structures of 

the oral cavity are the teeth, the tongue, the soft and hard palates, and salivary glands. Digestion 

begins when the person chews the food. The food is broken into smaller pieces by the teeth and 

is mixed with saliva secreted by the salivary glands. 

From the mouth food passes through the pharynx to the esophagus. The major accessory 

structures of the pharynx and the esophagus are mucous glands. 

The esophagus opens into the stomach. It rests in the upper abdomen. It is a dilated portion 

of the digestive tract. The stomach receives food from esophagus, and its mixing action reduces 

the food to a semi-liquid mixture. The stomach walls contain many glands from which acid and 

enzymes are released into the stomach and mixed with ingested food. 

The st omach opens i nto the sm all i ntestine. The sm all i ntestine i s a t hin-walled t ube 

approximately 6.5 m eters long. It is located in the lower and central portions of the abdominal 

and pelvic cavities. It is composed of the duodenum, jejunum, and ileum. The first segment of 

the sm all i ntestine is t he duode num. The major acce ssory structures i n this seg ment of t he 

digestive t ract ar e the l iver, the ga llbladder, a nd t he pa ncreas. T he ne xt segment of the s mall 

intestine is the jejunum. Small glands exist along its length, and it is the major site of absorption. 

The last segment of the small intestine is the ileum, which is similar to the jejunum except that 

fewer digestive enzymes and more mucus are secreted and less absorption occurs in the ileum. 

The last section of the digestive tract is the large intestine. It is divided into cecum, colon, 

and rectum. Its m ajor accessory glands sec rete m ucus. It abs orbs w ater an d salts and 

concentrates i ndigested f ood into feces. The first s egment i s t he ce cum, with the at tached 

vermiform a ppendix. The c ecum i s followed by c olon a nd r ectum. The r ectum j oints t he a nal 

canal, which ends at the anus. 

The functions of the digestive system are to ingest food, masticate the food, propel the food 

through t he di gestive tract, a dd secretions t o the f ood a nd di gest the f ood; a nd a bsorb w ater, 

electrolytes, a nd ot her nutrients f rom t he di gested f ood. O nce t hese us eful substances a re

absorbed, they a re t ransported through t he c irculatory s ystem t o c ells w here t hey a re u sed. 

Undigested matter i s moved out of t he di gestive t ract a nd e xcreted through t he a nus. T he 

processes o f pr opulsion, s ecretion, a nd a bsorption a re r egulated by e laborate nervous a nd 

hormonal mechanisms. 






всей длине; переноситься по кровеносной системе. 

Ex. 8. Translate the following sentences and word-combinations into your native language: 

1. mouth. Откройте рот. Во рту 32 зуба. Твердое и мягкое нёбо находится во рту. 

2. stomach. Нижняя часть желудка. Желудок – внутренний орган. Желудок состоит из 

четырёх оболочек. 

3. tongue. Язык – орган вкуса. У больного обложенный язык. Разрешите посмотреть язык. 

4. intestine. Толстый кишечник делится на три части. Тонкий и толстый кишечник 

находятся в брюшной полости. 

5. through. Проходить по сосудам. Кровь проходит по артериям. Пища проходит через 

глотку в пищевод. 

Ex. 9. Translate the text “Digestive System” into your native language. 

Ex. 10. Describe the structure of the alimentary canal and related system using the data of 

the following table: 

Alimentary Canal 

Related System 

mouth 

teeth 

pharynx 

tongue 

esophagus 

salivary glands 

stomach 

hard and soft palates 

small intestine (duodenum, jejunum, ileum) 

liver 

large intestine (cecum, colon, rectum) 

gallbladder 

pancreas 


1. What does the digestive system consist of? 2. What is the food propelled through the digestive 







Ex. 12. Read and translate the following abstract without using dictionary: 

The organs of the digestive system are covered with the peritoneum which has two layers. 

The glands which secrete juice or secretion into the alimentary canal are the salivary glands, the 

gastric glands, the liver, the pancreas, and the gland of the small intestine. 

In the mouth the food is chewed between the teeth and mixed with saliva. The muscles 

pass it into the stomach. There are many glands in the stomach that produce pepsin and acid. 

From the stomach the food is passed into the small intestine. The bile produced in the liver and 

the digestive juice secreted by the pancreas help break up fats.

The last step of digestion is completed in the large intestine by the absorption of water. 

The undigested parts of the food mixed with useless components of the digesting fluids and other 

remains are passed out of the body. 

Ex. 13. Read the following text and compose 3-4 short dialogues: 

PORTIONS OF THE DIGESTIVE SYSTEM 

SMALL INTESTINE 

The small intestine consists of three portions: the duodenum, the jejunum, and the ileum. 

The entire small intestine is approximately 6 m long; the duodenum is approximately 25 cm long 

(the term duode num means 12, s uggesting that i s 12 i nches l ong); the j ejunum, constituting 

approximately two fifths of the total length of the small intestine, is approximately 2.5 m long, 

and the ileum, constituting three fifths of the small intestine, is approximately 3.5 m long. Two 

major glands, the liver and pancreas, are associated with the duodenum. 

GALLBLADDER 

The ga llbladder is a s aclike s tructure on the inf erior s urface of the live r th at is 

approximately 8 c m l ong a nd 4 c m wide. T hree l ayers f orm the ga llbladder w all: an inner 

mucosa folded into rugae that allow the gallbladder to expand; a muscularis of smooth muscle 

that allows the gallbladder to contract; and outer covering of connective tissue. The gallbladder 

is connected to the common bile by the cystic duct. 

PANCREAS 

The pancreas is a complex organ composed of both endocrine and exocrine tissues that 

perform several functions. The pancreas consists of a head, a body, and a tail, which extends to 

the spleen. 

The endocrine portion of the pancreas consists of pancreatic islets (islets of Langerhans). 

The i slet c ells pr oduce insulin and glucagons, which a re v ery i mportant i n c ontrolling b lood 

levels of nutrients such as glucose and amino a cids, and somatostatin, which regulates insulin 

secretion. 

The exocrine portion of the pancreas consists of acini (grapes), which produce digestive 

enzymes. The acini connect to a duct system that eventually forms the pancreatic duct, which 

empties into the duodenum. 

LARGE INTESTINE 

The large intestine consists of the cecum, colon, rectum, and anal canal. The cecum is the 

proximal end of the large intestine and is the portion where the large and small intestines meet. 

The colon consists of four portions. The mucosal lining of the large intestine consists of simple 

columnar epithelium. It has numerous straight tubular glands. The rectum is a straight, muscular 

tube. It begins at the termination of the sigmoid colon and ends at the anal canal. The last 2 to 3 

cm of the digestive tract is the anal canal. It begins at the inferior end of the rectum and ends at 

the anus. The smooth muscle layer of the anal canal is even thicker than that of the rectum and 

forms the internal anal sphincter and external anal sphincter. 


THE ALIMENTARY TRACT 

The alimentary tract is a musculomembraneous canal about 8,5 meters in length. It _ from 

the oral cavity to the anus. It consists of the mouth, pharynx, _, stomach, small intestine, and 

large intestine. The liver with gallbladder and _ are the large glands of the alimentary tract. 

The first division of the alimentary tract is formed by the mouth. Important structures of the 

mouth are the _ and the tongue, which is the organ of taste. The soft and hard _ and the salivary 

glands are also in the oral cavity. 

From the mouth food passes through the _ to the esophagus and then to the stomach. 

The stomach is a dilated portion of the alimentary canal. It is in the upper part of the 

abdomen under the diaphragm. It measures about 21-25 cm in length. It has a capacity of from 

2.14 to 4.28 litres.

The small intestine is a thin-walled muscular tube about 6.5 meters long. It is located in the 

lower and central parts of the _ and pelvic cavities. The small intestine is composed of the 

duodenum, jejunum, and ileum. The large intestine is about 1.5 meters long. It is divided into 

caecum, _ , and rectum. 

The liver is the largest _ in the human body. It is in the right upper part of the abdominal 

cavity under the diaphragm. The gallbladder is a hollow _ lying on the lower surface of the liver. 

The pancreas is a long thin gland lying under and behind the stomach. 

palates; esophagus; gland; pharynx; teeth; colon; pancreas; extends; abdominal; sac. 







Ex. 16. Speak on the structure of the digestive system. 

Ex. 17. Read and memorize the following words: 

breakdown ['breIkdaun] расщепление metabolism [met'xbqlIzm] метаболизм, 

carbohydrate ["kQbqu'haIdreIt] углевод обмен веществ 

monosaccharide ["mOno'sxkqraId] 

facilitated diffusion [fq'sIlIteIt dI'fju:G(q)n] 

моносахарид 

облегченная диффузия 

acid ['xsid] кислота 

glucose ['glu:kqus] глюкоза 

glycerol ['glIsqroul] глицерин 

monoglyceride ["mOno'glIsqraId] 

distribute [dIs'trIbju:t] распределять моноглицерид 

water-soluble ['wO:tq'sOljubl] 

triglyceride [traI'glIsqraId] триглицерид 

водорастворимый 

chylomicrons ["kaIlo'maIkrOnz] 

hepatic [hI'pxtik] 

хиломикроны 

печеночныйеченочный 

lacteal ['lxktIql] млечный сосуд; хилёзный, 

portal system ['pO:tl 'sIstem] портальная млечный 

система 

villus (pl. villi) ['vIlqs] ворсинка 

lipid ['lIpId] липид 

Ex. 18. R ead t he f ollowing words an d word-combinations an d tr anslate them in to your 

native language: 

Organic; molecule; transport; vitamin; stomach; occur; pass; ion; energy; protein; polypeptide; 

release; monosaccharide; chylomicrons; facilitated diffusion; lacteal. 

Ex. 19. Read the following text and narrate it: 

DIGESTION, ABSORPTION, AND TRANSPORT 

Digestion i s t he br eakdown of or ganic molecules into t heir component pa rts: 

carbohydrates i nto m onosaccharides, pr oteins into a mino a cids, a nd f ats i nto f atty a cids a nd 

glycerol. A bsorption a nd t ransport a re t he m eans by w hich molecules a re m oved out of t he 

digestive tract and a re di stributed t hroughout t he body. Not a ll m olecules (e.g., vi tamins, 

minerals, and water) are broken down before being absorbed. 

Digestion b egins i n the or al c avity a nd c ontinues i n t he s tomach, but most di gestion 

occurs in the proximal end of the small intestine, especially in the duodenum. 

Absorption begins i n the s tomach w here s ome ve ry s mall m olecules (e.g., a lcohol a nd 

aspirin) can pass through the stomach epithelium into the circulation. Most absorption occurs in 

the duodenum and jejunum, although some absorption occurs in the ileum.

Once the digestive products have been absorbed, they are transported to the other parts of 

the body. Transportation occurs by two different ways. Water, ions, and water-soluble digestion 

products enter the hepatic portal system and are transported to the liver. The products of lipid 

metabolism are c oated with pr oteins a nd a re t ransported through t he l ymphatic s ystem t o t he 

circulatory system. 

Carbohydrates are broken down into monosaccharides by a number of different enzymes. 

Monosaccharides are taken up the intestinal epithelial cells by active transport or by facilitated 

diffusion. T he monosaccharides a re c arried t o t he l iver w here t he nongl ucose s ugars a re 

converted to glucose. Glucose is transported to the cells that require energy and enters the cell 

through facilitated diffusion. 

Pepsin i n t he s tomach br eaks pr oteins into s maller pol ypeptide c hains. P eptides a re 

broken down into amino acids. Amino acids are transported to the liver where the amino acids 

can be modified or released into the bloodstream. 

Fats are broken down into free fatty acids, glycerol, and monoglycerides. Fatty acids are 

carried to epithelial cells of the small intestine where they pass into the cells by simple duffusion. 

Whithin the e pithelial c ells, f ree f atty acids a re c ombined with glycerol to f orm trigl ycerides. 

Proteins coat triglycerides to form chylomicrons. Chylomicrons enter lacteals within intestinal 

villi and are carried through the lymphatic system to the bloodstream. 

NOTES: 

component parts составные части 

means средства 

Ex. 20. Read the following text and compose detailed plan of it: 

PHARYNX AND ESOPHAGUS 

The pharynx consists of three parts: the nasopharynx, the oropharynx, and laryngopharynx. 

Normally, onl y t he or opharynx a nd l aryngopharynx t ransmit f ood. T he or opharynx 

communicates with t he na sopharynx s uperiorly, t he l arynx and l aryngopharynx i nferiorly, a nd 

mouth a nteriorly. T he l aryngopharynx e xtends from t he or opharynx t o t he e sophagus a nd i s 

posterior to the larynx. The pos terior walls of the or opharynx a nd laryngopharynxn c onsist of 

three m uscles, t he s uperior, m iddle, a nd i nferior pha ryngeal c onstrictions, w hich a re a rranged 

like three stacked flower pots, one inside the other. The oropharynx and the laryngopharynx are 

lined w ith moist, s tratified s quamous e pithelium, a nd t he na sopharynx i s line with c iliated 

pseudostratified epithelium. 

The esophagus is that portion of the digestive tube that extends between the pharynx and 

the s tomach. I t i s a pproximately 2 c m l ong a nd l ies i n t he mediastinum. T he esophagus 

transports food from the pharynx to the stomach. It has thick walls consisting of the four tunics 

common to the digestive tract: mucosa, submucosa, muscularis, and adventitia. 

NOTES: 


oropharynx ротовая часть глотки 

laryngopharynx гортаноглотка, гортанная часть глотки 

. 









Translate the following words and word-combinations into English:





всей длине; переноситься по кровеносной системе. 





















______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Шлунок. (2 год.) 

Курс 2 




При роботі над темою “Шлунок.” 




При роботі над граматичним матеріалом Continuous Tenses (Passive Voice, Interrogative 















Словотворення: найтиповіші суфікси іменників (-y). 

Граматика: Continuous Tenses (Passive Voice, Interrogative Form). 

Текст: “Stomach”. 


№ 

з/п 



часу 





Усне 




Continuous 

Tenses . 



теми. 

Засоби 






have; 


Л.В. 






65% 









(-y); 



Tenses (Passive Voice, Interrogative 

Form) 













Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









store [stO:] хранить, сохранять 

mix [mIks] смешивать, перемешивать 

segment ['segment] участок, сектор 

cardiac ['kQ:dIqk] кардиальный, 

относящийся к проксимальному отделу 

желудка 

fundus ['fAndqs] дно 

pyloric [paI'lOrIk] пилорический 

curvature ['kq:vqCq] выгиб, изгиб, 

искривление, кривизна 

sphincter ['sfINktq] сфинктер 

juice [Gu:s] сок 

FONETICS 

WORD-BUILDING 



-y 

ice лед – icy ледяной 

protein ['prqutI:n] белок, протеин 

serve [sq:v] служить; выполнять 

hydrochloric ['haIdro'klOrIk] соляный, 

хлористый, хлористоводородный 

create [krI'eIt] производить, создавать 

lining ['laInIN] выстилка 

push [puS] проталкивать, толкать 

solid ['sOlId] твердый 

primarily ['praImqrIlI] в основном, главным 

образом 

processed ['prqusest] обработанный, 

переработанный

luck удача – lucky удачливый 


Salty; healthy; sleepy. 

Ex. 3. Form adverbs from the following adjectives and translate them: 

MODEL: chief – chiefly головним чином, здебільшого 

Particular, initial, deep, final, partial, complete, recent, extreme, wide, quick, local, common. 

GRAMMAR: 




TENSE 

Present 

Continuous 

Tense 

Past 

Continuous 

Tense 

Future 

Continuous 

Tense 

QUESTION 

WORD 

What 

Where 

When 

How 

Why 

How many 

How much 

Whom 

AUXILIARY 

VERB 

am 

is 

are 

was 

were 

MODEL: 

Where are the preventive measures being conducted? 

Why was the work being done? 

SUBJECT 

I 

he, she, it 

we, you, they 

he, she, it 

we, you, they 

VERB 

being + V 3 

being + V 3 

- - - 

Ex. 5. Read and translate the following questions: 

1. Why are all efforts being directed towards the early diagnosis of gastric disorders? 2. Where 

was the solution being injected? 3. Is the child being examined by the surgeon? 4. What part of 

digestive system is water being absorbed? 

Ex. 6. Turn the following sentences into interrogative: 

1. The scientific works are being translated into foreign language. 2. Serious investigations were 

being done by various scientists to establish functions and anatomical structure of the stomach. 

3. A t pr esent t he i ngested f ood i s be ing m ixed. 4. T he f ood i s be ing br oken i nto s maller a nd 

smaller pieces by the mechanical activity of these muscles. 5. Now the stomach lining is being 

protected by the mucus. 6. Bile was being transported out of the liver. 7. The red bone marrow is 

being stimulated in this embryo. 8. T hese drugs are being removed by t he liver. 9. The injured 

tissue is be ing replaced i n t his p erson. 10. T he f unctions of t he i njured s ection a re be ing 

performed by other cells. 


Ex. 7. Read the VOCABULARY and memorize new words. 

Ex. 8. Insert th e m issing letters an d tr anslate th e following words i nto your nat ive 

language: 

Cardia_; h_ drochloric; c _rvature; s ol_d; f _ndus; c re_te; s p_incter; pr ot_in; py_o ric; s e_ment; 

pu_h; st_mach; lini_g; sto_e.

Ex. 9. Read the following word: 

Stomach; digestive; superior; antrum; abdomen; esophagus; fundus; curvature; pyloric; receive; 

sphincter; mechanical; move; a llow; s ufficiently; pow erful; pi ece; secrete; pe psin; e nzyme; 

hydrochloric; liquid; primarily; partially. 


сфинктер; желудок; выстилка желудка; дно; участок, сектор; пилорический; производить, 

создавать; изгиб, кривизна; проталкивать, толкать; служить; твердый; обработанный, 

переработанный; хранить, сохранять. 


STOMACH 

Serious investigations 

were being done by various scientists to establish functions and anatomical structure of the 

stomach. The stomach stores and mixes the ingested food. The major function of the stomach to 

prepare the food chemically and mechanically so it can be received in the small intestine for 

further digestion and absorption into the blood. Only small amounts of such food as simple 

sugars, alcohol, and some medications are actually absorbed in the stomach. 

The stomach is an enlarged segment of the digestive tract. It is located in the left superior 

portion of the abdomen. Its shape and size vary from person to person. 

The opening from the 

esophagus into the stomach is cardiac sphincter. The region of the stomach around the cardiac 

sphincter is the cardiac region. The stomach consists of the fundus (upper part), the body (middle 

part), and the antrum (lower distal part). The largest portion of the stomach is the body, which 

turns to the right, thus creating a greater curvature and a lesser curvature. The body narrows to 

form the pyloric region, which joins the small intestine. The opening between the stomach and 

the small intestine is the pyloric opening, which is surrounded by a ring of smooth muscle called 

the pyloric sphincter. The cardiac sphincter relaxes and contracts to move food from the 

esophagus into the stomach. The pyloric sphincter allows food to leave the stomach when it has 

been sufficiently digested. 

The walls of the stomach consist of various layers of powerful muscles. The mechanical 

activity of these muscles breaks the food into smaller and smaller pieces. The glands of the 

stomach secrete gastric juices. This juice contains pepsins (digestive enzymes) and hydrochloric 

acids. Pepsin converts proteins into smaller substances. Hydrolic acid is necessary for the correct 

action of pepsin. 

Food leaves the stomach in two phases. The upper portion of the stomach contracts first, 

pushing the more liquid material into small intestine. The more solid food leaves later, primarily 

by the action of the muscles in the lower part of the stomach. The partially processed food then 

travels through the pyloric canal into the first portion of small intestine, the duodenum. 


Enlarged segment; left superior portion; to vary from person to person; cardiac opening; antrum; 

ring of s mooth m uscle; body t urns t o t he r ight; na rrow; s urround; t he s phincter r elaxes a nd 

contracts; t he w alls of t he s tomach; pe psin c onverts pr oteins; f ood l eaves t he s tomach i n t wo 

phases. 

Ex. 13. Translate the text "Stomach" into your native language. 


1. What is the stomach? 2. What is the cardiac sphincter? 3. What does the stomach consist of? 

4. What is the largest portion of the stomach? 5. What is pyloric opening? 6. What is the pyloric 

sphincter? 7. What do the walls of the stomach consist of? 8. What manufactures gastric juices?

9. What substances does the gastric juice contain? 10. What substances are absorbed in the 

stomach? 11. What is the major function of the stomach? 


1. T he s tomach _ a nd m ixes t he ingested f ood. 2. T he stomach i s a di lated po rtion of t he 

alimentary _. 3. I t consists of t he _, t he body, a nd t he antrum. 4. T he uppe r op ening of t he 

stomach is called the cardiac _ and the lower one is called the _ sphincter. 5. Different gastric _ 

are in the stomach. 6. The glands of the stomach secrete gastric _. 7. This juice contains pepsins 

and _ a cids. 8. P epsin converts proteins into _ s ubstances. 9. Hydrolic acid is necessary for the 

correct _ of pepsin. 

Ex. 16. Choose the anatomical terms from the box for the following definitions: 

1. The organ of chewing and tasting. 2. The upper part of the stomach. 3. The lower distal part of 

the stomach. 4. The upper opening of the stomach. 5. A hollow sac-like organ of the alimentary 

tract. 

mouth; fundus; stomach; cardiac sphincter; entrum. 

Ex. 17. Name the major portions of the stomach. 

Ex. 18. Describe the functions of digestive enzymes and hydrochloric acids. 


1. Шлунок – найбільш розширений відділ травного каналу. 2. Він розташован між 

стравохідом і дванадцятипалою кишкою, у верхньому відділі черевної порожнини. 3. 

Форми та розміри шлунка коливаються у різних людей. 4. Це залежить від його 

функціонального стану, від віку та статі. 5. По краях шлунка одна його стінка переходить 

в іншуб утворюючи малу кривину шлунка. 6. Стінки шлунка складаються з трьох 

оболонок: серозної, м'язової та слизової. 

Ex. 20. Write out key words of the text "Stomach" and retell the text. 

Ex. 21. Compose the dialogue on the structure of the stomach. 


The amount of time food remains in the stomach depends on a number of factors, including the 

type and volume of food. Liquids exist the stomach within 1 and ½ hours to 2 and ½ hours after 

ingestion. After a t ypical meal t he s tomach i s usually e mpty w ithin 3 to 4 hour s. The pyl oric 

sphincter us ually remains pa rtially closed because of mild tonic cont raction. Each peristaltic 

contraction is sufficiently strong to force a small amount of chyme through the pyloric opening 

and into the duodenum. The peristaltic contractions responsible for movement of chyme through 

the partially closed pyloric opening are called the pyloric pump. 

Ex. 23. Read and narrate the following text: 

STOMACH FUNCTIONS 

The stomach functions primarily as storage and mixing chamber for ingested food. Although 

soma digestion and absorption occur in the stomach, they are not its major functions. 

Secretions of the stomach. Stomach secretions include mucus, hydrochloric acid, gastrin, 

intrinsic factor, and pepsinogen, the inactive form of the protein-digesting enzyme pepsin. 

Mucus protects the stomach lining. Pepsinogen is converted to pepsin, which digest proteins. 

Hydrochloric acid promotes pepsin activity and kills microorganisms. Intrisnic factor is 

necessary for vitamin B12 absorption.

Regulation of stomach secretion. Approximately 2 to 3 L of gastric secretions (gastric juice) 

are produced each day. Diet dramatically affects the secretion amount; up to 700 ml are secreted 

as a result of a typical meal. Both nervous and hormonal mechanisms regulate gastric secretions. 

Regulation of stomach secretion is divided into 3 pha ses: cephalic, gastric, and intestinal. The 

cephalic phase is initiated by the sight, smell, taste, or thought of food. Nerve impulses from the 

medulla s timulate hydr ochloric a cid, pe psinogen, a nd ga strin s ecretion. The ga stric pha se is 

initiated by distention of the s tomach, which stimulates ga strin secretion and activates c entral 

nervous sys tem and local r eflexes that prom ote secr etion. The i ntestinal pha se i s initiated by 

acidic chime, which enters the duodenum and stimulates neuronal reflexes and the secretion of 

hormones that induce and then inhibit gastric secretions. 

Mixing of stomach contents. Ingested food is mixed with the secretions of the stomach glands 

to form a semi-fluid material called juice (chime). This mixing is accomplished by gentle mixing 

waves, which are pe ristaltic-like c ontractions t hat oc cur e very 20 seconds t o mix t he i ngested 

material w ith the secr etions of t he st omach. Peristaltic w aves oc cur l ess f requently. They are 

more powerful than mixing waves, and force the chime near the periphery of the stomach toward 

the pyloric sphincter. Roughly 80% of the contractions are mixing waves, and 20% are peristaltic 

waves. 

Regulation of stomach emptying. The amount of time food remains in the stomach depends on 

the number of factors, including the type and volume of food. After a typical meal the stomach is 

usually e mpty within 3 to 4 hours. G astrin and stretching of the s tomach stimulate s tomach 

emptying. 

Regulation of stomach movements. If the stomach empties too fast, the efficiency of digestion 

and absorption is reduced. If the rate of emptying is too slow, the highly acidic contents of the 

stomach may damage the stomach wall and reduce the rate at which nutrients are digested and 

absorbed. Stomach emptying is regulated to prevent these two extremes. Stomach stretches and 

relaxes to increase volume. Conversely, many of the hormonal and neural mechanisms decrease 

the rate of the stomach emptying. 

Ex. 24. Add the missing part of the clinical terms: 

1. Gastro_ is an instrument inserted though the mouth for visually inspecting the inside of the 

stomach. 2. Gastro_it is an inflammation of the stomach and the intestine. 3. Gastroentero_ is the 

branch of m edicine t hat i s c oncerned w ith di sorders of t he dige stive sys tem. 4. Gastr_ is an 

inflammation of the stomach lining. 5. Gastr_ is the surgical removal of all, or especially part of 

the stomach. 

A. _scope; B. _itis; C.ectomy; D._enter_; E._logy. 

OVERVIEW 

The stomach stores and mixes the ingested food. The major function of the stomach is to prepare 

the food for further digestion and absorption into the blood. The stomach is a dilated portion of 

the alimentary tract. It consists of the fundus, the body, and the antrum. The upper opening of the 

stomach is cal led the c ardiac sphi ncter and the l ower one is cal led the pyl oric sphincter. The 

cardiac sphincter relaxes and contracts to move food from the esophagus into the stomach. The 

pyloric s phincter a llows f ood t o l eave t he s tomach when i t ha s be en s ufficiently di gested. 

Different gastric glands are in the stomach. The glands of the stomach secrete gastric juices. This 

juice contains pepsins and hydrochloric acids. Pepsin converts proteins into smaller substances. 

Hydrolic acid is necessary for the correct action of pepsin. 




6. Додатки. Засоби для контролю:


1. Tell your fellow-student about stomach. 

2. Describe major function of the stomach to your new friend. 




sphincter? 7. What do the walls of the stomach consist of? 8. What manufactures gastric juices? 













Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Шлунок.(2 год.) 

Курс 2 







При роботі над темою “Шлунок.” 




При роботі над граматичним матеріалом Continuous Tenses (Passive Voice, Interrogative 
























VOCABULARY 

store [stO:] хранить, сохранять 

mix [mIks] смешивать, перемешивать 

segment ['segment] участок, сектор 

cardiac ['kQ:dIqk] кардиальный, 

относящийся к проксимальному отделу 

желудка 

fundus ['fAndqs] дно 

pyloric [paI'lOrIk] пилорический 

curvature ['kq:vqCq] выгиб, изгиб, 

искривление, кривизна 

sphincter ['sfINktq] сфинктер 

juice [Gu:s] сок 

protein ['prqutI:n] белок, протеин 

serve [sq:v] служить; выполнять 

hydrochloric ['haIdro'klOrIk] соляный, 

хлористый, хлористоводородный 

create [krI'eIt] производить, создавать 

lining ['laInIN] выстилка 

push [puS] проталкивать, толкать 

solid ['sOlId] твердый 

primarily ['praImqrIlI] в основном, главным 

образом 

processed ['prqusest] обработанный, 

переработанный 



2. Give your examples of sentences with the Continuos Tenses (Passive Voice, Interrogative 

Form) 

4.3. Практичні завдання, які виконуються на занятті:

Read and translate the following questions: 




Turn the following sentences into interrogative: 

1.The scientific works are being translated into foreign language. 2. Serious investigations were 


3. At present the ingested food is being mixed. 4. The food is being broken into smaller and 



being stimulated in this embryo. 8. These drugs are being removed by the liver. 9. The injured 

tissue is being replaced in this person. 10. The functions of the injured section are being 




Словотворення: найтиповіші суфікси іменників (-y). 

Граматика: Continuous Tenses (Passive Voice, Interrogative Form). 

Текст: “Stomach”. 



Ex. 8. Insert th e m issing letters an d tr anslate th e following words in to your n ative 

language: 

Cardia_; h_ drochloric; c _rvature; s ol_d; f _ndus; c re_te; s p_incter; pr ot_in; py_o ric; s e_ment; 

pu_h; st_mach; lini_g; sto_e. 

Ex. 9. Read the following word: 

Stomach; digestive; superior; antrum; abdomen; esophagus; fundus; curvature; pyloric; receive; 

sphincter; mechanical; move; a llow; s ufficiently; pow erful; pi ece; secrete; pe psin; e nzyme; 

hydrochloric; liquid; primarily; partially. 


сфинктер; желудок; выстилка желудка; дно; участок, сектор; пилорический; производить, 

создавать; изгиб, кривизна; проталкивать, толкать; служить; твердый; обработанный, 

переработанный; хранить, сохранять. 


STOMACH 

Serious i nvestigations were be ing done by va rious s cientists t o e stablish f unctions a nd 

anatomical structure of the stomach. The stomach stores and mixes the ingested food. The major 

function of the stomach to prepare the food chemically and mechanically so it can be received in 

the s mall intestine f or f urther di gestion and a bsorption i nto t he bl ood. Only s mall amounts o f 

such food as simple sugars, alcohol, and some medications are actually absorbed in the stomach. 

The stomach is an enlarged segment of the digestive tract. It is located in the left superior portion 

of the abdomen. Its shape and size vary from person to person. 

The opening from the esophagus into the stomach is cardiac sphincter. The region of the stomach 

around t he cardiac s phincter i s t he cardiac r egion. T he s tomach c onsists of t he f undus ( upper

part), th e b ody (middle pa rt), and the a ntrum (low er d istal pa rt). T he la rgest por tion of the 

stomach i s t he body, which turns t o the r ight, t hus cr eating a grea ter curva ture a nd a l esser 

curvature. T he body na rrows t o f orm t he pyl oric r egion, w hich j oins t he s mall i ntestine. T he 

opening between the stomach and the small intestine is the pyloric opening, which is surrounded 

by a r ing o f s mooth muscle c alled t he pyl oric s phincter. The c ardiac s phincter r elaxes and 

contracts to move food from the esophagus into the stomach. The pyloric sphincter allows food 

to leave the stomach when it has been sufficiently digested. 

The walls of the stomach consist of various layers of powerful muscles. The mechanical 

activity of t hese m uscles break s t he f ood into smaller and smaller pie ces. The g lands of t he 

stomach secrete gastric juices. This juice contains pepsins (digestive enzymes) and hydrochloric 

acids. Pepsin converts proteins into smaller substances. Hydrolic acid is necessary for the correct 

action of pepsin. 

Food leaves the stomach in two phases. The upper portion of the stomach contracts first, 

pushing the more liquid material into small intestine. The more solid food leaves later, primarily 

by the action of the muscles in the lower part of the stomach. The partially processed food then 

travels through the pyloric canal into the first portion of small intestine, the duodenum. 


Enlarged segment; left superior portion; to vary from person to person; cardiac opening; antrum; 

ring of s mooth m uscle; body t urns t o t he r ight; na rrow; s urround; t he sphincter r elaxes a nd 

contracts; t he w alls of t he s tomach; pe psin c onverts pr oteins; f ood l eaves t he s tomach i n t wo 

phases. 

Ex. 13. Translate the text "Stomach" into your native language. 








1. T he s tomach _ a nd m ixes t he ingested f ood. 2. T he stomach i s a dilated po rtion of the 

alimentary _. 3. I t consists of t he _, t he body, a nd t he antrum. 4. T he uppe r op ening of t he 

stomach is called the cardiac _ and the lower one is called the _ sphincter. 5. Different gastric _ 

are in the stomach. 6. The glands of the stomach secrete gastric _. 7. This juice contains pepsins 

and _ a cids. 8. P epsin converts proteins into _ s ubstances. 9. Hydrolic acid is necessary for the 

correct _ of pepsin. 

Ex. 16. Choose the anatomical terms from the box for the following definitions: 

1. The organ of chewing and tasting. 2. The upper part of the stomach. 3. The lower distal part of 

the stomach. 4. The upper opening of the stomach. 5. A hollow sac-like organ of the alimentary 

tract. 

mouth; fundus; stomach; cardiac sphincter; entrum. 

Ex. 17. Name the major portions of the stomach. 

Ex. 18. Describe the functions of digestive enzymes and hydrochloric acids. 








Ex. 20. Write out key words of the text "Stomach" and retell the text. 

Ex. 21. Compose the dialogue on the structure of the stomach. 


The amount of time food remains in the stomach depends on a number of factors, including the 

type and volume of food. Liquids exist the stomach within 1 and ½ hours to 2 and ½ hours after 

ingestion. After a t ypical meal t he s tomach i s usually e mpty w ithin 3 to 4 hour s. The pyl oric 

sphincter us ually r emains pa rtially c losed be cause of mild t onic c ontraction. E ach pe ristaltic 

contraction is sufficiently strong to force a small amount of chyme through the pyloric opening 

and into the duodenum. The peristaltic contractions responsible for movement of chyme through 

the partially closed pyloric opening are called the pyloric pump. 

Ex. 23. Read and narrate the following text: 

STOMACH FUNCTIONS 

The s tomach f unctions primarily a s s torage a nd m ixing c hamber f or i ngested f ood. A lthough 

soma digestion and absorption occur in the stomach, they are not its major functions. 

Secretions of t he st omach. Stomach s ecretions i nclude mucus, h ydrochloric a cid, ga strin, 

intrinsic f actor, a nd pe psinogen, t he i nactive f orm o f t he pr otein-digesting e nzyme pe psin. 

Mucus pr otects the s tomach l ining. P epsinogen i s c onverted t o pe psin, w hich di gest pr oteins. 

Hydrochloric a cid pr omotes pe psin a ctivity and ki lls m icroorganisms. I ntrisnic f actor i s 

necessary for vitamin B12 absorption. 

Regulation of stomach secretion. Approximately 2 to 3 L of gastric secretions (gastric juice) 

are produced each day. Diet dramatically affects the secretion amount; up to 700 ml are secreted 

as a result of a typical meal. Both nervous and hormonal mechanisms regulate gastric secretions. 

Regulation of stomach secretion is divided into 3 pha ses: cephalic, gastric, and intestinal. The 

cephalic phase is initiated by the sight, smell, taste, or thought of food. Nerve impulses from the 

medulla s timulate hydr ochloric a cid, pe psinogen, a nd ga strin s ecretion. T he ga stric pha se is 

initiated by di stention o f t he s tomach, w hich s timulates ga strin secretion and activates c entral 

nervous sys tem and local r eflexes that prom ote secr etion. The i ntestinal pha se i s initiated by 

acidic chime, which enters the duodenum and stimulates neuronal reflexes and the secretion of 

hormones that induce and then inhibit gastric secretions. 

Mixing of stomach contents. Ingested food is mixed with the secretions of the stomach glands 

to form a semi-fluid material called juice (chime). This mixing is accomplished by gentle mixing 

waves, which are pe ristaltic-like c ontractions t hat oc cur e very 20 seconds t o mix t he i ngested 

material w ith the secr etions of t he st omach. Peristaltic w aves oc cur l ess f requently. They are 

more powerful than mixing waves, and force the chime near the periphery of the stomach toward 

the pyloric sphincter. Roughly 80% of the contractions are mixing waves, and 20% are peristaltic 

waves. 

Regulation of stomach emptying. The amount of time food remains in the stomach depends on 

the number of factors, including the type and volume of food. After a typical meal the stomach is 

usually e mpty within 3 to 4 hours. G astrin and stretching of the s tomach stimulate s tomach 

emptying. 

Regulation of stomach movements. If the stomach empties too fast, the efficiency of digestion 

and absorption is reduced. If the rate of emptying is too slow, the highly acidic contents of the

stomach may damage the stomach wall and reduce the rate at which nutrients are digested and 

absorbed. Stomach emptying is regulated to prevent these two extremes. Stomach stretches and 

relaxes to increase volume. Conversely, many of the hormonal and neural mechanisms decrease 

the rate of the stomach emptying. 

OVERVIEW 




stomach is cal led the c ardiac sphi ncter and the l ower one is cal led the pyl oric sphincter. T he 














Add the missing part of the clinical terms: 

1. Gastro_ is an instrument inserted though the mouth for visually inspecting the inside of the 

stomach. 2. Gastro_it is an inflammation of the stomach and the intestine. 3. Gastroentero_ is the 

branch of m edicine t hat i s c oncerned w ith di sorders of t he di gestive s ystem. 4. Gastr_ i s a n 

inflammation of the stomach lining. 5. Gastr_ is the surgical removal of all, or especially part of 

the stomach. 

A. _scope; B. _itis; C.ectomy; D._enter_; E._logy. 













Вищий державний навчальний заклад України










______________ 

“_______” ______________ 200__ р. 





№ 

Тема заняття Печінка.(2 год.) 

Курс 2 




При роботі над темою “Печінка.”




При роботі над граматичним матеріалом Perfect Tenses (Passive Voice, Affirmative Form) 















Словотворення: найтиповіші суфікси іменників (-less,-ous). 

Граматика: Perfect Tenses (Passive Voice, Affirmative Form) 

Текст: “Liver”. 


№ 

з/п 



часу 





Усне 




Continuous 

Tenses . 



теми. 

Засоби 






have; 


Л.В. 






65% 









(-less,-ous); 


закріплення дієслів Perfect Tenses 














Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









lobe ['lqub] доля 

porta ['pO:tq] ворота органа 

duct [dAkt] канал, проток 

hepatic [hI'pxtIk] печеночный 

portal vein ['pO:tl 'veIn] воротная вена 

plexus ['pleksqs] сплетение 

bile [baIl] желчь 

cystic duct ['sIstIk] пузырный проток 

empty ['emptI] опорожнять; выливать; 

впадать, входить 

pancreatic duct ["pxNkrI'xtIk] вирзунгов 

проток, проток поджелудочной железы 

bowel ['bauql] кишка 

detoxification [dI:"tOksIfI'keISn] 

детоксификация 

embryo ['embrIqu] зародыш, эмбрион 

storage ['stO:riG] накопление; 

аккумулирование 

FONETICS 

copper ['kOpq] медь 

harmful ['ha:mful] вредный, опасный 

treat [trI:t] обрабатывать, подвергать 

действию 

excrete [eks'krI:t] выделять 

complexity [kqm'pleksItI] сложность 

exposure [Iks'pquZq] подвергание какомул. 

воздействию 

vulnerable ['vAln(q)rqbl] уязвимый 

protect [prq'tekt] защищать; предохранять 

capable ['keIpqbl] способный; 

поддающийся 

heal [hI:l] вылечивать, исцелять 

repair [rI'pFq] восстановление, 

регенерация 

injury ['InG(q)rI] травма, повреждение

WORD-BUILDING 



-less (without) 

use польза – useless бесполезный 

power сила –powerless бессильный 

-ous (pertaining to) 


A. Harmless; useless; colorless. 

B. Infectious; ser ious; i ntravenous; f amous; membranous; ve nous; cutaneous; m ucous; 

deciduous; osseous. 

GRAMMAR: 


PERFECT TENSES 


TENSE SUBJECT PREDICAT 

E 

Present 

I, they, you, we have been 

V 3 

he, she, it 

PERFECT Past I, he, she, it, 

they, you, we 

Future I, we 


has been 

had been V 3 

shall have been 

will have been 

MODEL: 

The cause of the peptic ulcer has been determined. 

The article had been published by 2006. 

The exact amount of gastric juice will have been estimated before the surgeon comes. 

Ex. 4. Red and translate the following sentences into your native language: 

1. A healing process has been noted by roentenologists. 2. The pain has been relieved by eating. 

3. High acidity had been found in patient without X-ray. 4. U ncomplicated duodenal ulcer has 

been treated largely by medical means. 5. Surgical treatment in peptic ulcer has been reserved for 

the complications of this disease. 6. The high mortality has been steadily reduced within the past 

decade. 7. Duodenal ulcer has been associated with severe pain. 8. The pyloric sphincter allows 

food to leave the stomach when it has been sufficiently digested. 

Ex. 5. Read the following phrases which you can use in SUMMARY: 

It has been indicated (that) … 

Было указано, что … 

It has been noted (that) … 

Отмечено, что … 

It has been determined (that) … Установлено, что … 

Basic principles of … have been Были сформулированы основные принципы… 

formulated. 

The research results of … have been Представлены результаты исследования … 

submitted. 



V 3

Ex. 7. Insert the missing letters, read and translate the ffollowing words: 

V_lnerable; b_l e; d_c t; de toxi_ication; pa n_reatic; bo_ el; c omple_ity; l _be; tr_at; pl e_us; 

prote_t; e mbr_o; repa_r; po rt_l; e mpt_; c apa_le; h epati_; e xpo_ure; s tora_e; h e_l; c_stic; 

ex_rete; ha_mful; po_ta; in_ury. 


Weight; upper; abdomen; major; minor; porta; inferior; surface; associated with; artery; nerve; 

plexus; unite; cystic; empty; pancreatic duct; cholesterol; duodenum; perform; through; lining; 

bowel; gr oup; c ategory; m arrow; f ibrinogen; e mbryo; iron ; he at; remove; e xcrete; f eces a nd 

urine; exposure; reasonable; believe; injured tissue. 


LIVER 

The liver is the largest internal gland of the body. It weights approximately 1.36 kg. The 

liver is in the upper right part of the abdomen. The liver consists of two major lobes, left and 

right, and minor lobes. 

A porta (gate) is on the inferior surface of the liver where the various vessels, ducts, and 

nerves enter and exit the liver. The hepatic (associated with the liver) portal vein, the hepatic 

artery, and a small hepatic nerve plexus enter the liver through the porta. Lymphatic vessels and 

two hepatic ducts exit the liver at the porta. The hepatic ducts transport bile out of the liver. The 

right and left hepatic ducts unite to form a single common hepatic duct. The common bile duct is 

joined by the cystic duct from the gallbladder to form the common bile duct, which empties into 

the duodenum in union with the pancreatic duct. The gallbladder is a small sac on the inferior 

surface of the liver that stores bile. The bile is a fluid containing cholesterol and bile acids. The 

bile is emptied into the duodenum, where it performs its major function of assisting in the 

absorption of fats through the lining of the small bowel into the bloodstream. The bile acids are 

then reabsorbed in the small intestine and cycled into the liver to be used again. 

The liver, besides producing bile, has many other important functions. They may be 

grouped into three categories: regulation, metabolism, and detoxification. They are: stimulation 

of red bone marrow, production of fibrinogen, blood formation in the embryo, storage of iron 

and copper, protein metabolism, fat metabolism, heat production and others. The liver removes 

drugs, alcohol, and potentially harmful chemicals from the bloodstream and treats them 

chemically so they can be excreted in the feces and urine. 

Because of the complexity of the liver and its exposure to so many potentially harmful 

substances, it would be reasonable to believe that it is especially vulnerable to disease. However, 

nature protects the organ in several ways. First, the liver is capable of regeneration: it can heal 

itself by repairing or replacing injured tissue. It also is constructed so that many units are 

responsible for the same task. Thus, if tissue in one section of the organ is injured, by trauma or 

disease, other cells will perform the functions of the injured section. 


Печень; состоять из; воротная вена; выделять; жиры и белки; обрабатывать, подвергать 

действию; сплетение; доля; проток поджелудочной железы; опорожнять, выливать; 

вылечивать, исцелять; пузырный проток; подвергнуть какому-л. воздействию; канал, 

проток; ворота органа; защищать; предохранять; печеночный; желчь; накопление, 

аккумулирование; восстановление, регенерация; травма, повреждение. 

Ex. 11. Translate the text "Liver" into your native language. 


1. The liver is the largest internal _ of the body. 2. It is in the upper right part of the _. 3. The 

liver consists of two major _ and minor lobes. 4. A _ is the place of the liver where the various

vessels, _, and nerves enter and exit the liver. 5. The hepatic _, the hepatic artery, and a small 

hepatic nerve _ enter the liver through the porta. 6. Lymphatic vessels and two hepatic ducts _ 

the liver at the porta. 7. The hepatic ducts transport _ out of the liver. 8. The right and left hepatic 

_ unite to form a single common hepatic duct. 9. The common bile duct is joined by the _ duct 

from the gallbladder to form the common bile duct. 10. The functions of the liver are the 

following: bile production, stimulation of red _ marrow, _ of iron and copper, protein 

metabolism, fat metabolism, heat production, and _. 


1. What is the liver? 2. Where is it located? 3. What is the weight of the liver? 4.What is a porta? 

5. What is the function of the hepatic duct? 6. Why do the right and the left hepatic ducts unite? 

7. What is the bile? 8. What are the functions of the liver? 9. How does nature protect the liver? 

Ex. 14. Match the term and its definition: 

1. hepatic artery 1. Vein that drains the liver into the inferior vena 

cava. 

2. hepatic duct 2. S ystem o f por tal ve ins t hat c arry bl ood f rom 

the i ntestines, stomach, spleen, and pancreas t o 

the liver. 

3. hepatic portal system 3. One of two ducts (left and right) that drain bile 

from t he l iver a nd join t o f orm the c ommon 

hepatic duct. 

4. hepatic portal vein 4. Portal vein formed by the superior mesenteric 

and splenic veins and entering the liver. 

5. hepatic vein 5. Branch of the aorta that delivers blood to the 

liver. 

Ex. 15. Write out the key words of the text "Liver". 

Ex. 16. Speak on the structure of the liver: 

LIVER: 

(1) righ t lo be, (2) le ft lobe , (3) c audate lobe , (4) 

quadrate lobe, (5) hepatic artery and portal vein, (6) 

hepatic lymph nodes, (7) gall bladder. 

Ex. 17. Translate the following sentences concerning with the liver function: 

1. T he l iver pr oduces b ile, w hich c ontains b ile sal ts t hat emulsify fats. 2. The l iver st ores 

nutrients, processes them, and produces new molecules. 3. The liver produces blood components. 

4. One of the liver functions is the storage of glycogen, a complex carbohydrate that is converted 

to sugar f or r elease i nto t he b loodstream w hen t he b lood s ugar l evel f alls. 5. G lycogen is 

deposited in the liver when the level of sugar in the blood increases. 6. Many proteins are also 

synthesized in the liver. 7. The liver helps determine the amount of nutrients that are sent to the 

rest of the body. 8. It also serves as a clearinghouse to eliminate some foods and substances that 

have served their purpose but are no longer useful. 9. M any ingested substances are harmful to 

the cells of the body. 10. In addition, the body itself produces many by-products of metabolism 

that, if accumulated, are toxic. 11. The liver is one line of defense against many of those harmful

substances. 12. T he l iver c an a lso p roduce its o wn uni que new c ompounds. 13. M any of t he 

blood proteins are produced by the liver and are released into the circulation. 

Ex. 18. Speak on the functions of the liver. 

Ex. 19. Compose the dialogue on the structure and functions of the liver. 

Ex. 20. Read the following text, entitle it, and compose the plan. 

The liver is covered by a connective tissue capsule and visceral peritoneum except for in 

a sm all ar ea ( the ba re a rea), on the diaphr agmatic surface. A t t he por ta t he conne ctive tissue 

capsule sends a branc hing network of walls (septa) into the substance of the liver to provide its 

main support. Vessels, nerves, and ducts follow the connective tissue branches throughout the 

liver. 

The c onnective t issue s epta di vide t he l iver i nto he xagon-shaped l obules w ith a por tal 

triad a t e ach c orner. T he t riads are so named because t hree v essels (the h epatic por tal v ein, 

hepatic a rtery, a nd he patic duc t) a re c ommonly l ocated in t hem. Hepatic ne rves and l ymph 

vessels are also located in these areas. A central vein is in the center of each lobule. Central veins 

unite to form hepatic veins. Hepatic cords radiate out from the central vein of each lobule like 

the spokes of a wheel. The hepatic cords are composed of hepatocytes, the functional cells of the 

liver. Hepatocytes have four major functions: synthesis of bile; storage; biotransformation; and 

synthesis of blood components. 

Mixed blood in the hepatic sinusoids flows to the central vein where it exits the lobule 

and t hen exits the liver t hrough the he patic ve ins. B ile, pr oduced by t he he patocytes a nd 

consisting primarily of m etabolic by -products, f lows t hrough t he bi le c analiculi toward t he 

hepatic triad and exits the liver through the hepatic ducts. Therefore blood flows from the triad 

toward the center of each lobule, whereas bile flows away from the center of the lobule toward 

the triad. 

Ex. 21. Read the following material: 

SUMMARY 

Резюме представляет собой краткое изложение научной работы, статьи или текста. 

В резюме освещаются наиболее конкретные вопросы статьи, работы, текста, такие как: 

1. указание проблемы; 

2. решение ее на практике; 

3. полученные результаты; 

4. рекомендации к применению. 

Следующие фрагменты предложений являются наиболее характерными при составлении 

резюме. 

І. Основная тема или проблема: 

The present paper describes … Настоящая статья описывает … 

This work considers … Эта работа рассматривает ... 

This article discusses … В статье обсуждается … 

The present article analyzes … В статье анализируется ... 

deals with … 

рассматривается… 

is devoted to the problems Статья посвящен проблемам … 

… 

This work gives a review of … Эта работа представляет обзор … 

ІІ. Цель изучения: 

this study is the 

изучения является исследование … 

investigation of … 

The object 

investigations is the 

improvement of treating … Целью 

исследований является улучшение 

лечения …

of 

experiment is the 


эксперимента является исследование 

… 

this work is the study … 

этой работы является изучение … 

ІІІ. Указание основных положений: 



It is necessary to say (that) … 

Необходимо сказать, что … 

This article has clearly shown (that) … Эта статья ясно продемонстрировала, что … 



Much attention is paid to … 

Много внимания уделяется … 

Great attention is paid to … 

Огромное внимание уделяется … 

Special attention is paid to … 

Особое внимание уделяется … 

It should be said (that) … 


It was stressed (that) … 

Подчеркнуто, что … 


It should be noted (that) … 

Необходимо заметить … 

The different points of view concerning Представлены разные взгляды относительно … 

… are considered. 

Thereby … 

Таким образом 

Therefore … 

Поэтому, следовательно 

Further … 

Кроме того, более того 

Furthermore … 

К тому же, кроме того 

Thus … 

Так, таким образом, поэтому 

It was suggested … 

The current views of … are considered. 

Up-to-date information about … was 

Было предложено … 

Изучаются современные взгляды на… 

Рассмотрена современная информация о … 

studied. 


formulated. 

Применение на практике 

New method is used …. Новый метод используется … 


апробируется … 

This treatment is proposed … Данное лечение предлагается … 


предлагается … 

This problem is investigated … Эта проблема исследуется … 


обсуждается … 

Выводы и результаты: 

It can be concluded from this study (that) … На основе данного исследования 

можно сделать вывод, что … 

On the basis of the results of this study it was 

proved … 

На основе результатов данного 

исследования было доказано … 

On the basis of these observations, an 

attempt is made to .. 

На основе результатов научных 

наблюдений, сделана попытка … 

The given results showed (that) … 

Данные результаты показали, что … 

The achieved data indicated … 

Полученные результаты показали… 

It has been adequately demonstrated that … Было продемонстрировано, что … 

Ex. 22. Give a summary of the text “Liver”. 


1. Печінка – найбільша залоза тіла людини. 2. Її маса у дорослих дорівнює в середньому 

1500 г. 3. Вона розташована у верхній частині черевної порожнини. 4. З ворот печінки

крім жовчних проток виходять лімфатичні судини. 5. Печінка, як залоза травної системи 

виконує екскреторну функцію – виробляє жовч. 6. У дорослої людини протягом доби 

печінка вироблює 700-800 см 3 жовчі. 7. Печінці властива також бар’єрна функція. 8. 

Печінка бере участь в усіх видах обміну речовин: водному, білковому, вуглеводному та 

мінеральному. 9. Печінка виконує також гормональну функцію. 

OVERVIEW 

The liver is the largest internal gland of the body. It is in the upper right part of the abdomen. 

The liver consists of two major lobes and minor lobes. A porta is the place of the liver where the 

various vessels, ducts, and nerves enter and exit the liver. The hepatic portal vein, the hepatic 





the duodenum in union with the pancreatic duct. The functions of the liver are the following: bile 

production, stimulation of red bone marrow, storage of iron and copper, protein metabolism, fat 

metabolism, heat production, and detoxification. 

Оцінювання поточної діяльності кожного студента упродовж заняття, 

стандартизований кінцевий контроль, проводиться аналіз успішності студента і 

виставляється у журнал обліку відвідувань і успішності студентів. 



1. Tell your fellow-student about liver 

2. Describe major function of the liver to your new friend. 








liver consists of two major _ and minor lobes. 4. A _ is the place of the liver where the various 







metabolism, fat metabolism, heat production, and _. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Печінка (2год.) 

Курс 2 







При роботі над темою “Печінка.” 




При роботі над граматичним матеріалом Perfect Tenses (Passive Voice, Affirmative Form) 
























VOCABULARY 

lobe ['lqub] доля 

porta ['pO:tq] ворота органа 

duct [dAkt] канал, проток 

hepatic [hI'pxtIk] печеночный 

portal vein ['pO:tl 'veIn] воротная вена 

plexus ['pleksqs] сплетение 

bile [baIl] желчь 

cystic duct ['sIstIk] пузырный проток 

empty ['emptI] опорожнять; выливать; 

впадать, входить 

pancreatic duct ["pxNkrI'xtIk] вирзунгов 

проток, проток поджелудочной железы 

bowel ['bauql] кишка 

detoxification [dI:"tOksIfI'keISn] 

детоксификация 


storage ['stO:riG] накопление; 

аккумулирование 


1.What is Perfect Tenses? 

copper ['kOpq] медь 

harmful ['ha:mful] вредный, опасный 

treat [trI:t] обрабатывать, подвергать 

действию 

excrete [eks'krI:t] выделять 

complexity [kqm'pleksItI] сложность 

exposure [Iks'pquZq] подвергание какому-л. 

воздействию 

vulnerable ['vAln(q)rqbl] уязвимый 

protect [prq'tekt] защищать; предохранять 

capable ['keIpqbl] способный; 

поддающийся 

heal [hI:l] вылечивать, исцелять 

repair [rI'pFq] восстановление, регенерация 

injury ['InG(q)rI] травма, повреждение

2. Give your examples of sentences with the Perfect Tenses (Passive Voice, Affirmative Form) 


GRAMMAR: 




TENSE SUBJECT PREDICAT 

E 

Present 

I, they, you, we have been 

V 3 

he, she, it 

PERFECT Past I, he, she, it, 

they, you, we 

Future I, we 


has been 

had been V 3 

shall have been 

will have been 

MODEL: 

The cause of the peptic ulcer has been determined. 

The article had been published by 2006. 

The exact amount of gastric juice will have been estimated before the surgeon comes. 

Read and translate the following sentences into your native language: 







V 3 



Словотворення: найтиповіші суфікси іменників (-less,-ous). 

Граматика: Perfect Tenses (Passive Voice, Affirmative Form) 

Текст: “Liver”. 



Ex. 7. Insert the missing letters, read and translate the ffollowing words: 

V_lnerable; b_l e; d_c t; de toxi_ication; pa n_reatic; bo_e l; c omple_ity; l _be; tr_at; pl e_us; 

prote_t; e mbr_o; repa_r; po rt_l; e mpt_; capa _le; h epati_; expo_ur e; st ora_e; h e_l; c_stic; 

ex_rete; ha_mful; po_ta; in_ury. 


Weight; upper; abdomen; major; minor; porta; inferior; surface; associated with; artery; nerve; 

plexus; unite; cystic; empty; pancreatic duct; cholesterol; duodenum; perform; through; lining;

owel; gr oup; c ategory; m arrow; f ibrinogen; e mbryo; iron ; he at; remove; e xcrete; f eces a nd 

urine; exposure; reasonable; believe; injured tissue. 


LIVER 

The liver is the largest internal gland of the body. It weights approximately 1.36 kg. The 

liver is in the upper right part of the abdomen. The liver consists of two major lobes, left and 

right, and minor lobes. 

A porta (gate) is on the inferior surface of the liver where the various vessels, ducts, and 

nerves enter and exit the liver. The hepatic (associated with the liver) portal vein, the hepatic 





the duodenum in union with the pancreatic duct. The gallbladder is a small sac on the inferior 

surface of the liver that stores bile. The bile is a fluid containing cholesterol and bile acids. The 

bile is emptied into the duodenum, where it performs its major function of assisting in the 

absorption of fats through the lining of the small bowel into the bloodstream. The bile acids are 

then reabsorbed in the small intestine and cycled into the liver to be used again. 

The liver, besides producing bile, has many other important functions. They may be 

grouped into three categories: regulation, metabolism, and detoxification. They are: stimulation 

of red bone marrow, production of fibrinogen, blood formation in the embryo, storage of iron 

and copper, protein metabolism, fat metabolism, heat production and others. The liver removes 

drugs, alcohol, and potentially harmful chemicals from the bloodstream and treats them 

chemically so they can be excreted in the feces and urine. 

Because of the complexity of the liver and its exposure to so many potentially harmful 

substances, it would be reasonable to believe that it is especially vulnerable to disease. However, 

nature protects the organ in several ways. First, the liver is capable of regeneration: it can heal 

itself by repairing or replacing injured tissue. It also is constructed so that many units are 

responsible for the same task. Thus, if tissue in one section of the organ is injured, by trauma or 

disease, other cells will perform the functions of the injured section. 


Печень; состоять из; воротная вена; выделять; жиры и белки; обрабатывать, подвергать 

действию; сплетение; доля; проток поджелудочной железы; опорожнять, выливать; 

вылечивать, исцелять; пузырный проток; подвергнуть какому-л. воздействию; канал, 

проток; ворота органа; защищать; предохранять; печеночный; желчь; накопление, 

аккумулирование; восстановление, регенерация; травма, повреждение. 

Ex. 11. Translate the text "Liver" into your native language. 



liver consists of two major _ and minor lobes. 4. A _ is the place of the liver where the various 







metabolism, fat metabolism, heat production, and _.





Ex. 14. Match the term and its definition: 

1. hepatic artery 1. Vein that drains the liver into the inferior vena 

cava. 

2. hepatic duct 2. S ystem o f por tal ve ins t hat c arry bl ood f rom 

the i ntestines, stomach, spleen, and pancreas t o 

the liver. 

3. hepatic portal system 3. One of two ducts (left and right) that drain bile 

from t he l iver a nd join t o f orm the c ommon 

hepatic duct. 

4. hepatic portal vein 4. Portal vein formed by the superior mesenteric 

and splenic veins and entering the liver. 

5. hepatic vein 5. Branch of the aorta that delivers blood to the 

liver. 

Ex. 15. Write out the key words of the text "Liver". 

Ex. 16. Speak on the structure of the liver: 

LIVER: 

(1) righ t lo be, (2) le ft lobe , (3) c audate lobe , (4) 

quadrate lobe, (5) hepatic artery and portal vein, (6) 

hepatic lymph nodes, (7) gall bladder. 

Ex. 17. Translate the following sentences concerning with the liver function: 

1. T he l iver pr oduces b ile, w hich c ontains b ile s alts t hat emulsify f ats. 2. T he l iver s tores 

nutrients, processes them, and produces new molecules. 3. The liver produces blood components. 

4. One of the liver functions is the storage of glycogen, a complex carbohydrate that is converted 

to s ugar f or r elease i nto t he b loodstream w hen t he b lood s ugar l evel f alls. 5. G lycogen is 

deposited in the liver when the level of sugar in the blood increases. 6. Many proteins are also 

synthesized in the liver. 7. The liver helps determine the amount of nutrients that are sent to the 

rest of the body. 8. It also serves as a clearinghouse to eliminate some foods and substances that 

have served their purpose but are no longer useful. 9. M any ingested substances are harmful to 

the cells of the body. 10. In addition, the body itself produces many by-products of metabolism 

that, if accumulated, are toxic. 11. The liver is one line of defense against many of those harmful 

substances. 12. T he l iver c an a lso p roduce its o wn uni que new c ompounds. 13. M any of t he 

blood proteins are produced by the liver and are released into the circulation. 

Ex. 18. Speak on the functions of the liver. 

Ex. 19. Compose the dialogue on the structure and functions of the liver. 

Ex. 20. Read the following text, entitle it, and compose the plan.

The liver is covered by a connective tissue capsule and visceral peritoneum except for in 

a sm all ar ea ( the ba re a rea), on the diap hragmatic surface. A t t he por ta t he conne ctive tissue 

capsule sends a branching network of walls (septa) into the substance of the liver to provide its 

main support. Vessels, nerves, and ducts follow the connective tissue branches throughout the 

liver. 

The connective t issue s epta di vide t he l iver i nto he xagon-shaped l obules w ith a por tal 

triad at ea ch corner. The t riads ar e so named because t hree v essels (the h epatic por tal v ein, 

hepatic a rtery, a nd he patic duc t) a re c ommonly l ocated in t hem. Hepatic ne rves and l ymph 

vessels are also located in these areas. A central vein is in the center of each lobule. Central veins 

unite to form hepatic veins. Hepatic cords radiate out from the central vein of each lobule like 

the spokes of a wheel. The hepatic cords are composed of hepatocytes, the functional cells of the 

liver. Hepatocytes have four major functions: synthesis of bile; storage; biotransformation; and 

synthesis of blood components. 

Mixed blood in the hepatic sinusoids flows to the central vein where it exits the lobule 

and t hen exits the liver t hrough the he patic ve ins. B ile, pr oduced by t he he patocytes a nd 

consisting primarily of m etabolic by -products, f lows t hrough t he bi le c analiculi toward t he 

hepatic triad and exits the liver through the hepatic ducts. Therefore blood flows from the triad 

toward the center of each lobule, whereas bile flows away from the center of the lobule toward 

the triad. 

Ex. 21. Read the following material: 

SUMMARY 

Резюме представляет собой краткое изложение научной работы, статьи или текста. 

В резюме освещаются наиболее конкретные вопросы статьи, работы, текста, такие как: 

5. указание проблемы; 

6. решение ее на практике; 

7. полученные результаты; 

8. рекомендации к применению. 

Следующие фрагменты предложений являются наиболее характерными при составлении 

резюме. 

І. Основная тема или проблема: 

The present paper describes … Настоящая статья описывает … 

This work considers … Эта работа рассматривает ... 

This article discusses … В статье обсуждается … 

The present article analyzes … В статье анализируется ... 

deals with … 

рассматривается… 

is devoted to the problems Статья посвящен проблемам … 

… 

This work gives a review of … Эта работа представляет обзор … 

ІІ. Цель изучения: 

this study is the 

изучения является исследование … 


The object 

investigations is the 

improvement of treating … Целью 

исследований является улучшение 

лечения … 

of 

experiment is the 


эксперимента является исследование 

… 

this work is the study … 

этой работы является изучение … 

ІІІ. Указание основных положений: 



It is necessary to say (that) … 


This article has clearly shown (that) … Эта статья ясно продемонстрировала, что …



Much attention is paid to … 

Много внимания уделяется … 

Great attention is paid to … 

Огромное внимание уделяется … 

Special attention is paid to … 

Особое внимание уделяется … 

It should be said (that) … 


It was stressed (that) … 

Подчеркнуто, что … 


It should be noted (that) … 

Необходимо заметить … 

The different points of view concerning Представлены разные взгляды относительно … 

… are considered. 

Thereby … 

Таким образом 

Therefore … 

Поэтому, следовательно 

Further … 

Кроме того, более того 

Furthermore … 

К тому же, кроме того 

Thus … 

Так, таким образом, поэтому 

It was suggested … 

The current views of … are considered. 

Up-to-date information about … was 

Было предложено … 

Изучаются современные взгляды на… 

Рассмотрена современная информация о … 

studied. 


formulated. 

Применение на практике 

New method is used …. Новый метод используется … 


апробируется … 

This treatment is proposed … Данное лечение предлагается … 


предлагается … 

This problem is investigated … Эта проблема исследуется … 


обсуждается … 

Выводы и результаты: 

It can be concluded from this study (that) … На основе данного исследования 

можно сделать вывод, что … 

On the basis of the results of this study it was 

proved … 

На основе результатов данного 

исследования было доказано … 

On the basis of these observations, an 

attempt is made to .. 

На основе результатов научных 

наблюдений, сделана попытка … 

The given results showed (that) … 

Данные результаты показали, что … 

The achieved data indicated … 

Полученные результаты показали… 

It has been adequately demonstrated that … Было продемонстрировано, что … 


1. Печінка – найбільша залоза тіла людини. 2. Її маса у дорослих дорівнює в середньому 

1500 г. 3. Вона розташована у верхній частині черевної порожнини. 4. З ворот печінки 

крім жовчних проток виходять лімфатичні судини. 5. Печінка, як залоза травної системи 

виконує екскреторну функцію – виробляє жовч. 6. У дорослої людини протягом доби 

печінка вироблює 700-800 см 3 жовчі. 7. Печінці властива також бар’єрна функція. 8. 

Печінка бере участь в усіх видах обміну речовин: водному, білковому, вуглеводному та 

мінеральному. 9. Печінка виконує також гормональну функцію. 

OVERVIEW 




artery, and a small hepatic nerve plexus enter the liver through the porta. Lymphatic vessels and













Give a summary of the text “Liver”. 

Read the following phrases which you can use in SUMMARY: 





It has been determined (that) … 

Basic principles of … have been 

formulated. 

The research results of … have been 

submitted. 

Установлено, что … 

Были сформулированы основные принципы… 

Представлены результаты исследования … 





















______________ 

“_______” ______________ 200__ р. 



ЗМІСТОВНИЙ МОДУЛЬ №4. 





№ 

Тема заняття Змістовний модуль№4 

Курс 2 




При роботі над темами “М’язова система”, Травна система”, „Шлунок.Печінка” 




При роботі над граматичним матеріалом Continuous Tenses,Perfect Tenses 
















Граматика: Continuous Tenses, Perfect Tenses 

Текст: “Muscular System”, “Digestive System”, “Stomach.Liver” 


№ 

з/п 



часу 





Усне 




Continuous 

Tenses, Perfect 

Tenses 



Засоби 






have; 


Л.В. 






65% теми. 











Tenses, Perfect Tenses. Читання та 

говоріння: опрацювання 


читання та переклад тексту, 










Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 














1.Cardiac muscle is pumping blood through the circulatory system with some intervals. 2. At 









drug. 2. T he mucus is being secreted by t he major glands. 3. The water was being absorbed by






















3. A t pr esent t he i ngested f ood i s be ing m ixed. 4. T he f ood i s be ing br oken i nto s maller a nd 



being stimulated in this embryo. 8. T hese drugs are being removed by t he liver. 9. The injured 

tissue is be ing r eplaced i n t his p erson. 10. T he f unctions of t he i njured s ection a re be ing 

























Read the following text: 

MUSCLES 















The f unctions of t he di gestive s ystem a re t o i ngest f ood, m asticate t he f ood, pr opel t he f ood 

through t he di gestive tract, a dd secretions t o the f ood a nd di gest the f ood. Once t hese us eful 














STOMACH 




stomach is cal led the c ardiac sphi ncter and the l ower one is cal led the py loric s phincter. The 

cardiac sphincter relaxes and contracts to move food from the esophagus into the stomach. The






LIVER 

















1. Speak about muscles. 

2. Speak about digestive system. 

3. Speak about stomach. 

4. Speak about liver. 


MUSCLES: 





you know? 









STOMACH 



sphincter? 7. What do the walls of the stomach consist of? 8. What manufactures gastric juices?



LIVER 






Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 



ПІД ЧАС ПІДГОТОВКИ ДО ЗМІСТОВНОГО МОДУЛЯ №4 





№ 

Тема заняття Змістовний модуль№4 

Курс 2 







При роботі над темою “М’язова система” , „Травна система”, „Шлунок.Печінка”. 




При роботі над граматичним матеріалом Continuous Tenses; Perfect Tenses 
























Read the VOCABULARY and memorize new words. 



2.What is Perfect Tenses 

3.Give your examples of sentences with the Continuos Tenses. 

4.Give your examples of sentences with the Perfect Tenses 







1.Cardiac muscle is pumping blood through the circulatory system with some intervals. 2. At 




skin is pulling beyond the limits of its elasticity. 8. He is cleaning the area of wound. 9. The



























3. A t pr esent t he i ngested f ood i s be ing m ixed. 4. T he f ood i s be ing broken i nto s maller a nd 



being stimulated in this embryo. 8. These drugs are being removed by t he liver. 9. The injured 

tissue is be ing r eplaced i n t his p erson. 10. T he f unctions of t he i njured s ection a re be ing 












Граматика: Continuous Tenses, Perfect Tenses 

Текст: “Muscular System”.



MUSCLES 















The f unctions of t he di gestive s ystem a re t o i ngest f ood, m asticate t he f ood, pr opel t he f ood 

through t he di gestive tract, a dd secretions t o the f ood and di gest the f ood. O nce t hese us eful 














STOMACH 




stomach is cal led the c ardiac sphi ncter and the l ower one is c alled the pyl oric sphincter. T he 






Read the following text:

LIVER 













MUSCLES: 





you know? 









STOMACH 






LIVER 



7. W hat i s t he bi le? 8. What a re t he f unctions of t he l iver? 9. H ow doe s na ture pr otect Б: 

B.Завдання для самоконтролю: 

1. Speak about muscles. 

2. Speak about digestive system. 

3. Speak about stomach. 

4. Speak about liver. 




2. І. Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”

















______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Кров (4 год.) 

Курс 2 




При роботі над темою “Кров” 




При роботі над граматичним матеріалом Perfect Tenses (Passive Voice, Interrogative Form) 















Словотворення: найтиповіші суфікси іменників (-ly). 

Граматика: Perfect Tenses (Passive Voice, Interrogative Form) 

Текст: “Blood”. 


№ 

з/п 



часу 





Усне 




Perfect Tenses 

(Passive Voice, 

Interrogative 

Form) Лексикофонетичний 


Засоби 






have; 


Л.В. 






65% теми. 









(-ly); 


закріплення дієслів Perfect Tenses 














Усне 


Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









volume ['vOljum] обсяг, об’єм 

matrix ['meItrIks] матрикс, міжклітинний 


average ['xvqrIG] середній; нормальний, 

звичайний 

approximately [q'prOksImItlI] приблизно 

fluid [fluId] рідина 

plasma ['plxzmq] плазма 

erythrocyte [I'rITrosaIt] еритроцит 

corpuscle ['kO:pAsl] часточка, корпускула, 

тільце, елемент крові 

thrombocyte ['TrOmbousaIt] тромбоцит 

platelet ['pleItlqt] тромбоцит, кров’яна 

пластинка 

leukocyte (leucocyte) ['lju:kqusaIt] лейкоцит 

FONETICS 

pale [peIl] блідий 

protein ['prqutI:n] білок 

albumin ['xlbjumIn] альбумін 

globulin ['glObjulIn] глобулін 

fibrinogen [faI'brInoGqn] фібриноген 

clot [klOt] згусток крові, тромб 

suspend [sqs'pend] висіти, плавати 

remove [rI'mu:v] видаляти 

serum ['sIqrqm] сироватка 

nutrients ['nju:trIqnts] поживні речовини 

waste [weIst] непотрібний, непридатний, 

некорисний 


maintenance ['meIntqnqns] підтримка, 

збереження 

WORD-BUILDING


Suffix of Adverbs: 

-ly 

quick быстрый – quickly быстро 

slow медленный –slowly медленно 


Greatly; no rmally; pa rtly; da ily; really; w eekly; p rimarily; us ually; approximately; m ainly; 

principally; structurally. 

GRAMMAR: 




Tense 

Present 

Perfect Tense, 

Passive Voice 

Past Perfect 

Tense, 

Passive Voice 

Future 


Passive Voice 

Questioni 

ng word 

What 

Why 

Where 

How many 

How much 

Auxiliary 

verb 

have 

has 

had 

shall 

will 

Subject 

I, you, we 

they 

he, she, it 

I, he, she, 

it, you, 

we, they 

I, we 

he, she, it, 

you, they 

Predicate 

(Form of the Verb) 

been + V 3 

(been studied, been 

written) 

been + V 3 

(been studied, been 

written) 

have + been + V 3 

(have been studied, 

have been written) 

Example 

Has the text 

been 

translated 

today? 

Where had 

the patient 

been 

examined? 

When will the 

hospital have 

been 

modernized? 


1. Have the proteins that produce clots have been removed from the plasma? 2. Will the structure 

of leukocytes have been described in your article? 3. H ad the number of erythrocytes had been 

counted by 3 o’clock? 4. How has the amount of radiation used for routine X-ray examinations 

been r educed ove r ye ar? 5. Why h as t he he art t ransplantation be come a r outine pr ocedure i n 

many medical centers? 6. Why has the bronchodilator drug been administered to the patient? 


1. C ell f ragments ha ve be en gr ouped i nto t hree m ajor c ategories. 2 . T he bl ood ha s be en 

distributed to the different organs of the body. 3. Large amounts of blood have been needed for 

kidneys a nd br ain. 4. F ood materials w ill h ave be en a bsorbed by t he small i ntestine. 5. T he 

nourishment had been received by the duodenal glands by the end of operation. 6. Platelets have 

been produced within the marrow. 




Mainten_nce; leu_kocyte; er_throcyte; enz_me; s_rum; plasm_; _lot; ma_or; fibr_nogen; 

mi_roorganism; infec_ion. 


Connective tissue; corpuscle; pale yellow fluid; clot-producing; platelet; fluid matrix; remaining 

fluid; a verage a dult; ho wever; w aste pr oducts; maintenance; suspended molecules; t o protect 

against; remove; site of infection; slightly more than half; body’s total weight. 

Ex. 9. Read the following words enunciating them clearly: 

Total blood volume; approximately; to be classified; corpuscles; platelets; hormones; enzymes; 

leukocytes, t hrombocytes, e rythrocyte, e rythrocytes, pl asma; di ssolved c omponents; nut rients; 

maintenance; formed elements; major categories. 


BLOOD 

Blood is classified as a connective tissue, consisting of cells and cell fragments 

surrounded by a liquid matrix. The total blood volume in the average adult is approximately 4 to 

5 L in females and 5 to 6 L in males. Blood makes up approximately 8% of the body's total 

weight. 

The cells and cell fragments are the formed elements, and the fluid matrix is the plasma. 

The formed elements of the blood include several types of highly specialized cells and cell 

fragments. They are grouped into three major categories. Approximately 95% of the volume of 

the formed elements consists of erythrocytes (red blood cells or corpuscles). The remaining 5% 

consists of leukocytes (white blood cells or corpuscles) and platelets (cell fragments), which are 

also called thrombocytes. 

Plasma is a pale yellow fluid accounting for slightly more than half the total blood 

volume and consisting of approximately 92% water and 8% dissolved or suspended molecules. 

Plasma contains proteins such as albumin, globulins, and fibrinogen. When the proteins that 

produce clots are removed from the plasma, the remaining fluid is called serum. In addition to 

the suspended molecules, plasma also contains a number of dissolved components such as salts, 

nutrients, gases, waste products, hormones, and enzymes. 

The functions of the blood can be placed into the categories of transportation, 

maintenance, and protection. Many of the functions, however, could be placed in more than one 

category. For example, for blood cells to protect against microorganisms they must be 

transported to sites of infection. 


Розчинені компоненти; вага тіла людини; загальнй об’єм крові; утворювати згустки; 

міжклітинний матеріал; ферменти; сироватка; складатися з; включати кілька типів; 

поділятися на; червоні кров’яні тільця; кров’яні пластинки; білі кров’яні тільця; поживні 

речовини; бути розташованим; транспортувальна функція; захисна функція; білки; 

видаляти. 

Ex. 12. Translate the text “Blood” into your native language. 


1. B lood i s a t ype of _ tissue w hose c ells are suspended in a l iquid intracellular material. 2. 

Blood consists of a liquid portion called _ and a solid portion. 3. This portion also named as the 

cellular fraction includes _, _, _. 4. _ a re essential for the clotting of blood. 5. _ are the most 

numerous blood cells. 6. A majority of _ are concerned with combating infection in the body. 


1. What t ype of t issue i s t he bl ood? 2. W hat i s t he t otal blood vol ume i n a n a verage a dult? 

3.What does the blood consist of? 4. What is the plasma? 5. What does the plasma consist of ? 

6.What is blood serum? 7. What major categories are the formed elements grouped into? 8. What

lood c ells are c onsidered t o b e t he m ost nu merous? 9.W hat a re the major f unctions of t he 

blood? 

Ex. 15. Read the following terms and try to match them with the Ukrainian equivalents. 

Memorize the meaning of the term-element “h(a)emo-” from Gkreek “blood”. 

Hemoglobin, he moconcentration, hemorrhage, he mocyte, he mocytometer, he modiagnosis, 

hemogram, hemology, hemomediastinum, hemopathy, hemophobia, hemodynamics. 

Крововилив, гематологія, гемодинаміка, гемофобія (патологічна боязнь кровотечі чи виду 

крові), захворювання крові, гемоглобін, гемоцитометр, гемодіагностика (діагноз, що 

ґрунтується на вивченні крові), гемограма (формула крові), крововилив в средостіння, 

гемоконцентрація (згущення крові), формений елемент крові. 

Ex. 16. Pronounce and memorize the words to the theme studied: 

Biconcave подвійно увігнутий; spherical кулястий, сферичний; stain забарвлювати; release 

вивільняти; histamine гістамін; promote сприяти, допомагати, підтримувати; inflammation 

запалення; heparin гепарин; prevent попереджувати, запобігати; worm черв; parasite 

паразит; debris залишки органічних речовин; plug пробка, тампон 

Ex. 17. Read the information the table represents. Having familiarized yourself with the 

table, compose the information on the blood, types of blood cells and their functions, using 

the given data. Draw up the plan and key words to each its item. 

FORMED ELEMENTS OF THE BLOOD 

CELL TYPE DESCRIPTION FUNCTION 

Erythrocytes 

Biconcave di sk; no 

nucleus; 7 -8 µm in 

diameter 

Transports oxygen and carbon 

dioxide 

Leukocyte 

Neutrophil 

Basophil 

Spherical cel l; 

nucleus w ith t wo t o 

four l obes 

connected by thin 

filaments; 

cytoplasmic 

granules stain a light 

pink or r eddishpurple; 

12-15 µm in 

diameter 

Spherical cell; 

nucleus with two 

indistinct lobes; 

cytoplasmic 

granules stain bluepurple; 

10-12 µm in 

diameter 

Phagocytizes 

microorganisms 

Releases histamine, which 

promotes inflammation, and 

heparin, which prevents clot 

formation

Eosinophil 

Lymphocyte 

Monocyte 

Platelet 


nucleus often with 

two lobes; 

cytoplasmic 

granules stain 

orange-red or bright 

red; 10-12 µm in 

diameter 

Spherical cell with 

round nucleus; 

cytoplasm forms a 

thin ring around the 

nucleus; 6-8 µm in 

diameter 


nucleus round, 

kidney, or horseshoe 

shaped; 

contains more 

cytoplasm than does 

lymphocyte; 10-15 

µm in diameter 

Cell fragments 

surrounded by a cell 

membrane and 

containing, 

granules; 2-5 µm in 

diameter 

Releases chemicals that reduce 

inflammation; attacks 

certain worm parasites 

Produces antibodies and 

other chemicals responsible 

for destroying 

microorganisms; 

responsible for allergic 

reactions, graft rejection, tumor 

control, and regulation 

of the immune system 

Phagocytic cell in the 

blood; leaves the blood and 

becomes a macrophage, 

which phagocytizes 

bacteria, dead cells, cell 

fragments, and debris 

within tissues 

Forms platelet plugs; releases 

chemicals necessary 

for blood clotting 

Ex. 18. Fill in blanks with corresponding words given in brackets. 

1. A de ficiency of r ed bl ood c ells or a (n) _ in t he qua ntity of t he h emoglobin t hey c ontain 

results in a condition called anemia. (increase, enlargement, extension, reduction). 2. During the 

pregnancy the maternal _ vol ume usually increases about 30 % above normal. (plasma, lymph, 

blood, f at). 3. B lood c ell c ount i s sometimes m ade us ing a s pecial glass s lide called a _ . 

(thermometer, hemocytometer, tonometer, spectrograph). 4. Red blood cells are quite elastic and 

flexible, and they readily change shape as they pass through small blood _ . ( corpuscles, fibers, 

vessels, s tream). 5. Absorption of iron from _ occurs mainly in the duodenum of the s mall 

intestine. (blood, food, circulation, beverage) 

Ex. 19. Choose the proper terms from the box for the definitions: 

1. L iquid p ortion of bl ood c ontaining w ater, p roteins, s alts, nut rients, hor mones, vitamins. 2. 

Tiny cells; which are necessary for blood clotting. 3. These cells are biconcave disks made in the 

bone marrow and that they transport oxygen. 4. P lasma minus the clotting proteins and clotting 

cells. 5. “Little body” refers to blood cells. 6. This substance is necessary for the synthesis of 

hemoglobin, i s a bsorbed f rom s mall i ntestines; i nsufficiency of t his subs tance m ay result i n 

anemia. 

thrombocytes, serum, corpuscles, erythrocytes, lymphocytes, plasma, iron, protein.

Ex. 20. Translate the following sentences without using a dictionary: 

1. Red blood cells are tiny, biconcave disks that are thin near their centers and thicker around 

their rims. 2. This special shape is related to the red cell’s function of transporting gases. 3. Each 

red blood cell is about one-third hemoglobin by volume, and this substance is responsible for the 

color of the blood. 4. The number of red blood cells varies from time to time even in healthy 

individuals, the normal range for adult males is 4.600.000 – 6.200.000 cells per mm 3 , and that 

for adult females is 4.200.000 – cells per mm 3 . 5. These normal values may vary slightly with 

the hospital, physician, and type of equipment used to make blood cells count. 6. The number of 

red blood cells generally increases following exercises, a large meal, a rise in temperature, or an 

increase in altitude (висота над рівнем моря). 7. After an infant is born, the red blood cells are 

produced almost exclusively by the tissue that lines the spaces within the red bone marrow. 8. 

White blood cells function primarily to control various disease conditions. 9. Normally, five 

types of white cells can be found in the circulating blood. 10. They are distinguished by their 

size, the nature of their cytoplasm, the shape of their nucleus, and their staining characteristics. 

11. The procedure used to count white blood cells is similar to that used for counting red cells. 

Normally, there are from 5.000 to 10.000 white cells per mm 3 of human blood. 12. Since the 

total number of white blood cells may change in response to abnormal conditions, white blood 

cells count is of clinical interest. 

Ex. 21. Try to choose which of the following sentences are incorrect (true or false choice): 

1. Blood can be separated into solid and liquid portions. 2. The solid cellular portion is mostly 

white blood cells. 3. Red blood cells function to control disease conditions. 4. Iron is also needed 

for he moglobin s ynthesis. 5. T he pl asma pr oteins a re classified into t hree major gr oups: 

albumins, globulins, and fibrinogens. 6. T otal blood volume does not vary by t he sex (male or 

female). 

Ex. 22. Compose the dialogue on the composition and functions of the blood. 

Ex. 23. Read and translate the following text without using dictionary: 

PLATELETS 

Platelets, or thrombocytes, are minute fragments of cells consisting of a small amount of 

cytoplasm surrounded by a cell membrane. They are roughly disk shaped and average 

approximately 3 µm in diameter. Even though they are approximately 40 times more common in 

the blood than leukocytes (250,000 to 500,000 per cubic millimeter of blood), they often are not 

counted in typical blood smears because they tend to form platelet clumps and become difficult 

to distinguish. 

The life expectancy of platelets is approximately 5 to 9 days. Platelets are produced 

within the marrow and are derived from megakaryocytes, which are extremely large cells with 

diameters up to 100 µm. Small fragments of these cells break off and enter the circulation as 

platelets. 

Platelets play an important role in preventing blood loss. This prevention is accomplished 

in two ways: the formation of platelet plugs, which seal holes in small vessels; and the formation 

of clots, which help seal off larger wounds in the vessels. 

Ex. 24. Read and retell the following text: 

LEUKOCYTES 

Leukocytes, or white blood cells, are nucleated blood cells that lack hemoglobin. They 

are c lear or w hitish in color and a re l arger t han e rythrocytes, r anging f rom 8 t o 19 µm i n 

diameter. In stained preparations leukocytes attract stain, whereas erythrocytes remain relatively 

unstained.

Leukocytes protect the body against invading microorganisms and remove dead cells and 

debris from the body. Leukocytes leave the circulation by the process of diapedesis (movement 

through vessel walls) and move through the tissues in which they ingest foreign material or dead 

cells. At the site of an infection leukocytes accumulate and phagocytize bacteria, dirt, and dead 

cells; then they die. This accumulation of dead leukocytes, along with fluid and cell debris, is 

called pus. 

Leukocytes are named according to their appearance in stained preparations. Leukocytes 

containing large cytoplasmic granules are granulocytes, and those with very small granules that 

cannot b e seen easily w ith the light m icroscope a re agranulocytes. The three t ypes of 

granulocytes are named according to the staining characteristics of their cytoplasm: neutrophils, 

eosinophils, and basophils. There are two types of agranulocytes: monocytes and lymphocytes. 

Ex. 25. Translate the following sentences into English. 

1. Основними життєво важливими функціями крові є транспортувальна та захисна 

функції, а також функція підтримання стабільного клітинного середовища. 2. Кров 

переносить поживні речовини з шлунково-кишкового тракту та кисень з дихальних 

органів до усіх клітин організму. 3. Продукти розпаду виводяться з кров’ю до дихальних 

та видільних органів. 4. Загальний обсяг крові поділяється на циркулюючий (circulating) 

обсяг крові та резервний (reserve) обсяг крові. 5. Резервна кров зберігається в певних 

органах, наприклад, в печінці. 6. Плазма крові містить амінокислоти, прості цукри, 

різноманітні ліпіди. 7. Функції плазми полягають у перенесенні газів, поживних речовин 

та вітамінів, у регулюванні рідинного та електролітичного (electrolyte) балансу, у 

підтриманні відповідного pH. 

OVERVIEW 

Blood is a type of connective tissue whose cells are suspended in a liquid intracellular material. 

It plays vital roles in transporting substances between the body cells and the external 

environment. It aids in maintaining a stable cellular environment. Whole blood consists of a 

cellular fraction and a cell-free fluid portion, which is the plasma. The cellular fraction consists 

of red blood cells (erythrocytes), white blood cells (leukocytes). They are formed mostly in the 

red bone marrow. Some cellular fragments called blood platelets (thrombocytes). The plasma is 

composed of water, amino acid, proteins, carbohydrates, lipids, vitamins, and hormones. The 

main function of red blood cells is to transport gases. White blood cells function primarily to 

control various disease conditions, being transported to sites of infections. Blood platelets help 

close breaks in blood vessels. 






1. Tell your fellow-student about blood. 

2. Describe the functions of the blood to your new friend. 


1. What t ype of tissue i s t he bl ood? 2. W hat i s t he t otal blood vol ume i n a n a verage a dult? 


6.What is blood serum? 7. What major categories are the formed elements grouped into? 8. What 

blood c ells are c onsidered t o b e t he m ost nu merous? 9.W hat a re the major f unctions of t he 

blood? 


Complete the following sentences:







Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Кров (4 год.) 

Курс 2 







При роботі над темою “Кров.” 




При роботі над граматичним матеріалом Perfect Tenses (Passive Voice, Interrogative Form) 
























VOCABULARY 

volume ['vOljum] обсяг, об’єм 

matrix ['meItrIks] матрикс, міжклітинний 


average ['xvqrIG] середній; нормальний, 

звичайний 

approximately [q'prOksImItlI] приблизно 

fluid [fluId] рідина 

plasma ['plxzmq] плазма 

erythrocyte [I'rITrosaIt] еритроцит 

corpuscle ['kO:pAsl] часточка, корпускула, 

тільце, елемент крові 

thrombocyte ['TrOmbousaIt] тромбоцит 

platelet ['pleItlqt] тромбоцит, кров’яна 

пластинка 

leukocyte ['lju:kqusaIt] лейкоцит 

pale [peIl] блідий 

protein ['prqutI:n] білок 

albumin ['xlbjumIn] альбумін 

globulin ['glObjulIn] глобулін 

fibrinogen [faI'brInoGqn] фібриноген 

clot [klOt] згусток крові, тромб 

suspend [sqs'pend] висіти, плавати 

remove [rI'mu:v] видаляти 

serum ['sIqrqm] сироватка 

nutrients ['nju:trIqnts] поживні речовини 

waste [weIst] непотрібний, непридатний, 

некорисний 


maintenance ['meIntqnqns] підтримка, 

збереження 


1. What is Perfect Tenses ? 

2. Give you r exa mples of sentenc es w ith the Perfect Tenses (Passive Voice, Interrogative 

Form)


Read and translate the following interrogative sentences: 

1. Have the proteins that produce clots have been removed from the plasma? 2. Will the structure 

of leukocytes have been described in your article? 3. H ad the number of erythrocytes had been 

counted by 3 o’clock? 4. How has the amount of radiation used for routine X-ray examinations 

been r educed ove r ye ar? 5. Why h as t he he art t ransplantation be come a r outine pr ocedure i n 

many medical centers? 6. Why has the bronchodilator drug been administered to the patient? 

Make the following sentences interrogative: 

1.Cell f ragments have be en g rouped i nto t hree m ajor categories. 2. T he bl ood ha s be en 

distributed to the different organs of the body. 3. Large amounts of blood have been needed for 

kidneys a nd br ain. 4. F ood materials w ill h ave be en a bsorbed by t he small i ntestine. 5. T he 

nourishment had been received by the duodenal glands by the end of operation. 6. Platelets have 

been produced within the marrow. 



Словотворення: найтиповіші суфікси іменників (-ly). 

Граматика: Perfect Tenses (Passive Voice, Interrogative Form) 

Текст: “Blood”. 




Mainten_nce; leu_kocyte; er_throcyte; enz_me; s_rum; plasm_; _lot; ma_or; fibr_nogen; 

mi_roorganism; infec_ion. 


Connective tissue; corpuscle; pale yellow fluid; clot-producing; platelet; fluid matrix; remaining 

fluid; a verage a dult; ho wever; w aste pr oducts; maintenance; suspended molecules; t o protect 

against; remove; site of infection; slightly more than half; body’s total weight. 

Ex. 9. Read the following words enunciating them clearly: 

Total blood volume; approximately; to be classified; corpuscles; platelets; hormones; enzymes; 

leukocytes, t hrombocytes, e rythrocyte, e rythrocytes, pl asma; di ssolved c omponents; nut rients; 

maintenance; formed elements; major categories. 


BLOOD 

Blood is classified as a connective tissue, consisting of cells and cell fragments 

surrounded by a liquid matrix. The total blood volume in the average adult is approximately 4 to 

5 L in females and 5 to 6 L in males. Blood makes up approximately 8% of the body's total 

weight. 

The cells and cell fragments are the formed elements, and the fluid matrix is the plasma. 

The formed elements of the blood include several types of highly specialized cells and cell 

fragments. They are grouped into three major categories. Approximately 95% of the volume of 

the formed elements consists of erythrocytes (red blood cells or corpuscles). The remaining 5%

consists of leukocytes (white blood cells or corpuscles) and platelets (cell fragments), which are 

also called thrombocytes. 

Plasma is a pale yellow fluid accounting for slightly more than half the total blood 

volume and consisting of approximately 92% water and 8% dissolved or suspended molecules. 

Plasma contains proteins such as albumin, globulins, and fibrinogen. When the proteins that 

produce clots are removed from the plasma, the remaining fluid is called serum. In addition to 

the suspended molecules, plasma also contains a number of dissolved components such as salts, 

nutrients, gases, waste products, hormones, and enzymes. 

The functions of the blood can be placed into the categories of transportation, 

maintenance, and protection. Many of the functions, however, could be placed in more than one 

category. For example, for blood cells to protect against microorganisms they must be 

transported to sites of infection. 


Розчинені компоненти; вага тіла людини; загальнй об’єм крові; утворювати згустки; 

міжклітинний матеріал; ферменти; сироватка; складатися з; включати кілька типів; 

поділятися на; червоні кров’яні тільця; кров’яні пластинки; білі кров’яні тільця; поживні 

речовини; бути розташованим; транспортувальна функція; захисна функція; білки; 

видаляти. 

Ex. 12. Translate the text “Blood” into your native language. 










blood c ells are c onsidered t o b e t he m ost nu merous? 9.W hat a re the major f unctions of t he 

blood? 

Ex. 15. Read the following terms and try to match them with the Ukrainian equivalents. 

Memorize the meaning of the term-element “h(a)emo-” from Gkreek “blood”. 

Hemoglobin, he moconcentration, hemorrhage, he mocyte, he mocytometer, he modiagnosis, 

hemogram, hemology, hemomediastinum, hemopathy, hemophobia, hemodynamics. 

Крововилив, гематологія, гемодинаміка, гемофобія (патологічна боязнь кровотечі чи виду 

крові), захворювання крові, гемоглобін, гемоцитометр, гемодіагностика (діагноз, що 

ґрунтується на вивченні крові), гемограма (формула крові), крововилив в средостіння, 

гемоконцентрація (згущення крові), формений елемент крові. 


Biconcave подвійно увігнутий; spherical кулястий, сферичний; stain забарвлювати; release 

вивільняти; histamine гістамін; promote сприяти, допомагати, підтримувати; inflammation 

запалення; heparin гепарин; prevent попереджувати, запобігати; worm черв; parasite 

паразит; debris залишки органічних речовин; plug пробка, тампон

Ex. 17. Read the information the table represents. Having familiarized yourself with the 

table, compose the information on the blood, types of blood cells and their functions, using 

the given data. Draw up the plan and key words to each its item. 

FORMED ELEMENTS OF THE BLOOD 

CELL TYPE DESCRIPTION FUNCTION 

Erythrocytes 

Biconcave di sk; no 

nucleus; 7 -8 µm i n 

diameter 

Transports oxygen and carbon 

dioxide 

Leukocyte 

Neutrophil 

Basophil 

Eosinophil 

Lymphocyte 

Spherical cel l; 

nucleus w ith t wo t o 

four l obes 

connected by thin 

filaments; 

cytoplasmic 

granules stain a light 

pink or r eddishpurple; 

12-15 µm in 

diameter 


nucleus with two 

indistinct lobes; 

cytoplasmic 

granules stain bluepurple; 

10-12 µm in 

diameter 


nucleus often with 

two lobes; 

cytoplasmic 

granules stain 

orange-red or bright 

red; 10-12 µm in 

diameter 

Spherical cell with 

round nucleus; 

cytoplasm forms a 

thin ring around the 

nucleus; 6-8 µm in 

diameter 

Phagocytizes 

microorganisms 

Releases histamine, which 

promotes inflammation, and 

heparin, which prevents clot 

formation 

Releases chemicals that reduce 

inflammation; attacks 

certain worm parasites 

Produces antibodies and 

other chemicals responsible 

for destroying 

microorganisms; 

responsible for allergic 

reactions, graft rejection, tumor 

control, and regulation 

of the immune system

Monocyte 

Platelet 


nucleus round, 

kidney, or horseshoe 

shaped; 

contains more 

cytoplasm than does 

lymphocyte; 10-15 

µm in diameter 

Cell fragments 

surrounded by a cell 

membrane and 

containing, 

granules; 2-5 µm in 

diameter 

Phagocytic cell in the 

blood; leaves the blood and 

becomes a macrophage, 

which phagocytizes 

bacteria, dead cells, cell 

fragments, and debris 

within tissues 

Forms platelet plugs; releases 

chemicals necessary 

for blood clotting 

Ex. 18. Fill in blanks with corresponding words given in brackets. 

1. A de ficiency of r ed bl ood c ells or a (n) _ in t he qua ntity of t he h emoglobin t hey c ontain 

results in a condition called anemia. (increase, enlargement, extension, reduction). 2. During the 

pregnancy the maternal _ vol ume usually increases about 30 % above normal. (plasma, lymph, 

blood, f at). 3. B lood c ell c ount i s sometimes m ade us ing a s pecial glass s lide called a _ . 

(thermometer, hemocytometer, tonometer, spectrograph). 4. Red blood cells are quite elastic and 

flexible, and they readily change shape as they pass through small blood _ . ( corpuscles, fibers, 

vessels, s tream). 5. Absorption of iron from _ occurs mainly in the duodenum of the s mall 

intestine. (blood, food, circulation, beverage) 

Ex. 19. Choose the proper terms from the box for the definitions: 

1. L iquid p ortion of bl ood c ontaining w ater, p roteins, s alts, nut rients, hor mones, vitamins. 2. 

Tiny cells; which are necessary for blood clotting. 3. These cells are biconcave disks made in the 

bone marrow and that they transport oxygen. 4. P lasma minus the clotting proteins and clotting 

cells. 5. “Little body” refers to blood cells. 6. This substance is necessary for the synthesis of 

hemoglobin, i s a bsorbed f rom s mall i ntestines; i nsufficiency of t his s ubstance m ay r esult i n 

anemia. 

thrombocytes, serum, corpuscles, erythrocytes, lymphocytes, plasma, iron, protein. 

Ex. 20. Translate the following sentences without using a dictionary: 

1. Red blood cells are tiny, biconcave disks that are thin near their centers and thicker around 

their rims. 2. This special shape is related to the red cell’s function of transporting gases. 3. Each 

red blood cell is about one-third hemoglobin by volume, and this substance is responsible for the 

color of the blood. 4. The number of red blood cells varies from time to time even in healthy 

individuals, the normal range for adult males is 4.600.000 – 6.200.000 cells per mm 3 , and that 

for adult females is 4.200.000 – cells per mm 3 . 5. These normal values may vary slightly with 

the hospital, physician, and type of equipment used to make blood cells count. 6. The number of 

red blood cells generally increases following exercises, a large meal, a rise in temperature, or an 

increase in altitude (висота над рівнем моря). 7. After an infant is born, the red blood cells are 

produced almost exclusively by the tissue that lines the spaces within the red bone marrow. 8. 

White blood cells function primarily to control various disease conditions. 9. Normally, five 

types of white cells can be found in the circulating blood. 10. They are distinguished by their 

size, the nature of their cytoplasm, the shape of their nucleus, and their staining characteristics. 

11. The procedure used to count white blood cells is similar to that used for counting red cells. 

Normally, there are from 5.000 to 10.000 white cells per mm 3 of human blood. 12. Since the

total number of white blood cells may change in response to abnormal conditions, white blood 

cells count is of clinical interest. 

Ex. 21. Try to choose which of the following sentences are incorrect (true or false choice): 

1. Blood can be separated into solid and liquid portions. 2. The solid cellular portion is mostly 

white blood cells. 3. Red blood cells function to control disease conditions. 4. Iron is also needed 

for he moglobin s ynthesis. 5. T he pl asma pr oteins a re classified into t hree major gr oups: 

albumins, globulins, and fibrinogens. 6. T otal blood volume does not vary by the sex (male or 

female). 

Ex. 22. Compose the dialogue on the composition and functions of the blood. 

Ex. 23. Read and translate the following text without using dictionary: 

PLATELETS 

Platelets, or thrombocytes, are minute fragments of cells consisting of a small amount of 

cytoplasm surrounded by a cell membrane. They are roughly disk shaped and average 

approximately 3 µm in diameter. Even though they are approximately 40 times more common in 

the blood than leukocytes (250,000 to 500,000 per cubic millimeter of blood), they often are not 

counted in typical blood smears because they tend to form platelet clumps and become difficult 

to distinguish. 

The life expectancy of platelets is approximately 5 to 9 days. Platelets are produced 

within the marrow and are derived from megakaryocytes, which are extremely large cells with 

diameters up to 100 µm. Small fragments of these cells break off and enter the circulation as 

platelets. 

Platelets play an important role in preventing blood loss. This prevention is accomplished 

in two ways: the formation of platelet plugs, which seal holes in small vessels; and the formation 

of clots, which help seal off larger wounds in the vessels. 

Ex. 24. Read and retell the following text: 

LEUKOCYTES 

Leukocytes, or white blood cells, are nucleated blood cells that lack hemoglobin. They 

are c lear or w hitish in color and a re l arger t han e rythrocytes, r anging f rom 8 t o 19 µm i n 

diameter. In stained preparations leukocytes attract stain, whereas erythrocytes remain relatively 

unstained. 

Leukocytes protect the body against invading microorganisms and remove dead cells and 

debris from the body. Leukocytes leave the circulation by the process of diapedesis (movement 

through vessel walls) and move through the tissues in which they ingest foreign material or dead 

cells. At the site of an infection leukocytes accumulate and phagocytize bacteria, dirt, and dead 

cells; then they die. This accumulation of dead leukocytes, along with fluid and cell debris, is 

called pus. 

Leukocytes are named according to their appearance in stained preparations. Leukocytes 

containing large cytoplasmic granules are granulocytes, and those with very small granules that 

cannot b e seen easily w ith the light m icroscope a re agranulocytes. The three t ypes of 

granulocytes are named according to the staining characteristics of their cytoplasm: neutrophils, 

eosinophils, and basophils. There are two types of agranulocytes: monocytes and lymphocytes. 

Ex. 25. Translate the following sentences into English. 

1. Основними життєво важливими функціями крові є транспортувальна та захисна 

функції, а також функція підтримання стабільного клітинного середовища. 2. Кров 

переносить поживні речовини з шлунково-кишкового тракту та кисень з дихальних 

органів до усіх клітин організму. 3. Продукти розпаду виводяться з кров’ю до дихальних 

та видільних органів. 4. Загальний обсяг крові поділяється на циркулюючий (circulating)

обсяг крові та резервний (reserve) обсяг крові. 5. Резервна кров зберігається в певних 

органах, наприклад, в печінці. 6. Плазма крові містить амінокислоти, прості цукри, 

різноманітні ліпіди. 7. Функції плазми полягають у перенесенні газів, поживних речовин 

та вітамінів, у регулюванні рідинного та електролітичного (electrolyte) балансу, у 

підтриманні відповідного pH. 

OVERVIEW 

Blood is a type of connective tissue whose cells are suspended in a liquid intracellular material. 

It plays vital roles in transporting substances between the body cells and the external 

environment. It aids in maintaining a stable cellular environment. Whole blood consists of a 

cellular fraction and a cell-free fluid portion, which is the plasma. The cellular fraction consists 

of red blood cells (erythrocytes), white blood cells (leukocytes). They are formed mostly in the 

red bone marrow. Some cellular fragments called blood platelets (thrombocytes). The plasma is 

composed of water, amino acid, proteins, carbohydrates, lipids, vitamins, and hormones. The 

main function of red blood cells is to transport gases. White blood cells function primarily to 

control various disease conditions, being transported to sites of infections. Blood platelets help 

close breaks in blood vessels. 









blood c ells are c onsidered t o b e t he m ost nu merous? 9.W hat a re the major f unctions of the 

blood? 




















„Українська медична стоматологічна академія” 






к.філол.н., доцент І.М.Сологор 

__________________ 

„____________”_______________200__р. 


ДЛЯ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ ПІД ЧАС ПІДГОТОВКИ ДО 

ПРАКТИЧНОГО ЗАНЯТТЯ 





№ 

Тема заняття Око 

Курс 

ІІ 


Полтава -2007





При роботі над темою “ Око” 




При роботі над граматичним матеріалом Adverbs засвоїти функції та переклад матеріалу, 

що вивчається, у реченнях з метою розпізнання його у тексті при читанні та перекладі. 






















sclera ['sklIrq] склера, білкова оболонка 

ока 

cornea ['kO:nIq] рогівка, рогова 

оболонка ока 

pupil ['pju:pl] зіниця 

iris ['aIqrIs] райдужка 

lens [lenz] кришталик ока 

fovea ['fouvIq] поглиблення, ямка 

choroid ['kO:rOId] судинна оболонка 

ока, хоріоід, хоріоідея 

retina ['retInq] сітківка, сітчаста 

оболонка 

conjunctiva ["kOnGANk'taIvq] 

кон’юнктива (слизова оболонка ока) 

vitreous humor ['vItrqs 'hju:mq] 

склоподібне тіло 

aqueous humor ['eIkwIqs 'hju:mq] 

водяна волога ока 

anterior chamber [xn'tIqrIq 'CeImbq] 

передня камера (ока) 

posterior ch amber [pOs'tIqrIq] задня 

камера (ока) 

canal of Schlemm [kq'nxl qv 'Slem] шоломів 

канал, венозний синус склери 

eyelid ['aIlId] віко, повіка 

eyeball ['aIbO:l] очне яблуко 

tough [tAf] щільний 

tear [tFq] сльоза 

refract [rI'frxkt] заломлювати 

adjust [q'GAst] пристосовуватись 

dim [dIm] неяскравий, тьмяний 

enclose [In'klquz] містити 

suspend [sqs'pend] підвішувати, 

схилятисяbulk [bAlk] основна маса, більша 

частина чогось. 

project [prq'Gekt] проектувати 

record [rI'kO:d] реєструвати 

perceive [pq'sI:v] сприймати, розуміти 

sight [saIt] зір


What is Adverbs 

Give your examples 



1. The blood was dropping from the wound very slowly. 2. Chronic forms begin more slowly. 3. 

Acute l eukemia pr ogresses qui ckly. 4. T he a xon qui ckly d ivides i nto numerous b ranches. 5 . 

Injured leg hurts very badly. 6. In two or three weeks the same recovery is always complete. 7. I 

usually go t o see my friends in the evening. 8. T hese patients usually have acute problems. 9. 

This s pace i s a lways f illed w ith a queous hum or. 10. T he f ace i s us ually a m irror of pe rson's 

condition. 


Фонетика: читання медичних термінів до тексту. 

Словотворення: Suffixes and term-elements: та повторення пройденого матеріалу 

(утворення медичних термінів) 

Граматика: Adverbs 

Текст: “Eye”. 

READING AND DEVELOPING SKILLS


Ex. 5. Insert the missing letters, read the following words and translate them: 

C_oroid; ret_na; hum _r; a d_ust; b_ lk; s _lera; f ove_; pr o_ect; tou_h; _ ornea; p_pi l; r e_ord; 

en_lose; l_ns; ey_lid; suspe_d; sig_t; i_is; con_unctiva. 


Unique; re ceive; eye; f ocus; c onjunctiva; re tina; i ris; a queous hum or; c anal o f S chlemm; 

vitreous; c horoid; e yelid; nour ish; t ear; po wer; pa ss; a llow; de licate; anterior c hamber; 

manufacture; posterior; bloodstream; colorless; capsule; fiber; gelatin-like substance; known as; 

equivalent; primarily; multilayered; vision; visually; interpret; perceive. 


EYE 

The eye s are uni que i nstruments, able t o r eceive de finite information about t he w orld 

outside our body. Thousands of times a day, the eyes move and focus on images near and far. 

The structure of the eye is very complex. The eye consists of conjunctiva, sclera, cornea, lens, 

retina, i ris, pupi l, a nterior c hamber ( aqueous hu mor), c anal of S chlemn, pos terior c hamber 

(vitreous humor), fovea (focal point), choroids, and optic nerve. 

The conjunctiva runs along the inside of the eyelid and the outermost portion of the eye. 

It meets the sclera, the tough white layer that covers most of the eyeball. Both contain tiny blood 

vessels that nourish the eye. 

Inside the conjunctiva at the center of the eye the cornea lies. This layer of clear tissue 

with its f ilm of te ars pr ovides a bout tw o-thirds of t he f ocusing pow er of t he e ye. The c ornea 

refracts light as it enters the eye. 

The pupi l a nd i ris l ie be hind t he c ornea. T he pupi l i s t he opening t hrough w hich l ight 

passes to the back of the eye. Muscles controlling the iris (the colored part of the eye) allow it to 

change the size of the pupil to adjust to the amount of light. The pupil becomes larger in dim 

light and smaller in bright light to protect the delicate retina from excessive light. 

Between the corne a an d the i ris t he anter ior chamber l ies. This spa ce i s f illed with 

aqueous humor. This fluid is manufactured in the posterior chamber of the eye. The fluid passes 

into the anterior chamber through the pupil and then is absorbed into the bloodstream through the 

canal of Schlemm in the angle where the iris meets the cornea. 

Behind the iris and anterior cha mber t he l ens is. This colorless t issue is enc losed in a 

capsule and suspended in the middle of the eye by a net of fibers. The lens can change shape in 

order to focus light rays on the retina. 

The bul k of t he e yeball, w hich i s be hind t he lens, i s f ormed by t he r ound pos terior 

chamber. It is filled with a colorless, gelatin-like substance known as the vitreous humor. 

Retina is located behind the vitreous chamber. The retina of the eye is equivalent to the 

film of the camera. Composed of 10 layers, the retina processes the light images projected from 

the cornea and lens. 

The r etina i s nour ished pr imarily by t he c horoids. T his multilayered t issue, w hich l ies 

between the retina and the sclera, is composed of veins and arteries. 

Fovea located in the center of the retina provides the most acute vision. This section is the 

most visually sensitive part of the eye. 

The optic nerve takes the electrical impulses recorded by the retina and transmits them to 

the brain. The optic nerve interprets these messages into what we perceive as sight. 


The w orld outside ou r body; t o f ocus on i mages ne ar a nd f ar; i t r uns a long the inside of t he 

eyelid; t iny; pr ovide; a mount of light ; di m light ; de licate retina; th e f luid passes through the 

pupil; bloodstream; colorless, gelatin-like substance; multilayered tissue; acute vision. 


Віко; склера, білкова оболонка ока; кон'юнктива; пристосовуватися; рогівка, рогова 

оболонка ока; очне яблуко; зіниця; сльоза; укладати; сітківка, сітчаста оболонка; живити; 

райдужка; основна маса; кришталик ока; сприймати, розуміти; поглиблення, ямка; задня 

камера (ока); передня камера (ока); судинна оболонка ока; склоподібне тіло; шоломів 

канал. 

Ex. 10. Translate the text "Eye" into your native language. 


1. What do es t he eye c onsist of ? 2. Where i s t he c onjunctiva? 3. What ve ssels doe s t he 

conjunctiva contain? 4. What is the cornea? 5. What is its function? 6. Where are the pupil and 

iris l ocated? 7. W hat i s t he f unction of m uscles c ontrolling t he iris? 8. W hat i s the a nterior 

chamber filled with? 9. Where is the lens? 10. What is its function? 11. What is the bulk of the 

eyeball f ormed by? 12. H ow many l ayers i s the r etina c omposed by? 13. What i s t he r etina 

nourished by? 14. What are the choroids composed of? 15. What is fovea? 16. What is the major 

function of the optic nerves? 


1. The conjunctiva is_. 2. The sclera is _. 3. The cornea is _. 4. The lens is _. 5. The retina is _. 7. 

The iris is _ . 8. The pupil is _. 


The e ye i s c omposed o f t hree c oats or t unics. The f ibrous t unic i s t he out er _ of t he e ye. I t 

consists of the _ and cornea. The sclera is the posterior four fifths of the _. It is white connective 

tissue that maintains the _ of t he eye and provides a si te f or muscle at tachment. The _ is t he 

anterior four fifths of t he eye. It is transparent and retracts _ that enters the eye. The vascular 

tunic of t he e ye is the _ l ayer. T his l ayer contains m ost o f t he bl ood ve ssels of the _. T he 

vascular tunic consists of the _, ciliary body, and iris. 

sclera; eyeball; eye; layer; light; cornea; shape; choroids; middle. 

Ex. 14. Translate the first parts of the sentences into English and complete them: 

1. Очі – це_. 2. Око складається з _. 3. Кон'юнктива, розташована на зовнішній стороні 

ока, складається з _. 4. Функція рогової оболонки ока – це _. 5. Зіниця і райдужка ока 

розташовані _. 6. Водяниста волога ока виробляється _. 7. Кришталик ока може _. 8. 

Сітчаста оболонка ока є еквівалентом _. 9. Найбільш візуально чутлива частина ока – це _. 

Ex. 15. Compose the plan of the text "Eye". 

Ex. 16. Speak on the location of different parts of the eye.

Ex. 17. Speak on the functions of parts of the eye. 

Ex. 18. Compose the dialogue on the structure and functions of the eye. 

Ex. 19. Read and translate the following text. Write out the key words of it: 

ACCESSORY STRUCTURES 

Accessory structures protect, lubricate, move, and in other ways aid in the function of the 

eye. They include eyebrows, eyelids, lacrimal apparatus, and extrinsic eye muscles. 

The eyebrows prevent perspiration from entering the eyes and help shade of the eye. The 

eyelids consist of 5 tissue layers. They protect the eyes from foreign objects and help lubricate 

the eyes by spreading tears over their surface. During sleep the eyes are protected from drying 

out by b eing c losed. L acrimal gl ands pr oduce t ears that f low a cross the s urface of t he e ye. 

Excess t ears enter t he l acrimal cana liculi and reach the na sal cavi ty through the na solacrimal 

canal. T ears l ubricate a nd protect the eye . The extr insic e ye m uscles attached to the out side 

covering (sclera) of the eye move the eyeball. They act on concert to move both eyes up, down, 

around, and from side to side so that our two eyes will center on exactly the same point. 

Ex. 20. R ead t he f ollowing t ext a nd write d own 2 -3 questions t hat you would l ike t o be 

asked. Begin some of your questions with the following phrases: 

Could you tell me … 

Is it true that … 

I’d like to know … 

Would you explain why (how, where, what…) … 

EYE PLACEMENT 

Why do w e have two eyes, facing forward and not on the sides so that we can see most 

everything around us like other animals? There are advantages and disadvantages to both types 

of eye placements. Our two eyes are face forward, what is called stereovision, because they work 

together to make sense out of an image and with depth perception (seeing in 3D). Other animals 

with eyes on the sides, like fish, cannot see straight ahead as well as we can. Most of the times 

they use their peripheral vision to see straight or else they have to turn their heads to the side. 

Their depth perception is not as good as ours, but their main purpose for sight is to protect them 

from danger all around. Each component that make up the eye work together so that you enjoy a 

good s ight. L earn a bout t he m ajor pa rts of t hey e ye by c licking o n a n a rea a bove you a re 

interested in.





tissue that maintains t he _ of t he eye and provides a si te f or muscle at tachment. The _ is t he 















Методична рекомендація складена викладачем Золотарьовою Р.Л.










__________________ 

„____________”_______________2000__р. 







№ 

Тема заняття Око 

Курс 

ІІ 




При роботі над темою «Око». 




При роботі над граматичним матеріалом Adverbs засвоїти функції та переклад матеріалу, 

що вивчається, у реченнях з метою розпізнання його у тексті, при читанні та перекладі. 












Фонетика: читання медичних термінів до тесту. 

Словотворення: Prefixes and term-elements: та повторення пройденого матеріалу 


Граматика: Gerund 

Текст: “Drugs”. 


№ 

з/п 



часу 





Усне 



Adverbs 


та 



теми. 

Засоби 




Adverbs 



Kostenko 

“Course of 

English for 

Medical 

Student”) 

Усне 

опитування.


Фонетика: Засвоєння фонетичний 

матеріалу з теми; 

Словотворення: Prefixes and 

suffixes: та повторення 

пройденого матеріалу (утворення 

медичних термінів); 

Граматика: Засвоєння Adverbs. 






65% 








Усне 


теми. 



Тема заняття спрямована на розширення знань студентів з будови ока. Засвоєння 

англомовних відповідників назв складових ока. Усвідомлення себе як фахівця у царині 

анатомії, а також на усвідомлення важливості теоретичного підґрунтя у вивченні 

медицини, формування поваги до майбутньої професії, професійної відповідальності. 



VOCABULARY

VOCABULARY 

sclera ['sklIrq] склера, білкова оболонка ока 

cornea ['kO:nIq] рогівка, рогова оболонка ока 

pupil ['pju:pl] зіниця 

iris ['aIqrIs] райдужка 

lens [lenz] кришталик ока 

fovea ['fouvIq] поглиблення, ямка 

choroid ['kO:rOId] судинна оболонка ока, 

хоріоід, хоріоідея 

retina ['retInq] сітківка, сітчаста оболонка 

conjunctiva ["kOnGANk'taIvq] кон’юнктива 

(слизова оболонка ока) 

vitreous humor ['vItrqs 'hju:mq] склоподібне 

тіло 

aqueous humor ['eIkwIqs 'hju:mq] водяна волога 

ока 

anterior chamber [xn'tIqrIq 'CeImbq] передня 

камера (ока) 

posterior chamber [pOs'tIqrIq] задня камера 

(ока) 

canal of Schlemm [kq'nxl qv 'Slem] шоломів 

канал, венозний синус склери 

eyelid ['aIlId] віко, повіка 

eyeball ['aIbO:l] очне яблуко 

tough [tAf] щільний 

tear [tFq] сльоза 

refract [rI'frxkt] заломлювати 

adjust [q'GAst] пристосовуватись 

dim [dIm] неяскравий, тьмяний 

enclose [In'klquz] містити 

suspend [sqs'pend] підвішувати, 

схилятисяbulk [bAlk] основна маса, більша 

частина чогось. 

project [prq'Gekt] проектувати 

record [rI'kO:d] реєструвати 

perceive [pq'sI:v] сприймати, розуміти 

sight [saIt] зір 

WORD-BUILDING 

‘x. 1. Read and translate the following words and word-combinations: 

Heal; healable; healing; health; healthless; healthful; healthy; unhealthy; 

grow; growing; growth; ingrowth; regrowth; growth-rate; newgrowth; no-growth; grown; 

set; outset; setting; resetting; unset; inset; reset; to inset; to reset; resetting . 

GRAMMAR: 


ADVERBS 

slowly, quickly, badly, easily They walked quickly. 

(з неперехідним дієсловом) 

slowly, quickly, badly, easily He wrote case-history quickly. 

(з перехідним дієсловом) 

always, often, never, usually, sometimes 

today, yesterday, tomorrow 

He quickly wrote a case-history. 

She always receive necessary information. 

He is always busy. 

She must always be in time. 

They will come tomorrow. 

Tomorrow they will come. 

Ex. 3. Read and analyze the place of the adverbs in the following sentences: 

1. The blood was dropping from the wound very slowly. 2. Chronic forms begin more slowly. 3. 

Acute l eukemia pr ogresses qui ckly. 4. T he a xon qui ckly d ivides i nto numerous b ranches. 5 . 

Injured leg hurts very badly. 6. In two or three weeks the same recovery is always complete. 7. I 

usually go t o see my friends in the evening. 8. T hese patients usually have acute problems. 9. 

This s pace i s a lways f illed w ith a queous hum or. 10. T he f ace i s us ually a m irror of pe rson's 

condition. 


Ex. 4. Read the VOCABULARY and memorize new words.

Ex. 5. Insert the missing letters, read the following words and translate them: 

C_oroid; ret_na; hum _r; a d_ust; b_ lk; s _lera; f ove_; pr o_ect; tou_h; _ ornea; p_pi l; r e_ord; 

en_lose; l_ns; ey_lid; suspe_d; sig_t; i_is; con_unctiva. 


Unique; re ceive; eye; f ocus; c onjunctiva; re tina; i ris; a queous hum or; c anal o f S chlemm; 

vitreous; c horoid; e yelid; nour ish; t ear; po wer; pa ss; a llow; de licate; anterior c hamber; 

manufacture; posterior; bloodstream; colorless; capsule; fiber; gelatin-like substance; known as; 

equivalent; primarily; multilayered; vision; visually; interpret; perceive. 


EYE 

The e yes are uni que i nstruments, a ble t o r eceive de finite information about t he w orld 

outside our body. Thousands of times a day, the eyes move and focus on images near and far. 

The structure of the eye is very complex. The eye consists of conjunctiva, sclera, cornea, lens, 

retina, i ris, pupi l, a nterior c hamber ( aqueous hu mor), c anal of Schlemn, pos terior c hamber 

(vitreous humor), fovea (focal point), choroids, and optic nerve. 

The conjunctiva runs along the inside of the eyelid and the outermost portion of the eye. 

It meets the sclera, the tough white layer that covers most of the eyeball. Both contain tiny blood 

vessels that nourish the eye. 

Inside the conjunctiva at the center of the eye the cornea lies. This layer of clear tissue 

with its f ilm of te ars pr ovides a bout tw o-thirds of t he f ocusing pow er of t he e ye. T he c ornea 

refracts light as it enters the eye. 

The pupi l a nd i ris l ie be hind t he c ornea. T he pupi l i s t he opening t hrough w hich l ight 

passes to the back of the eye. Muscles controlling the iris (the colored part of the eye) allow it to 

change the size of the pupil to adjust to the amount of light. The pupil becomes larger in dim 

light and smaller in bright light to protect the delicate retina from excessive light. 

Between the corne a an d the i ris t he anter ior chamber l ies. This spa ce i s f illed with 

aqueous humor. This fluid is manufactured in the posterior chamber of the eye. The fluid passes 

into the anterior chamber through the pupil and then is absorbed into the bloodstream through the 

canal of Schlemm in the angle where the iris meets the cornea. 

Behind the i ris and a nterior cha mber t he l ens is. This colorless t issue is enc losed in a 

capsule and suspended in the middle of the eye by a net of fibers. The lens can change shape in 

order to focus light rays on the retina. 

The bul k of t he e yeball, w hich i s be hind t he lens, i s f ormed by t he r ound pos terior 

chamber. It is filled with a colorless, gelatin-like substance known as the vitreous humor. 

Retina is located behind the vitreous chamber. The retina of the eye is equivalent to the 

film of the camera. Composed of 10 layers, the retina processes the light images projected from 

the cornea and lens. 

The r etina i s nour ished pr imarily by t he c horoids. T his multilayered t issue, w hich l ies 

between the retina and the sclera, is composed of veins and arteries. 

Fovea located in the center of the retina provides the most acute vision. This section is the 

most visually sensitive part of the eye. 

The optic nerve takes the electrical impulses recorded by the retina and transmits them to 

the brain. The optic nerve interprets these messages into what we perceive as sight. 


The w orld outside ou r body; t o f ocus on i mages ne ar a nd f ar; i t r uns a long the inside of t he 

eyelid; t iny; pr ovide; a mount of l ight; d im light ; de licate retina; th e f luid passes through the 

pupil; bloodstream; colorless, gelatin-like substance; multilayered tissue; acute vision. 


Віко; склера, білкова оболонка ока; кон'юнктива; пристосовуватися; рогівка, рогова 

оболонка ока; очне яблуко; зіниця; сльоза; укладати; сітківка, сітчаста оболонка; живити; 

райдужка; основна маса; кришталик ока; сприймати, розуміти; поглиблення, ямка; задня 

камера (ока); передня камера (ока); судинна оболонка ока; склоподібне тіло; шоломів 

канал. 

Ex. 10. Translate the text "Eye" into your native language. 


1. What do es t he e ye c onsist of ? 2. Where i s t he conj unctiva? 3. What ve ssels doe s t he 


iris loc ated? 7. What is the f unction of m uscles c ontrolling the iris? 8. What is the a nterior 






1. The conjunctiva is_. 2. The sclera is _. 3. The cornea is _. 4. The lens is _. 5. The retina is _. 7. 

The iris is _ . 8. The pupil is _. 




tissue that maintains t he _ of t he eye and provides a si te f or muscle at tachment. The _ is t he 





Ex. 14. Translate the first parts of the sentences into English and complete them: 

1. Очі – це_. 2. Око складається з _. 3. Кон'юнктива, розташована на зовнішній стороні 

ока, складається з _. 4. Функція рогової оболонки ока – це _. 5. Зіниця і райдужка ока 

розташовані _. 6. Водяниста волога ока виробляється _. 7. Кришталик ока може _. 8. 

Сітчаста оболонка ока є еквівалентом _. 9. Найбільш візуально чутлива частина ока – це _. 

Ex. 15. Compose the plan of the text "Eye". 

Ex. 16. Speak on the location of different parts of the eye.

Ex. 17. Speak on the functions of parts of the eye. 

Ex. 18. Compose the dialogue on the structure and functions of the eye. 

Ex. 19. Read and translate the following text. Write out the key words of it: 

ACCESSORY STRUCTURES 

Accessory structures protect, lubricate, move, and in other ways aid in the function of the 

eye. They include eyebrows, eyelids, lacrimal apparatus, and extrinsic eye muscles. 

The eyebrows prevent perspiration from entering the eyes and help shade of the eye. The 

eyelids consist of 5 tissue layers. They protect the eyes from foreign objects and help lubricate 

the eyes by spreading tears over their surface. During sleep the eyes are protected from drying 

out by b eing c losed. L acrimal gl ands pr oduce t ears that f low a cross the s urface of t he e ye. 

Excess t ears enter t he l acrimal cana liculi and reach t he na sal c avity t hrough t he na solacrimal 

canal. T ears l ubricate a nd protect the eye . The extr insic e ye m uscles attached to the out side 

covering (sclera) of the eye move the eyeball. They act on concert to move both eyes up, down, 

around, and from side to side so that our two eyes will center on exactly the same point. 

Ex. 20. R ead t he f ollowing t ext a nd write d own 2 -3 questions t hat you would l ike t o be 

asked. Begin some of your questions with the following phrases: 

Could you tell me … 

Is it true that … 

I’d like to know … 

Would you explain why (how, where, what…) … 

EYE PLACEMENT 

Why do w e have two eyes, facing forward and not on the sides so that we can see most 

everything around us like other animals? There are advantages and disadvantages to both types 

of eye placements. Our two eyes are face forward, what is called stereovision, because they work 

together to make sense out of an image and with depth perception (seeing in 3D). Other animals 

with eyes on the sides, like fish, cannot see straight ahead as well as we can. Most of the times 

they use their peripheral vision to see straight or else they have to turn their heads to the side. 

Their depth perception is not as good as ours, but their main purpose for sight is to protect them 

from danger all around. Each component that make up the eye work together so that you enjoy a 

good s ight. L earn a bout t he m ajor pa rts of t hey e ye by c licking o n a n a rea a bove you a re 

interested in. 



The eyes are unique instruments. Thousands of times a day, the eyes move and focus on images 

near a nd f ar. T he e ye c onsists of c onjunctiva, s clera, c ornea, l ens, r etina, i ris, pupi l, a nterior 

chamber (aqueous humor), canal of Schlemn, posterior chamber (vitreous humor), fovea (focal 

point), choroids, and optic nerve. The conjunctiva runs along the inside of the eyelid. It contains 

tiny blood vessels. The cornea refracts light as it enters the eye. The pupil is the opening through 

which light passes to the back of the eye. The anterior chamber is filled with aqueous humor. 

This f luid i s m anufactured i n the p osterior c hamber of t he e ye. B ehind t he i ris and a nterior 

chamber the lens is. The lens can change shape in order to focus light rays on t he retina. The

ulk of t he e yeball i s f ormed by t he pos terior chamber. It i s f illed with a colorl ess subs tance 

known as the vitreous humor. The retina is located behind the vitreous chamber. It processes the 

light images. The retina is nourished primarily by the choroids. Fovea located in the center of the 

retina provides the most acute vision. This section is the most visually sensitive part of the eye. 

The optic nerve takes the electrical impulses and transmits them to the brain. The optic nerve 

interprets these messages into what we perceive as sight. 






1. Tell the group about the eye. 


1. What do es t he e ye c onsist of ? 2. Where i s t he c onjunctiva? 3. What ve ssels doe s t he 


iris l ocated? 7. W hat i s t he f unction of m uscles c ontrolling t he iris? 8. W hat i s the a nterior 







1. The conjunctiva is_. 2. The sclera is _. 3. The cornea is _. 4. The lens is _. 5. The retina is 

_. 7. The iris is _ . 8. The pupil is _. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 







Щитоподібна залоза. 

Курс 

ІІ 





При роботі над темою “Щитоподібна залоза” ознайомитись з лексико-фонетичним 

матеріалом та словотворчим матеріалом з теми, вміти читати та перекладати тексти, 

вміти складати речення, відповідати на запитання з тем та робити усне повідомлення. 

При роботі над граматичним матеріалом Subjective Infinitive Construction засвоїти функції 

та переклад матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті при 















Граматика: Subjective Infinitive Construction 

Тексти: Functions of hormones, Thyroid Gland 


№ 

з/п 



часу 





Усне 




та 



теми 

“Щитоподібна 

залоза” 



до теми 




Граматика: Subjective Infinitive 

Construction 





65% 


Усне 


Засоби 






Subjective 

Infinitive 

Construction 



Kostenko 

“Course of 

English for 

Medical 

Student”)







Усне 


теми 

“Щитоподібна 

залоза”. 








hormone ['hO:mqun] гормон 


adrenal gland [qd'rInql] надниркова залоза 

pituitary gland [pI'tju(:)It(q)rI] гіпофіз 

thyroid (gland) ['TaIrO:Id] щитоподібна залоза 

parathyroid (gland) ["pxrq'TaIrO:Id] 

прищитоподібна залоза 

ovary ['quvqrI] яєчник 

testicle ['testIkl] яєчко 

markedly ['ma:ktlI] помітно; значно 

influence ['Influqns] впливати 

gonad ['gOunxd] статева залоза 

pineal gland ['pInIql] шишкоподібна залоза 

thymus (gland) ['TaImqs] загруднинна залоза, 

тимус 


burst [bq:st] вибух, спалах 

VOCABULARY 

WORD-BUILDING 



overoverstrain 

перенапруження 

para- (near, beside; abnormal) 

paracystic приміхуровий, такий, що розміщений біля міхура 

parafunction парафункція, порушена або аномальна функция 

per- (through) 

pernasal черезносовий, такий, що виконується через ніс 

poly- (many) 

stimuli (sing. stimulus) ['stImjulaI] 

подразники, стимули 

adrenaline [xd'renqlIn] адреналін, 

епінефрин 

mammary gland ['mxmqrI] молочна залоза 

lacrimal gland ['lxkrImql] сльозна залоза 

sweat gland [swet] потова залоза 

target ['ta:gIt] мішень 

protein ['prqutII:n] білок, протеїн 

glycoprotein ["glaIko'prqutII:n] глікопротеїн 

polypeptide ["pOlI'peptaId (tId)] поліпептид, 

поліпептидний 

amino acid ['xmIno 'xsId] амінокислота 

lipid ['lIpId ('lIpaId)] ліпід 

glandular ['glxndjulq] гландулярний, 

залозовий, такий, що стосується залози

polymelia полімерія, потологія розвитку, що характеризується наявністю зайвих кінцівок 


A. Overweight; ove rgrowth; ove restimate; ove rdose; ove reating; ove ractivity; ove rabundance; 

overproduction. 

B. Parathyroid; paralysis; paranasal; parafollicular. 

C. Percutaneous; peroxide; permeable; perpendicular. 

D. Polymorphonuclear; polyneuritis; polypeptide; polyclinic. 

GRAMMAR: 

Ex. 3. Familiarize yourself with the data of the following data: 

SUBJECTIVE INFINITIVE CONSTRUCTION 

NOUN 

(Common Case) 

or 

PRONOUN 

(Subjective 

Case) 

PREDICATE 

Doctor(s) I Passive Voice Indefinite 

(Active) 

He to think (думати), Indefinite 

to believe (думати), (Passive) 

to know (знати), 

Dentist(s) She to suppose 

(вважати, 

допускати), 

to consider 

(вважати), 

It 

to see (допускати), 

to hear (слухати), 

to report 

(повідомляти) 

to say (говорити) 

Continuous 

(Active) 

Perfect 

(Active) 

Scientist(s) You Active Voice Perfect 

(Passive) 

We to seem (здаватися), 

to appear 

(здаватися), 

INFINITIVE 

V 

(to write) 

to be + V 3 

(to be written) 

to be + V ing 

(to be writing) 

to have + V 3 

(to have written) 

to have been + V 3 

(to have been written) 

They to happen 

(траплятся) 

Речення з суб'єктним інфінітивним комплексом на українську мову перекладаються 

здебільшого складно-підрядними реченнямиться із сполучником “що”. Переклад слід 

починати з присудка, який в українській мові перетворюється на неозначено-особове або 

безособове головне речення. Перша частина комплексу (іменник або займенник) стає 

підметом підрядного речення, а інфінітив перекладається особовою формою дієслова, що 

стає присудком підрядного речення: 

These doctors are known to be Відомо, що ці лікарі гарні фахівці. 

good specialists. 

She is said to treat this disease. Кажуть, що вона лікує це захворювання. 

He seems to have passed his Здається, він успішно здав іспити. 

examinations well.

У якості присудка також можуть вживатися такі словосполучення: to be sure 

напевно, to be certain безумовно, to be likely напевно: 

They are likely to return next week. Напевно, вони повернуться на наступному тижні. 


1. X -ray e xamination i s c onsidered t o be ve ry i mportant i n di agnosis. 2. H e i s s upposed t o 

discharge the patient from the hospital 3. T he heart is considered to have been enlarged. 4. T he 

patient is said to become well. 5. This drug is known to give a good effect. 6. This disease is said 

to have a chronic course. 7. The urgent operation was supposed to have saved the patient’s life. 

8. The nurse seems to be very experienced. 9. The pain is considered to be caused by too hot or 

too c old f ood. 10. A ll drugs a ppear t o be k ept i n d rug c abinets. 11. Excessive s moking a nd 

alcohol c onsumption a re know n t o pr oduce m ild ga stritis or to a ggravate e xisting ga stritis 

symptoms. 12. O ne of t he m ajor a ids i n a cute a nd c hronic a nemia a s w ell a s i n s hock, 

hemophilia and so on is known to be transfusion of blood. 13. The causes for hypersecretion or 

hyposecretion of gr owth hor mone a re know n t o i nvolve t umors i n t he hypot halamus or t he 

pituitary gland. 14. T he most common thyroid disorders are considered to be hyperthyroidism 

and hypot hyroidism. 15. T he e ndocrine s ystem w as be lieved t o be r elatively i ndependent and 

different from the nervous system, but a relationship between these systems is now recognized. 




Ex. 7. What endocrine glands do you know? 


_drenal; p itu_tary; t hyr_id; pa ncre_s; pa rathyr_id; o_a ry; testi_le; p_n eal; t _ymus; m a_mary; 

la_rimal; swe_t. 


Target orga n; r esponse; st imuli; adr enaline; separate gl ands; ena ble; se crete t he i nsulin; bur st; 

lacrimal gland; sweat gland; external body s urface; bloodstream; produce; glandular; pancreas; 

adrenal; pituitary; thyroid; parathyroid. 


Protein; lipid; amino acid; hormone; glycoprotein; polypeptide; breathe [brID]; usual; although; 

either; af fect; m echanism; re lease; a mount o f s ugar; c ertain; p articular hor mone; insulin 

['InsjulIn]; to separate; separate glands; via [vaIq]. 

Ex. 11. Insert the missing words from the box: 

1. T he _ s ecretes a t l east n ine ho rmones t hat r egulate n umerous bo dy f unctions a nd o ther 

endocrine glands. 2. The hypothalamus _ pituitary gland activity through neurohormones. 3. The 

_ is just inferior to the larynx. 4. Thyroid hormones increase the rate of glucose, fat, and protein 

metabolism i n m any t issues, t hus increasing b ody _. 5. Normal gr owth of many t issues is 

dependent o n _ hor mones. 6. T he a drenal gl ands a re ne ar the s uperior pol e of e ach_. 7. T he 

adrenal cort ex is de rived from _. 8. Norepinephrine st imulates car diac m uscle and causes 

constriction of most pe ripheral _ vessels. 9. The a drenal _ hor mones pr epare the body f or 

physical activity. 10. The pancreas is located along the small _ and the stomach. 11. It is both an 

_ and endocrine gland. 12. The endocrine portion of pancreas _ the pancreatic islets.

thyroid gland; exocrine; regulates; consists of; thyroid; mesoderm; blood; medulla; 

temperature; pituitary gland; kidney; intestine. 


1. A s a gr oup, e ndocrine gl ands are c oncerned w ith t he regulation o f metabolic processes. 

2. E xocrine gl ands s ecrete hor mones. 3. H ormone i s c arried t o i ts t arget c ells by body f luid. 

4. Endocrine glands do not secrete hormones that affect target cells possessing specific receptors. 

Ex. 13. Pronounce and translate the following terms to the theme studied: 

Minute [maI'nju:t] amount; in terstitial ["Intq:'stISql] space; f uel [fjul]; st archy ['sta:CI] food; 

potassium [pq'txsIqm]; s odium ['squdjqm]; the ra te of c hemical a ctivity; di stinct [dIs'tINkt] 

hormones; prompt [prOmpt]; urine output ['autput]. 

Ex. 14. Read the following text, make up a plan, and speak on the functions of hormones: 

FUNCTIONS OF HORMONES 

The s ecretory pr oducts of e ndocrine gl ands a re hor mones. T raditionally a ho rmone i s 

defined as a substance that is produced in minute amounts by a collection of cells, is secreted 

into the interstitial spaces, enters the circulatory system on which it is transported some distance, 

and acts on spe cific t issues cal led target t issues at anot her si te in the body t o i nfluence t he 

tissues' activity. 

The hormones produced by the pancreas enable the body to break down (metabolize) the 

food you e at. They regulate the body's use of glucose, a simple form of sugar that is an energy 

source for much of the daily activities of all human cells. Three hormones are produced by the 

pancreas. The first is insulin, which is produced when the concentration of glucose in the blood 

increases. This nor mally occurs shortly after a pe rson eats a m eal. Muscle and fat ce lls ar e 

stimulated by i nsulin t o a bsorb t he gl ucose t hey ne ed a s f uel f or t heir a ctivities. T he s econd 

pancreatic hormone is glucagon. When needed, it breaks down the glycogen stored as fuel into 

the bloodstream. In effect, this raises the concentration of sugar in the blood. The third hormone 

produced by the pancreas, somatostatin, is a factor in regulating the production and release of 

both insulin and glucagon. 

When secreted into the bloodstream adrenal medulla hormones increase cardiac output, 

blood flow to skeletal muscles and heart, and release of glucose and fatty acids into blood. The 

cortex produces a group of hormones called corticosteroids, of which there are three kinds. One 

kind i s the s ex hor mones. T hey a ffect s exual de velopment a nd r eproduction. A nother kind 

includes gl ucocorticoids. T hey i nfluence t he c onversion of starchy f oods i nto gl ycogen i n t he 

liver. T he t hird ki nd is t he m ineralocortocosteroids. T hey control t he body's us e of minerals, 

sodium and potassium. The hormones of the adrenal gland affect virtually every system in the 

human body to some degree. 

The t hyroid gl and helps s et the r ate at w hich t he bod y f unctions. I t r esponds t o 

instructions from the pituitary gland to secreting the hormone thyroxine, whose actions control 

the r ate of che mical a ctivity in t he body. S uch a ctivities vary d irectly w ith the quantity of 

thyroxine pr esent: t he m ore hor mones c irculating i n t he bl oodstream, t he gr eater t he s peed at 

which chemical reactions occur. 

As you know the pituitary gland (hypophysis) consists of two parts, the front (anterior) 

lobe and the posterior lobe. The anterior lobe produces six distinct hormones, including prolactin 

to stimulate the production of breast milk and growth hormone to regulate the body's physical 

growth. T he ot her f our hormones i nfluence ot her pa rts of t he e ndocrine s ystem, s timulating 

activities in the thyroid gland, ovaries, testicles, and adrenal glands. The posterior lobe produces 

two hor mones: oxyt ocin a nd a ntidiuretic hor mone. O xytocin pr ompts c ontractions dur ing 

childbirth and stimulates the breast to release milk during breastfeeding. Antidiuretic hormone 

acts on the kidneys to control urine output.

Ex. 15. Try to organize obtained information in the form of the following table: 

Gland Location Hormones produced by gland Function of the 

gland or hormone 

Ex. 16 . Speak on t he s ome e ndocrine g lands us ing obtained da ta. You m ay use t he 

following expressions: 

The endocrine system consists of _. The _ gland is one of the endocrine glands. It is located _. 

The _ glands secrete the following hormones _. These hormones play a key part in _. 


THYROID GLAND 

The t hyroid gl and i s o ne of t he e ndocrine 

glands, w hich m ake hor mones t o r egulate 

physiological f unctions i n t he hum an body. T he 

thyroid gl and m anufactures t hyroid hor mone, 

which regulates the rate at which the body c arries 

on its necessary functions. 

The t hyroid gl and i s l ocated in t he middle 

of t he l ower ne ck, be low t he l arynx ( voice bo x) 

and j ust a bove your c lavicles ( collarbones). I t i s 

Thyroid Gland 

shaped like a "bow tie," having two halves (lobes): 

a right lobe and a left lobe joined by an "isthmus". 

The thyroid gland contains numerous follicles, which are small spheres with their walls 

composed o f a s ingle l ayer of c uboidal e pithelial c ells. T he c enter, or l umen, of e ach t hyroid 

follicle is filled with a protein called thyroglobulin to which thyroid hormones are bound. The 

thyroglobulin stores large amounts of thyroid hormone. 

Between the f ollicles a de licate ne twork of l oose conne ctive tissue c ontains num erous 

capillaries. Scattered parafollicular cells are found between the follicles and among the cells that 

comprise the wall of the follicle. Calcitonin is secreted from the parafollicular cells and plays a 

role in reducing t he c oncentration of c alcium i n t he body fluids w hen c alcium l evels be come 

elevated. 

Diseases of the thyroid gland are very common. The most common diseases are caused 

by an over- or under-active glands. These conditions are called hyperthyroidism (e.g., Grave's 

disease) a nd hypot hyroidism. S ometimes t he t hyroid gl and c an be come e nlarged f rom ove r- 

activity (as i n Grave's disease ) or f rom unde r-activity (as in hypothyroidism). A n e nlarged 

thyroid gland is often called a "goiter." 

Patients m ay de velop " lumps" or " masses" i n t heir t hyroid gl and. T hey m ay a ppear 

gradually or very rapidly. Patients who had radiation therapy to the head or neck are more prone 

to develop thyroid malignancy. 

Ex. 18. Read the definitions and fill in blanks with proper term elements given below: 

1. Endo_ is the branch of medicine dealing with endocrine glands and internal secretion of the 

body. 2. E ndo_ is abnormal condition when endocrine glands fail to perform their functions. 3. 

Endo_ i s a method of t reatment, w hich i ncludes t he us ing of s ome hor mones. 4. E ndo_ i s 

inflammation of the endothelial membrane lining the cavities of the heart. 5. Endo_ is the use of 

a specific often flexible instruments in medical examination. 

A. _scopy; B. _crinology; C. _carditis; D. _crinopathology; E. _crinotherapy. 

Ex. 19. Skim through the following text and entitle it:

Although the stated differences between the endocrine and nervous systems are generally 

true, e xceptions do e xist ( e.g., s ome e ndocrine r esponses a re m ore r apid t han s ome ne ural 

responses, and some endocrine responses have a shorter duration than some neural responses). 

The endocrine system was believed to be relatively independent and different from the nervous 

system, but a r elationship between these sys tems i s now r ecognized. In f act, the t wo systems 

cannot be separated completely either anatomically or functionally. Some neurons secrete into 

the ci rculatory system r egulatory che micals c alled ne urohormones, w hich f unction l ike 

hormones. Other ne urons di rectly innervate e ndocrine g lands a nd i nfluence t heir s ecretory 

activity. Conversely, some hormones secreted by endocrine glands affect the nervous system and 

markedly influence its activity. 

Several types of chemicals are produced by cells and act as chemical messengers, but not 

all of t hem ar e hormones. Intercellular chemical messengers act as s ignals t hat allow one cell 

type to communicate with other cell types. The signals coordinate and regulate the activities of 

the m any cells t hat comprise t he body. T erms s uch a s hor mones, ne urohormones, 

neuromodulators are us ed to classify these su bstances. Although m any i ntercellular c hemical 

messengers consistently fit one specific definition, others do not. 


1. Залози внутрішньої секреції виділяють гормони. 2. Вони надходять у кров і беруть 

участь у гуморальній регуляції функцій різних систем організму людини. 3. Залози, 

які мають протоки, називають залозами зовнішньої секреції, або екзокринними 

залозами. 4. Залози, які не мають вивідних проток – це залози внутрішньої секреції, 

або ендокринні залози. 5. Продукти їхньої діяльності потрапляють у серцевосудинну 

або лімфатичну систему. 6. Щитоподібна залоза – непарний орган масою 

20-50 г. Залоза розташована в передній ділянці шиї. 7. Прищитоподібні залози 

парні. Загальна маса залоз становить у середньому близько 1 г. 8. Надниркова 

залоза – парний ендокринний орган. Маса залози 12-13 г, довжина 5 см, ширина 3 

см. 9. Кора надниркових залоз (adrenal cortex) виробляє кортикостероїди. Мозкова 

речовина надниркової залози (adrenal medulla) виробляє адреналін і норадреналін. 

Ці гормони мобілізують захисні сили організму. 



The endoc rine sys tem cons ists of c ells, tissues, and organs t hat produce hor mones or ot her 

chemical substances. The organs of endocrine system act together to control body activities and 

maintain homeostasis. There are two types of glands. They are endocrine glands and exocrine 

glands. Endocrine glands are pituitary gland, thyroid gland, parathyroid glands, pancreas, adrenal 

glands, gon ads a nd others. T hey s ecrete ho rmones i nto the body f luids. E xocrine gl ands a re 

mammary, salivary, lacrimal, and sweat glands . They secrete che mical subs tances i nto ducts, 

which lead to external body surfaces. Hormone is organic substance, which acts in the metabolic 

processes and has an effect on the functions of another cells. The endocrine system functions as a 

control system for the human body. 



1. Tell your fellow-student about the structure of thyroid gland. 

2. Describe the location of thyroid gland . 

3. Speak about the functions of thyroid gland. 

Контрольні питання:

1. What is the thyroid gland? 2. What hormone does the thyroid gland manufacture? 3. Where is 

the thyroid gland located? 4. What does the thyroid gland contain? 5. What are the most 

common diseases of the thyroid gland? 6. What are they caused by? 


Insert the missing words from the box: 






adrenal c ortex i s de rived f rom _. 8. N orepinephrine stimulates car diac m uscle and causes 



_ and endocrine gland. 12. The endocrine portion of pancreas _ the pancreatic islets. 





Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








Щитоподібна залоза. 

Курс 

ІІ 








При роботі над темою “Щитоподібна залоза ” ознайомитись з лексико-фонетичним 




При роботі над граматичним матеріалом Subjunctive Infinitive Construction засвоїти 

функції та переклад матеріалу, що вивчається, у реченнях з метою розпізнання його у 

тексті при читанні та перекладі. 






















hormone ['hO:mqun] гормон 


adrenal gland [qd'rInql] надниркова залоза 

pituitary gland [pI'tju(:)It(q)rI] гіпофіз 

thyroid (gland) ['TaIrO:Id] щитоподібна залоза 

parathyroid (gland) ["pxrq'TaIrO:Id] 

прищитоподібна залоза 

ovary ['quvqrI] яєчник 

testicle ['testIkl] яєчко 

markedly ['ma:ktlI] помітно; значно 

influence ['Influqns] впливати 

gonad ['gOunxd] статева залоза 

pineal gland ['pInIql] шишкоподібна залоза 

thymus (gland) ['TaImqs] загруднинна залоза, 

тимус 


burst [bq:st] вибух, спалах 

stimuli (sing. stimulus) ['stImjulaI] 

подразники, стимули 

adrenaline [xd'renqlIn] адреналін, 

епінефрин 

mammary gland ['mxmqrI] молочна залоза 

lacrimal gland ['lxkrImql] сльозна залоза 

sweat gland [swet] потова залоза 

target ['ta:gIt] мішень 

protein ['prqutII:n] білок, протеїн 

glycoprotein ["glaIko'prqutII:n] глікопротеїн 

polypeptide ["pOlI'peptaId (tId)] поліпептид, 

поліпептидний 

amino acid ['xmIno 'xsId] амінокислота 

lipid ['lIpId ('lIpaId)] ліпід 

glandular ['glxndjulq] гландулярний, 

залозовий, такий, що стосується залози 


What is the Subjunctive Infinitive Construction?


Read and translate the following sentences: 

1. X -ray e xamination i s c onsidered t o be ve ry i mportant in di agnosis. 2. H e i s s upposed t o 

discharge the patient from the hospital 3. T he heart is considered to have been enlarged. 4. T he 

patient is said to become well. 5. This drug is known to give a good effect. 6. This disease is said 

to have a chronic course. 7. The urgent operation was supposed to have saved the patient’s life. 

8. The nurse seems to be very experienced. 9. The pain is considered to be caused by too hot or 

too c old f ood. 10. A ll drugs a ppear t o be k ept i n d rug c abinets. 11. Excessive s moking a nd 

alcohol c onsumption a re know n t o pr oduce m ild ga stritis or to a ggravate e xisting ga stritis 

symptoms. 12. O ne of t he m ajor a ids i n a cute a nd c hronic a nemia a s w ell a s i n s hock, 

hemophilia and so on is known to be transfusion of blood. 13. The causes for hypersecretion or 

hyposecretion of gr owth hor mone a re know n t o i nvolve t umors i n t he hypot halamus or t he 

pituitary gland. 14. T he most common thyroid disorders are considered to be hyperthyroidism 

and hypot hyroidism. 15. T he e ndocrine s ystem w as be lieved t o be r elatively i ndependent and 

different from the nervous system, but a relationship between these systems is now recognized. 




Ex. 7. What endocrine glands do you know? 


_drenal; p itu_tary; t hyr_id; pa ncre_s; pa rathyr_id; o_a ry; testi_le; p_n eal; t _ymus; m a_mary; 

la_rimal; swe_t. 


Target orga n; r esponse; st imuli; adr enaline; separate gl ands; ena ble; se crete t he i nsulin; bur st; 

lacrimal gland; sweat gland; external body s urface; bloodstream; produce; glandular; pancreas; 

adrenal; pituitary; thyroid; parathyroid. 


Protein; lipid; amino acid; hormone; glycoprotein; polypeptide; breathe [brID]; usual; although; 

either; a ffect; m echanism; re lease; a mount o f s ugar; c ertain; p articular hor mone; insulin 

['InsjulIn]; to separate; separate glands; via [vaIq]. 













Ex. 12. Pick up correct statements (true or false choice):

1. As a group, endocrine glands are concerned with the regulation of metabolic processes. 

2. E xocrine gl ands s ecrete hor mones. 3. H ormone i s c arried t o its target cells by body fluid. 

4. Endocrine glands do not secrete hormones that affect target cells possessing specific receptors. 

Ex. 13. Pronounce and translate the following terms to the theme studied: 

Minute [maI'nju:t] amount; in terstitial ["Intq:'stISql] space; f uel [fjul]; st archy ['sta:CI] food; 

potassium [pq'txsIqm]; s odium ['squdjqm]; the ra te of c hemical a ctivity; di stinct [dIs'tINkt] 

hormones; prompt [prOmpt]; urine output ['autput]. 

Ex. 14. Read the following text, make up a plan, and speak on the functions of hormones: 

FUNCTIONS OF HORMONES 

The s ecretory pr oducts of e ndocrine gl ands a re hor mones. T raditionally a ho rmone i s 

defined as a substance that is produced in minute amounts by a collection of cells, is secreted 

into the interstitial spaces, enters the circulatory system on which it is transported some distance, 

and acts on spe cific t issues cal led target t issues at anot her si te in the body to influence t he 

tissues' activity. 

The hormones produced by the pancreas enable the body to break down (metabolize) the 

food you e at. They regulate the body's use of glucose, a simple form of sugar that is an energy 

source for much of the daily activities of all human cells. Three hormones are produced by the 

pancreas. The first is insulin, which is produced when the concentration of glucose in the blood 

increases. This nor mally occurs shortly after a pe rson eats a m eal. Muscle and fat ce lls ar e 

stimulated by i nsulin t o a bsorb t he gl ucose t hey ne ed a s f uel f or t heir a ctivities. T he s econd 

pancreatic hormone is glucagon. When needed, it breaks down the glycogen stored as fuel into 

the bloodstream. In effect, this raises the concentration of sugar in the blood. The third hormone 

produced by the pancreas, somatostatin, is a factor in regulating the production and release of 

both insulin and glucagon. 

When secreted into the bloodstream adrenal medulla hormones increase cardiac output, 

blood flow to skeletal muscles and heart, and release of glucose and fatty acids into blood. The 

cortex produces a group of hormones called corticosteroids, of which there are three kinds. One 

kind i s the s ex hor mones. T hey a ffect s exual de velopment a nd r eproduction. A nother k ind 

includes gl ucocorticoids. T hey i nfluence t he c onversion of starchy f oods i nto gl ycogen i n t he 

liver. T he t hird ki nd is t he m ineralocortocosteroids. T hey control t he body's us e of minerals, 

sodium and potassium. The hormones of the adrenal gland affect virtually every system in the 

human body to some degree. 

The t hyroid gl and helps set t he r ate at w hich t he bod y f unctions. I t r esponds t o 

instructions from the pituitary gland to secreting the hormone thyroxine, whose actions control 

the rate of chemical a ctivity in t he body. S uch a ctivities vary d irectly w ith the quantity of 

thyroxine pr esent: t he m ore hor mones ci rculating in the blo odstream, the great er t he spe ed at 

which chemical reactions occur. 

As you know the pituitary gland (hypophysis) consists of two parts, the front (anterior) 

lobe and the posterior lobe. The anterior lobe produces six distinct hormones, including prolactin 

to stimulate the production of breast milk and growth hormone to regulate the body's physical 

growth. T he ot her f our hormones i nfluence ot her pa rts of t he e ndocrine s ystem, s timulating 

activities in the thyroid gland, ovaries, testicles, and adrenal glands. The posterior lobe produces 

two hor mones: oxyt ocin a nd a ntidiuretic hor mone. O xytocin pr ompts c ontractions dur ing 

childbirth and stimulates the breast to release milk during breastfeeding. Antidiuretic hormone 

acts on the kidneys to control urine output. 


Gland Location Hormones produced by gland Function of the 

gland or hormone

Ex. 16. S peak on t he s ome e ndocrine g lands u sing obtained da ta. You m ay use t he 

following expressions: 

The endocrine system consists of _. The _ gland is one of the endocrine glands. It is located _. 

The _ glands secrete the following hormones _. These hormones play a key part in _. 


THYROID GLAND 

The t hyroid gl and i s o ne of t he e ndocrine 

glands, w hich m ake hor mones t o r egulate 

physiological f unctions i n the hum an body. T he 

thyroid gl and m anufactures t hyroid hor mone, 

which regulates the rate at which the body c arries 

on its necessary functions. 

The t hyroid gl and i s l ocated i n the middle 

of t he l ower ne ck, be low t he l arynx ( voice bo x) 

and j ust a bove your clavicles ( collarbones). It i s 

Thyroid Gland 

shaped like a "bow tie," having two halves (lobes): 

a right lobe and a left lobe joined by an "isthmus". 

The thyroid gland contains numerous follicles, which are small spheres with their walls 

composed o f a s ingle l ayer of cuboidal e pithelial c ells. T he c enter, or l umen, of e ach t hyroid 

follicle is filled with a protein called thyroglobulin to which thyroid hormones are bound. The 

thyroglobulin stores large amounts of thyroid hormone. 

Between the f ollicles a de licate ne twork of l oose c onnective tissue c ontains num erous 

capillaries. Scattered parafollicular cells are found between the follicles and among the cells that 

comprise the wall of the follicle. Calcitonin is secreted from the parafollicular cells and plays a 

role in reducing t he c oncentration of c alcium i n t he body fluids w hen c alcium l evels be come 

elevated. 

Diseases of the thyroid gland are very common. The most common diseases are caused 

by an over- or under-active glands. These conditions are called hyperthyroidism (e.g., Grave's 

disease) a nd hypot hyroidism. S ometimes t he t hyroid gl and c an be come e nlarged f rom ove r- 

activity (as i n Grave's disease ) or f rom unde r-activity ( as i n hypot hyroidism). A n e nlarged 

thyroid gland is often called a "goiter." 

Patients m ay develop " lumps" or " masses" i n t heir t hyroid gl and. T hey m ay a ppear 

gradually or very rapidly. Patients who had radiation therapy to the head or neck are more prone 

to develop thyroid malignancy. 

Ex. 18. Read the definitions and fill in blanks with proper term elements given below: 

1. Endo_ is the branch of medicine dealing with endocrine glands and internal secretion of the 

body. 2. E ndo_ is abnormal condition when endocrine glands fail to perform their functions. 3. 

Endo_ i s a method of t reatment, w hich i ncludes t he us ing of s ome hor mones. 4. E ndo_ i s 

inflammation of the endothelial membrane lining the cavities of the heart. 5. Endo_ is the use of 

a specific often flexible instruments in medical examination. 

A. _scopy; B. _crinology; C. _carditis; D. _crinopathology; E. _crinotherapy. 

Ex. 19. Skim through the following text and entitle it: 

Although the stated differences between the endocrine and nervous systems are generally 

true, e xceptions do e xist ( e.g., s ome e ndocrine r esponses a re m ore r apid t han s ome ne ural 

responses, and some endocrine responses have a shorter duration than some neural responses). 

The endocrine system was believed to be relatively independent and different from the nervous

system, but a r elationship between these sys tems i s now r ecognized. In f act, t he t wo s ystems 

cannot be separated completely either anatomically or functionally. Some neurons secrete into 

the c irculatory s ystem r egulatory c hemicals c alled ne urohormones, w hich f unction l ike 

hormones. Other ne urons di rectly innervate e ndocrine g lands a nd i nfluence t heir s ecretory 

activity. Conversely, some hormones secreted by endocrine glands affect the nervous system and 

markedly influence its activity. 

Several types of chemicals are produced by cells and act as chemical messengers, but not 

all of t hem ar e hormones. Intercellular chemical messengers act as s ignals t hat allow one cell 

type to communicate with other cell types. The signals coordinate and regulate the activities of 

the m any cells t hat comprise t he body. T erms s uch a s hormones, ne urohormones, 

neuromodulators are us ed to classify these su bstances. Although m any i ntercellular c hemical 

messengers consistently fit one specific definition, others do not. 


2. Залози внутрішньої секреції виділяють гормони. 2. Вони надходять у кров і беруть 

участь у гуморальній регуляції функцій різних систем організму людини. 3. Залози, 

які мають протоки, називають залозами зовнішньої секреції, або екзокринними 

залозами. 4. Залози, які не мають вивідних проток – це залози внутрішньої секреції, 

або ендокринні залози. 5. Продукти їхньої діяльності потрапляють у серцевосудинну 

або лімфатичну систему. 6. Щитоподібна залоза – непарний орган масою 

20-50 г. Залоза розташована в передній ділянці шиї. 7. Прищитоподібні залози 

парні. Загальна маса залоз становить у середньому близько 1 г. 8. Надниркова 

залоза – парний ендокринний орган. Маса залози 12-13 г, довжина 5 см, ширина 3 

см. 9. Кора надниркових залоз (adrenal cortex) виробляє кортикостероїди. Мозкова 

речовина надниркової залози (adrenal medulla) виробляє адреналін і норадреналін. 

Ці гормони мобілізують захисні сили організму. 



1. What is the thyroid gland? 2. What hormone does the thyroid gland manufacture? 3. Where is 

the thyroid gland located? 4. What does the thyroid gland contain? 5. What are the most 

common diseases of the thyroid gland? 6. What are they caused by? 

Б: Завдання для самоконтролю:

Insert the missing words from the box: 





dependent o n _ hor mones. 6 . T he a drenal gl ands a re ne ar the s uperior pol e of e ach_. 7. T he 


















integumentary 

integument 

to guard 

sebaceous 

sweat glands 

sebum 

pore 

to evaporate 

to relay 

thermoregulation 

epidermis 

corium 

subcutaneous 

squamous epithelium 

strata 

stratified 

melanocytes 

melanin 

ultraviolet 

lipocytes 

predominant 

insulator 

follicles 

elaborate 

Skin 

покрівний 

покрів 

оберігати, охороняти 

сальний 

потові залози 

пора 

випаровуватися 

ретранслювати 

терморегуляція 

підшкірний 

ультрафіолетовий 

переважаючий, домінуючий 

непровідник 

складний 

SKIN: FUNCTIONS AND STRUCTURE 

The skin and its accessory organs (hair, nails, and glands) are known as the integumentary system 

of the body. Integument means covering, and the skin is the outer covering for the body. It is, however, 

more than a simple body covering. The skin, as a complex system of specialized tissues, contains glands 

which s ecrete sev eral t ypes o f fluids, n erves which carry i mpulses, a nd bl ood ve ssels w hich a id i n t he 

regulation of the body temperature. There are many important functions of the skin. 

First, as a protective membrane over the entire body, the skin guards the deeper tissues of the body 

against excessive loss of water, salts, and heat and against invasion by pathogens and their toxins. 

Second, the skin contains two types of glands which produce important secretions. These glands under 

the skin are the sebaceous and sweat glands. The sebaceous glands produce an oily secretion called 

sebum while the sweat glands produce a watery secretion called sweat. Sebum and sweat are carried to 

the outer edges of the skin by duc ts, and excreted from the skin through openings, or pores. Sebum 

helps to lubricate the surface of the skin, and sweat helps to cool the body as it evaporates from 

the skin surface. 

Third, nerve fibers located under the skin act as receptors for sensations such as pain, temperature, 

pressure, and touch. The adjustment of an individual to his or her environment is thus dependent on 

the sensory messages relayed to the brain and spinal cord by the sensitive nerve endings in the skin. 

Fourth, s everal d ifferent tis sues in th e skin a id i n maintaining th e body t emperature 

(thermoregulation). Nerve f ibers c oordinate the rmoregulation by c arrying m essages to the skin f rom 

heat centers in the brain which are sensitive to increases and decreases in body temperature. Impulses 

from these fibers cause blood vessels to dilate to bring blood to the surface and cause sweat glands to 

produce the watery secretion which carries heat away. 

Structure of the skin.There are three layers of the skin: 

Epidermis — a thin, cellular membrane layer.

Corium or dermis — dense, fibrous,connective tissue layer. 

Subcutaneous tissue —thick, fat-containing tissue. 

Epidermis. The epidermis is the outermost, totally cellular layer of the skin. It is composed of 

squamous epithelium. Epithelium is the covering of both the internal and external surfaces of the 

body. Squamous epithelial cells are flat and scalelike. In the outer layer of the skin, these cells are 

arranged in several layers (strata) and are, therefore, called stratified squamous epithelium. 

The b asal l ayer o f t he ep idermis contains sp ecial cel ls ca lled melanocytes. Melanocytes form a nd 

contain a black pigment called melanin. The amount of black pigment accounts for the color differences 

among the races of man. Also, the presence of melanin in the epidermis is vital for protection against 

the h armful e ffects of u ltraviolet radiation w hich can m anifest t hemselves as sk in can cer. 

Corium.The corium la yer, d irectly below t he e pidermis, i s al so cal led t he dermis. In c ontrast t o t he 

epidermis, i t i s l iving t issue composed of bl ood and l ymph v essels a nd n erve fibers, as well as t he 

accessory o rgans of t he skin, w hich ar e t he h air f ollicles, sw eat g lands, an d seb aceous g lands. To 

support the elaborate system of nerves, vessels, and glands, the corium contains cells and fibers. 

Subcutaneous L ayer. The subc utaneous l ayer o f t he sk in is ano ther connective tissue l ayer which 

specializes i n t he f ormation o f f at. Lipocytes (fat cells) ar e predominant in t he s ubcutaneous layer a nd 

they manufacture and store large quantities of fat. Functionally, this layer of the skin is important in 

protection of the deeper tissues of the body and as a heat insulator. 

Ex 3. Find in the text English equivalents for the following words and word-combination 

1.допоміжні органи 2. покрівна система 3. тканини 4. регуляція температури тіла 5. захисна 

оболонка 6. надмірна втрата вологи 7. зволожувати поверхню шкіри 8. охолоджувати тіло 9. краї 

шкіри 10. розширюватися 11. шкідливий вплив 12. безпосередньо під епідермісом 

Ex 4. Translate into your native language 

Nails, glands, impulses, blood vessels, entire body, watery secretion, oily secretion, ducts, nerve fibers, 

nerve endings, maintain, messages, adjustment of an individual, ultraviolet radiation 

Ex5. Answer the following questions: 

1. What is khown as the integumentary system? 

2. What is the skin? 

3. What does the skin contain? 

4. What are the most important functions of the skin? 

5. What two types of glands does the skin contain? 

6. What do several different tissues aid in? 

7. What is the structure of the skin? 

Ex 6. Find correct English equivalents: 

1. покриття a) cover; b) covering; c) integumentary 

2. покрівний a) cover; b) integument; c) integumentary 

3. протоки a) ducts; b) openings; c) pores 

4. спинний мозок a) spine; b) spinal column; c) spinal cord; 

5. змащувати a) lubricate; b) evaporate; c) cool 

Ex 7. Find correct Ukrainian equivalents: 

1. fluid 

A. рідина B. флюід C. речовина 

2. outer 

A. навколишній B. внутрішній C. зовнішній 

3. brain 

A. спинний мозок B. мозок C. кістковий мозок

4. sweat 

A. солодкий B. піт C. солодощі 

5. endings 

A. закінчення B. кінець C. кінцевий 

Ex 8. Insert the missing verbs : 

1. The skin and its accessory organs ___ khown as the integumentary system 

A. was B. are C. were 

2. Skin ___ the outer covering of the body 

A. is B. were C. am 

3. The skin ____ glands, nerves and blood vessels 

A. consist B. contains C. have 

4. The sebacous glands ___ an oily secretion called sebum 

A. produce B. produces C. are produced 

5.Impulses cause blood vessels to ____ to bring blood to the surface 

A. contract B. prolong C. dilate 

Ex 9. Fill in the blanks: 

1. The skin and its accessory organs are khown as the … system 

A. skeletal B. muscular C. integumentary D. nervous 

2.Sweat helps to … the body 

A. cool B. heat C. lubricate D. moisten 

3.Several different tissues in the skin aid in maintaining the … 

A. thermoregulation B. messages C. nerve endings D. impulses 

4. Impulses cause blood vessels to dilate to bring … to the surface 

A. salts B. sweat C. urine D. blood










______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Сечовидільна система 

Курс 

І 




При роботі над темою “ Сечовидільна система” 




При роботі над граматичним матеріалом OBJECTIVE PARTICIPLE CONSTRUCTION 




Назви попередніх дисциплін Отримані навики 

1. Латинська мова Порівняти правила читання у латинській та англійській 

мовах. Знати основні поняття та терміни, що стосуються 

вивчаємої теми. Використовувати раніше отриману 

інформацію в контексті певної ситуації спілкування 

англійською мовою за зазначеною темою. 



Словотворення: найтиповіші суфікси -ance (-ence) 

Граматика: OBJECTIVE PARTICIPLE CONSTRUCTION. 

Текст: “ URINARY SYSTEM ”. 


№ 

з/п 



часу 

Види контролю Засоби 






1.3 Контроль 


початкового рівня 

Усне 


construction 

there be. 


та 



теми. 


таблиці Forms 

of the Verb 



Kostenko 

“Course of 

English for 

Medical 

Student”) 



голосних голосних o + n, m, v, u, th; 

i + nd, ld; фонетичний матеріал з 

теми; 


найтиповіших суфіксів -ance (- 

ence); 

Граматика: Засвоєння OBJECTIVE 

PARTICIPLE CONSTRUCTION 

Читання та говоріння: опрацювання 


читання та переклад тексту, 

розвиток навичок усного мовлення. 

65% 


Усне 








Усне 


теми. 








bladder ['blxdq] мочевой пузырь 

ureter [juq'rItq] мочеточник 

carry ['kxrI] переносить, нести 

urethra [juq'rI:Trq] уретра, мочевыводящий 

канал 

excretion [eks'krI:S(q)n] выделение 

bean [bI:n] боб 

fist [fIst] кулак 

renal [rI:'n(q)l] почечный 

VOCABULARY 



o + n, m, v, u, th [A] some 

come 

i + nd, ld [ai] find 

mind 

capsule ['kxpsju:l] капсула, оболочка 

pad [pxd] прокладка 

fascia ['feISq] фасция 

cortex ['kO:teks] кора 

medulla [me'dAlq] медулла 

hilum хилус, ворота органа 

calyx (pl. calyces) ['keIlIks] почечная чашка 

narrow ['nxrqu] суживаться 

urination ["juqrI'neIS(q)n] мочеиспускание 


Government, cover, found, about, outbreak, mother, mouth, other, kind, child, childhood. 

WORD-BUILDING 

Ex. 1. Form new words adding the term-element “vaso” – судина: 

Constriction; depressor; dilatation; thrombin; stimulant; hypertonic; puncture. 

Familiarize yourself with the following grammar material: 

OBJECTIVE PARTICIPLE CONSTRUCTION 

Данный причастный оборот употребляется после группы “подлежащее-сказуемое”, 

где сказуемое выражено глаголом умственно-чувсвенного восприятия: 

to feel чувствовать to hear слышать 

to see видеть to watch наблюдать видеть 

to want 

хотеть 

NOUN or PRONOUN 

PARTICIPLE 

(Common Case) 

(Objective Case) 

Doctor(s) me Participle I (Active):

Student(s) 

him 

her 

it 

us 

you 

them 

V ing 

(working, writing) 

Participle I (Passive): 

being + V 3 

(being worked, being written) 

Participle II (Passive): 

V 3 

(worked, written) 

The Objective Participle Construction переводится дополнительным придаточным 

предложением с союзом “как”: 

I saw them working along the street. Я видел, как они шли по улице. 

Ex. 3. Read and translate into your native language the following sentences: 

1. He saw the patient going up the stairs. 2. We saw the patient carried to the operating theatre. 3. 

He feels the operation being successful. 3. They watched him approaching the hospital. 4. The 

students watched the patients being examined. 5. He heard the air passing the trachea. 





Urin_tion; ex_retion; ur_ter; urethr_; blad_er; caly_; r_nal; me_ulla; fas_ia. 


Narrow; c alyce f ascia; fat pa d; u rethra; bl adder; c ortex; c arry; hi lum; c apsule; f ist; m edulla; 

ureter. 


Kidney; urine; excess; pressure; either; slightly; renal fascia; relatively; nerves; exit; 

hilum; sinus; channel; minor; muscular. 


URINARY SYSTEM 

The ur inary s ystem c onsists of t wo ki dneys, ur inary b ladder, t wo u reters, w hich c arry 

urine from the kidneys to the urinary bladder, and urethra, which carries urine from the bladder 

to t he out side of t he b ody. S cientists s uppose t he p rimary f unction of t he ur inary system t o 

remove the excess fluid and waste material from the blood. In addition, the kidneys function as 

glands pr oducing hor mones t hat a re i mportant i n t he pr oduction of r ed bl ood c ells, i n t he 

regulation of blood pressure, and in the formation of bone.

Physiologists c onsider t he ki dneys t o be t he m ost 

important or gan f or f luid e xcretion. T he ki dneys, a pa ir of 

bean-shaped or gans, a re l ocated a gainst the back of t he 

abdominal wall on either side of the spine at the level of the 

lowest ribs. E ach ki dney i s ge nerally about the s ize of t he 

person's fist. The right kidney is slightly lower than the left. 

The ki dney is s urrounded by a renal caps ule an d a r enal f at 

pad and is held in place by the renal fascia. The two layers of 

the kidney are the cortex and the medulla. On the medial side 

of each kidney there is a relatively small area called the hilum 

where the renal artery and the nerves enter and the renal vein 

and ureter exit. 

The hilum opens into a cavity called the renal sinus, which is 

with fat and connective tissue. In the center of the renal sinus 

the ur inary channel is enlarged to f orm the re nal pe lvis. S everal l arge ur inary tubes ( called 

calyces) extend to the renal pelvis from the kidney tissue. The calyces that open directly into the 

renal pelvis are called major calyces, and the smaller calyces that open into major calyces are 

called minor calyces. There are 8 to 20 minor calyces and 2 or 3 major calyces per kidney. At the 

hilum the renal pelvis narrows to form the ureter. 

Ureters are muscular tubes, one from each kidney, that propel the urine to the bladder. 

The bladder is a muscular bag that stores the urine. The urethra is the narrow tube through which 

the urine leaves the bladder during urination. 


Почечная чашка; переносить, нести; капсула, оболочка; медулла; фасция; выделение; 

уретра, мочевыводящий канал; хилус, ворота органа; мочевой пузырь; суживаться; 

мочеиспускание; мочеточник; почечный. 

Ex. 11. Find in the text “Urinary System” sentences containing Objective Infinitive 

Constructions and translate them into your native language. 

Ex. 12. Translate the text “Urinary System” into your native language. 


1. The main function of the _ system is removal of excess fluid and waste material from the 

blood. 2. The urinary system consists of two _, urinary bladder, ureters, and _. 3. The kidneys are 

_ against the back of the abdominal wall. 4. Each kidney is generally about the size of the 

person's _. 5. Kidneys are the most important organs for fluid _. 6. Ureters are _ tubes. 7. They 

propel the urine to the _. 8. The bladder is a muscular bag that stores the _. 9. The _ is the narrow 

tube through which the urine leaves the bladder during urination. 


1. What does the urinary system consist of? 2. What is the major function of the urinary system? 

3. What is the kidney composed of? 4. What is hilum? 5. What are ureters? 6. What are their 

functions? 7. What is the function of the urethra? 


1. Kidney 1. Tube conducting urine from the kidney the urinary bladder.

2. Urethra 2. One of the two organs that excrete urine. They are bean-shaped organs 

approximately 11 cm long, 5 cm wide, and 3 cm thick. 

3. Ureter 3. Urogenital canal; canal leading from the bladder, discharging the urine 

externally. 


1. The urinary system regulates the volume and composition _ the intestinal fluid. 2. The urinary 

system consists _ the kidneys, ureters, bladder, and urethra. 3. The key elements _ the system are 

the ki dneys, a pa ir of p urplish-brown or gans l ocated be low t he r ibs toward t he middle of t he 

back. 4. T he kidneys remove excess liquid and wastes _ t he blood in the form of urine, keep a 

stable balance of salts and other substances in the blood, and produce a hormone that aids the 

formation _ r ed b lood cells. 5. N arrow t ubes called ur eters c arry ur ine _ t he ki dneys t o t he 

bladder, a sack-like organ in the lower abdomen. 6. U rine is stored _ t he bladder and emptied 

through the urethra. 

Ex. 17. Write out key words of the text “Urinary System”. 

Ex. 18. Compose detailed plan of the text “Urinary System” 

Ex. 19. Speak on: 

the structure of the parts of the urinary system; 

the location of the parts of the urinary system; 

the functions of the parts of the urinary system. 

Ex. 20. Make up a dialogue on the urinary system.

Ex. 21. Give a summary of the following text: 

FUNCTIONS OF URINARY SYSTEM 

The urinary system participates with other organs to regulate the volume and composition 

of the intestinal fluid within a narrow range of values. Exchange across the walls of capillaries 

provides nutrients and removes waste products from the interstitial spaces. Exchange of gas in 

the lungs removes carbon dioxide from the blood and provides a supply of oxygen. The digestive 

system supplies nutrients to the blood, and the liver removes certain waste products. These organ 

systems function together to regulate the level of gases, nutrients, and some waste products in the 

blood. The kidneys remove waste products, many of which are toxic, from the blood and play a 

major role in controlling blood volume, the concentration of ions in the blood, and the pH of the 

blood. The kidneys are also involved in the control of red blood cell production and vitamin D 

metabolism. Although the ki dneys are t he major e xcretory or gans i n the body, t he s kin, l iver, 

lungs, a nd intestines a lso e liminate w astes. H owever, i f t he ki dneys fail t o f unction, o ther 

structures cannot adequately compensate to maintain a normal environment for the body cells. 


FLUID EXCRETION 

Blood enters each kidney from its renal artery, a major branch of the aorta, the body's 

main artery. Although together the kidneys account for less than 1 percent of the body's weight, 

20 percent of the blood pumped from the heart at any given time passes through them. 

Once i nside t he k idney, the b lood pa sses through a se t of f iltering systems cal led 

nephrons. These are the main functioning units of the kidney. Each kidney contains more than 1 

million such units, each consisting of a tuft of small blood vessels, called a glomerulus, and some tubules. 

First, the blood passes through the glomerulus. The blood cells, proteins, large particles, 

and some of the water remain in the bloodstream. Everything else, including a large volume of 

water, filters out and passes into the tubule. 

In the tubule, an important process occurs to control what will be excreted in the urine 

and what will be reabsorbed into the blood. Waste products (urea, creatinine, and uric acid) and 

excess s alts, w ater, and calcium r emain within the t ubule. The othe r su bstances ar e abs orbed. 

These a bsorbed s ubstances a re t hen r etuned t o the bl oodstream. Thus, the c omposition of t he 

urine is determined by b oth the need to get rid of unwanted substances and the need to retain 

other substances. 

The urine that has remained in the tubule emerges from its lower end, enters the ureter, 

and goes to the bladder, where it is stored. When the nerves of the bladder signal a feeling of 

fullness, the urine is avoided through the urethra. 

Ex. 23. Find unk nown words f rom t he ab stract “Ur ine Pr oduction” and m emorize t heir 

meanings: 

URINE PRODUCTION 

Because ne phrons a re the s mallest structural c omponents c apable of producing u rine, 

they are called the functional units of the kidney. Filtration, reabsorption, and secretion are three 

major processes critical to the formation of urine. Filtration is movement of plasma across the 

filtration membrane as a r esult of pressure d ifference. The p ortion of t he plasm a enter ing t he 

nephron becomes the filtrate. Reabsorption is the movement of substances from the filtrate back 

into the blood. I n general, metabolic waste pr oducts are not reabsorbed, but useful substances 

are. Secretion is t he act ive t ransport of subs tances i nto the ne phron. U rine pr oduced by t he 

nephrons consists of the constituents that are filtered and secreted into the nephron minus those 

substances that are reabsorbed.

Ex. 24. Read the following text and try to comprehend it: 

INFECTION OF URETHRA 

Urethritis is an infection of the urethra, the tube that transports urine from the bladder 

during urination. The same organisms that infect the kidney and bladder can infect the urethra. In 

addition, because of the female urethra's proximity to the vagina, sexually transmitted infections 

such as herpes simplex virus and Chlamydia also are possible. In men, urethritis often the result 

of bacteria acquired through sexual contact. The vast majority of such infections are caused by 

gonococci and Chlamydia. Reiter's syndrome is a combination of urethritis, arthritis, and an eye 

inflammation called conjunctivitis and is usually acquired through sexual contact. Never ignore 

urethritis. It is particularly dangerous because the symptoms may disappear without treatment. 

When l eft unt reated, c onditions as gonor rhea and C hlamydia i nfection c an ul timately c ause 

problems such as pelvic inflammatory disease, sterility, arthritis, meningitis, and inflammation of 

the heart. 


1. Органи сечової системи складаються з двох нирок та органів, які служать для 

накопичення і виведення сечі (сечоводи, сечовий міхур, сечівник). 2. Нирка – парний, 

богоподібної форми орган, масою 120-200 г. 3. Знаходиться нирка в поперековій ділянці, з 

боків від хребтового стовпа. 4. Права нирка лежить на 1 –1,5 см нижче від лівої. 5. Сечовід 

має форму трубки, завдовжки 30-35 см, діаметром 4-7 см. 6. Функція сечоводу – 

проведення сечі. 7. Сечовий міхур – непарний порожнистий орган. 8. Функція сечового 

міхура – накопичення та виведення сечі. 9. Сечівник – непарний орган у формі трубки. 10. 

Сечівник має два отвори – внутрішній та зовнішній. 11. Функція сечівника – виведення 

сечі. 

The main function of the urinary system is removal of excess fluid and waste material from 

the blood. The urinary system consists of two kidneys, urinary bladder, ureters, and urethra. The 

kidneys are located against the back of the abdominal wall. Each kidney is generally about the 

size of the person's fist. Kidneys are the most important organs for fluid excretion. Ureters are 

muscular tubes. They propel the urine to the bladder. The bladder is a muscular bag that stores 

the ur ine. T he ur ethra i s t he na rrow t ube t hrough w hich t he ur ine leaves t he bl adder dur ing 

urination. 



The main function of the urinary system is removal of excess fluid and waste material from 

the blood. The urinary system consists of two kidneys, urinary bladder, ureters, and urethra. The 





urination 



виставляється у журнал обліку відвідувань і успішності студентів.



1. Tell the group about urinary system 


1. 1. W hat doe s t he u rinary s ystem c onsist of ? 2. W hat i s t he m ajor function of t he ur inary 

system? 3. What is the kidney composed of? 4. What is hilum? 5. What are ureters? 6. What are 

their functions? 7. What is the function of the urethra? 











Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Сечовидільна система 

Курс 

ІІ 







При роботі над темою “ Сечовидільна система 




При роботі над граматичним матеріалом OBJECTIVE PARTICIPLE CONSTRUCTION; 





1. Попередні дисципліни: Порівняти правила читання у латинській та англійській 

Анатомія людини, біологія, мовах. Знати основні поняття та терміни, що 

латинська мова та медична 

термінологія. 

стосуються вивчаємої теми. Використовувати раніше 

отриману інформацію в контексті певної ситуації 

спілкування англійською мовою за зазначеною темою. 


Терапія, пропедевтика 

внутрішніх хвороб. 

Використовувати раніше отриману інформацію при 

подальшому засвоєнні навчального матеріалу з 

зазначених предметів. 


4.1. Перелік основних термінів, які повинен засвоїти студент при підготовці до 

заняття: 

bladder ['blxdq] мочевой пузырь 

ureter [juq'rItq] мочеточник 

carry ['kxrI] переносить, нести 

urethra [juq'rI:Trq] уретра, мочевыводящий 

канал 

excretion [eks'krI:S(q)n] выделение 

bean [bI:n] боб 


renal [rI:'n(q)l] почечный 

capsule ['kxpsju:l] капсула, оболочка 

pad [pxd] прокладка 

fascia ['feISq] фасция 


medulla [me'dAlq] медулла 

hilum хилус, ворота органа 

calyx (pl. calyces) ['keIlIks] почечная чашка 

narrow ['nxrqu] суживаться 

urination ["juqrI'neIS(q)n] мочеиспускание 


What OBJECTIVE PARTICIPLE CONSTRUCTION do you know? 

Give your examples. 


Name the four verb-forms: 

A. include; inform; provide; reduce; ratify; define; prepare; fill; examine; study; fulfill; 

prescribe; protect. 

B. take; get; write; go; read; grow; learn; have; make; begin; come; feel; give; hear; keep; put; 

spend; think. 


Фонетика: читання голосних o + n, m, v, u, t h; i + nd, ld (впр. 1, с. 29), Vocabulary, c. 29 (І. 

Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”).

Словотворення: найтиповіші суфікси -ance ( -ence), впр. 1, с. 68(. Є.Є. Юдіна, Л.В. 

Потяженко. Підручник англійської мови. – Київ, 1994.) 





Urin_tion; ex_retion; ur_ter; urethr_; blad_er; caly_; r_nal; me_ulla; fas_ia. 


Narrow; calyce fascia; fat pad; urethra; bladder; cortex; carry; hilum; capsule; fist; medulla; 

ureter. 


Kidney; urine; excess; pressure; either; slightly; renal fascia; relatively; nerves; exit; 

hilum; sinus; channel; minor; muscular. 


URINARY SYSTEM 

The ur inary s ystem c onsists of t wo ki dneys, ur inary b ladder, t wo u reters, w hich c arry 

urine from the kidneys to the urinary bladder, and urethra, which carries urine from the bladder 

to t he out side of t he b ody. S cientists s uppose t he p rimary f unction of t he ur inary s ystem t o 

remove the excess fluid and waste material from the blood. In addition, the kidneys function as 

glands pr oducing ho rmones t hat a re i mportant i n t he pr oduction of r ed bl ood c ells, i n t he 

regulation of blood pressure, and in the formation of bone. 

Physiologists c onsider t he ki dneys t o be t he m ost 

important or gan f or f luid e xcretion. T he ki dneys, a pa ir of 

bean-shaped or gans, a re l ocated a gainst the back of t he 

abdominal wall on either side of the spine at the level of the 

lowest ribs. E ach ki dney i s generally about the s ize of t he 

person's fist. The right kidney is slightly lower than the left. 

The ki dney is s urrounded by a r enal c apsule a nd a r enal f at 

pad and is held in place by the renal fascia. The two layers of 

the kidney are the cortex and the medulla. On the medial side 

of each kidney there is a relatively small area called the hilum 

where the renal artery and the nerves enter and the renal vein 

and ureter exit. 

The hilum opens into a cavity called the renal sinus, which is 

with fat and connective tissue. In the center of the renal sinus 

the ur inary channel is enlarged to f orm t he r enal pe lvis. S everal l arge uri nary tubes ( called 

calyces) extend to the renal pelvis from the kidney tissue. The calyces that open directly into the 

renal pelvis are called major calyces, and the smaller calyces that open into major calyces are 

called minor calyces. There are 8 to 20 minor calyces and 2 or 3 major calyces per kidney. At the 

hilum the renal pelvis narrows to form the ureter. 

Ureters are muscular tubes, one from each kidney, that propel the urine to the bladder. 

The bladder is a muscular bag that stores the urine. The urethra is the narrow tube through which 

the urine leaves the bladder during urination.


Почечная чашка; переносить, нести; капсула, оболочка; медулла; фасция; выделение; 

уретра, мочевыводящий канал; хилус, ворота органа; мочевой пузырь; суживаться; 

мочеиспускание; мочеточник; почечный. 

Ex. 11. Find in the text “Urinary System” sentences containing Objective Infinitive 

Constructions and translate them into your native language. 

Ex. 12. Translate the text “Urinary System” into your native language. 










3. What is the kidney composed of? 4. What is hilum? 5. What are ureters? 6. What are their 



1. Kidney 1. Tube conducting urine from the kidney the urinary bladder. 

2. Urethra 2. One of the two organs that excrete urine. They are bean-shaped organs 

approximately 11 cm long, 5 cm wide, and 3 cm thick. 

3. Ureter 3. Urogenital canal; canal leading from the bladder, discharging the urine 

externally. 


1. The urinary system regulates the volume and composition _ the intestinal fluid. 2. The urinary 

system consists _ the kidneys, ureters, bladder, and urethra. 3. The key elements _ the system are 

the ki dneys, a pa ir of p urplish-brown or gans l ocated be low t he r ibs toward t he middle of t he 

back. 4. T he kidneys remove excess liquid and wastes _ t he blood in the form of urine, keep a 

stable balance of salts and other substances in the blood, and produce a hormone that aids the 

formation _ r ed b lood cells. 5. N arrow t ubes called ur eters c arry ur ine _ t he ki dneys t o t he 

bladder, a sack-like organ in the lower abdomen. 6. U rine is stored _ t he bladder and emptied 

through the urethra. 

Ex. 17. Write out key words of the text “Urinary System”. 

Ex. 18. Compose detailed plan of the text “Urinary System” 

Ex. 19. Speak on: 

the structure of the parts of the urinary system; 

the location of the parts of the urinary system; 

the functions of the parts of the urinary system.

Ex. 20. Make up a dialogue on the urinary system.


FUNCTIONS OF URINARY SYSTEM 

The urinary system participates with other organs to regulate the volume and composition 

of the intestinal fluid within a narrow range of values. Exchange across the walls of capillaries 

provides nutrients and removes waste products from the interstitial spaces. Exchange of gas in 

the lungs removes carbon dioxide from the blood and provides a supply of oxygen. The digestive 

system supplies nutrients to the blood, and the liver removes certain waste products. These organ 

systems function together to regulate the level of gases, nutrients, and some waste products in the 

blood. The kidneys remove waste products, many of which are toxic, from the blood and play a 

major role in controlling blood volume, the concentration of ions in the blood, and the pH of the 

blood. The kidneys are also involved in the control of red blood cell production and vitamin D 

metabolism. Although the ki dneys are t he major e xcretory or gans i n the body, t he s kin, l iver, 

lungs, a nd intestines a lso e liminate w astes. H owever, i f t he ki dneys fail t o f unction, o ther 

structures cannot adequately compensate to maintain a normal environment for the body cells. 


FLUID EXCRETION 

Blood enters each kidney from its renal artery, a major branch of the aorta, the body's 

main artery. Although together the kidneys account for less than 1 percent of the body's weight, 

20 percent of the blood pumped from the heart at any given time passes through them. 

Once i nside t he k idney, the b lood pa sses through a se t of f iltering systems cal led 

nephrons. These are the main functioning units of the kidney. Each kidney contains more than 1 

million such units, each consisting of a tuft of small blood vessels, called a glomerulus, and some tubules. 

First, the blood passes through the glomerulus. The blood cells, proteins, large particles, 

and some of the water remain in the bloodstream. Everything else, including a large volume of 

water, filters out and passes into the tubule. 

In the tubule, an important process occurs to control what will be excreted in the urine 

and what will be reabsorbed into the blood. Waste products (urea, creatinine, and uric acid) and 

excess s alts, w ater, and calcium r emain within the t ubule. The othe r su bstances ar e abs orbed. 

These abs orbed substances ar e t hen r etuned to the blo odstream. Thus, the c omposition of t he 

urine is determined by b oth the need to get rid of unwanted substances and the need to retain 

other substances. 

The urine that has remained in the tubule emerges from its lower end, enters the ureter, 

and goes to the bladder, where it is stored. When the nerves of the bladder signal a feeling of 

fullness, the urine is avoided through the urethra. 

Ex. 23. Find unknown words from the abstract “Urine Production” and memorize their 

meanings: 

URINE PRODUCTION 

Because ne phrons a re the s mallest structural c omponents c apable of producing u rine, 

they are called the functional units of the kidney. Filtration, reabsorption, and secretion are three 

major processes critical to the formation of urine. Filtration is movement of plasma across the 

filtration membrane as a r esult of pressure d ifference. The p ortion of t he plasm a enter ing the 

nephron becomes the filtrate. Reabsorption is the movement of substances from the filtrate back 

into the blood. I n general, metabolic waste pr oducts are not reabsorbed, but useful substances 

are. S ecretion i s t he a ctive t ransport of s ubstances i nto t he ne phron. U rine pr oduced by t he 

nephrons consists of the constituents that are filtered and secreted into the nephron minus those 

substances that are reabsorbed.

Ex. 24. Read the following text and try to comprehend it: 

INFECTION OF URETHRA 

Urethritis is an infection of the urethra, the tube that transports urine from the bladder 

during urination. The same organisms that infect the kidney and bladder can infect the urethra. In 

addition, because of the female urethra's proximity to the vagina, sexually transmitted infections 

such as herpes simplex virus and Chlamydia also are possible. In men, urethritis often the result 

of bacteria acquired through sexual contact. The vast majority of such infections are caused by 

gonococci and Chlamydia. Reiter's syndrome is a combination of urethritis, arthritis, and an eye 

inflammation called conjunctivitis and is usually acquired through sexual contact. Never ignore 

urethritis. It is particularly dangerous because the symptoms may disappear without treatment. 

When l eft unt reated, c onditions as gonor rhea and C hlamydia i nfection c an ul timately c ause 

problems such as pelvic inflammatory disease, sterility, arthritis, meningitis, and inflammation of 

the heart. 


1. Органи сечової системи складаються з двох нирок та органів, які служать для 

накопичення і виведення сечі (сечоводи, сечовий міхур, сечівник). 2. Нирка – парний, 

богоподібної форми орган, масою 120-200 г. 3. Знаходиться нирка в поперековій ділянці, з 

боків від хребтового стовпа. 4. Права нирка лежить на 1 –1,5 см нижче від лівої. 5. Сечовід 

має форму трубки, завдовжки 30-35 см, діаметром 4-7 см. 6. Функція сечоводу – 

проведення сечі. 7. Сечовий міхур – непарний порожнистий орган. 8. Функція сечового 

міхура – накопичення та виведення сечі. 9. Сечівник – непарний орган у формі трубки. 10. 

Сечівник має два отвори – внутрішній та зовнішній. 11. Функція сечівника – виведення 

сечі. 

OVERVIEW 

The main function of the urinary system is removal of excess fluid and waste material from the 

blood. The urinary system consists of two kidneys, urinary bladder, ureters, and urethra. The 




the urine. The urethra is the narrow tube through which the urine leaves the bladder during 

urination. 




3. What is the kidney composed of? 4. W hat is hilum? 5. W hat are ureters? 6. W hat are their 



Insert the missing words or word-combinations: 

1. T he main f unction of t he _ s ystem i s r emoval of e xcess f luid a nd w aste m aterial f rom t he 


_ a gainst t he ba ck of t he a bdominal w all. 4. Each ki dney i s ge nerally a bout t he s ize of t he 

person's _. 5. K idneys are the most important organs for fluid _. 6. U reters are _ tubes. 7. They 


tube through which the urine leaves the bladder during urination.





















______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Хвороби нирок 

Курс 

І 




При роботі над темою “Хвороби нирок” 

ознайомитись з лексико-фонетичним матеріалом та словотворчим матеріалом з теми, вміти 

читати та перекладати текст, та засвоїти послідовність її викладання з тим, щоб вміти 

складати речення, відповідати на запитання з теми та робити усне повідомлення. 

При роботі над граматичним матеріалом FUNCTIONS OF THE VERB “TO HAVE” 

засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою розпізнання його 

у тексті, при читанні та перекладі. 




мовах. Знати основні поняття та терміни, що 

стосуються вивчаємої теми. Використовувати раніше 

отриману інформацію в контексті певної ситуації 

спілкування англійською мовою за зазначеною темою. 




Граматика: FUNCTIONS OF THE VERB “TO HAVE” 

Текст: “ KIDNEYS DISORDERS ”. 


№ 

з/п 



часу 








65% 


голосних голосних o + n, m, v, u, 

th; i + nd, ld; фонетичний матеріал 

з теми; 

Словотворення: Повторення 


FUNCTIONS OF THE VERB “TO 

HAVE” 







Усне 


construction 

there be. 


та 



теми. 

Усне 






of the Verb 



Kostenko 

“Course of 

English for 

Medical 

Student”)







Усне 


теми. 



Тема заняття спрямована на усвідомлення себе як фахівця у царині природних наук, а також 

на усвідомлення важливості теоретичного підґрунтя у вивченні медицини, формування 

поваги до майбутньої професії, професійної відповідальності. 



glomerular [glO'merulq] клубочковый, 

гломерулярный 

glomerulonephritis [glO'merulqnI'fraItIs] 

гломерулонефрит 

corpuscle ['kO:pAsl] тельце 

renal corpuscle ['rI:nql] мальпигиево 

тельце, почечное тельце 

permeability ["pq:mjq'bIlItI] 

проницаемость 

filtrate ['fIltrIt] фильтрат; ['fIltreIt] 

фильтровать 

osmolality ["OzmO'lxlItI] осмотическое 

давление 

blurred [blq:d] нерезкий 

pyelonephritis ["pqIqlqunI'fraItIs] 

пиелонефрит 

VOCABULARY 

renal pelvis ['pelvIs] почечная лоханка 

nephron ['nefrOn] нефрон (структурнофункциональная 

единица почки) 

flank [flxNk] бок 

recur [rI'kq:] рецидивировать 

eradicate [I'rxdIkeIt] устранять, искоренять 

failure ['feIljq] недостаточность 

urea ['juqrIq] мочевина 

acidosis ["xsI'dousIs] ацидоз, кислотная 

интоксикация 

renal tubule ['tju:bju:l] почечный каналец 

ischemia [Is'kI:mIq] ишемия 

vasoconstriction ["vxsokOns'trIkSn] 

ангиоспазм, вазоконстрикция, вазоспазм, 

сужение кровеносных сосудов 

WORD-BUILDING 

Ex. 1. Analyze the structure of the following terms and translate them into Ukrainian: 

Irregular; relaxation; subcutaneous; eyeball; surgical; vomiting; respiration; paralysis; overdosage. 

GRAMMAR: 


FUNCTIONS OF THE VERB “TO HAVE” 

USING FUNCTION EXAMPLES 

to have + noun Main Verb The heart has four chambers. 

to have + V 3 (Perfect Tenses, Active 

Voice) 

to have + been + V 3 (Perfect Tenses, 

Passive Voice) 

Auxiliary Verb 

The heart has pumped oxygenated 

blood. 

to have + V Modal Meaning The doctor has to examine her.

Ex. 3. Read the following sentences and translate them into Ukrainian: 

1. M any of the f ollowing a bnormalities ha ve no s ymptoms. 2. I nstruments t hat pu lverize ki dney 

stones w ith ultrasound have r eplaced m ost t raditional surgical pr ocedures. 3. T hey ha ve a dverse 

reactions, including death. 4. As a rule the person has flank pain, high fever, vomiting and burning 

sensation during urination. 5. I n pe rsons w ho ha ve ha d c hickenpox, t he vi rus c an cause s hingles 

later in life. 6. He has estimated that mitosis is the division of the nucleus into two nuclei. 7. T he 

arteries have to be strong as well as flexible. 8. The students of many countries have to pay for their 

training. 





Renal tubule; nephritis; urea; corpuscle; failure; nephron; renal pelvis. 


Recur; permeability; acidosis; glomerulonephritis; vasoconstriction; filtrate; eradicate; osmolality; 

ischemia; renal corpuscle; renal pelvis; increase; tea-colored urine; blurred vision; ache; flank pain. 


Abnormality; ini tially; ne phritis; c orpuscle; pe rmeability; os molality; ur ine; ge neralized; 

pyelonephritis; medulla; high fever; although; immediate threat; recur; interfere; lead; mercuric ion; 

carbon tetrachloride; epithelium. 


KIDNEYS DISORDERS 

There a re m any f orms o f ki dneys diseases. Many of t he f ollowing a bnormalities ha ve no 

symptoms and may often go undetected, at least initially, or are detected when tests are done. 

Glomerulonephritis results from inflammation of the filtration membrane within the renal 

corpuscle. It i s cha racterized by an increased pe rmeability of t he f iltration membrane and the 

accumulation of nu merous w hite bl ood c ells i n t he a rea of t he f iltration m embrane. A s a 

consequence, a high concentration of plasma proteins enters the urine along with numerous white 

blood cells. Plasma proteins in the filtrate increase the osmolality of the filtrate, causing a greaterthan-normal 

urine volume. The signs and symptoms are the following: cola- or tea-colored urine, 

hypertension, fluid retention, headaches, blurred vision, and generalized aches and pains. 

Pyelonephritis is inflammation of the renal pelvis, medulla, and cortex. It often begins as a 

bacterial inf ection of th e re nal pe lvis a nd then extends in to the k idney its elf. It c an result f rom 

several t ypes of ba cteria. P yelonephritis m ay c ause t he de struction of ne phrons a nd r enal 

corpuscles, but because the infection starts in the pelvis of the kidney, it affects the medulla more 

than t he c ortex. As a consequence, the a bility of the ki dney to concentrate u rine i s dr amatically 

affected. A s a r ule the person ha s f lank pa in, h igh f ever, v omiting a nd bur ning s ensation dur ing 

urination. When pr operly t reated, a cute pye lonephritis r arely pr ogresses t o c hronic r enal di sease, 

although it can be an immediate threat to life in an elderly or weakened persons. It can also recur if 

the infection is not totally eradicated. 

Renal fai lure may r esult f rom a ny c ondition that i nterferes w ith k idney f unction. A cute 

renal failure occurs when damage to the kidney is extensive and leads to the accumulation of the 

urea in the blood and to acidosis. In complete renal failure death may occur in 1 to 2 weeks. Acute 

renal f ailure m ay result f rom acute glom erulonephritis, or it m ay be caus ed by d amage t o o r 

blockage of renal tubules. Some poisons such as mercuric ions or car bon tetrachloride that are the 

common to certain industrial p rocesses caus e n ecrosis of t he ne phron epithelium. If t he da mage

does not i nterrupt the b asement membrane s urrounding t he ne phrons, e xtensive r egeneration c an 

occur w ithin 2 or 3 weeks. Severe i schemia assoc iated with circulatory shock caused by 

sympathetic vasoconstriction of the renal blood vessels can cause necrosis of the epithelial cells of 

the nephron. 


Гломерулонефрит; почечный каналец; устранять, искоренять; мальпигиево тельце, почечное 

тельце; ацидоз, кислотная интоксикация; осмотическое давление; почечная лоханка; 

мочевина; недостаточность; пиелонефрит; рецидивировать; проницаемость; ангиоспазм, 

сужение кровеносных сосудов; вызывать деструкцию; хроническое заболевание; возникать; 

окружающий. 

Ex. 11. Translate the text “Kidneys Disorders” into your native language: 


1. Glomerulonephritis results from inflammation of the filtration membrane within the renal _. 2. It 

is c haracterized by an increased _ of t he f iltration m embrane. 3. T he s igns a nd symptoms o f 

glomerulonephritis a re the f ollowing: t ea-colored ur ine, hypertension, f luid r etention, _, a nd 

generalized aches and pains. 4. P yelonephritis is inflammation of the renal _, m edulla, and cortex. 

5. I t of ten be gins a s a ba cterial _ of t he r enal pe lvis. 6. T hen i t e xtends i nto the _ i tself. 7. 

Pyelonephritis m ay c ause t he de struction of _ a nd r enal c orpuscles. 8. T he pe rson w ith 

pyelonephritis has _ p ain, high fever, vomiting, and burning sensation during urination. 9. W hen 

properly t reated, a cute _ r arely p rogresses t o c hronic renal di sease. 10 . R enal f ailure m ay result 

from any _ that interferes with kidney function. 11. Acute renal failure occurs when damage to the 

kidney leads to the accumulation of the _ i n the blood. 12. I n renal failure death may _ i n 1 to 2 

weeks. 13. Acute r enal f ailure m ay result f rom acute _. 14. In some cases i t m ay be cau sed by 

damage to or blockage of renal _. 15. Circulatory shock caused by sympathetic _ of the renal blood 

vessels can cause necrosis of the epithelial cells of the nephron. 


1. What kidneys disorders do you know ? 2. What does glomerulonephritis result from? 3. What is 

glomerulonephritis characterized by? 4. What are the symptoms of glomerulonephritis? 5. W hat is 

pyelonephritis? 6. What can pyelonephritis result from? 7. What are the signs of pyelonephritis? 8. 

What is renal failure? 9. What are the causes of renal failure? 10. Is it dangerous disease? 

Ex. 14. Insert the prepositions and translate the following sentences: 

1. A cute i nfections pr actically a lways pr ecede t he onset _ a cute ne phritis. 2. A cute gl omerular 

nephritis is not merely a disease of the kidney, but may involve various systems _ the body. 3. The 

chief c hanges oc curring _ a cute glomerular nephritis are s welling and di sintegration of t he 

endothelial cel ls which line the capillaries of the tufts (пучки). 4. T he de gree of i nflammatory 

change noted _ t he microscope varies considerably with the intensity of the inflammation. 5. T he 

patient may develop the clinical picture of acute nephritis _ a period of from two to eight days. 6. 

Disturbances of urination characterized _ a scanty (недостаточный, ограниченный) outflow of 

urine or even complete anuria may be present. 7. The severity or mildness of the kidney disease 

cannot always be measured _ the examination of the urine or any other tests. 

Ex. 15. Write out key words of the text “Kidney Disorders”. 

Ex. 16. Make up a plan of the text “Kidney Disorders”. 

Ex. 17. Speak on the kidney disorders

Ex. 18. Make up a dialogue on glomerulonephritis, pyelonephritis, or renal failure. 


Smooth su rface гладкая, ровная поверхность; stone камень; referred [rI'fq:d] pain 

гетеротопическая боль, отражённая боль; groin [grOIn] пах; ulceration изъязвление; obscure 

[qb'skjuq] неясный; gout [gaut] подагра; pulverize ['pAlveraIz] дробить, измельчать. 


KIDNEY STONES 

Kidney stones are hard objects found in the pelvis of the kidney. They are normally small (2 

to 3 mm in diameter) with either a smooth surface. Approximately 1% of all autopsies reveal the 

presence of kidney stones, and many of the stones occur without causing symptoms. The symptoms 

associated with kidney stones occur when a stone passes into the ureter, resulting in referred pain 

down t he b ack, s ide, a nd gr oin area. T he ur eter c ontracts around t he stone, c ausing t he s tone t o 

irritate the e pithelium a nd pr oduce bleeding, w hich a ppears a s b lood i n t he u rine. I n a ddition t o 

causing intense pain, kidney stones can block the ureter, cause ulceration in the ureter, and increase 

the probability of bacterial infections. 

Approximately 65% of a ll ki dney s tones a re c omposed of c alcium oxylate m ixed w ith 

calcium phosphate, 15% are magnesium ammonium phosphate, and 10% are uric acid or cystine. In 

all cases approximately 2.5% of the kidney stone is composed of mucoprotein. 

The c ause of ki dney s tones i s us ually o bscure. P redisposing c onditions i nclude a 

concentrated urine and an abnormally high calcium concentration in the urine, although the cause of 

the high calcium concentration is usually unknown. Magnesium ammonium phosphate stones are 

often found in people with recurrent kidney infections, and uric acid stones often occur in people 

suffering from gout. Severe kidney stones must be removed surgically. However, instruments that 

pulverize kidney stones with ultrasound have replaced most traditional surgical procedures. 

Ex. 21. Say to what conclusion you have come after having read the text “Kidney Stones”. 


1. Glomerulonephritis. 1. The inflammation of a kidney pelvis. 

2. T he e nlargement a nd s welling of t he ki dney due to b lock of 

2. Hypernephroma. urine f low, c aused by r enal c alculi, t umors, or narrowing o f t he 

ureters. 

3. Hydronephrosis 3. A disease resulting from a disturbance of uric acid metabolism, 

characterized by a n excess of uric acid in the blood and deposits 

4. Pyelitis. 

of uric acid salts in various tissues. 

4. T he i nflammation o f t he ki dneys, pr imarily i nvolving t he 

5. Polycystic Kidney. glomerula; this d isease c auses d estruction of the gl omerular 

capillary walls. 

6. Gout. 

5. Renal malevolent tumor of the kidneys, which occurs in adults. 

It usually metastasizes to the bone, blood and lungs. 

6. T he f ormation of num erous f luid-filled s acs upon a nd w ithin 

the kidney. 


Rejection отторжение; compatibility совместимость; cadaver [kq'deIvq] труп; acceptable 

приемлемый, удовлетворительный; locate обнаруживать; offer выражать готовность; accept 

принимать, воспринимать; hurdle барьер, препятствие, помеха; prone склонный (к чему-л.), 

подверженный (чему-л.); follow-up последующее наблюдение, наблюдение, отдалённый

результат; enhance [In'ha:ns] увеличивать, усиливать, улучшать; ensure [In'Suq] 

гарантировать, обеспечивать. 


KIDNEY TRANSPLANTATION 

Transplantation and di alysis are t he onl y t wo t reatment 

options for persons with end-stage kidney disease. Not everyone 

with end-stage kidney disease is a suitable candidate for kidney 

transplantation. T hose with i nfection, a cute gl omerulonephritis, 

unstable co ronary artery disease, or o ther seve re m edical 

problems ge nerally are c onsidered not to be in good e nough 

condition to undergo a major operation. They are more likely to 

have a dverse r eactions, i ncluding death, a fter transplantation 

than a re h ealthier individuals. H owever, w hen s uccessful, 

transplantation provides a healthier and better-quality life. 

The operation itself is not a complicated procedure. What 

can be complicated is finding the right donor, which is important 

to lessen the chance of rejection of the new kidney. 

Compatibility is d etermined by blood tests that provide information a bout bot h t he donor 

and the recipient, such as blood type and the nature of the antibodies present in each. A brother or 

sister of the recipient generally is the most likely the have compatible tissue. Unfortunately, it is not 

always possible. 

When a living donor is not available, hospitals and clinics throughout the country are called 

on the help locate acceptable donors from among accident victims and others who offered to donate 

their kidneys after their death. A kidney from a cadaver must be transplanted within 48 hours after 

the de ath o f t he donor . T hus, s ome pe ople ha ve t o unde rgo l ong pe riods on dialysis unt il a 

compatible cadaver donor is available. 

After t he t ransplantation ope ration, t he pe rson receives i mmonusuppressant dr ugs t o ke ep 

his/her body from rejecting the foreign kidney. If the donor is a blood relative of the recipient, the 

chances are 85 t o 95 percent t hat by 1 ye ar a fter the transplantation, t he k idney w ill s till be 

functioning. With a cadaver donor, the chances are about 80 percent that the kidney will still be 

working qui te w ell by 1 ye ar after t he transplant ope ration. I n c ases in w hich the t ransplanted 

kidney is rejected, a second or even third transplantation can be done. 

Improvements i n pr eparing pa tients f or t ransplantation a nd i n m onitoring t heir recovery 

have decreased mortality to as low as 5 percent in some medical centers. 

Transplant recipients usually are hospitalized for 5 days to 6 weeks, depending on how well 

their body a ccepts the ne w k idney. T he m ajor hur dles are r ejection a nd i nfection. 

Immonusuppressant drugs have greatly decreased rejection, but they make it harder for the body’s 

immune s ystem t o fight i nfection. For t his r eason, t he phys ician w ill of ten gi ve a ntibiotics to 

prevent viral a nd f ungal i nfection for the first few months a fter transplantation. This is the most 

likely pe riod i n w hich i nfection may de velop. B ecause t ransplant r ecipients must t ake a n 

immonusuppressant medication for the rest of their lives, they are prone to have infections. 

Kidney transplant recipients need careful medical follow-up to enhance the success of the 

operation and to ensure good general health. 



There are many forms of kidneys diseases. Glomerulonephritis results f rom inf lammation of t he 

filtration membrane within the renal corpuscle. It is characterized by an increased permeability of 

the f iltration membrane. The s igns a nd symptoms o f gl omerulonephritis a re the following: t eacolored 

u rine, hype rtension, f luid r etention, he adaches, and generalized aches and pains.

Pyelonephritis is i nflammation of t he r enal pelvis, m edulla, a nd c ortex. I t of ten be gins a s a 

bacterial inf ection of th e re nal pe lvis. Then it extends in to the ki dney its elf. Pyelonephritis m ay 

cause the d estruction o f nephrons and r enal c orpuscles. T he a bility o f t he ki dney t o c oncentrate 

urine is dramatically affected. As a rule the person has flank pain, high fever, vomiting, and burning 

sensation during urination. When properly treated, acute pyelonephritis rarely progresses to chronic 

renal di sease. Renal fai lure may r esult f rom a ny c ondition t hat i nterferes w ith ki dney f unction. 

Acute renal failure occurs when damage to the kidney leads to the accumulation of the urea in the 

blood. In renal failure death may occur in 1 to 2 weeks. Acute renal failure may result from acute 

glomerulonephritis. I n s ome c ases i t m ay be c aused by da mage t o or bl ockage of r enal tubules. 

Circulatory shock c aused by s ympathetic va soconstriction of t he r enal bl ood ve ssels c an c ause 

necrosis of the epithelial cells of the nephron. 


кінцевий контроль, проводиться аналіз успішності студента і виставляється у журнал обліку 

відвідувань і успішності студентів. 



1. Tell the group about kidneys disoders. 








1. Acute i nfections pr actically a lways pr ecede t he ons et _ a cute ne phritis. 2. A cute gl omerular 


chief cha nges oc curring _ acute glomerular nephritis are sw elling and di sintegration of t he 

endothelial cells which line the capillaries of the tufts (пучки). 4. T he de gree of i nflammatory 







1. Бердический А.Л. Оптимизация системы обучения иностранному языку. - М.: Высшая 

школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 

3. Єнікеєва А.Б., Корнейко І.В. – Англійська мова для медиків. – Харків, ХДМУ, 2000 – 

64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Хвороби нирок 

Курс 

І 

Факультет медичний



стосуються навчання майбутнього лікаря, вмінні надавати інформацію з теми, використовуючи 



При роботі над темою “ Хвороби нирок 




При роботі над граматичним матеріалом FUNCTIONS OF THE VERB “TO HAVE”; 


у тексті при читанні та перекладі. 



1. Попередні дисципліни: Анатомія Порівняти правила читання у латинській та 

людини, біологія, латинська мова 

та медична термінологія. 

англійській мовах. Знати основні поняття та терміни, 

що стосуються вивчаємої теми. Використовувати 

раніше отриману інформацію в контексті певної 



Терапія, пропедевтика внутрішніх 

хвороб. 







glomerular [glO'merulq] клубочковый, renal pelvis ['pelvIs] почечная лоханка 

гломерулярный 

nephron ['nefrOn] нефрон (структурнофункциональная 

единица почки) 



flank [flxNk] бок 

corpuscle ['kO:pAsl] тельце 

recur [rI'kq:] рецидивировать 

renal corpuscle ['rI:nql] мальпигиево eradicate [I'rxdIkeIt] устранять, искоренять 

тельце, почечное тельце 

failure ['feIljq] недостаточность 

permeability ["pq:mjq'bIlItI] проницаемость urea ['juqrIq] мочевина 

filtrate ['fIltrIt] фильтрат; ['fIltreIt] 

acidosis ["xsI'dousIs] ацидоз, кислотная 

фильтровать 

интоксикация 

osmolality ["OzmO'lxlItI] осмотическое renal tubule ['tju:bju:l] почечный каналец 

давление 

ischemia [Is'kI:mIq] ишемия 

blurred [blq:d] нерезкий 

vasoconstriction ["vxsokOns'trIkSn] ангиоспазм, 


вазоконстрикция, вазоспазм, сужение 

пиелонефрит 

кровеносных сосудов 


What kidneys disorders do you know? 



Name the four verb-forms:

A. include; inform; provide; reduce; ratify; define; prepare; fill; examine; study; fulfill; prescribe; 

protect. 


spend; think. 


Фонетика: читання голосних o + n, m , v, u, t h; i + nd, ld (впр. 1, с. 29), Vocabulary, c. 29 (І. 

Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”). 







Renal tubule; nephritis; urea; corpuscle; failure; nephron; renal pelvis. 


Recur; permeability; acidosis; glomerulonephritis; vasoconstriction; filtrate; eradicate; osmolality; 

ischemia; renal corpuscle; renal pelvis; increase; tea-colored urine; blurred vision; ache; flank pain. 


Abnormality; in itially; ne phritis; c orpuscle; pe rmeability; os molality; ur ine; ge neralized; 

pyelonephritis; medulla; high fever; although; immediate threat; recur; interfere; lead; mercuric ion; 

carbon tetrachloride; epithelium. 


KIDNEYS DISORDERS 

There a re m any f orms o f ki dneys diseases. Many of t he f ollowing a bnormalities ha ve no 

symptoms and may often go undetected, at least initially, or are detected when tests are done. 

Glomerulonephritis results from inflammation of the filtration membrane within the renal 

corpuscle. It i s cha racterized by an increased pe rmeability of t he f iltration membrane and the 

accumulation of nu merous w hite bl ood c ells i n t he a rea of t he f iltration m embrane. A s a 

consequence, a high concentration of plasma proteins enters the urine along with numerous white 

blood cells. Plasma proteins in the filtrate increase the osmolality of the filtrate, causing a greaterthan-normal 

urine volume. The signs and symptoms are the following: cola- or tea-colored urine, 

hypertension, fluid retention, headaches, blurred vision, and generalized aches and pains. 

Pyelonephritis is inflammation of the renal pelvis, medulla, and cortex. It often begins as a 

bacterial inf ection of th e re nal pe lvis a nd then extends in to the ki dney its elf. It c an result f rom 

several t ypes of ba cteria. P yelonephritis m ay c ause t he de struction of ne phrons a nd r enal 

corpuscles, but because the infection starts in the pelvis of the kidney, it affects the medulla more 

than the cortex. A s a c onsequence, t he a bility of the ki dney to concentrate u rine i s dr amatically 

affected. A s a r ule the person ha s f lank pa in, h igh f ever, v omiting a nd bur ning s ensation dur ing 

urination. When pr operly t reated, a cute pye lonephritis r arely pr ogresses t o c hronic r enal di sease, 

although it can be an immediate threat to life in an elderly or weakened persons. It can also recur if 

the infection is not totally eradicated. 

Renal fai lure may r esult f rom a ny c ondition that i nterferes w ith k idney f unction. A cute 

renal failure occurs when damage to the kidney is extensive and leads to the accumulation of the 

urea in the blood and to acidosis. In complete renal failure death may occur in 1 to 2 weeks. Acute

enal f ailure m ay r esult f rom a cute gl omerulonephritis, o r it m ay be caus ed by damage t o or 

blockage of renal tubules. Some poisons such as mercuric ions or car bon tetrachloride that are the 

common to certain industrial p rocesses caus e n ecrosis of t he ne phron epithelium. If t he da mage 

does not i nterrupt the b asement membrane s urrounding t he ne phrons, e xtensive r egeneration c an 

occur w ithin 2 or 3 weeks. Severe i schemia assoc iated with circulatory shock caused by 

sympathetic vasoconstriction of the renal blood vessels can cause necrosis of the epithelial cells of 

the nephron. 


Гломерулонефрит; почечный каналец; устранять, искоренять; мальпигиево тельце, почечное 

тельце; ацидоз, кислотная интоксикация; осмотическое давление; почечная лоханка; 

мочевина; недостаточность; пиелонефрит; рецидивировать; проницаемость; ангиоспазм, 

сужение кровеносных сосудов; вызывать деструкцию; хроническое заболевание; возникать; 

окружающий. 

Ex. 11. Translate the text “Kidneys Disorders” into your native language: 


1. Glomerulonephritis results from inflammation of the filtration membrane within the renal _. 2. It 

is c haracterized by an increased _ of t he f iltration m embrane. 3. T he s igns a nd symptoms o f 

glomerulonephritis a re the f ollowing: t ea-colored ur ine, hypertension, f luid r etention, _, a nd 

generalized aches and pains. 4. P yelonephritis is inflammation of the renal _, m edulla, and cortex. 

5. I t of ten be gins a s a ba cterial _ of t he r enal pe lvis. 6. T hen i t e xtends i nto the _ i tself. 7. 

Pyelonephritis m ay c ause t he de struction of _ a nd r enal c orpuscles. 8. T he pe rson w ith 

pyelonephritis has _ p ain, high fever, vomiting, and burning sensation during urination. 9. W hen 

properly t reated, a cute _ r arely p rogresses t o c hronic renal di sease. 10 . R enal f ailure m ay r esult 

from any _ that interferes with kidney function. 11. Acute renal failure occurs when damage to the 

kidney leads to the accumulation of the _ i n the blood. 12. I n renal failure death may _ i n 1 to 2 

weeks. 13. Acute r enal f ailure m ay result f rom acute _. 14. In some cases i t m ay be cau sed by 

damage to or blockage of renal _. 15. Circulatory shock caused by sympathetic _ of the renal blood 







Ex. 14. Insert the prepositions and translate the following sentences: 

1. A cute i nfections pr actically a lways pr ecede t he ons et _ a cute ne phritis. 2. A cute gl omerular 


chief cha nges oc curring _ acute glomerular nephritis are s welling and di sintegration of t he 







Ex. 15. Write out key words of the text “Kidney Disorders”.

Ex. 16. Make up a plan of the text “Kidney Disorders”. 

Ex. 17. Speak on the kidney disorders 

Ex. 18. Make up a dialogue on glomerulonephritis, pyelonephritis, or renal failure. 


Smooth su rface гладкая, ровная поверхность; stone камень; referred [rI'fq:d] pain 

гетеротопическая боль, отражённая боль; groin [grOIn] пах; ulceration изъязвление; obscure 

[qb'skjuq] неясный; gout [gaut] подагра; pulverize ['pAlveraIz] дробить, измельчать. 


KIDNEY STONES 

Kidney stones are hard objects found in the pelvis of the kidney. They are normally small (2 

to 3 mm in diameter) with either a smooth surface. Approximately 1% of all autopsies reveal the 

presence of kidney stones, and many of the stones occur without causing symptoms. The symptoms 

associated with kidney stones occur when a stone passes into the ureter, resulting in referred pain 

down t he b ack, s ide, a nd gr oin area. T he ur eter c ontracts around t he stone, c ausing t he s tone t o 

irritate the e pithelium a nd pr oduce bleeding, w hich a ppears a s b lood i n t he u rine. I n a ddition t o 

causing intense pain, kidney stones can block the ureter, cause ulceration in the ureter, and increase 

the probability of bacterial infections. 

Approximately 65% of a ll ki dney s tones a re c omposed of c alcium oxylate m ixed w ith 

calcium phosphate, 15% are magnesium ammonium phosphate, and 10% are uric acid or cystine. In 

all cases approximately 2.5% of the kidney stone is composed of mucoprotein. 

The c ause of ki dney s tones i s us ually o bscure. P redisposing c onditions i nclude a 

concentrated urine and an abnormally high calcium concentration in the urine, although the cause of 

the high calcium concentration is usually unknown. Magnesium ammonium phosphate stones are 

often found in people with recurrent kidney infections, and uric acid stones often occur in people 

suffering from gout. Severe kidney stones must be removed surgically. However, instruments that 

pulverize kidney stones with ultrasound have replaced most traditional surgical procedures. 

Ex. 21. Say to what conclusion you have come after having read the text “Kidney Stones”. 


7. Glomerulonephritis. 

8. Hypernephroma. 

9. Hydronephrosis 

10. Pyelitis. 

11. Polycystic Kidney. 

12. Gout. 

1. The inflammation of a kidney pelvis. 

2. The enlargement and swelling of the kidney due to block of 

urine flow, caused by renal calculi, tumors, or narrowing of the 

ureters. 

3. A disease resulting from a disturbance of uric acid metabolism, 

characterized by an excess of uric acid in the blood and deposits 

of uric acid salts in various tissues. 

4. The inflammation of the kidneys, primarily involving the 

glomerula; this disease causes destruction of the glomerular 

capillary walls. 

5. Renal malevolent tumor of the kidneys, which occurs in adults. 

It usually metastasizes to the bone, blood and lungs. 

6. The formation of numerous fluid-filled sacs upon and within 

the kidney. 


Rejection отторжение; compatibility совместимость; cadaver [kq'deIvq] труп; acceptable 

приемлемый, удовлетворительный; locate обнаруживать; offer выражать готовность; accept 

принимать, воспринимать; hurdle барьер, препятствие, помеха; prone склонный (к чему-л.),

подверженный (чему-л.); follow-up последующее наблюдение, наблюдение, отдалённый 

результат; enhance [In'ha:ns] увеличивать, усиливать, улучшать; ensure [In'Suq] 

гарантировать, обеспечивать. 


KIDNEY TRANSPLANTATION 

Transplantation and di alysis are t he onl y t wo t reatment 

options for persons with end-stage kidney disease. Not everyone 

with end-stage kidney disease is a suitable candidate for kidney 

transplantation. T hose with i nfection, acute gl omerulonephritis, 

unstable co ronary artery disease, or o ther seve re m edical 

problems ge nerally are c onsidered not to be in good e nough 

condition to undergo a major operation. They are more likely to 

have a dverse r eactions, i ncluding death, a fter t ransplantation 

than a re h ealthier individuals. H owever, w hen s uccessful, 

transplantation provides a healthier and better-quality life. 

The operation itself is not a complicated procedure. What 

can be complicated is finding the right donor, which is important 

to lessen the chance of rejection of the new kidney. 

Compatibility i s d etermined by bl ood t ests that provide information about bot h t he donor 

and the recipient, such as blood type and the nature of the antibodies present in each. A brother or 

sister of the recipient generally is the most likely the have compatible tissue. Unfortunately, it is not 

always possible. 

When a living donor is not available, hospitals and clinics throughout the country are called 

on the help locate acceptable donors from among accident victims and others who offered to donate 

their kidneys after their death. A kidney from a cadaver must be transplanted within 48 hours after 

the de ath o f t he donor . T hus, s ome pe ople ha ve t o unde rgo l ong pe riods on dialysis unt il a 

compatible cadaver donor is available. 

After t he t ransplantation ope ration, t he pe rson receives i mmonusuppressant dr ugs t o ke ep 

his/her body from rejecting the foreign kidney. If the donor is a blood relative of the recipient, the 

chances are 85 t o 95 percent t hat by 1 ye ar a fter the transplantation, t he k idney w ill s till be 

functioning. With a cadaver donor, the chances are about 80 percent that the kidney will still be 

working qui te w ell by 1 ye ar after t he transplant ope ration. I n c ases in w hich the t ransplanted 

kidney is rejected, a second or even third transplantation can be done. 

Improvements i n pr eparing pa tients f or t ransplantation a nd i n m onitoring t heir recovery 

have decreased mortality to as low as 5 percent in some medical centers. 

Transplant recipients usually are hospitalized for 5 days to 6 weeks, depending on how well 

their body a ccepts the ne w k idney. T he m ajor hur dles are r ejection a nd i nfection. 

Immonusuppressant drugs have greatly decreased rejection, but they make it harder for the body’s 

immune s ystem t o fight i nfection. For t his r eason, t he phys ician w ill of ten gi ve a ntibiotics to 

prevent viral a nd f ungal i nfection for the first few months a fter transplantation. This is the most 

likely pe riod i n w hich i nfection may de velop. B ecause t ransplant r ecipients must t ake a n 

immonusuppressant medication for the rest of their lives, they are prone to have infections. 

Kidney transplant recipients need careful medical follow-up to enhance the success of the 

operation and to ensure good general health. 




glomerulonephritis characterized by? 4. What are the symptoms of glomerulonephritis? 5. W hat is





1. A cute i nfections pr actically a lways pr ecede t he ons et _ a cute ne phritis. 2. A cute gl omerular 


chief c hanges oc curring _ a cute glomerular nephritis are s welling and di sintegration of t he 



























______________ 

“_______” ______________ 200__ р. 





Модуль № 

Змістовий модуль 

№ 


Курс 



Вагітність 

ІІ 




При роботі над темою “ Вагітність” 




При роботі над граматичним матеріалом ING- FORM OF THE VERB: 














Словотворення: Medical; de velopment; typi cally; s ubdivide; ou tside; a ddition; noticeable; 

eyebrow; deficiency; toxic. 

Граматика: OBJECTIVE PARTICIPLE CONSTRUCTION. 

Текст: “PREGNANCY”. 


№ 

з/п 



часу 







Усне 


construction 

there be. 


та 



теми. 





of the Verb 



Kostenko 

“Course of 

English for 

Medical


Фонетика: фонетичний матеріал з 

теми; 

65% 

Словотворення: Medical; 

development; t ypically; s ubdivide; 

outside; a ddition; noticeable; 


Граматика: Засвоєння ING- 

FORM OF THE VERB: 













Усне 


Усне 


теми. 

Student”) 








pregnancy ['pregnqnsI] беременность 

fetus ['fI:tqs] (утробный) плод 

female ['fI:meIl] женщина 

gravida ['grxvIdq] беременная 


trimester [traI'mestq] триместр, 

трехмесячный срок 

sensitive ['sensItIv] чувствительный 

assault [q'sO:lt] зд. негативное явление 

inch [InC] дюйм ( = 2,5 см ) 

ounce [auns] унция ( = 28,3 г ) 

fertilization ["fq:tIlaI'zeIS(q)n] 

оплодотворение 

burrow ['bq:rqu] прятаться, зарываться 

placenta [plq'sentq] плацента 

VOCABULARY 

rudiment ['rU:dImqnt] закладка, зачаток 

evident ['evId(q)nt] явный, очевидный 

mammal ['mxm(q)l] млекопитающее 

noticeable ['nqutIsqbl] видный, заметный 

bud [bAd] почка 

gestation [Ges'teIS(q)n] беременность; период 

беременности 

albeit [O:l'bI:t] хотя (и) 

mature [mq'tjuq] созревать, развиваться 

kick [kIk] ударять ногой 

transparent [trxns'pFqr(q)nt] прозрачный, 

просвечивающий 

vernix ['vq:nIks] сыровидная смазка, 

первородная смазка 

WORD-BUILDING


Medical; development; typically; subdivide; outside; addition; noticeable; eyebrow; deficiency; 

toxic. 

GRAMMAR: 


ING- FORM OF THE VERB: 

The covering coat consists of different types Покрывающая оболочка состоит из разных 

of cells. 

видов клеток. 

The physician examining the patient is a Врач, осматривающий пациента, опытный 

skilled specialist. 

специалист. 

Examining the patient the cardiologist Осматривая больного, кардиолог прослушал 

listened to his heart. 

его сердце. 

The physician was standing near the patient Врач стоял возле пациента, внимательно 

examining him attentively. 

осматривая его. 

Running is useful. 

Бег полезен (бегать полезно). 

Ex. 3. Read and translate the sentences paying attention to -ing forms: 

1. H emoglobin c ontaining i ron is an i mportant pr otein in e rythrocytes. 2. P latelets 

(thrombocytes) formed in the bone marrow are necessary for blood clotting. 3. The human body 

needs e nergy f or i ts f unctioning. 4 . T he uppe r ope ning of the s tomach is c alled the ca rdiac 

sphincter. 5. The remaining part of food from the small intestine passes into the large intestine. 6. 

Diabetes is connected with t he m alfunctioning of t he s o-called beta-cells of t he pancreas. 7. 

Breathing is of vi tal im portance f or t he pr eservation of l ife. 8. T he s ize a nd f orm of ne uron 

depends upon t he l ength a nd a nu mber of i ts r eceptive branching f ibers, w hich a re c alled 

dendrites. 9. Scientists consider that there are up to 12 billion nerve cells, which are performing 

their function of coordination of the human activities all over the body. 10. Good nursing care is 

essential. 1 1. T hyroid-stimulating hor mone is a lso p roduced by a denohypophysis. 12 . 

Adenohypophysis is responsible for producing adrenocorticotropic hormones. 13. For a women 

athlete, taking the anabolic steroids could lead to increased muscle development. 14. Pregnancy 

is t he t erm used t o de scribe w hen a w oman h as a gr owing f etus i nside of he r. 1 5. T he t erm 

embryo is used to describe the developing human during the initial weeks. 16. A fter burrowing 

deep within the uterus, the egg begins to grow, doubling in size every day. 17. T he baby’s face 

and features are forming in the eight gestational week. 18. B y the seventh week, the chest and 

abdomen are fully formed and the lungs are beginning to develop. 19. The baby is covered with a 

thick w hite protective c oating. 2 0. Being a t th e s anatorium th e patient began to f eel much 

better. 


1. Отдавая кислород всем тканям организма, красные кровяные клетки питают их. 2. 

Частота дыхания может увеличиваться благодаря быстрому бегу. 3. Мы наблюдали, как 

хирург оперировал этого больного. 4. Больной страдал от абдоминального кровотечения, 

причем оно было сильным. 5. Основным симптомом хронического бронхита является 

хронический кашель, продуцирующий большое количество слизи. 6. Курение является 

первопричиной хронического заболевания легких. 7. Пальцы на руках и ногах плода 

сейчас начинают развиваться. 8. Я пошел поговорить с кардиологом, лечащим моего отца. 

9. Фиброзные пучки, образующие мышечную структуру сердца, делятся на две группы. 

10. Перенося кровь к и от легких, сосуды малого круга кровообращения расширяются и 

сокращаются одновременно с работой сердца. 11. Он работает над определением вида 

белых кровяных клеток при этом заболевании. 12. Микроорганизмы, которые попадают в 

организм человека, способны к развитию инфекции. 13. Процесс роста происходит в

результате увеличения количества клеток. 14. Уйти из больницы без указания врача – 

невозможно. 15. Лечить пациентов с инфарктом необходимо в стационаре. 





Ma_ure; _estation; fertili_ation; embr_o; fem_le; fet_s; pregnan_y; p_acenta; sensit_ve. 


Pregnancy; a growing fetus; pregnant female; embryo; the embryo is sensitive to assaults; 

burrowing; rudiments of a spinal cord; arm and leg buds; gestational week; it can kick; less 

transparent; beyond the fingers. 


Initial; para; similarly; particularly; doubling; miniature; previous; beyond vertebrae; more 

noticeable; trimester; heart. 

Embryo at 4 weeks 

after fertilization 

Fetus at 8 weeks 


Fetus at 18 weeks after 

fertilization 



Ex. 10. Read and memorize the following medical terms and their definitions: 

embryo – conceptus between time of fertilization to 10 weeks of gestation 

fetus – from 10 weeks of gestation to time of birth 

gravidity (G) – number of times the woman has been pregnant 

infant – time of birth to 1 year of age 

preterm infant – delivered between 24-37 weeks 

previable infant – delivered prior to 24 weeks 

term infant – delivered between 37-42 weeks 

first trimester – up to 14 weeks of gestation 

second trimester – 14 to 28 weeks of gestation 

third trimester – 28th week to delivery (роды) 

full te rm refers t o t he e nd of 36 w eeks ( nine months) f rom t he f irst da y of t he woman's l ast 

menstrual period – the end of gestation. If a woman gives birth earlier than this, it is classed as a 

premature birth. 


PREGNANCY 

Pregnancy is the term used to describe when a woman has a growing fetus inside of her. 

Human pregnancy lasts about 40 w eeks, or just more than 9 months. T he medical term for a 

pregnant female is gravida, which is a word rarely used in common speech. The term embryo is

used to describe the developing human during the initial weeks, and the term fetus is used from 

about t wo m onths of d evelopment unt il bi rth. A w oman who i s pr egnant f or t he f irst t ime i s 

known medically as a primigravida or "gravida 1", while a woman who has never been pregnant 

is know n as "gr avida 0 ". Similarly, the te rms " para 0 ", " para 1" a nd so on a re us ed f or t he 

number of times a woman has given birth. 

Pregnancy i s t ypically divided i nto t hree pe riods, or t rimesters. T rimester means a bout 

three months. 

First Trimester 

The first 3 months of fetal development are in many ways the most important. During this 

time, all the major organs in the body are formed. The embryo is particularly sensitive to assaults 

from the outside. By the end of this period the baby is not more than 3 i nches long and weighs 

little more than 1 ounce. The time from fertilization to implantation in the uterus is about 5 to 7 

days. After burrowing deep within the uterus, the egg begins to grow, doubling in size every day. 

The placenta has begun to form. In another week, the rudiments of a spinal cord are evident and, 

within days, five to eight vertebrae are in place. In addition, the eyes and heart have begun to 

form. Over the next few weeks the components of a human being develop, although at first the 

human baby is similar in appearance to the developing babies of some other mammals. The heart 

begins to form, as does the intestinal tract. At the end of the sixth week the brain becomes more 

noticeable, and arm and leg buds begin to appear. By the seventh week, the chest and abdomen 

are f ully f ormed a nd t he l ungs a re be ginning t o d evelop. T he ba by’s f ace a nd features a re 

forming in the eight gestational week. Fingers and toes are beginning to develop. At the end of 

the second month of pregnancy, the baby looks like a human infant, albeit in miniature. By the 

tenth week, the baby’s face is well developed. The heart has four chambers and beats 120 to 160 

beats per minute. At this point, the embryo is considered a fetus. 

Second Trimester. 

During the second trimester the fetus grows and the organs formed during the previous 

weeks mature. At 13 weeks the fetus can kick and move its toes. The mouth can open and close, 

and the fetus is capable of bending its arms and a fist. The fetus’s skin is slightly pink and less 

transparent t han i t w as pr eviously. F ine ha ir c overs t he entire body. T he f irst e yelashes and 

eyebrows begin to appear. Once month later, the fetus may have hair in its head. It is now 12 

inches long and weighs about 1 pound. 

Third Trimester. 

The fetus takes on most of its weight during its last 13 weeks of development. The baby 

is covered with a thick white protective coating called vernix. The infant’s eyes are open, and a 

baby born at this time can cry weakly and move its limbs. The infant now weighs 3 pounds 12 

ounces. The skin may or may not still be covered with vernix. Most of the body hair is gone, 

although the shoulders and arms may still have a light covering. The fingernails and toenails may 

extend beyond the fingers and toes. 


Прозрачный, просвечивающий; триместр, трехмесячный срок; созревать, развиваться; 

плод; беременность; зародыш, эмбрион; сыровидная смазка, первородная смазка; 

беременная; видный, заметный; появляться; чувствительный; почка; оплодотворение; 

грудная клетка; брюшная полость; делиться, подразделяться; закрывать(ся); покрывать. 

Ex. 13. Translate the text “Pregnancy” into your native language. 


1. Human _ lasts about 40 weeks, or just more than 9 months. 2. P regnancy is typically _ i nto 

three periods, or _, each of about three months. 3. The first 3 months of _ de velopment are the 

most important. 4. D uring this time, all the major organs in the body are _. 5. T he eyes and _ 

have begun to form. 6. At the end of the sixth week the brain becomes more _, and arm amd leg

_begin to appear. 7. By the seventh week, the _ and abdomen are fully formed and the lungs are 

beginning t o de velop. 8. D uring t he s econd t rimester t he f etus gr ows a nd t he o rgans f ormed 

during the previous weeks _. 9. At 13 weeks the fetus can _ a nd move its toes. 10. The mouth 

can open and _. 11. T he fetus is capable of bending its _ and a fist. 12. F ine hair _ t he entire 

body. 13. T he first eyelashes and eyebrows begin to _. 14. During the third _ t he infant’s eyes 

are open. 


1. What doe s a t erm “ pregnancy” mean? 2. H ow many p eriods is pr egnancy di vided i nto? 3 . 

When are all the major organs in the body f ormed? 4. What organs and parts of the body a re 

formed during the f irst t rimester? 5. How can you characterize t he f etus g rowth dur ing t he 

second trimester? 6. What is the weight of infant during the third trimester? 

Ex. 16. Write out key words of the text “Pregnancy”. 

Ex. 17. Make up a plan of the text “Pregnancy”. 

Ex. 18. Speak on the pregnancy. 

Ex. 19. Make up a dialogue on pregnancy. 


Contribute [kqn'trIbju:t] содействовать, способствовать; spina bifida расщеплённый 

позвоночник, расщелина позвоночника, расщепление позвоночника; abundant 

обильный, богатый, имеющийся в изобилии; intolerant [In'tOlqr(q)nt] непереносящий 

(что-л.); lactose ['lxktqus] лактоза, молочный сахар; salmon ['sxmqn] лосось; семга; 

trout [traut] форель; tuna ['tu:nq] тунец; herring сельдь; mackerel ['mxkr(q)l] скумбрия; 

intake ['InteIk] поглощение, потребление; swordfish меч-рыба; mercury ['mq:kjurI] 

ртуть. 

Ex. 21. R ead the following text and find some facts to explain the importance of rational 

feeding for pregnant woman. 

FOOD AND NUTRITION DURING PREGNANCY 

It is important f or a pr egnant w oman t o eat a healthy di et. S he ha s t o e at a va riety of 

foods, including dairy products and several fruits and vegetables which contribute to a healthy 

pregnancy. Some specific nutritional needs for pregnancy include: 

Folic acid (also called folate or Vitamin B 9 ) is strongly needed at the start of pregnancy. 

Folic acid is needed for the closing of fetus neural tube. It thus helps prevent spina bifida, a very 

serious birth defect. Folates (from folia, leaf) are abundant in spinach (fresh, frozen or canned), 

and are also found in green vegetables, salads, melon, and eggs. In the United States and Canada, 

most wheat products (flour, noodles) are supplemented with folic acid. 

Calcium and iron are particularly needed by t he rapidly growing fetus. Pregnant women 

should e at enough da iry pr oducts ( for c alcium) a nd red meat (for iron) if they are not lactose 

intolerant. Women who do not eat dairy or meat can obtain calcium and iron from soy milk and 

juice, soybeans, a nd c ertain l eafy gr eens. C are providers m ay pr escribe i ron pi lls i f pr egnant 

women develop iron deficiency anemia. Calcium is effective only if women also obtain enough 

Vitamin D. The best way to get vitamin D is to sunbathe each day for 10-15 minutes. Salmon 

and fatty fishes are also good sources of vitamin D. 

Fluoride helps to build strong teeth by changing the nature of calcium crystals: if water or 

salt does not contain fluoride, it is wise to take fluoride mini-pills at the end of pregnancy and

during breast-feeding (but high doses are toxic). Some pregnant women suffer edema, and are 

told not to eat (too much) salt. 

Fat (from s almon, t rout, t una, herring, sardine, mackerel, and some c hicken eggs) i s 

needed t o build ne uron m embranes. T hus f atty f ish intake dur ing p regnancy m ay pr ovide 

nutrition for proper brain and retina development of the fetus. However, large fish such as tuna 

and swordfish may contain too much toxic mercury. Fish two or three times a week seems to 

bring enough good fat, but not too much mercury. 


Derive происходить; proceed продолжать; evagination эвагинация, выпячивание; 

eventually в конечном счете, в итоге, в конце концов; foregut головная кишка; elongate 

пролонгировать, удлинять; conjunction соединение, объединение. 

Ex. 23. Read t he f ollowing t ext an d p ut 10 -11 q uestions on i t. G et r eady t o i nform y our 

fellow-students what text deals with. 

DEVELOPMENT OF THE ORGAN SYSTEMS 

The major organ systems appear and begin to develop during the embryonic period. 

Skin 

The epidermis of the skin is derived from ectoderm, and the dermis is derived from the 

mesoderm. Nails, hair, and glands develop from the epidermis. 

Skeletal system 

The s keleton de velops by i ntramembranous bone f ormation o r e ndochondrial bone 

formation. 

Muscular system 

Myoblasts are multinucleated cells that produce skeletal muscle fibers. The growth of the 

muscle occurs by an increase in the number of muscle fibers. The total number of muscle fibers 

is established before bir th. Muscle enlargement af ter birth is due to an i ncrease in t he size of 

individual fibers. 

Nervous system 

The nervous system is derived from the neural tube and neural crest cells. Closure of the 

neural tube begins in the upper-cervical region and proceeds into the head and down the spinal 

cord. The central cavity of the neural tube becomes the ventricles of the brain and the central 

canal of t he spina l cord . The ne rve cel ls t hat f orm t he pe ripheral ne rvous sys tem are l ocated 

either within the neural tube or are derived from neural crest cells. 

Endocrine system 

The thyroid gland originates as an evagination from the floor of the pharynx in the region 

of the developing tongue and moves into the lower neck, eventually losing its connection with 

the pharynx. The parathyroid glands migrate inferiorly and become associated with the thyroid 

gland. The pancreas originates as two evaginations from the duodenum, which come together to 

form a single gland. The adrenal medulla arises from neural crest cells, and the adrenal cortex is 

derived from mesoderm. 

Cardiovascular system 

The heart develops from two endothelial tubes, which fuse into a single heart tube. Blood 

vessels form from small masses of mesoderm that become blood vessels on the outside and 

blood cells on the inside. These masses fuse to form the cardiovascular system.

Respiratory system 

The lungs begin to develop as a single evagination from the foregut in the region of the 

future esophagus. This evagination branches to form two lung buds. The lung buds elongate and 

branch, first forming the bronchi that project to the lobes of the lungs and then the bronchi that 

project to the lobules of the lungs. This branching continues until approximately 17 generations 

of branching have occurred. 

Urinary system 

The kidneys develop from mesoderm located between the somites and the lateral portion 

of t he e mbryo. T he ur inary s ystem de velops in three s tages f rom t he he ad to the t ail of t he 

embryo. The ducts join the digestive tract. 

Reproductive systeReproductive system develops in conjunction with the urinary system. 

Hormones are very important to sexual development of the human. 

Ex. 24. Having read the text “Development of the Organ System”, point out the facts that 

turn out to be new for you. 

Ex. 25. Read the beginning of the text “Prenatal Care”. Combine remaining corresponding 

parts into sentences, paying attention to the meaning of the sentences: 

PRENATAL CARE 

Prenatal ca re is t he c are w oman g ets dur ing a pr egnancy. Getting e arly a nd r egular 

prenatal care i s i mportant for t he health of both mother a nd t he developing baby. I n a ddition, 

health care pr oviders are now r ecommending a w oman s ee a he alth c are p rovider f or 

preconception care, before she is even trying to get pregnant. 

Health care pr oviders recommend women t ake t he f ollowing s teps t o ensure the best 

health outcome for mother and baby: 

Getting at least 400 m icrograms of folic acid every day to help prevent many types of 

neural tube defects. Health care providers recommend taking folic acid both before and during 

pregnancy. 

1. Being properly vaccinated for certain diseases (such as chicken pox and rubella) that 

could harm a developing fetus – _. 2. M aintaining a healthy weight and diet and _. 3. _ before, 

during, and after pregnancy. 

A. getting regular physical activity before, during, and after pregnancy B. it is important 

to have the vaccinations before becoming pregnant; C. avoiding smoking, alcohol, or drug use. 

Ex. 26. Read the following text and list the signs and symptoms of pregnancy: 

SIGNS AND SYMPTOMS OF PREGNANCY 

Physical symptoms of pr egnancy vary. Of t he symptoms l isted, not a ll w ill oc cur for 

every w oman, a nd i ndividuals m ay w ell experience di fferent s ymptoms dur ing di fferent 

pregnancies. The following is a list of the most common symptoms. 

First trimester 

Breasts may feel swollen, sore, or tender.

Pregnancy sickness may cause nausea and vomiting. It is also known as morning sickness, 

although it may occur at any time of the day or night. 

The sense of smell may be heightened. 

Cravings for a nd a versions t o c ertain f oods may be e xperienced. F ood a versions may 

exacerbate pregnancy symptoms. 

Fatigue is a common symptom in early pregnancy. It results from increased progesterone 

and may be compounded by i ncreased blood volume, which can result in lower blood pressure 

and lower blood sugar. 

Dizziness and fainting may be experienced, particularly after standing up quickly. These 

symptoms are caused by lower blood pressure and lower blood sugar. 

Frequent mild headaches may occur, caused by increased blood circulation 

Constipation is a common symptom caused by increased progesterone, which slows the 

activity of the large intestine. 

Increased urination is caused by pressure of t he gr owing uterus a gainst t he urinary 

bladder. 

Emotional l ability, i ncluding dysphoria, c rying s pells, a nd mood s wings, may be 

experienced. These mood changes are triggered by the effect of pregnancy hormones on mood 

regulation in the brain. 

Other symptoms may be experienced specifically during the later stages, such as: 

Lower backache. Balance and ease of walking may be affected. 

Many women will get flatulent and gassy. 

Some may have difficulty in walking and balance. 

Some women may experience haemorrhoids and rectal irritation. 

Some women report hair loss, others have more body or "facial" hair. 

Sensitivity in teeth, higher risk for gum disease may occur. 

Contact lens/spectacle prescriptions may be affected. 

Some women during pregnancy experience mental disturbances more severe than typical 

mood s wings. P sychological stress dur ing p regnancy i s associated with a n i ncrease in ot her 

pregnancy symptoms. 


Human pr egnancy l asts a bout 40 weeks, or just m ore t han 9 m onths. P regnancy i s typically 

divided into three periods, or trimesters, each of about three months. The first 3 months of fetal 

development a re t he m ost i mportant. D uring t his t ime, a ll t he m ajor or gans i n t he body a re 

formed. The eyes and heart have begun to form. At the end of the sixth week the brain becomes 

more not iceable, a nd a rm a nd l eg buds be gin to a ppear. By t he s eventh w eek, t he c hest a nd 

abdomen are fully formed and the lungs are beginning to develop. During the second trimester 

the fetus grows and the organs formed during the previous weeks mature. At 13 weeks the fetus 

can kick and move its toes. The mouth can open and close. The fetus is capable of bending its 

arms and a fist. Fine ha ir cove rs t he enti re bod y. The f irst eye lashes a nd eyebrows be gin t o 

appear. During the t hird trimester the i nfant’s eyes ar e op en. Most of t he body ha ir i s gone , 

although the shoulders and arms may still have a light covering. 







formed. The eyes and heart have begun to form. At the end of the sixth week the brain becomes

more not iceable, a nd a rm a nd l eg buds be gin to a ppear. By t he s eventh w eek, t he c hest a nd 




arms a nd a fist. F ine ha ir c overs t he e ntire bod y. T he f irst e yelashes a nd e yebrows be gin t o 








1. Tell the group about pregnancy 


1. What does a term “pregnancy” mean? 2. How many periods is pregnancy divided into? 

3. When are all the major organs in the body formed? 4. What organs and parts of the body are 

formed dur ing t he f irst t rimester? 5. H ow c an you c haracterize t he f etus gr owth dur ing t he 







have begun to form. 6. At the end of the sixth week the brain becomes more _, and arm amd leg 



during the previous weeks _. 9. At 13 weeks the fetus can _ a nd move its toes. 10. T he mouth 



are open. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена ст. викл. Романко І. Г.










______________ 

“_______” ______________ 200__ р. 








№ 


Курс 



Вагітність 

ІІ 







При роботі над темою “ Вагітність” 




При роботі над граматичним матеріалом ING- FORM OF THE VERB: 
























pregnancy ['pregnqnsI] беременность rudiment ['rU:dImqnt] закладка, зачаток 

fetus ['fI:tqs] (утробный) плод 

evident ['evId(q)nt] явный, очевидный 

female ['fI:meIl] женщина 

mammal ['mxm(q)l] млекопитающее 

gravida ['grxvIdq] беременная 

noticeable ['nqutIsqbl] видный, заметный 

embryo ['embrIqu] зародыш, эмбрион bud [bAd] почка 

trimester [traI'mestq] триместр, 

gestation [Ges'teIS(q)n] беременность; период 

трехмесячный срок 

беременности 

sensitive ['sensItIv] чувствительный albeit [O:l'bI:t] хотя (и) 

assault [q'sO:lt] зд. негативное явление mature [mq'tjuq] созревать, развиваться 

inch [InC] дюйм ( = 2,5 см ) 

kick [kIk] ударять ногой 

ounce [auns] унция ( = 28,3 г ) 

transparent [trxns'pFqr(q)nt] прозрачный, 

fertilization ["fq:tIlaI'zeIS(q)n] 

просвечивающий 

оплодотворение 

vernix ['vq:nIks] сыровидная смазка, 

burrow ['bq:rqu] прятаться, зарываться первородная смазка 

placenta [plq'sentq] плацента 


What ING- FORM OF THE VERB do you know? 



Read and translate the sentences paying attention to -ing forms:

1. Hemoglobin c ontaining i ron is a n important pr otein i n e rythrocytes. 2. P latelets 

(thrombocytes) formed in the bone marrow are necessary for blood clotting. 3. The human body 

needs e nergy f or i ts f unctioning. 4 . T he uppe r ope ning of t he s tomach i s c alled the ca rdiac 

sphincter. 5. The remaining part of food from the small intestine passes into the large intestine. 6. 

Diabetes is connected with t he m alfunctioning of t he s o-called beta-cells of t he pancreas. 7. 

Breathing is of vi tal im portance f or the pr eservation of l ife. 8. T he s ize a nd f orm of ne uron 

depends upon t he l ength a nd a nu mber of i ts r eceptive branching f ibers, w hich a re c alled 

dendrites. 9. Scientists consider that there are up to 12 billion nerve cells, which are performing 

their function of coordination of the human activities all over the body. 10. Good nursing care is 

essential. 1 1. T hyroid-stimulating hor mone is a lso p roduced by a denohypophysis. 12 . 

Adenohypophysis is responsible for producing adrenocorticotropic hormones. 


Словотворення: Analyze th e s tructure of th e fol lowing terms an d tr anslate them in to 

Ukrainian: 


toxic. 





Ma_ure; _estation; fertili_ation; embr_o; fem_le; fet_s; pregnan_y; p_acenta; sensit_ve. 


Pregnancy; a growing fetus; pregnant female; embryo; the embryo is sensitive to assaults; 

burrowing; rudiments of a spinal cord; arm and leg buds; gestational week; it can kick; less 

transparent; beyond the fingers. 


Initial; para; similarly; particularly; doubling; miniature; previous; beyond vertebrae; more 

noticeable; trimester; heart. 

Embryo at 4 weeks 




Fetus at 18 weeks after 

fertilization 



Ex. 10. Read and memorize the following medical terms and their definitions: 

embryo – conceptus between time of fertilization to 10 weeks of gestation 

fetus – from 10 weeks of gestation to time of birth 

gravidity (G) – number of times the woman has been pregnant 

infant – time of birth to 1 year of age

preterm infant – delivered between 24-37 weeks 

previable infant – delivered prior to 24 weeks 

term infant – delivered between 37-42 weeks 

first trimester – up to 14 weeks of gestation 

second trimester – 14 to 28 weeks of gestation 

third trimester – 28th week to delivery (роды) 

full te rm refers t o t he e nd of 36 w eeks ( nine months) f rom t he f irst da y of t he woman's l ast 

menstrual period – the end of gestation. If a woman gives birth earlier than this, it is classed as a 

premature birth. 


PREGNANCY 


Human pregnancy lasts about 40 w eeks, or just more than 9 months. T he medical term for a 

pregnant female is gravida, which is a word rarely used in common speech. The term embryo is 

used to describe the developing human during the initial weeks, and the term fetus is used from 

about t wo m onths of d evelopment unt il bi rth. A w oman who i s pr egnant f or t he f irst tim e is 

known medically as a primigravida or "gravida 1", while a woman who has never been pregnant 

is know n as "gr avida 0 ". Similarly, the te rms " para 0 ", " para 1" a nd so on a re us ed f or t he 

number of times a woman has given birth. 

Pregnancy i s t ypically divided i nto t hree pe riods, or t rimesters. T rimester means a bout 

three months. 

First Trimester 

The first 3 months of fetal development are in many ways the most important. During this 

time, all the major organs in the body are formed. The embryo is particularly sensitive to assaults 

from the outside. By the end of this period the baby is not more than 3 i nches long and weighs 

little more than 1 ounce. The time from fertilization to implantation in the uterus is about 5 to 7 

days. After burrowing deep within the uterus, the egg begins to grow, doubling in size every day. 

The placenta has begun to form. In another week, the rudiments of a spinal cord are evident and, 

within days, five to eight vertebrae are in place. In addition, the eyes and heart have begun to 

form. Over the next few weeks the components of a human being develop, although at first the 

human baby is similar in appearance to the developing babies of some other mammals. The heart 

begins to form, as does the intestinal tract. At the end of the sixth week the brain becomes more 

noticeable, and arm and leg buds begin to appear. By the seventh week, the chest and abdomen 

are f ully f ormed a nd t he l ungs a re be ginning t o d evelop. T he ba by’s f ace a nd features a re 

forming in the eight gestational week. Fingers and toes are beginning to develop. At the end of 

the second month of pregnancy, the baby looks like a human infant, albeit in miniature. By the 

tenth week, the baby’s face is well developed. The heart has four chambers and beats 120 to 160 

beats per minute. At this point, the embryo is considered a fetus. 

Second Trimester. 

During the second trimester the fetus grows and the organs formed during the previous 

weeks mature. At 13 weeks the fetus can kick and move its toes. The mouth can open and close, 

and the fetus is capable of bending its arms and a fist. The fetus’s skin is slightly pink and less 

transparent t han i t w as pr eviously. F ine ha ir c overs t he entire body. T he f irst e yelashes and 

eyebrows begin to appear. Once month later, the fetus may have hair in its head. It is now 12 

inches long and weighs about 1 pound. 

Third Trimester. 

The fetus takes on most of its weight during its last 13 weeks of development. The baby 

is covered with a thick white protective coating called vernix. The infant’s eyes are open, and a 

baby born at this time can cry weakly and move its limbs. The infant now weighs 3 pounds 12 

ounces. The skin may or may not still be covered with vernix. Most of the body hair is gone,

although the shoulders and arms may still have a light covering. The fingernails and toenails may 

extend beyond the fingers and toes. 


Прозрачный, просвечивающий; триместр, трехмесячный срок; созревать, развиваться; 

плод; беременность; зародыш, эмбрион; сыровидная смазка, первородная смазка; 

беременная; видный, заметный; появляться; чувствительный; почка; оплодотворение; 

грудная клетка; брюшная полость; делиться, подразделяться; закрывать(ся); покрывать. 

Ex. 13. Translate the text “Pregnancy” into your native language. 




most important. 4. D uring this time, all the major organs in the body are _. 5 . The eyes and _ 







are open. 


1. What doe s a t erm “ pregnancy” mean? 2. H ow many p eriods is pr egnancy di vided i nto? 3 . 


formed dur ing t he f irst t rimester? 5. H ow c an you c haracterize t he f etus gr owth dur ing t he 


Ex. 16. Write out key words of the text “Pregnancy”. 

Ex. 17. Make up a plan of the text “Pregnancy”. 

Ex. 18. Speak on the pregnancy. 

Ex. 19. Make up a dialogue on pregnancy. 


Contribute [kqn'trIbju:t] содействовать, способствовать; spina bifida расщеплённый 

позвоночник, расщелина позвоночника, расщепление позвоночника; abundant обильный, 

богатый, имеющийся в изобилии; intolerant [In'tOlqr(q)nt] непереносящий (что-л.); lactose 

['lxktqus] лактоза, молочный сахар; salmon ['sxmqn] лосось; семга; trout [traut] форель; tuna 

['tu:nq] тунец; herring сельдь; mackerel ['mxkr(q)l] скумбрия; intake ['InteIk] поглощение, 

потребление; swordfish меч-рыба; mercury ['mq:kjurI] ртуть. 

Ex. 21. R ead the following text and find some facts to explain the importance of rational 

feeding for pregnant woman. 

FOOD AND NUTRITION DURING PREGNANCY 

It is important f or a pr egnant w oman t o eat a healthy di et. S he ha s t o e at a va riety of 

foods, including dairy products and several fruits and vegetables which contribute to a healthy 

pregnancy. Some specific nutritional needs for pregnancy include:

Folic acid (also called folate or Vitamin B 9 ) is strongly needed at the start of pregnancy. 

Folic acid is needed for the closing of fetus neural tube. It thus helps prevent spina bifida, a very 

serious birth defect. Folates (from folia, leaf) are abundant in spinach (fresh, frozen or canned), 

and are also found in green vegetables, salads, melon, and eggs. In the United States and Canada, 

most wheat products (flour, noodles) are supplemented with folic acid. 

Calcium and iron are particularly needed by t he rapidly growing fetus. Pregnant women 

should e at enough da iry pr oducts ( for c alcium) a nd red meat (for iron) if they are not lactose 

intolerant. Women who do not eat dairy or meat can obtain calcium and iron from soy milk and 

juice, soybeans, a nd c ertain l eafy gr eens. C are providers m ay pr escribe i ron pi lls i f pr egnant 

women develop iron deficiency anemia. Calcium is effective only if women also obtain enough 

Vitamin D. The best way to get vitamin D is to sunbathe each day for 10-15 minutes. Salmon 

and fatty fishes are also good sources of vitamin D. 

Fluoride helps to build strong teeth by changing the nature of calcium crystals: if water or 

salt does not contain fluoride, it is wise to take fluoride mini-pills at the end of pregnancy and 

during breast-feeding (but high doses are toxic). Some pregnant women suffer edema, and are 

told not to eat (too much) salt. 

Fat (from s almon, t rout, t una, herring, sardine, mackerel, and some c hicken eggs) i s 

needed t o build ne uron m embranes. T hus f atty f ish intake dur ing p regnancy m ay pr ovide 

nutrition for proper brain and retina development of the fetus. However, large fish such as tuna 

and swordfish may contain too much toxic mercury. Fish two or three times a week seems to 

bring enough good fat, but not too much mercury. 


Derive происходить; proceed продолжать; evagination эвагинация, выпячивание; 

eventually в конечном счете, в итоге, в конце концов; foregut головная кишка; elongate 

пролонгировать, удлинять; conjunction соединение, объединение. 

Ex. 23. Read t he f ollowing t ext an d p ut 10 -11 q uestions on i t. G et r eady t o i nform y our 

fellow-students what text deals with. 

DEVELOPMENT OF THE ORGAN SYSTEMS 

The major organ systems appear and begin to develop during the embryonic period. 

Skin 

The epidermis of the skin is derived from ectoderm, and the dermis is derived from the 

mesoderm. Nails, hair, and glands develop from the epidermis. 

Skeletal system 

The s keleton de velops by i ntramembranous bone f ormation o r e ndochondrial bone 

formation. 

Muscular system 

Myoblasts are multinucleated cells that produce skeletal muscle fibers. The growth of the 

muscle occurs by an increase in the number of muscle fibers. The total number of muscle fibers 

is established before bir th. Muscle enlargement af ter birth is due to an i ncrease in t he size of 

individual fibers. 

Nervous system 

The nervous system is derived from the neural tube and neural crest cells. Closure of the 

neural tube begins in the upper-cervical region and proceeds into the head and down the spinal 

cord. The central cavity of the neural tube becomes the ventricles of the brain and the central

canal of t he spina l cord . The ne rve cel ls t hat f orm t he pe ripheral ne rvous sys tem are l ocated 

either within the neural tube or are derived from neural crest cells. 

Endocrine system 

The thyroid gland originates as an evagination from the floor of the pharynx in the region 

of the developing tongue and moves into the lower neck, eventually losing its connection with 

the pharynx. The parathyroid glands migrate inferiorly and become associated with the thyroid 

gland. The pancreas originates as two evaginations from the duodenum, which come together to 

form a single gland. The adrenal medulla arises from neural crest cells, and the adrenal cortex is 

derived from mesoderm. 

Cardiovascular system 

The heart develops from two endothelial tubes, which fuse into a single heart tube. Blood 

vessels f orm from s mall m asses of mesoderm t hat be come blood vessels on the out side a nd 

blood cells on the inside. These masses fuse to form the cardiovascular system. 

Respiratory system 

The lungs begin to develop as a single evagination from the foregut in the region of the 

future esophagus. This evagination branches to form two lung buds. The lung buds elongate and 

branch, first forming the bronchi that project to the lobes of the lungs and then the bronchi that 

project to the lobules of the lungs. This branching continues until approximately 17 generations 

of branching have occurred. 


The kidneys develop from mesoderm located between the somites and the lateral portion 

of t he e mbryo. T he ur inary s ystem de velops in three s tages f rom t he he ad to the t ail of t he 

embryo. The ducts join the digestive tract. 

Reproductive system 

Reproductive system develops in conjunction with the urinary system. Hormones are 

very important to sexual development of the human. 

Ex. 24. Having read the text “Development of the Organ System”, point out the facts that 

turn out to be new for you. 

Ex. 25. Read the beginning of the text “Prenatal Care”. Combine remaining corresponding 

parts into sentences, paying attention to the meaning of the sentences: 

PRENATAL CARE 

Prenatal ca re is t he c are w oman g ets dur ing a pr egnancy. Getting e arly a nd r egular 

prenatal care i s i mportant for t he health of both mother a nd t he developing ba by. I n a ddition, 

health care pr oviders are now r ecommending a w oman s ee a he alth c are p rovider f or 

preconception care, before she is even trying to get pregnant. 

Health care pr oviders recommend women t ake t he f ollowing s teps t o ensure the best 

health outcome for mother and baby: 

Getting at least 400 m icrograms of folic acid every day to help prevent many types of 

neural tube defects. Health care providers recommend taking folic acid both before and during 

pregnancy.

1. Being properly vaccinated for certain diseases (such as chicken pox and rubella) that 

could harm a developing fetus – _. 2. Maintaining a healthy weight and diet and _. 3. _ be fore, 

during, and after pregnancy. 

A. getting regular physical activity before, during, and after pregnancy B. it is important to have 

the vaccinations before becoming pregnant; C. avoiding smoking, alcohol, or drug use. 

Ex. 26. Read the following text and list the signs and symptoms of pregnancy: 

SIGNS AND SYMPTOMS OF PREGNANCY 

Physical symptoms of pregnancy v ary. O f t he s ymptoms l isted, not a ll w ill oc cur for 

every w oman, a nd i ndividuals m ay w ell experience di fferent s ymptoms dur ing di fferent 

pregnancies. The following is a list of the most common symptoms. 

First trimester 

Breasts may feel swollen, sore, or tender. 

Pregnancy sickness may cause nausea and vomiting. I t is a lso kno wn a s morning 

sickness, although it may occur at any time of the day or night. 

The sense of smell may be heightened. 

Cravings for a nd a versions t o c ertain f oods may be e xperienced. F ood a versions may 

exacerbate pregnancy symptoms. 

Fatigue is a common symptom in early pregnancy. It results from increased progesterone 

and may be compounded by i ncreased blood volume, which can result in lower blood pressure 

and lower blood sugar. 

Dizziness and fainting may be experienced, particularly after standing up quickly. These 

symptoms are caused by lower blood pressure and lower blood sugar. 

Frequent mild headaches may occur, caused by increased blood circulation 

Constipation is a common symptom caused by increased progesterone, which slows the 

activity of the large intestine. 

Increased urination is caused by pressure of t he gr owing ut erus a gainst t he urinary 

bladder. 

Emotional l ability, i ncluding dysphoria, c rying s pells, a nd mood s wings, may be 

experienced. These mood changes are triggered by the effect of pregnancy hormones on mood 

regulation in the brain. 

Other symptoms may be experienced specifically during the later stages, such as: 

Lower backache. Balance and ease of walking may be affected. 

Many women will get flatulent and gassy. 

Some may have difficulty in walking and balance. 

Some women may experience haemorrhoids and rectal irritation. 

Some women report hair loss, others have more body or "facial" hair. 

Sensitivity in teeth, higher risk for gum disease may occur. 

Contact lens/spectacle prescriptions may be affected. 

Some women during pregnancy experience mental disturbances more severe than typical 

mood s wings. P sychological stress dur ing p regnancy i s associated with a n i ncrease in ot her 

pregnancy symptoms. 

OVERVIEW 





formed. The eyes and heart have begun to form. At the end of the sixth week the brain becomes 

more not iceable, a nd a rm a nd l eg buds be gin to a ppear. By t he s eventh w eek, t he c hest a nd




arms a nd a fist. F ine ha ir c overs t he e ntire bod y. T he f irst e yelashes a nd e yebrows be gin t o 





1. What d oes a t erm “ pregnancy” mean? 2. H ow many p eriods is pr egnancy di vided i nto? 3 . 


formed dur ing t he f irst t rimester? 5. H ow c an you c haracterize t he f etus gr owth dur ing the 













are open. 











Методична вказівка складена ст. викл. Романко І. Г.










______________ 

“_______” ______________ 200__ р. 







Харчування дитини 

Курс 

ІІ 





При роботі над темою “Харчування дитини” ознайомитись з лексико-фонетичним 




При роботі над граматичним матеріалом Perfect Tenses засвоїти функції та переклад 















Словотворення: найтиповіші суфікси різних частин мови 

Граматика: Perfect Tenses 

Текст: Newborn’s nutrition 


№ 

з/п 



часу 







Фонетика: засвоєння фонетичного 



найтиповіших суфіксів різних 

частин мови 

Граматика: повторення Perfect 

Tenses 






65% 

Усне 


Affirmative and 

interrogative 

forms (Perfect 

Tenses) 



теми. 

Усне 


Засоби 



таблиці Perfect 

Tenses 


Л.В. 





1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 

Medical Student”








Усне 


теми. 








nutrition [nju'trIS(q)n] питание; еда, пища 

feeding ['fI:dIN] питание, кормление 

goal [gqul] задача, цель 

enhance [In'ha:ns] усиливать, улучшать 

bottle-feeding ['bOtl"fI:dIN] искусственное 

вскармливание 

formula ['fO:mjulq] молочная смесь 

offer ['Ofq] предлагать 

nourishment ['nArISmqnt] кормление, 

питание; пища; еда 

diet ['daIqt] питание, пища; еда; режим 

питания 

VOCABULARY 

gain [geIn] рост, увеличение 

carbohydrate ["ka:bqu'haIdreIt] углевод 

insulation ["Insju'leiS(q)n] изоляция 

vehicle ['vI:kl] связующее вещество, 

связующий материал 

intake ['InteIk] поглощение, потребление 

virtually ['vq:tjuqlI] фактически, 

практически, в сущности 

advantage [qd'va:ntIG] преимущество; 

выгода, польза 

benefit ['benIfIt] выгода; польза 

WORD-BUILDING 

Ex. 1. Translate the following words paying attention to the parts of speech: 

Differ (v), difference (n), different (adj.); treat (v), treatment (n), treatable (adj.); complain (v), 

complaint (n); change (v), change (n), changeability (n), changeable (adj.). 

GRAMMAR: 


(REVISION) 


AFFIRMATIVE FORM 

to have + Participle II (V 3 ) 

Present Perfect Tense (Active Voice) have 

You have written a book. 

+ V 3 

has 

She has written a book. 

Past Perfect Tense (Active Voice) had + V 3 They had written a book.

Future Perfect Tense (Active Voice) shall have 

I shall have written a book. 

+ V 3 

will have 

This doctor will have 

written a book. 

Present Perfect Tense (Passive Voice) have been 

The books have been 

+ V 3 written. 

has been 

The book has been written. 

Past Perfect Tense (Passive Voice) had been + V 3 The books had been written. 

The book had been written. 

Future Perfect Tense (Passive Voice) shall have been The book will have been 

+ V 3 written. 

will have been The books will have been 

written. 


1. G inseng root ( корень женьшеня) ha s be en us ed as an ef fective t onic f or m en a nd w omen 

since ancient times. 2. Research work of many scientists has helped to estimate that the rate of 

heart beat increases depending on the different emotions. 3. It has been estimated that during the 

past 30 years there has been as much progress in clinical medicine as in all the previous history 

of medicine combined. 4. Almost everyone has had an X-ray, either to visualize a broken bone or 

to c heck f or a c avity i n a t ooth. 5 . A f ew s tudies ha ve s uggested t hat dr ug i s s lightly m ore 

effective t han ot her dr ugs i n t he t reatment of kidney di sorders. 6. T he c ardiac di sorders ha ve 

produced heart rate problems. 

Ex. 4. Put the verbs into correct tense forms: 

1. Anatomical imaging (to revolutionize) medical science. 2. Anatomical imaging (to make) a 

major c ontribution t o that pr ogress. 3. O nce t he c omputer ( to a nalyze) t he pa ttern of s ounds 

waves, the information is transferred to a m otion in which the result is v isualized as a n 

ultrasound i mage. 4. E xcellent reviews on a lgorithms f or t he s tandard management of a sthma 

and emergency management of asthma (publish). 5. Inhaled corticosteroids (to become) first-line 

therapy for the treatment of moderate to severe asthma. 


1. Ученые определили, что общий вес крови, нагнетаемый сердцем ежедневно, около 10 

тонн. 2. Научное исследование дало физиологам возможность установить, что сердечная 

мышца сокращается около одной трети жизни человека. 3. Давление в правом предсердии 

увеличилось. 4. Он установил, что во время физических упражнений ток крови (blood 

flow) по сосудам сильно изменяется. 5. Последние исследования продемонстрировали, что 

эти препараты могут сократить количество летальных исходов (deaths) вследствие 

заболеваний коронарных сосудов. 


Tense (1) 

Questioning 

word 

Present 


Active Voice 

INTERROGATIVE FORM 

(2) 

Auxiliary 

verb 

What have I, you, we 

they 

(3) Subject (4) Predicate Example 

V 3 

What has he 

received this 

week?

Past Perfect 

Tense, Active 

Voice 

Future Perfect 

Tense, Active 

Voice 

Present 


Passive Voice 

Past Perfect 

Tense, Passive 

Voice 



Voice 

has he, she, it 

Why had I, he, she, it, 

you, we, 

they 

Where 

How many 

shall 

will 

have 

I, we 

he, she, it, 

you, they 

I, you, we 

they 


How much had I, he, she, it, 

you, we, 

they 

shall I, we 

will 

he, she, it, 

you, they 

V 3 

have + V 3 

been + V 3 

been + V 3 

have + been + 

V 3 

How many 

articles had the 

student read by 5 

o’clock? 

What text will 

Helen have 

translated by 3 

o’clock? 

Has the text been 

translated today? 

Where had the 

patient been 

examined? 

When will the 

hospital have 

been 

modernized? 

Ex. 7. Translate the following interrogative sentences into your native language: 

1. How has the amount of radiation used for routine X-ray examinations been reduced over year? 

2. Why ha s t he he art transplantation be come a r outine procedure i n many medical c enters? 3. 

What i nventions i n m edicine ha s V.P. F ilatov made? 4. What hos pitals ha ve t he R omans 

established? 5. What countries has the child mortality declined during the last decade? 6. W hy 

have these methods of treatment used? 


1. P hysiologists h ave determined that in t he adult the he art m akes f rom 60 t o 72 be ats pe r 

minute. 2. Physiologists have called the first phase of short contraction of both atria – the atrial 

systole. 3. The oxyge nated bl ood has pa ssed the f our pul monary ve ins. 4. P harmacological 

treatment for nocturnal asthma has been directed at the underlying mechanisms for the disease. 

5. T he s cientists ha ve discussed the m echanisms a nd phys iological changes oc curring du ring 

laparoscopy. 6. T he movement of skeletal muscles and contraction of veins have increased the 

venous r eturn t o t he h eart. 7. B ronchodilator drug ha s be en a dministered to p atient to ope n 

narrowed passages in the lungs. 8. B y 2020, t he number of people over 60 w ill have grown to 

one billion. 

READING AND DEVELOPING READING SKILLS 




Advant_ge; nutriti_n; in_ulation; no_rishment; bo_tle-feeding; enha_ce; fo_mula; b_by; weigh_. 


Vehicle; feeding; virtually; goal; carbohydrate; offer; weight gain; benefit; varied diet ['daIqt]; 

processed milk; essential; repair of cells; store; fat intake; low-fat diet.


Goal; diet ; breast m ilk; ave rage; m ajor; ade quate; m uscle; enz yme ['enzaIm]; sour ce; ve hicle; 

absorption; absolutely; require; iron; balance; nowadays; hourly. 


NEWBORN’S NUTRITION 

The goal of feeding newborn is to help the baby grow and to include nutrients that will 

enhance the baby’s health. 

Unlike t he older ba by, t he ne wborn doe s not ha ve a va ried di et. I f t he m other i s 

breastfeeding, t he ba by w ill be nour ished by br east m ilk. I f t he ne wborn ha s bot tle-feeding, 

he/she will be given formula, usually a combination of specially processed cow’s milk, vitamins, 

and minerals mixed with water. 

As a rule, the baby knows how much food is needed. The baby eats as much as is needed, 

regardless of how much is left. When it is time to eat again, the baby will usually let the parents 

know. If a baby doesn’t get enough to eat, you will soon know it. He or she cries until you offer 

more food. 

The best indication that the baby is receiving the necessary nourishment is weight gain. 

Some babies gain weight slowly, and others gain rapidly. As a rule, the average baby gains 2 

pounds a month during the first 3 m onths of life. Regardless of whether the source is mother’s 

milk or formula, the following are the components of the basic diet of the newborn: 

Protein is essential for growth and for the repair of cells. Most of the major body organs 

are composed mainly of protein. If the body d oesn’t receive an adequate amount of protein, it 

begins to break down its muscles to supply protein to the brain and to make enzymes. 

Carbohydrates supply most of t he body’ s e nergy ne eds. Carbohydrates a re ne cessary 

for infant’s health. Carbohydrates are stored in the liver and muscles. 

Fats are a c oncentrated source of e nergy. T hey he lp pr otect body or gans, ve ssels, and 

nerves, provide insulation against changes in temperature, and act as a vehicle for absorption of 

some vi tamins. Although it is im portant f or a dults to limit the ir f at in take, infants a nd young 

children should not be on a fat-restricted or low-fat diet. 

Water is absolutely essential for human life. Water accounts for 70 t o 75 pe rcent of the 

newborn’s weight, compared with only 60 t o 65 percent of an adult’s body weight. To remain 

healthy, an infant must take in larger amounts of water per unit of the body weight that an adult. 

The daily amount of water required is between 10 to 15 percent of the infant’s body weight. 

Minerals are important to the structure of virtually every part of the body. For example, 

calcium and fluoride are necessary for the formation of strong bones and teeth, copper and iron 

are required for the production of red blood cells, and sodium is needed to maintain the water 

balance in the body. 

Vitamins are substances required by the body in minute amounts. Some of the necessary 

vitamins include vitamin A, which is needed for eyes and to keep the linings of the bronchial, 

urinary, and intestinal tracts healthy; vitamin C is needed for the development of bones, blood 

vessels, and other tissues; and vitamin D, which is also needed for the development of bones and 

teeth. 

Nowadays it is proved that the ideal feeding method is breastfeeding. Breastfeeding has 

nutritional and immunological advantages and emotional benefits. Many newborns are fed every 

4 hours. Most babies need 8 to 10 feedings daily in the first couple of months. Some babies may 

want to feed hourly. 


Искусственное вскармливание; грудное вскармливание; молочная смесь; грудное молоко; 

выгода, польза; предлагать; увеличение веса; связующее вещество, связующий материал; 

питание, кормление; углевод; задача, цель; усиливать, улучшать; еда, пища; фактически,

практически, в сущности; основное питание; концентрированный источник энергии; 

необходимое количество воды; выстилка бронхиального тракта. 

Ex. 16. Translate the text “Newborn’s Nutrition” into your native language: 


1. The _ of feeding newborn is to help the baby grow. 2. The newborn does not have a varied _. 

3. If the mother is _, t he baby will be nourished by br east milk. 4. I f the newborn has bottlefeeding, 

he/she will be given _. 5. T he baby _ as much as is needed. 6. The best indication that 

the baby is receiving the necessary nourishment is weight _. 7. The basic diet of the newborn and 

child must include proteins, _, f ats, water, minerals, and vitamins. 8. P roteins are essential for 

growth a nd f or t he _ of c ells. 9. _ s upply m ost of t he b ody’s energy ne eds. 10 . F ats a re a 

concentrated _ of e nergy. 11. W ater i s a bsolutely e ssential f or hum an _. 12. M inerals a re 

important to the structure of every part of the _. 13. Vitamin A is needed for eyes and to keep the 

_ of t he br onchial, ur inary, a nd intestinal t racts he althy. 14. V itamin C i s ne eded f or t he 

development of bones, blood _, and other tissues. 15. Vitamin D is needed for the _ of bones and 

teeth. 16. Nowadays it is proved that the ideal feeding method is _. 


1. What is the goal of the newborn’s feeding? 2. What types of newborn’s feeding are there? 3. 

How much and how of ten doe s the ne wborn eat? 4. W hat i s the indication t hat t he ba by i s 

receiving the necessary nourishment? 5. What are the components of the basic diet of newborn? 

6. Why are proteins essential? 7. What is the role of carbohydrates? 8. What do the fats provide? 

9. Why is water essential for newborn? 10. Why are the minerals important? 11. Why are the 

vitamins required by the body of newborn? 


BREAST FEEDING 

In most cases, breast milk is the most perfect food _ the baby. Breast milk contains easily 

digestible proteins, many factors that support new baby's immature immune system, and other 

factors that aid _ digestion. Breast fed babies are also less likely to have colic, upper respiratory 

infections, e ar infections, c onstipation, a sthma or a llergies. A nd br east f eeding w ill bu rn u p 

almost 500 of mom's cal ories each day. Despite al l of t hese adva ntages _ breast feeding, you 

should not f eel gui lty i f you de cide t hat you w ould r ather feed your ba by f ormula. T here a re 

many formulas available that will provide your baby _ good nutrition to promote his growth and 

development. 

Ex. 20. Write out key words of the text “Newborn’s Nutrition”. 

Ex. 21. Make up a plan of the text “Newborn’s Nutrition”. 

Ex. 22. Give a summary of the text “Newborn’s Nutrition”. 

Ex. 23. Speak on the newborn’s nutrition. 

Ex. 24. Make up a dialogue on newborn’s nutrition. 


Triple утраивать(ся); stretch период, промежуток времени; reduce [rI'djus] сокращать; 

distinct [dIs'tINkt] особый, отличный (от других); rice рис; cereal ['sIqrIql] крупа, крупяной 

продукт; solid твердая пища; acquaint [q'kweInt] знакомить; puree ['pjuqreI] суп-пюре, 

пюре; ample достаточный; supplement добавлять, дополнять, пополнять.


INFANT’S NUTRITION 

During the infant’s f irst ye ar of li fe, his or h er bi rth-weight may triple. Feeding is 

important part of the baby’s day. 

In the first few months of life, the baby’s nutrition consists of breast milk or formula. The 

frequency of feeding depends on the baby’s needs and the method of feeding. A baby between 1 

and 3 months old probably wants between 5 to 6 feedings a day, eventually every 3 hours, except 

for a longer stretch at night. As the baby grows, the number of feedings is reduced. Typically, a 

5-month-old is down to 4 or 5 feedings, and by 9 months the child has only 3 milk feedings. But 

each infant is a distinct individual. 

Before 4 t o 6 months, the baby gastrointestinal system may be unable to absorb solids 

efficiently. P recooked rice cer eal i s often used as baby’s first soli d food because it is easy to 

digest. Initially, babies generally respond better to solids if the solid foods are thin rather than 

thick. After the baby is acquainted with cereal, the next step might be a fruit or a vegetable. At 8 

months, most i nfants a re r eady to t ry pur eed meats, but br east milk or f ormula continues t o 

provide ample amounts of proteins. 

By the time the infant is between 6 and 8 months old, he or she should be eating 3 to 4 

ounces of s olids a t e ach of t hree meals, or b etween 5 a nd 8 t ablespoons of food pe r meal. 

Sometimes a baby’s diet needs to be supplemented with vitamins and minerals. Once the child 

reaches his or her first birthday, the infant eats table food exclusively. 

Ex. 27. Give a summary of the text “Infant’s Nutrition”. 

Ex. 28. Read the text in paragraphs. Define the main subject of each paragraph: 

NUTRITION OF PRESCHOOL CHILD 

Unlike an infant, who triples his/her weight during the first year and eats well, the 1-yearold 

child’s rate of growth slows considerably. By the time the child enters the second year of life, 

he/she should be eating a variety of foods. It includes milk products, meat, poultry, fish, beans, 

eggs, bread, cereal, rice, and pasta, and fruits and vegetables. A balanced diet may also include 

desserts and fats such as butter, margarine, mayonnaise, and oils. Until age 2, f at should not be 

limited in the child’s diet. Dietary fat and cholesterol are important for the infant’s growth. 

The following foods should form the foundation of the child’s diet: 

Milk products. Milk, cheese, cottage cheese, butter, and yogurt are excellent sources of 

calcium, which is necessary for building strong bones and teeth. Four servings (доза, порция) a 

day are recommended. For the 1-year-old child, a serving is ½ cup, and for older preschoolers 

the serving size may be as larger as ¾ cup. 

Meat and E ggs. T his group i ncludes be ef, p oultry, f ish, por k, l iver, a nd e ggs. These 

foods ar e e xcellent sou rces of pro tein, which is ne cessary for t he gro wth and repair of t issue 

cells. The preschooler needs three or more servings a day. 

Fruits and Vegetables. The child should have at least four servings a day from this food 

group. To obtain an adequate amount of vitamin C, one or more servings should be citrus fruit, 

berries, tomato, and cabbage. The child needs at least one serving of a green or yellow fruit or 

vegetable, which are excellent source of vitamin A. 

Grains. T his f ood gr oup i ncludes whole-grain c ereals, br eads, r ice, a nd pa sta. F our or 

more daily servings are recommended. The serving for the 1-year-old is one-half slice of bread, 

one-half ounce of r eady-to-eat cereal, or one-fourth c up of pa sta. For t he 5 -year0old, one a nd 

one-half cup of pasta constitutes a serving. 

These are the food groups necessary for a nutritionally balanced diet. 

Ex. 29. Make up a dialogue on obtained information.



The goal of feeding newborn is to help the baby grow. The newborn does not have a varied diet. 

If t he m other i s b reastfeeding, t he baby w ill b e nour ished by br east milk. I f t he ne wborn ha s 

bottle-feeding, he /she w ill be g iven f ormula. T he ba by e ats a s m uch a s i s ne eded. T he be st 

indication that the baby is receiving the necessary nourishment is weight gain. The basic diet of 

the newborn and child must include proteins, carbohydrates, fats, water, minerals, and vitamins. 

Protein i s e ssential f or gr owth a nd f or t he r epair of c ells. C arbohydrates s upply most of t he 

body’s energy needs. Fats are a concentrated source of energy. Water is absolutely essential for 

human life. M inerals a re im portant to the s tructure of e very part o f t he body. V itamin A i s 

needed for eyes and to keep the linings of the bronchial, urinary, and intestinal tracts healthy. 

Vitamin C is needed for the development of bones, blood vessels, and other tissues. Vitamin D is 

needed f or t he de velopment of bo nes and teeth. N owadays i t i s p roved t hat t he ideal f eeding 

method is breastfeeding. During the infant’s first year of life, the feeding is important part of the 

baby’s day. The frequency of feeding depends on t he baby’s needs and the method of feeding. 

Before 4 to 6 months, the baby gastrointestinal system may be unable to absorb solids efficiently. 

Precooked rice cereal is often used as baby’s first solid food. At 8 months, most infants are ready 

to try pureed meats. By the time the infant is between 6 a nd 8 months old, he or she should be 

eating 3 to 4 ounces of solids at each of three meals. By the time the child enters the second year 

of life, he/she should be eating a variety of foods. It includes milk products, meat, poultry, fish, 

beans, eggs, bread, cereal, rice, and pasta, and fruits and vegetables. A nutritionally balanced diet 

is very important for child. 

6. Додатки. Засоби для контролю. 

Ситуаційні завдання: 

1. Tell your fellow-student about the newborn’s nutrition 

2. Describe the major components of the basic diet of the newborn. 

3. Speak about the breast feedinfg 



How much and how of ten doe s the ne wborn eat? 4. W hat i s the indication that t he ba by i s 








3. If the mother is _, the baby will be nourished by breast milk. 4. If the newborn has bottlefeeding, 

he/she will be given _. 5. The baby _ as much as is needed. 6. The best indication that 


child must include proteins, _, fats, water, minerals, and vitamins. 8. Proteins are essential for 

growth and for the _ of cells. 9. _ supply most of the body’s energy needs. 10. Fats are a 

concentrated _ of energy. 11. Water is absolutely essential for human _. 12. Minerals are 


_ of the bronchial, urinary, and intestinal tracts healthy. 14. Vitamin C is needed for the 


teeth. 16. Nowadays it is proved that the ideal feeding method is _.



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








Харчування дитини 

Курс 

ІІ 








При роботі над темою “ Харчування дитини” ознайомитись з лексико-фонетичним 




При роботі над граматичним матеріалом Perfect Tenses засвоїти функції та переклад 
























nutrition [nju'trIS(q)n] питание; еда, пища 

feeding ['fI:dIN] питание, кормление 

goal [gqul] задача, цель 

enhance [In'ha:ns] усиливать, улучшать 

bottle-feeding ['bOtl"fI:dIN] искусственное 

вскармливание 

formula ['fO:mjulq] молочная смесь 


nourishment ['nArISmqnt] кормление, 

питание; пища; еда 

diet ['daIqt] питание, пища; еда; режим 

питания 

gain [geIn] рост, увеличение 

carbohydrate ["ka:bqu'haIdreIt] углевод 

insulation ["Insju'leiS(q)n] изоляция 

vehicle ['vI:kl] связующее вещество, 

связующий материал 

intake ['InteIk] поглощение, потребление 

virtually ['vq:tjuqlI] фактически, 

практически, в сущности 

advantage [qd'va:ntIG] преимущество; 

выгода, польза 

benefit ['benIfIt] выгода; польза 


1. What is the auxiliary verb for the Present Perfect Tense? 

2. What is the auxiliary verb for the Past Perfect Tense? 

3. What is the auxiliary verb for the Future Perfect Tense? 

4. What word order is used for the interrogative form of Perfect Tenses?



1. G inseng root ( корень женьшеня) ha s be en us ed as an ef fective t onic f or m en and women 

since ancient times. 2. Research work of many scientists has helped to estimate that the rate of 

heart beat increases depending on the different emotions. 3. It has been estimated that during the 

past 30 years there has been as much progress in clinical medicine as in all the previous history 

of medicine combined. 4. Almost everyone has had an X-ray, either to visualize a broken bone or 

to c heck f or a c avity i n a t ooth. 5 . A f ew s tudies ha ve s uggested t hat dr ug i s s lightly m ore 

effective t han ot her dr ugs i n t he t reatment of kidney di sorders. 6. T he c ardiac di sorders ha ve 

produced heart rate problems. 

Ex. 2. Put the verbs into correct tense forms: 

1. Anatomical imaging (to revolutionize) medical science. 2. Anatomical imaging (to make) a 

major c ontribution t o that pr ogress. 3. O nce t he c omputer ( to a nalyze) t he pa ttern of s ounds 

waves, the information is transferred to a m otion in which the result is v isualized as a n 

ultrasound i mage. 4. E xcellent reviews on a lgorithms f or t he s tandard management of a sthma 

and emergency management of asthma (publish). 5. Inhaled corticosteroids (to become) first-line 

therapy for the treatment of moderate to severe asthma. 


1. Ученые определили, что общий вес крови, нагнетаемый сердцем ежедневно, около 10 

тонн. 2. Научное исследование дало физиологам возможность установить, что сердечная 

мышца сокращается около одной трети жизни человека. 3. Давление в правом предсердии 

увеличилось. 4. Он установил, что во время физических упражнений ток крови (blood 

flow) по сосудам сильно изменяется. 5. Последние исследования продемонстрировали, что 

эти препараты могут сократить количество летальных исходов (deaths) вследствие 

заболеваний коронарных сосудов. 

Ex. 4. Translate the following interrogative sentences into your native language: 

1. How has the amount of radiation used for routine X-ray examinations been reduced over year? 

2. Why ha s t he heart transplantation become a r outine procedure i n many medical centers? 3. 

What i nventions i n m edicine ha s V.P. F ilatov made? 4. What hos pitals ha ve t he R omans 

established? 5. What countries has the child mortality declined during the last decade? 6. W hy 

have these methods of treatment used? 


1. P hysiologists h ave determined that in t he adult the he art m akes f rom 60 t o 72 be ats pe r 

minute. 2. Physiologists have called the first phase of short contraction of both atria – the atrial 

systole. 3. The oxyge nated bl ood has pa ssed the f our pul monary ve ins. 4. P harmacological 

treatment for nocturnal asthma has been directed at the underlying mechanisms for the disease. 

5. The sci entists ha ve discussed the m echanisms a nd phys iological changes oc curring du ring 

laparoscopy. 6. T he movement of skeletal muscles and contraction of veins have increased the 

venous r eturn t o t he h eart. 7. B ronchodilator drug ha s be en a dministered to p atient to ope n 

narrowed passages in the lungs. 8. B y 2020, t he number of people over 60 w ill have grown to 

one billion. 


READING AND DEVELOPING READING SKILLS 

Ex. 9. Read VOCABULARY and memorize the following words.



Advant_ge; nutriti_n; in_ulation; no_rishment; bo_tle-feeding; enha_ce; fo_mula; b_by; weigh_. 


Vehicle; feeding; virtually; goal; carbohydrate; offer; weight gain; benefit; varied diet ['daIqt]; 

processed milk; essential; repair of cells; store; fat intake; low-fat diet. 


Goal; diet ; breast m ilk; ave rage; m ajor; ade quate; m uscle; enz yme ['enzaIm]; sour ce; ve hicle; 

absorption; absolutely; require; iron; balance; nowadays; hourly. 


NEWBORN’S NUTRITION 

The goal of feeding newborn is to help the baby grow and to include nutrients that will 

enhance the baby’s health. 

Unlike t he older ba by, t he ne wborn doe s not ha ve a va ried di et. I f t he m other i s 

breastfeeding, t he ba by w ill be nour ished by br east m ilk. I f t he ne wborn ha s bot tle-feeding, 

he/she will be given formula, usually a combination of specially processed cow’s milk, vitamins, 

and minerals mixed with water. 

As a rule, the baby knows how much food is needed. The baby eats as much as is needed, 

regardless of how much is left. When it is time to eat again, the baby will usually let the parents 

know. If a baby doesn’t get enough to eat, you will soon know it. He or she cries until you offer 

more food. 

The best indication that the baby is receiving the necessary nourishment is weight gain. 

Some babies gain weight slowly, and others gain rapidly. As a rule, the average baby gains 2 

pounds a month during the first 3 m onths of life. Regardless of whether the source is mother’s 

milk or formula, the following are the components of the basic diet of the newborn: 

Protein is essential for growth and for the repair of cells. Most of the major body organs 

are composed mainly of protein. If the body d oesn’t receive an adequate amount of protein, it 

begins to break down its muscles to supply protein to the brain and to make enzymes. 

Carbohydrates supply most of t he body’ s e nergy ne eds. Carbohydrates a re ne cessary 

for infant’s health. Carbohydrates are stored in the liver and muscles. 

Fats are a c oncentrated source of e nergy. T hey he lp pr otect body or gans, vessels, and 

nerves, provide insulation against changes in temperature, and act as a vehicle for absorption of 

some vi tamins. A lthough i t i s i mportant f or a dults to limit t heir f at i ntake, i nfants a nd young 

children should not be on a fat-restricted or low-fat diet. 

Water is absolutely essential for human life. Water accounts for 70 t o 75 pe rcent of the 

newborn’s weight, compared with only 60 t o 65 percent of an adult’s body weight. To remain 

healthy, an infant must take in larger amounts of water per unit of the body weight that an adult. 

The daily amount of water required is between 10 to 15 percent of the infant’s body weight. 

Minerals are important to the structure of virtually every part of the body. For example, 

calcium and fluoride are necessary for the formation of strong bones and teeth, copper and iron 

are required for the production of red blood cells, and sodium is needed to maintain the water 

balance in the body. 

Vitamins are substances required by the body in minute amounts. Some of the necessary 

vitamins include vitamin A, which is needed for eyes and to keep the linings of the bronchial, 

urinary, and intestinal tracts healthy; vitamin C is needed for the development of bones, blood 

vessels, and other tissues; and vitamin D, which is also needed for the development of bones and 

teeth.

Nowadays it is proved that the ideal feeding method is breastfeeding. Breastfeeding has 

nutritional and immunological advantages and emotional benefits. Many newborns are fed every 

4 hours. Most babies need 8 to 10 feedings daily in the first couple of months. Some babies may 

want to feed hourly. 


Искусственное вскармливание; грудное вскармливание; молочная смесь; грудное молоко; 

выгода, польза; предлагать; увеличение веса; связующее вещество, связующий материал; 

питание, кормление; углевод; задача, цель; усиливать, улучшать; еда, пища; фактически, 

практически, в сущности; основное питание; концентрированный источник энергии; 

необходимое количество воды; выстилка бронхиального тракта. 

Ex. 16. Translate the text “Newborn’s Nutrition” into your native language: 















How much and how often does the newborn eat? 4. What is the indication that the baby is 






BREAST FEEDING 

In most cases, breast milk is the most perfect food _ the baby. Breast milk contains easily 

digestible proteins, many factors that support new baby's immature immune system, and other 

factors that aid _ digestion. Breast fed babies are also less likely to have colic, upper respiratory 

infections, e ar infections, c onstipation, a sthma or a llergies. A nd br east f eeding w ill bu rn u p 

almost 500 of mom's cal ories each day. Despite al l of t hese a dvantages _ br east f eeding, you 

should not f eel gui lty i f you de cide t hat you w ould r ather feed your ba by f ormula. T here a re 

many formulas available that will provide your baby _ good nutrition to promote his growth and 

development. 

Ex. 20. Write out key words of the text “Newborn’s Nutrition”. 

Ex. 21. Make up a plan of the text “Newborn’s Nutrition”. 

Ex. 22. Give a summary of the text “Newborn’s Nutrition”.

Ex. 23. Speak on the newborn’s nutrition. 

Ex. 24. Make up a dialogue on newborn’s nutrition. 


Triple утраивать(ся); stretch период, промежуток времени; reduce [rI'djus] сокращать; 

distinct [dIs'tINkt] особый, отличный (от других); rice рис; cereal ['sIqrIql] крупа, крупяной 

продукт; solid твердая пища; acquaint [q'kweInt] знакомить; puree ['pjuqreI] суп-пюре, 

пюре; ample достаточный; supplement добавлять, дополнять, пополнять. 


INFANT’S NUTRITION 

During the infant’s first year of life, his or her birth-weight may triple. Feeding is 

important part of the baby’s day. 

In the first few months of life, the baby’s nutrition consists of breast milk or formula. The 

frequency of feeding depends on the baby’s needs and the method of feeding. A baby between 1 

and 3 months old probably wants between 5 to 6 feedings a day, eventually every 3 hours, except 

for a longer stretch at night. As the baby grows, the number of feedings is reduced. Typically, a 

5-month-old is down to 4 or 5 feedings, and by 9 months the child has only 3 milk feedings. But 

each infant is a distinct individual. 

Before 4 to 6 months, the baby gastrointestinal system may be unable to absorb solids 

efficiently. Precooked rice cereal is often used as baby’s first solid food because it is easy to 

digest. Initially, babies generally respond better to solids if the solid foods are thin rather than 

thick. After the baby is acquainted with cereal, the next step might be a fruit or a vegetable. At 8 

months, most infants are ready to try pureed meats, but breast milk or formula continues to 

provide ample amounts of proteins. 

By the time the infant is between 6 and 8 months old, he or she should be eating 3 to 4 

ounces of solids at each of three meals, or between 5 and 8 tablespoons of food per meal. 

Sometimes a baby’s diet needs to be supplemented with vitamins and minerals. Once the child 

reaches his or her first birthday, the infant eats table food exclusively. 

Ex. 27. Give a summary of the text “Infant’s Nutrition”. 


NUTRITION OF PRESCHOOL CHILD 

Unlike an infant, who triples his/her weight during the first year and eats well, the 1-yearold 

child’s rate of growth slows considerably. By the time the child enters the second year of life, 

he/she should be eating a variety of foods. It includes milk products, meat, poultry, fish, beans, 

eggs, bread, cereal, rice, and pasta, and fruits and vegetables. A balanced diet may also include 

desserts and fats such as butter, margarine, mayonnaise, and oils. Until age 2, fat should not be 

limited in the child’s diet. Dietary fat and cholesterol are important for the infant’s growth. 

The following foods should form the foundation of the child’s diet: 

Milk products. Milk, cheese, cottage cheese, butter, and yogurt are excellent sources of 

calcium, which is necessary for building strong bones and teeth. Four servings (доза, порция) a 

day are recommended. For the 1-year-old child, a serving is ½ cup, and for older preschoolers 

the serving size may be as larger as ¾ cup. 

Meat and Eggs. This group includes beef, poultry, fish, pork, liver, and eggs. These 

foods are excellent sources of protein, which is necessary for the growth and repair of tissue 

cells. The preschooler needs three or more servings a day. 

Fruits and Vegetables. The child should have at least four servings a day from this food 

group. To obtain an adequate amount of vitamin C, one or more servings should be citrus fruit,

erries, tomato, and cabbage. The child needs at least one serving of a green or yellow fruit or 

vegetable, which are excellent source of vitamin A. 

Grains. This food group includes whole-grain cereals, breads, rice, and pasta. Four or 

more daily servings are recommended. The serving for the 1-year-old is one-half slice of bread, 

one-half ounce of ready-to-eat cereal, or one-fourth cup of pasta. For the 5-year0old, one and 

one-half cup of pasta constitutes a serving. 

These are the food groups necessary for a nutritionally balanced diet. 

Ex. 29. Make up a dialogue on obtained information. 




How much and how often does the newborn eat? 4. What is the indication that the baby is 
































“Затверджено” на засіданні 

кафедри іноземних мов з 

латинською мовою та 

медичною термінологією 


к.філол. н., доц. І.М. Сологор 

______________ 

“_______” ______________ 200__ р. 









№ 

№ заняття 9 – 10 

Тема заняття Діабет 

Курс 

ІІ 



Кількість годин 4 


1. Актуальність теми: полягає у поглибленні знань майбутніх лікарів про 

діабет як одне знайпоширеніших захворювань у світі, у формуванні сприйняття 

організму людини як складної системи зі взаємопов’язаними складниками та 

функціями, а також в усвідомленні важливості теоретичного підґрунтя у 

вивченні медицини, формування поваги до майбутньої професії, професійної 

відповідальності. 

2. Конкретні цілі: полягають у засвоєнні медичних термінів англійською 

мовою, які стосуються теми, в усній і письмовій формі. Спілкування повинне 

бути адекватне цілям, завданням, умовам спілкування та комунікативному 

портрету партнера по комунікації. При роботі над граматичним матеріалом 

Subjunctive Infinitive Constructions засвоїти особливості їх утворення, функції та 

переклад з метою розпізнання у тексті, правильного перекладу та вживання у 

мовленні. 



1. Попередні дисципліни: латинська Порівняти правила читання у 

мова та медична термінологія. латинській та англійській мовах. 

Знати основні поняття та терміни, що 

стосуються вивчаємої теми. 


інформацію в контексті певної 

ситуації спілкування англійською 


Історія медицини; соціальна 

медицина, фізіологія, ендокринологія 

мовою за зазначеною темою. 


інформацію при подальшому 

засвоєнні навчального матеріалу з 



4.1. Перелік основних термінів, які повинен засвоїти студент при підготовці 

до заняття: 

Onset – початок захворювання 

Outcome – наслідки захворювання 

Lack –нестача 

Juvenile – ювенільний, молодіжний 

Mature - зрілий 

Occur – траплятися, виникати 

Urine - сеча 

Rate –рівень 

Diminish – знижуватися, зменшуватись 

result from – виникати внаслідок 

result from – виникати внаслідок 

spill into – виводитись, впадати

dramatically - суттєво 

stroke - інсульт 


І. 1. 1. What does diabetes mellitus result from? 2. How many types of diabetes 

mellitus? 3 . W hat a re th ey? 4 . D istinguish between insulin-dependent di abetes 

mellitus (IDDM) and non-insulin-dependent diabetes mellitus (NIDDM). 5. What 

symptoms are associated w ith d iabetes m ellitus? 6. W hat are t he a pproaches i n 

diabetes mellitus therapy? 7. What may isnsulin be extracted from? 8. W hat may 

cause in sulin s hock? 9. Is i t poss ible t o pre vent t he de velopment of di abetes 

mellitus? Why? How? 

ІІ. 1. What is the Subjunctive Infinitive Constructions usually used for? 2. How to 

translate i t c orrectly i nto U krainian? 3. G ive you r e xamples of sentences w ith 

Subjunctive Infinitive Constructions. 

4.3. Практичні завдання: 

- виконання фонетичних та лексичних вправ, 

- читання та переклад тексту, 

- бесіда за темою, складання ситуативних діалогів. 


Читання та переклад тексту в межах теми, що вивчється 

Бесіда за темою. Ситуативні діалоги, рольові ігри. 

Матеріали для самоконтролю: 


diabetes mellitus, іnsulin-dependent, іnsulin-independent, juvenile-onset diabetes, 

adult-onset diabetes, maturity-onset diabetes, diminished insulin secretion, 

heredity, viral infection, pancreatic islets, to involve, a lack of insulin, to respond, 

increased th irst, i ncreased urination, w eight lo ss, in creased appetite, sk in 

infections, bl adder i nfections, m odern m edications, a bnormal metabolism, 

malfunction. 

Ex. 2. Read, translate and pay much attention to terms lined up. Get ready to 

discuss the text: 

Diabetes m ellitus, oft en re ferred to s imply a s diabetes (Ancient G reek: 

διαβήτης compass, dividers stemming from the verb διαβαίνειν "to pass through", 

consisting of the prefix δια dia across, through and the verb βαίνειν bainein to go, 

to walk) , is a syndrome of disordered metabolism, usually due to a combination of 

hereditary and e nvironmental c auses, re sulting i n a bnormally hi gh blood s ugar 

levels ( hyperglycemia). Blood gl ucose l evels are c ontrolled by a c omplex 

interaction of multiple chemicals and hormones in the body, including the hormone 

insulin made in the beta cells of the pancreas. Diabetes mellitus refers to the group

of diseases that lead to high blood glucose levels due to defects in either insulin 

secretion or insulin action in the body. 

Diabetes develops due t o a di minished produc tion of insulin (in type 1 ) o r 

resistance to its e ffects ( in type 2 and gestational). B oth l ead t o hype rglycemia, 

which largely causes the acute signs of diabetes: excessive urine prod uction, 

resulting c ompensatory thirst a nd i ncreased fl uid i ntake, bl urred vi sion, 

unexplained weight loss, lethargy, and changes in energy metabolism. 

All f orms o f di abetes h ave b een t reatable s ince insulin became m edically 

available in 1921, but there is no c ure. The injections by a syringe, insulin pump, 

or insulin pen deliver insulin, which is a basic treatment of type 1 diabetes. Type 2 

is m anaged with a combination of dietary t reatment, exercise, medications and 

insulin supplementation. 

Diabetes and its tr eatments c an c ause many c omplications. Acute complications 

including hypoglycemia, ketoacidosis, or nonketotic hype rosmolar com a may 

occur if the disease is not adequately controlled. Serious long-term complications 

include cardiovascular disease, chronic renal failure, retinal dam age, which can 

lead t o blindness, s everal t ypes of nerve dam age, a nd m icrovascular damage, 

which m ay cau se erectile d ysfunction and po or w ound h ealing. Poo r healing of 

wounds, particularly of the feet, can lead to gangrene, and possibly to amputation. 

Adequate treatment of diabetes, as well as increased emphasis on blood pressure 

control and lifestyle factors such as not smoking and maintaining a healthy body 

weight, may improve the risk profile of m ost of t he chronic complications. In the 

developed w orld, d iabetes is th e most sig nificant cause o f a dult b lindness in t he 

non-elderly a nd t he l eading cause of non -traumatic am putation i n adults, a nd 

diabetic ne phropathy is t he m ain illn ess r equiring renal d ialysis in t he U nited 

States. 

Prevention 

Type 1 diabetes risk is known to depend upon a genetic predisposition based on 

HLA types (particularly types DR3 and DR4), an unknown environmental trigger 

(suspected to be an infection, although none has proven definitive in all cases), and 

an uncontrolled autoimmune response that attacks the insulin producing beta cells. 

Some re search ha s sugge sted t hat breastfeeding decreased t he ri sk i n l ater l ife; 

various other nut ritional ri sk f actors a re be ing st udied, but no fi rm e vidence ha s 

been found. Giving children 2000 IU of Vitamin D during their first year of life is 

associated with reduced risk of t ype 1 di abetes, though the causal relationship is 

obscure. 

Children with antibodies to beta cell proteins (ie at early stages of an immune 

reaction to them) but no overt diabetes, and treated with vitamin B-3 (niacin), had 

less than half the diabetes onset incidence in a 7-year time span as did the general 

population, and an even lower incidence relative to those with antibodies as above, 

but who received no vitamin B3. 

Type 2 diabetes risk can be reduced in many cases by making changes in diet 

and i ncreasing p hysical a ctivity. Th e American D iabetes A ssociation (ADA)

ecommends m aintaining a he althy w eight, ge tting a t l east 2½ hours o f e xercise 

per w eek (se veral bri sk su stained w alks a ppear s ufficient), ha ving a modest fa t 

intake, a nd e ating s ufficient f iber (e g, f rom w hole gra ins). T he A DA doe s not 

recommend alcohol consumption as a preventive, but it i s interesting to note that 

moderate a lcohol i ntake may re duce t he ri sk (t hough he avy c onsumption 

absolutely a nd c learly i ncreases d amage to b odily systems sig nificantly); a 

similarly confused c onnection be tween l ow dose a lcohol cons umption a nd he art 

disease is termed the French Paradox. 

There i s i nadequate evidence t hat ea ting food s of l ow glycemic in dex is 

clinically he lpful de spite re commendations a nd s uggested diets e mphasizing t his 

approach. 

There are numerous studies which suggest connections between some aspects 

of T ype I I di abetes w ith i ngestion o f certain foods or w ith som e d rugs. S ome 

studies have shown delayed progression to diabetes in predisposed patients through 

prophylactic use of metformin, rosiglitazone, o r valsartan. In pa tients on 

hydroxychloroquine for rheumatoid arthritis, incidence of diabetes was reduced by 

77% though causal mechanisms are unclear. Breastfeeding may also be associated 

with the prevention of t ype 2 of t he disease in mothers. Clear evidence for t hese 

and any of many other connections between foods and supplements and diabetes is 

sparse to date; none, despite secondary claims for (or a gainst), is sufficiently well 

established to justify as a standard clinical approach. 


Ex. 3. T ell the g roup ab out di abetes m ellitus k eeping the following 

consistency: 

The fa ctors pre disposing t he de velopment of diabetes m ellitus; onset of the 

disease; manifestations of the disease; possible treatment of the disease; outcomes 

and complications of the disease; prevention of diabetes mellitus. 

INSULIN INJECTION 

All insulin is a dministered by injection. When taken orally, the digestive system 

destroys hormone before the body can put it to use. It is important that this simple 

procedure be conducted properly: 

1) Remove the protective covering from the needle. Draw the plunger back to the 

mark on the syringe corresponding to the exact dosage of insulin you require. 

1) Hold the bottle of insulin upright in one hand, and push the needle through the 

rubber stopper. Push the plunger down to empty the air from it. 

1) Turn ov er t he b ottle an d s yringe t ogether. Ch eck t hat tip o f t he need le i s 

covered by t he solution, then slowly pull the plunger back, drawing in slightly 

more than your prescribed dose. 

4. To remove any air bubbles, tap the syringe until the bubbles rise to the needle 

end, then push the plunger until they return to the bottle. Adjust the solution in the 

syringe to your exact dose, and remove the needle from the bottle. 

5. Using an alcohol swab or a cotton ball soaked with alcohol or soap and water, 

clean the area of the injection.

6. Hold the syringe as you would a writing utensil. With your other hand, pinch a 

1- to 2-inch fold of skin. 

7. Quickly insert the entire length of the needle into the fold of the skin. 

8. Release the pinched skin and inject the insulin by gently pushing the plunger all 

the way down at a steady, moderate rate. 

9. After injecting the insulin, cover the area of t he injection with an alcohol swab 

or a c otton ba ll da mpened w ith a lcohol. A pply pre ssure t o t he a rea for a few 

seconds, but do not rub it because rubbing could cause the insulin to be absorbed 

into the bloodstream too quickly. 

Pекомендована література. 


І. Z namenska, O . Pi sotska, V . K ostenko “C ourse of E nglish for M edical 

Student”. 

2. Є.Є. Юдіна, Л.В. Потяженко. Підручник англійської мови. – Київ, 

1994. 



2. Маслова А.М., Вайнштейн З.И., Плебейская Л.С. “Essential Course of 

English for Medical Students”, – Москва, 1983 г. – 352 с. 

3. Потяженко Л.В., Юдіна Є.Є., Скрипнікова Т.П. Посібник з розмовних тем 

“Spoken English”, – Полтава, 2001 р. – 191 c. 

Методична вказівка укладена доц. Костенко В.Г.






іноземних мов з латинською 

мовою 




“_______” ______________ 200__ р. 









№ заняття 7 – 8 

Тема заняття Вухо. Захворювання вуха. 

Курс 

ІІ 






будову органів чуття та про їх захворювання, у формуванні сприйняття 





2. Конкретні цілі: полягають у засвоєнні правильної вимови та написання 

медичних термінів англійською мовою, які стосуються теми, зокрема тих, що 

міcтять греко-латинські терміноелементи типу Audi/o, Acou/o, Ot/o, Aur/o, 

Aur/i, Tympan/o, -phonia). Уміти виявляти та передавати усно (з опорою на 

текст) чи письмово усі значущі моменти з теми чи будувати ситуативні 

діалоги (бесіда з ЛОР-лікарем), використовуючи візуальні опори (плани, 

ключові слова, схеми тощо). Спілкування повинне бути адекватне цілям, 

завданням, умовам спілкування та комунікативному портрету партнера по 

комунікації. При роботі над граматичним матеріалом –ed forms, узагальнити, 

які граматичні форми мають зазначений суфікс, диференціювати їх у текстах 

та правильно перекладати. 



1. Латинська мова Порівняти правила читання у 

латинській та англійській мовах. 

Знати основні поняття та терміни в 

межах теми, що вивчається. 





2. Анатомія, фізіологія. Знати будову органу слуху та 

механізм сприйняття звукових 

сигналів мозком. 


4.1. Перелік основних термінів, які повинен засвоїти студент при підготовці 

до заняття: 

Auditory 

Слуховий

Pinna 

Вушна раковина 

Auricle 

вушна раковина 

Meatus 

1) отвір, прохід 2) канал 

Cerumen 

Вушна сіра 

Tympanic membrane Барабана перетинка 

(cavity) 

Eardrum 

Барабанна перетинка 

Auditory ossicle 

Кісточка 

malleus Молоточок (вушна 

кісточка) 

Incus Накувальня (во 

внутреннем ухе) 

Stapes 

Стремен, стременце 

Yawn 

Позіхання; позіхати; 

Eustachian tube 

Євстахієва труба 

Labyrinth 

Лабиринт 

Snail 

Равлик 

Cochlea 

Равлик (вуха) 

Semicircular canals Полукружні канали 

Utricle Перетинчатий мішечок 

вушного лабіринта 

Saccule 

Мішечок 

Tympanic membrane Барабанна перетинка 


І. 1. Describe the structure of external ear. 2. Describe the structure and functions 

of middle ear. 3. Explain the functions of auditory tubes. 4. Explain the functions 

of t he E ustachian t ubes. 5. D istinguish be tween t he oss eous a nd membranous 

labyrinth. 7. Describe the cochlea and its function. 7.What are the major sings of 

hearing di sorders? 8. W hat ot her st ructures o f t he h uman body sho uld be 

examined in addition, when a patient has complaints referable to the ears? 9. What 

methods are very important in the diagnosis of complaints referable to the ears? 

ІІ. 1.What ve rbal fo rms a re form ed w ith –ed s uffix? 2. H ow t o di stinguish t hee 

forms in the texts? How to translate them correctly into Ukrainian? 3. Give your 

examples of sentences with –ed verbal forms.




- бесіда за темою, скдадання ситуативних діалогів. 





Ex.1. Look thr ough the c ombining f orms which he lp you to understand t he 

key ter ms. R ead, anal yze the str ucture of the fol lowing te rms a nd tr y to 

translate them: 

Combining form 

Definition 

Audi/o 

hearing 

Acou/o 

hearing 

Ot/o 

ear 

Aur/o 

ear 

Aur/i 

ear 

Tympan/o 

eardrum, middle ear 

-phonia 

sound 

audiometer, a udiogram, ac oustic, ot ology, ot itis, ot oscope, dysp honia, 

tympanoplasty, hypersensitivity, sensomotor, aphonic, auricular. 

Ex. 2. Read the definitions and fill in blanks with the proper term elements 

given below. 

1. …mycosis is a disease of the ear produced by the growth of fungi in the external 

auditory meatus. 2. Otorhinolaryngo… i s a branc h of medicine dea ling w ith 

disorders of the ear, nose, and throat (ENT). 3. …receptor is a receptor for sound 

stimuli. 4. …osis is a condition of being deaf. 5. … therapy is the use of sunlight 

or of an artificial source of ultraviolet, visible, or infrared radiation for therapeutic 

purposes. 

(a – thermo, b – oto, c – phono-, d – helio, e – logist, f – osteo, g – copho, h – 

logy). 


Виявити причину захворювання, скронева кістка, лицьовий параліч, біль 

нез’ясованого походження, скарги, що стосуються вуха, спричиняти сильний 

біль та подразливість, здуття барабанної перетинки, найпоширеніші причини 

захворювання, попередити розвиток ускладнень, видалення мигдаликів. 

Ex. 4. Translate into Ukrainian:

Auditory, pi nna, a uricle, meatus, ce rumen, tympanic membrane (c avity), 

eardrum, a uditory oss icle, malleus, i ncus, st apes, yaw n, E ustachian t ube, 

labyrinth, snail. 


The Human Ear 

Understanding h ow hum ans hear i s a complex s ubject i nvolving t he fi elds of 

physiology, psychology and acoustics. In this part of L esson 2, we will focus on 

the ac oustics (t he b ranch of physi cs p ertaining t o sound ) of he aring. W e will 

attempt t o unde rstand how t he hum an ear se rves a s a n a stounding t ransducer, 

converting sou nd e nergy t o mechanical e nergy to a ne rve i mpulse w hich i s 

transmitted to the brain. The ear's ability to do this allows us to perceive the pitch 

of s ounds by de tection of t he w ave's frequencies, t he l oudness of sound by 

detection of t he wave's amplitude and the timbre of the sound by t he detection of 

the various frequencies which make up a complex sound wave. 

The ear consists of three basic parts - the outer ear, the middle ear, and the inner 

ear. E ach part o f t he ear s erves a s pecific p urpose i n t he t ask o f detecting an d 

interpreting sound. The outer ear serves to collect and channel sound to the middle 

ear. The middle ear se rves t o t ransform t he energy o f a soun d w ave i nto t he 

internal vibrations of the bone structure of the middle ear and ultimately transform 

these vibrations into a compressional wave in the inner ear. The inner ear serves to 

transform the energy of a compressional wave within the inner ear fluid into nerve 

impulses w hich c an be t ransmitted t o the bra in. T he t hree pa rts of t he e ar are 

shown below. 

The out er ear consists of a n ear fl ap and an approximately 2 -cm l ong ear canal. 

The ear flap provides protection for the middle ear in order to prevent damage to 

the eardrum. The outer ear also channels sound waves which reach the ear through 

the ear canal t o t he eardrum of t he middle ear. Because of t he l ength of t he ear 

canal, it is capable of am plifying sounds with frequencies of a pproximately 3000 

Hz. As sound travels t hrough the out er ear, t he sound i s still i n t he form of a 

pressure wave, with an alternating pattern of hi gh and low pressure regions. It is 

not until the sound reaches the eardrum at the interface of the outer and the middle 

ear that the energy of the mechanical wave becomes converted into vibrations of 

the inner bone structure of the ear. 

The middle ear is an air-filled cavity which consists of an eardrum and three tiny, 

interconnected bones - the ham mer, anvil, a nd s tirrup. T he ea rdrum is a ve ry 

durable and t ightly s tretched m embrane which v ibrates as t he i ncoming pressure 

waves reach it. As shown below, a compression forces the eardrum inward and a 

rarefaction forc es t he ea rdrum out ward, t hus vi brating t he e ardrum at t he sa me 

frequency of the sound wave. 

The inner ear consists of a cochlea, the semicircular canals, and the auditory nerve. 

The cochlea and the semicircular canals are filled with a water-like fluid. The fluid

and nerve cells of t he semicircular canals provide no rol l i n t he t ask of hearing; 

they m erely s erve as accelerometers for de tecting a ccelerated movements an d 

assisting in the task of maintaining balance. The cochlea is a snail-shaped organ 

which would stretch to approximately 3 cm. In a ddition to being filled with fluid, 

the i nner surface of t he c ochlea i s l ined w ith over 20 0 00 ha ir-like nerve cel ls 

which pe rform one of t he m ost c ritical rol es i n o ur a bility to he ar. T hese ne rve 

cells have a differ in length by minuscule amounts; they also have different degrees 

of resiliency to the fluid which passes over them. As a compressional wave moves 

from the interface between the hammer of the middle ear and the oval window of 

the inner ear through the cochlea, the small hair-like nerve cells will be set in 

motion. Each hair c ell has a natural s ensitivity to a particular fre quency of 

vibration. W hen t he fre quency of t he c ompressional w ave matches the na tural 

frequency of the nerve cell, that nerve cell will resonate with a larger amplitude of 

vibration 


1. Describe the structure of external ear. 2. Describe the structure and functions of 

middle ear. 3. Explain the functions of auditory tubes. 4. Explain the functions 

of the Eustachian tubes. 5. Distinguish between the osseous and membranous 

labyrinth. 7. Describe the cochlea and its function. 7.What are the major sings 

of hearing disorders? 8. What other structures of the human body should be 

examined in addition, when a pa tient has complaints referable t o t he ears? 9. 

What methods are very important in the diagnosis of complaints referable to the 

ears? 10. When does the earache (otalgia) occur? 11. What are the comonest 

causes of otitis media in both children and adults? 


Role play. Act as an ENT doctor and a patiet complaining of terrible earache. 


TEST 

І. True or false choice. 

1. The a uricle ha s a s i ts func tions t he re ception, re flection, a nd c ondensation of 

the waves of sound. 

2. The external ear collects sound waves created by vibrating objects. 

3. Waves of changing pre ssures c ause t he e ardrum to r eproduce t he vi brations 

coming from the sound wave source. 

4. Auditory tubes neither connect the middle ears to the throat nor he lp maintain 

equal ai pressure on both sides of eardrum. 

5. The organ of Corti excludes the hearing receptors. 

II. Match English phrases with proper Ukrainian ones. 

1. With which ear do you hear worse? 

2. Have you had ear disorders before? 

3. Do you have discharge of pus from the ear?

4. Hearing is not changed. 

5. The patient has dry perforated eardrum. 

6. Say loudly after me the words yоu hear. 

a) Голосно повторюйте за мною слова, які ви почули. 

b) Чи у вас раніше боліли вуха? 

c) Слух не змінений. 

d) Чи є гнійні виділення з вуха? 

e) У хворого суха перфорація барабанної перетинки. 

f) Яким вухом ви чуєте гірше? 

III. Choose the correct terms for the following definitions. 

1.A pa thological fe ar of s ounds o r of spe aking a loud; 2. Infl ammation o f t he 

tympanic membrane; 3. Inst rument t o measure heari ng; 4. Flow of pus from the 

ear; 5. Removal of the third bone of middle ear; 6. Surgical repair of the eardrum. 

a) ot oscope, b) st apedectomy, c ) ot itis media, d) audi ometer, e ) ot opyorrhea; f ) 

myringitis, g) Phonophobia, h) tympanoplasty, i) presbycusis. 

IV. Translate into Ukrainian. 

1. The auricle has as its functions the reception, reflection, and condensation of the 

waves of sound. 2. Surgical evacuation of the purulent (pus) material through the 

tympanic membrane w ill preve nt he aring l oss a nd m astoiditis. 3. V ertigo i s 

dizziness o ften as sociated w ith n ausea, an d i s du e t o a s evere d isturbance o f 

equilibrum organs in the labyrinth. 4. Deafness is commonly caused as a result of 

an infectious illness such as mumps. 




Student”. 


1994. 














мовою 




“_______” ______________ 200__ р. 









№ заняття 12 – 13 

Тема заняття Розвиток дитини 

Курс 

ІІ 



Кількість годин 4



розвиток людського організм, про тератогенні фактори, про особливості 

фізичного та розумового розвитку новонароджених, у формуванні сприйняття 






При роботі над темою «Розвиток дитини» студенти повинні розуміти та 

знати основні терміни з теми (правильна вимова, написання, переклад); уміти 

виявляти та передавати усно (з опорою на текст) чи письмово усі значущі 

моменти з теми чи будувати ситуативні діалоги, використовуючи візуальні 

опори (плани, ключові слова, схеми тощо); засвоїти правильну вимову 

медико-біологічних термінів з теми, зокрема тих, що міcтять греко-латинські 

терміноелементи. 

При роботі над граматичним матеріалом Infinitive, Forms of Infinitive, -ed 

forms, Impersonal sentences, have-forms студенти повинні правильно 

інтерпретувати їх у текстах та правильно вживати в мовленні. 

1) Базовий рівень підготовки. 


2. Латинська мова 


Порівняти правила читання у 








2. Анатомія, фізіологія. 

Знати послідовність та терміни 

закладки та формування оргвнів а 

системи людини, основні єтапи 

позвитку дитини. 


4.1. Перелік основних термінів, які повинен засвоїти студент при 

підготовці до заняття: 

fetus - плід 

embryo -ембріон 

neonate -новонароджений 

infant - маля 

preterm - недоношений 

premature -переношений


Ex. 1 Read and translate the following texts: 

CHILDREN’S DEVELOPMENT 

8 weeks: condition at start of fetal stage 

The fetal stage begins about eight weeks after fertilization. The fetus is not as 

sensitive to damage from environmental exposures a s the embryo was, though 

toxic e xposures c an often c ause physi ological a bnormalities or m inor congenital 

malformation. [7] Fetal growth can be terminated by various factors, including 

miscarriage, feticide committed by a third party, or induced abortion. Throughout 

the fetal stage, the fetus continues to be connected to the placenta by the umbilical 

cord, w hich su pplies th e f etus w ith oxygenated, nutrient-rich bl ood from t he 

placenta, and c onversely returns the deoxygenated, nutrient-depleted blood to the 

placenta. The fe tus i s s urrounded by amniotic f luid, w hich (among o ther t hings) 

cushions against blows to the mother's abdomen, allows for easier fetal movement, 

promotes muscular/skeletal development, and helps protect the fetus from heat 

loss. 

The fol lowing tim eline d escribes s ome o f th e s pecific c hanges in fetal 

anatomy and physiology by fertilization age (i.e. the time elapsed since 

fertilization). Obstetricians often find it convenient to instead measure gestational 

age from two w eeks ear lier t han f ertilization, b ut t he t erm “ gestational ag e” i s 

often ambiguous, and there is no uniform method for counting it. [8] Embryologists 

typically measure age from fe rtilization. [9] For purpo ses o f t his a rticle, age i s 

measured from fertilization, except as noted. 

16 to 25 weeks after fertilization 

Head hair becomes coarse and thicker. Birth is imminent and occurs around the 

38th week. The fetus is considered full-term between weeks 35 and 40, [31] which 

means that the fetus is considered sufficiently developed for life The lanugo covers 

the e ntire body. E yebrows, e yelashes, fi ngernails, and t oenails a ppear. T he fe tus 

has i ncreased m uscle de velopment. Alveoli (air s acs) a re f orming i n l ungs. T he 

nervous system develops enough to control some body functions. The cochlea are 

now de veloped, t hough t he myelin sheaths i n t he ne ural por tion o f t he a uditory 

system will continue to develop until 18 months after birth. The respiratory system 

has developed to the point where gas exchange is possible. The quickening, which 

refers to the first maternally discernible fetal movements, are often felt during this 

period, although the fetus has been moving throughout the fetal stage. A woman 

pregnant for t he fi rst t ime (i .e. a pri miparous woman) t ypically f eels fe tal 

movements at about 18–19 weeks, whereas a woman who has already given birth 

at least two times (i.e. a multiparous woman) will typically feel movements around 

16 weeks. [30] By the end of the fifth month, the fetus is about 20 cm (8 inches).

26 to 38 weeks after fertilization 

Artist's depiction of fetus at 38 weeks after fertilization, about 20 inches (51 cm) 

head to toe. 

The amount of b ody fat rapidly i ncreases. Lungs are not ful ly mature. Thalamic 

brain connections, which mediate sensory input, form. Bones are fully developed, 

but are still soft and pliable. Iron, calcium, and phosphorus become more abundant. 

Fingernails reach the end of the fingertips. The lanugo begins to disappear, until it 

is gone except on t he upper arms and shoulders. Small breast buds are present on 

both outside the uterus. [32] It may be 48 to 53 cm (19 to 21 inches) in length, when 

born. C ontrol o f m ovement i s l imited a t bi rth, a nd purposeful vol untary 

movements develop all the way until puberty. [33][34] 

CHILDREN’S DEVELOPMENT (Part II) 

Physical milestones: 

• Newborn - 2 months 

o The infant can lift and turn the head when lying on its back. 

o The neck is unable to support the head when the infant is pulled to a 

sitting position. 

o The hands are fisted, the arms are flexed. 

o Primitive reflexes include: 

• Babinski reflex -- toes fan outward when sole of foot is stroked 

• Moro reflex (startle reflex) -- extends arms then bends and pulls 

them in toward body, accompanied by a brief cry, often triggered by loud 

sounds or sudden movements 

• Palmar hand grasp -- infant closes hand and "grips" your finger 

• Placing -- leg extends when sole of foot is stimulated 

• Plantar grasp -- infant flexes the toes and forefoot 

• Rooting a nd suc king -- turns he ad i n search of ni pple w hen 

cheek is touched and begins to suck when nipple touches lips 

• Stepping and walking -- takes brisk steps when both feet placed 

on a surface, with body supported 

• Tonic ne ck re sponse -- left a rm e xtends w hen i nfant ga zes to 

the left, while right arm and leg flex inward, and vice versa

• 3 - 4 months 

o 

Enhanced eye-muscle control allows the infant to track objects. 

o Hand and feet actions begin to come under willed control, but are not 

fine-tuned. T he i nfant m ay begi n t o us e bot h ha nds, w orking t ogether, t o 

accomplish desired effects. The infant is still unable to coordinate the grasp, 

but swipes at objects to bring them closer. 

o Increased vi sion a llows t he i nfant t o di stinguish objects from 

backgrounds with minimal contrast (such as a button on a blouse of the same 

color). 

o Infant ra ises up (u pper t orso, shoul ders, a nd he ad) w ith a rms when 

lying face down (on his tummy). 

o Neck muscles are d eveloped enough t o a llow t he i nfant t o s it, w ith 

support, and keep head up. 

o Primitive re flexes ha ve e ither a lready di sappeared, or a re i n t he 

process of doing so. 


o Able to sit alone, without support, for only moments at first, and then 

for up to 30 seconds or more 

o Infant begins to g rasp blocks or c ubes using the ulnar-palmar gra sp 

technique (pre ssing t he bl ock i nto pa lm of ha nd w hile fl exing or be nding 

wrist in). Does not yet use thumb opposition. 

o Infant rol ls from bac k t o st omach. W hen on t ummy, t he i nfant c an 

push up with arms to raise the shoulders and head above surface and look 

around or reach for objects. 


o Infant can walk while holding an adult's hand 

o Infant is able to sit steadily, without support, for long periods of time 

o Infant learns to sit down from a standing position 

o Infant may pul l into and maintain a st anding position while holding 

onto furniture 

• 9 - 12 months 

o Infant begins to balance while standing alone 

o Infant takes steps and begins to walk alone 

SENSORY DEVELOPMENT 

• Hearing -- begins b efore bi rth, a nd i s mature a t birth. T he i nfant p refers 

frequencies of the human voice.

• Touch, taste, smell -- mature at birth; prefers sweet taste. 

• Vestibular (inner ear) senses -- the infant responds to rocking and changes of 

position. 

• Vision -- the newborn infant can see within a range of 8 - 12 inches. Color 

vision develops between 4 - 6 months. By 2 m onths, can track moving objects 

up to 180 degrees, and prefers faces. 

LANGUAGE DEVELOPMENT 

Crying is a v itally important means of c ommunication. By the t hird day of life, 

mothers ca n t ell t heir ba by's c ry from ot hers. B y t he fi rst month of life, most 

parents can tell if their baby's cry means hunger, pain, or anger. Crying also causes 

a nursing mother's milk letdown. The inherent biological response in most humans 

to crying insures the infant's survival. 

The amount of c rying in the first 3 m onths varies in a healthy infant, from 1 - 3 

hours a day. Infants who cry more than 3 hours a day are often described as having 

colic. Colic in infants is rarely due to a problem with the body. 

Excessive crying can be associated with child abuse. Regardless of the cause, it is a 

complex problem that deserves a medical evaluation. 

BEHAVIOR 

The behavior of the newborn is characterized by six states of consciousness: 

• Active crying 

• Active sleep 

• Drowsy waking 

• Fussing 

• Quiet alert 

• Quiet sleep 

The ability to move smoothly from one state to another is one of the most reliable 

signs o f n ervous s ystem maturity a nd he alth. Heart r ate, breathing, m uscle t one, 

and body movements vary with each state. 

Many bodily functions are not stable in the first months after birth. This variability 

is normal and differs from infant to infant. Stress and stimulation can affect: 

• Bowel movements 

• Gagging 

• Hiccupping 

• Skin color

• Temperature control 

• Vomiting 

• Yawning 

Periodic breathing, in which breathing starts and stops again, is normal and is not a 

sign of SIDS (sudden infant death syndrome). Some infants will vomit after each 

feeding, but ha ve not hing ph ysically wrong w ith t hem. T hey c ontinue t o ga in 

weight and develop normally. 

Other infants grunt and groan distressfully while making a bowel movement but 

produce soft, blood-free stools, and their growth and feeding remain good. This is 

due t o immature a bdominal m uscles use d for pu shing a nd doe s n ot require a ny 

intervention. 

Sleep/wake cycles vary and do not stabilize until a baby is 3 m onths old. These 

cycles occur in random intervals of 30 - 50 minutes at birth and gradually increase 

as the infant matures. By age 4 months, most infants will have one 5-hour period of 

uninterrupted sleep. 

Breast-fed i nfants w ill fe ed a bout e very 2 h ours. F ormula-fed infants shoul d be 

able t o go 3 hours between fe edings. D uring pe riods of r apid growth, they may 

feed more often. 

Giving t he c hild w ater i s not ne cessary. A n i nfant w ho i s d rinking e nough w ill 

produce 6 - 8 w et d iapers i n a 2 4-hour pe riod. Teaching t he i nfant t o s uck a 

pacifier or his or her own thumb provides comfort between feedings. 

I.1. W hat pa rameters a re newborns classified a s pr emature, t erm, or pos tmature 

by? 

1. What newborns are classified as premature? Term? 

2. What possible complications may preterm infants have? 

3. What disorders and disturbances are postmature infants prone to? 

4. What is the best feeding for neonates? 

5. What should diet of toddlers contain? 

6. What are the physical, mental and emotional characteristics of one year 

children? 

Of 4 years children? Of teens? 

II. 1. What verbal forms are formed with –ed suffix? 2. How to distinguish thee 

forms in the texts? How to translate them correctly into Ukrainian? 3. Give your 

examples of sentences with –ed verbal forms. 4.What verbal forms are formed with 

axillary verb have? 5. How to distinguish these forms in the texts? How to translate 

them correctly into Ukrainian? 6. Give your examples of sentences with have.




- бесіда за темою, складання ситуативних діалогів. 





1. Speak about the development of embryo and fetus. 

2. Speak about the factors may cause the defects of fetus. 

3. Speak about the physical and mental characteristics of neonates. 

4. Speak about the nutrition of neonates. 

5. Speak about the development of a children in early childhood. 



1.І. Z namenska, O . Pi sotska, V . K ostenko “C ourse of E nglish fo r M edical 

Student”. 












мовою 




“_______” ______________ 200__ р. 









№ заняття 20 

Тема заняття Підсумковий модульний контроль модулю №4. 

Курс 

ІІ 






нервову систему, про будову органів сприйняття та про їх захворювання, у 

формуванні сприйняття організму людини як складної системи зі 

взаємопов’язаними складниками та функціями, а також в усвідомленні 

важливості теоретичного підґрунтя у вивченні медицини, формування поваги до 

майбутньої професії, професійної відповідальності. 

2. Конкретні цілі: При роботі над темами «Нервова система», «Мозок», 

«Органи сприйняття», «Око. Захворювання ока», «Вухо. Захворювання 

вуха», «Шкіра. Захворювання шкіри» студенти повинні розуміти та знати 

основні терміни з теми (правильна вимова, написання, переклад); уміти 


моменти з теми чи будувати ситуативні діалоги (наприклад, бесіда з ЛОРлікарем,окулістом 

тощо), використовуючи візуальні опори (плани, ключові 

слова, схеми тощо); засвоїти правильну вимову медико-біологічних термінів 

з теми, зокрема тих, що міcтять греко-латинські терміноелементи. 
















Знати будову мозку, органів 

сприйняття та механізм сприйняття 

різних сигналів мозком. 


4.1. Перелік основних структурних компонентів англійський термінів, 

які повинен засвоїти студент при підготовці до заняття: 

Audi/o, A cou/o, O t/o, A ur/o, Aur/i, T ympan/o, -phonia, O phthalm/o-, Oc ul/o- 

Cor/o-, Pupill/o-, Scler/o-, Ir/o-, Irid/o-, Retin/o-, myelo-, neuro-, cerebro-, sebo- 

, dermo-. 


NERVE SYSTEM. 

1. W hat i s t he ne rvous syst em of t he human? 2. W hat i s t he major uni t of t his 

system? 3. What does a neuron consist of? 4. How is neuron connected to other

neurons? 5. W hat i s t he f unction of a neuron? 6 . W hat po rtions i s t he ne rvous 

system divided into? 7. What does the CNS consist of? 8. Where are the brain and 

spinal cord located? 9. What are the layers of meninges? 10. What is cerebrospinal 

fluid? 11. What parts is the PNS composed of? 12. What neurons does the PNS 

consist of? 13. What is the function of PNS? 14. What is the function of the spinal 

cord? 15. What is the major function of the ANS? 

NEUROLOGICAL DISORDERS 

1. What causes strokes? 2. What diseases concerning degeneration of ne rve cells 

do you know? 3. What are the causes of m eningitis and encephalitis? 4. What is 

poliomyelitis? 5. W hat a re c ognitive di sorders? 6 . W hat i s ne uralgia? 7 . W hat 

cases the persom can lo se so me a bility to f unction in ? 8 . What is Alzheimer's 

disease? 9. What are the causes of Alzheimer's disease? 10. What symptoms of this 

disease do you know? 11. What is the goal of medications in Alzheimer's disease? 

12. When was Parkinson's disease described? 

EYE. VISION. 

1. Is the most of information about the environment provided by the eyes? 

2. Does t he c orrect func tioning of human vi sual s ystem d epend on t he 

physiologic parameters? 

3. Describe the location of eyeballs. 

4. List the visual accessory organs, and describe the functions of each. 

5. What layers do the walls of the eye consist of ? 

6. Describe how accomodation is accomplished. 

7. Explain who light waves are focused on the retina. 

HEARING. EAR. 

1. Describe the structure of external ear. 

2. Describe the structure and functions of middle ear. 

3. Explain the functions of auditory tubes. 

4. Explain the functions of the Eustachian tubes. 

5. Distinguish between the osseous and membranous labyrinth. 

6. Describe the cochlea and its function. 

SKIN. SKIN DISORDERS. 

1. How many cells does 2,5 cm of skin contain? 2. What else are there in the skin? 

3. What is the finction of the skin? 4. What is the mechanism reducing the heat 

loss? 5. What signal do sensory nerves send to the brain? 6. What are the layers of 

the skin? 7. What substances compose the epidermis? 8. What is the structure of 

the de rmis? 9. W hat i s t he func tion of dermis? 1 0. W here is t he sub cutaneous 

tissue? 11. What does it consist of?


- читання та переклад тексту (1.500 друкованих знаків), 

- бесіда за однією з тем, що вивчалися, скдадання ситуативних діалогів. 


Читання та переклад тексту в межах тем, що вивалися. 

Read and translate the following text: 

CENTRAL NERVOUS SYSTEM DISORDERS 

Tumors of the brain develop from neuroglial cells. Symptoms vary widely, 

depending on the l ocation of the t umor, but m ay include he adaches, ne uralgia, 

paralysis, seizures, coma, and death. 

Stroke is the term meaning a blow or sudden attack, suggesting the speed 

with w hich t his t ype of de fect ca n occ ur. It a lso re ferred t o a s a poplexy o r, 

clinically, as a cerebrovascular accident and is caused by hemorrhage, thrombosis, 

embolism, or va sospasm of t he cerebral blood vessels. These causes result in an 

infarct, a l ocal ar ea o f cel l deat h cau sed b y a l ack o f b lood s upply. Symptoms 

depend on the location but include anesthesia or p aralysis on the side of the body 

opposite the cerebral infarct. 

Headaches have a variety o f cau ses t hat c an be grou ped i nto t wo basic 

classes: e xtracranial an d i ntracranial. E xtracranial h eadaches can b e cau sed b y 

inflammation of t he s inuses, de ntal i rritations, ophthalmological di sorders, o r 

tension in t he m uscles m oving t he head a nd neck. Int racranial he adaches m ay 

result from inflammation of the brain or meninges, vascular problems, mechanical 

damage, or tumors. 


Hearing l oss, t innitus, ve rtigo, e arache, and ot orrhea a re t he pri ncipal 

symptoms of e ar problems. When a patient has complaints referable to the ears, a 

thorough hi story sh ould be t aken, a nd a phys ical e xamination pe rformed with 

emphasis on t he e ars, nose , n asopharynx, a nd pa ranasal s inuses. In a ddition, t he 

teeth, t ongue, t onsils, h ypopharynx, l arynx, s alivary gl ands, a nd 

temporomandibular joint should be examined because pain and discomfort may be 

referred from t hem to t he e ars. X ra ys or C T o f t he t emporal bon es i s oft en 

indicated for trauma to the ear, possible basal skull fracture, perforation of the 

tympanic membrane, hearing loss, vertigo, facial paralysis, and otalgia of o bscure 

origin. Measurements of auditory and vestibular functions are very important in the 

diagnosis of complaints referable to the ears. 


If some nerve cells die or malfunction, the person will notice any change in 

the health state. The person can gradually lose some ability to function. This loss 

can i nvolve m ental a bility, muscular m ovement, m uscular c ontrol, or i mpaired 

coordination. T here a re many de generative di sorders, s ome of them a re 

Alzheimer's Disease, Parkinson's disease, and Multiple sclerosis.

Alzheimer's di sease i s due t o a de generation of bra in c ells. A mong t he 

possible causes are genetic factors, toxic exposures, abnormal protein production, 

viruses, a nd ne urochemical abnorm alities. The symptoms o f Alzheimer's di sease 

are gra dual l oss of memory, i nability t o l earn ne w i nformation, i ncreasing 

irritability, a nd de pression. No e ffective t reatment e xists. Som e m edications 

modify the symptoms of the disease. 

Parkinson's disease is progressive degeneration of nerve cells in the part of 

the brain that controls muscle movements. The signs and symptoms of Parkinson's 

disease are shaking at rest, rigidity of limbs, slow, monotone voice, and difficulty 

in maintaining balance. 

The ca use of this disease remains unknown. The main goa l of treatment is to 

reverse the problems with walking, movement, and tremors. 

Multiple sclerosis is characterized by w eakness, or pa ralysis in one or more 

limbs, impaired vision, tremor, and lack of coordination. Its cause is unknown. The 

presence of a vi rus, i n e ither i mmune cells or s heath-producing c ells, i s o ne 

suspected c ause. M edications va ry de pending on t he s ymptoms. D rugs m ay b e 

prescribed to reduce inflammation and provide temporary relief. 


The ear is an organ for hearing and balance. It consists of three parts: the outer ear, 

the m iddle e ar, and t he i nner e ar. The outer a nd middle ear m ostly collect a nd 

transmit sound. T he i nner e ar e xamines t he sou nd w aves a nd a lso m aintains t he 

body's balance. The outer ear is the part which is visible and is made of fol ds of 

skin and cartilage. 

How do we hear? 

Your ears pick up and send information about sounds to your brain in the form of 

nerve impulses.Sounds are collected in the outer ear and are sent into the ear canal 

to the eardrum. The eardrum is a thin tissue which separates the outer ear from the 

middle ear. Three small bones in the middle ear makes sounds louder. In the inner 

ear there are spaces that are filled with liquid. One of t he liquid-hearing receptor 

cells inside are like tiny hairs. Sounds from the middle ear cause liquid inside the 

cochlea to move around. The receptor cells send vibrations to the auditory nerve 

which goes to the brain. The brain receives the vibrations from the auditory nerve 

and makes the sound. 

How do we smell? 

Take a deep breath through your nose! When you do t he air goes into your 

nasal cavity which is mucus-covered. Air and scent particles take the rollercoaster 

ride through your nasal passages. "It is not your nose but rather your brain that tells 

the s cents a part. The ai r co ntains ch emicals called s cent particles. When y ou 

breathe s cent pa rticles i nto your n ose, t hey re ach you r o lfactory ne rves. T hese 

nerves se nd m essages t o your brain." D oes i t sm ell ba d or g ood? N ow t hat a ll 

depends on you and your sense of smell. 

Read and translate the following text:

MYOPIA, HYPEROPIA, ASTIGMATISM 

If the incoming light from a far away object focuses before it gets to the back of 

the e ye, t hat e ye’s re fractive error i s ca lled “ myopia” (ne arsightedness). If 

incoming light from something far away has not focused by the time it reaches the 

back of the eye, that eye’s refractive error is “hyperopia” (farsightedness). 

In the case of “astigmatism,” one or more surfaces of the cornea or lens (the eye 

structures which focus incoming light) are not spherical (shaped like the side of a 

basketball) but , instead, are cyl indrical or toric (s haped more l ike t he side of a 

football). As a result, there is no distinct point of focus inside the eye but, rather, a 

smeared or spread-out focus. Astigmatism is the most common refractive error. 

After a ge 40, a nd m ost not iceably a fter a ge 45, t he hum an e ye i s affe cted by 

presbyopia which results in greater difficulty maintaining a clear focus at a ne ar 

distance with an eye which sees clearly at a far away distance (the latter being with 

or without the aid of glasses or contact lenses or following a LASIK procedure). 

This is d ue to a le ssening o f flexibility o f t he c rystalline l ens, a s w ell a s to a 

weakening of t he ciliary muscles which control lens focusing, both attributable to 

the aging process. 


WHAT IS YOUR SKIN TYPE 

The ski n of your fa ce is ge nerraly t he be st gui de in c lassifying sk in type. 

Examine your skin closely, especially the pores. 

Oily Skin. Oily skin is caused by overactivity of the sebaceous glands. Oily 

skin is thick and has large pores. Oily skin has a greater tendency to develop acne 

(прыщи) but not wrinkles. Most people with oily skin also have oily hair. 

Dry Skin. Dry skin can be caused by underactivity of the sebaceous glands, 

environmental conditions, or normal aging. Dry skin is usually thinner and most 

easily irritated. It often is associated with dry hair and small pores. There is a 

greater tendency to develop wrinkles but not acne. Your skin tends to become drier 

as you age. 

Balanced Skin. Balanced skin is neither oily nor dry. It is smooth and has a 

fine t exture a nd fe w prob lems. H owever, i t ha s a t endency t o be come dry a s a 

result of environmental factors and aging. 

Сombination Skin. Combination skin consists of oily regions (often on the 

forehead and around the nose) and regions that are balanced or dry. 



1. Speak about the structure and functions of nervous system. 

2. Speak about the structure of the brain.

6. Speak about the vision and its organ. Vision disorders. 

7. Speak about the speak about the hearing and its organs. Hearing 

disorders. 

8. Speak about the structure and functions of the skin. 

9. Imagine that you are the children's doctor and have to tell them about 

sesnses. 




Student”. 


1994. 














мовою 




“_______” ______________ 200__ р. 









№ заняття 19 

Тема заняття Підсумковий контроль змістового модулю №9. 

Курс 

ІІ 



Кількість годин 2



нервову систему, про будову органів сприйняття та про їх захворювання, у 

формуванні сприйняття організму людини як складної системи зі 

взаємопов’язаними складниками та функціями, а також в усвідомленні 

важливості теоретичного підґрунтя у вивченні медицини, формування поваги до 


2. Конкретні цілі: При роботі над темами «Нервова система», «Мозок», 

«Органи сприйняття», «Око. Захворювання ока», «Вухо. Захворювання 

вуха», «Шкіра. Захворювання шкіри» студенти повинні розуміти та знати 

основні терміни з теми (правильна вимова, написання, переклад); уміти 


моменти з теми чи будувати ситуативні діалоги (наприклад, бесіда з ЛОРлікарем,окулістом 

тощо), використовуючи візуальні опори (плани, ключові 

слова, схеми тощо); засвоїти правильну вимову медико-біологічних термінів 

з теми, зокрема тих, що міcтять греко-латинські терміноелементи. 
















Знати будову мозку, органів 

сприйняття та механізм сприйняття 

різних сигналів мозком. 


4.1. Перелік основних термінів, які повинен засвоїти студент при 

підготовці до заняття: 

Audi/o, A cou/o, O t/o, A ur/o, Aur/i, T ympan/o, -phonia, O phthalm/o-, Oc ul/o- 

Cor/o-, Pupill/o-, Scler/o-, Ir/o-, Irid/o-, Retin/o-, myelo-, neuro-, cerebro-, sebo- 

, dermo-. 


NERVE SYSTEM.

1. What is th e major unit of CNS? 3. What does a ne uron consist of? 4. How is 

neuron connected to other neurons? 5. What is the function of a neuron? 6. What 

portions is the nervous system divided into? 7. What does the CNS consist of? 8. 

Where are the brain and spinal cord located? 9. What are the layers of meninges? 

10. What is cerebrospinal fluid? 11. What parts is the PNS composed of? 12. What 

neurons does the PNS consist of? 13. What is the function of PNS? 14. What is the 

function of the spinal cord? 15. What is the major function of the ANS? 

NEUROLOGICAL DISORDERS 

1. What causes strokes? 2. What diseases concerning degeneration of ne rve cells 

do you know? 3. What are the causes of m eningitis and encephalitis? 4. What is 

poliomyelitis? 5. W hat a re c ognitive di sorders? 6. W hat i s n euralgia? 7 . W hat 

cases the persom can lo se so me a bility to f unction in ? 8 . What is Alzheimer's 

disease? 9. What are the causes of Alzheimer's disease? 10. What symptoms of this 

disease do you know? 11. What is the goal of medications in Alzheimer's disease? 

12. When was Parkinson's disease described? 

EYE. VISION. 

Is the most of information about the environment provided by the eyes? 

Does the correct functioning of human visual system depend on the physiologic 

parameters? 

Describe the location of eyeballs. 

List the visual accessory organs, and describe the functions of each. 

What layers do the walls of the eye consist of ? 

Describe how accomodation is accomplished. 

Explain who light waves are focused on the retina. 

HEARING. EAR. 

Describe the structure of external ear. 

Describe the structure and functions of middle ear. 

Explain the functions of auditory tubes. 

Explain the functions of the Eustachian tubes. 

Distinguish between the osseous and membranous labyrinth. 

Describe the cochlea and its function. 

SKIN. SKIN DISORDERS. 

1. How many cells does 2,5 cm of skin contain? 2. What else are there in the skin? 

3. What is the finction of the skin? 4. What is the mechanism reducing the heat 

loss? 5. What signal do sensory nerves send to the brain? 6. What are the layers of 

the skin? 7. What substances compose the epidermis? 8. What is the structure of 

the de rmis? 9. W hat i s t he func tion of dermis? 1 0. W here is t he sub cutaneous 

tissue? 11. What does it consist of?


- читання та переклад тексту (1.500 друкованих знаків), 

- бесіда за однією з тем, що вивчалися, скдадання ситуативних діалогів. 


Втконання лексико-граматичних вправ. 


s_napses, s _stem, per_phe ral nervous system, spinal _ord, m _ninges, _ra in, pi_ 

mater, a f_erent ne urons, rel_y, _ut onomic nervous s ystem, opht_almic ne rve, 

oculist, o_ular, p_pillary, _eratitis, _coustic, o_ology, ot_tis, otos_ope, d_sphonia, 

t_mpanoplasty, hyper_ensitivity, senso_otor, a_honic, _uricular. 


vulnerable; s upply; degeneration; m eningitis; e ncephalitis; p oliomyelitis; v iral; 

variety; n euralgia; s eizure; p artial; c onsciousness; im pair; a mount; e xcitation; 

disrupt; r igidity; c onvulsion; c hemical; i dentify; he morrhage; ne vertheless; 

adequate. 

Ex.3. Translate into English: 

Взаємосполучені камери, вести усередину, передавати (транслювати) 

звукові хвилі, чутливий рецептор, коливатися, стороннє тіло, 

воронкоподібна структура, направляти, урегульовувати нервові імпульси, 

відповідати за рівновагу, передня стінка ока, захищати та змащувати око, 

світлові хвилі, захищати від ударів та інших ушкоджень, внутрішня нервова 

оболонка, надзвичайно чутливий, сила рефракції, відповідно сфокусоване 

зображення, прозора волокниста мембрана, предавати імпульси, 

подразнювати, зовнішні рецептори, півкулі мозку. 

Ex. 4. Complete the sentences with the words given below: 

1. Connections between autonomic and other brain functions occur at the … and 

hypothalamus. 2. T he a rterial bl ood s upply, c arrying ox ygen a nd n utrients, i s 

critical to the functioning of the …. 3. Despite its small size and weight, the brain 

uses 20 p ercent of t he he art's out put o f bl ood a nd 20 pe rcent of the oxyge n 

consumed by t he a t re st. 4. Conjunctiva i s t he mucous m embrane of t he e yelids 

that covers the front part of the … . 5. … are the movable folds of flesh that cover 

and uncover the front of the eyeball. 6. Choroid is the vascular membrane between 

the … and the retina. 7. The … has as its functions the reception, reflection, and 

condensation of the waves of s ound. 8. Surgical evacuation of t he purulent (pus) 

material through the … membrane will prevent hearing loss and mastoiditis. 

Auricle, snail, eyelid, brain stem, tympanic, body, brain, eye ball, sclera, iris. 

Revision of previous grammar: 

Ex.1. Put the verbs in brackets in correct tense form: 

Sound w aves ( to r eceive) by t he outer e ar, c onducted t o special rec eptor 

cells, within the ear, and transmitted by those cells to nerve fibers which (to lead) 

to the auditory region of the brain in the cerebral cortex.

The external ear (to consist) of two parts: an outer, funnel-like structure called the 

auricle (pinna), and an S-shaped tube, the external auditory meatus (external 

auditory canal) that (to lead) inward for a bout 2.5 cm. The external auditory 

canal (to line) with numerous ceruminous glands which secrete a yellowish brown, 

waxy substance called cerumen. It lubricates as well as (to help) keep relatively 

large foreign objects such as insects, from entering the ear. 

Ex. 2. Translate into Ukrainian: 

1. Существует огромное количество заболеваний центральной нервной 

системы. 2. Причинами заболеваний могут быть дегенерация нервных 

клеток, вирусная инфекция, метаболическое нарушение функций почек, 

заболевание печени, травма или опухоль мозга. 3. Эпилепсия является 

результатом повышенной активизации или чрезмерного подавления работы 

мозга. 4. Если клетки головного мозга или периферической нервной системы 

отмирают, то человек может отмечать некоторые изменения в своем 

состоянии. 5. По сравнению с другими заболеваниями, дегенеративные 

заболевания менее изучены. 6. При заболевании Альцгеймера возникает 

дегенерация клеток мозга. 

Ex.3. Insert prepositions where necessary: 

The general senses can be classified as somatic, those providing general sensory 

information … the body a nd t he e nvironment, or vi sceral, t hose provi ding 

information … various i nternal orga ns. T he s pecial se nses a re t hose … highly 

localized receptors providing specific information … the environment. Modalities 

… sensation refer … the form … the sensation. … example, s omatic modalities 

include touch, pressure, temperature, proprioception, and pain. Visceral modalities 

consist primarily … pain and pressure. S pecial modalities are sm ell, t aste, s ight, 

sound, and balance. 

Читання та переклад тексту в межах тем, що вивалися. 


Hearing l oss, t innitus, ve rtigo, e arache, and ot orrhea a re t he p rincipal 

symptoms of e ar problems. When a patient has complaints referable to the ears, a 

thorough hi story sh ould be t aken, a nd a phys ical e xamination pe rformed with 

emphasis on t he e ars, nose , n asopharynx, a nd pa ranasal s inuses. In a ddition, t he 

teeth, to ngue, t onsils, h ypopharynx, l arynx, sa livary gl ands, a nd 

temporomandibular joint should be examined because pain and discomfort may be 

referred from t hem to t he e ars. X ra ys or C T o f t he t emporal bon es i s oft en 

indicated for trauma to the ear, possible basal skull fracture, perforation of the 

tympanic membrane, hearing loss, vertigo, facial paralysis, and otalgia of o bscure 

origin. Measurements of auditory and vestibular functions are very important in the 

diagnosis of complaints referable to the ears. 

Read and translate the following text:

If some nerve cells die or malfunction, the person will notice any change in 

the health state. The person can gradually lose some ability to function. This loss 

can i nvolve m ental a bility, muscular m ovement, m uscular c ontrol, or impaired 

coordination. T here a re many de generative di sorders, s ome of them a re 

Alzheimer's Disease, Parkinson's disease, and Multiple sclerosis. 

Alzheimer's di sease i s due t o a de generation of bra in c ells. A mong t he 

possible causes are genetic factors, toxic exposures, abnormal protein production, 

viruses, a nd ne urochemical abnorm alities. The symptoms o f Alzheimer's di sease 

are gra dual l oss of memory, i nability t o l earn ne w i nformation, i ncreasing 

irritability, a nd de pression. No e ffective t reatment e xists. S ome m edications 

modify the symptoms of the disease. 

Parkinson's disease is progressive degeneration of nerve cells in the part of 

the brain that controls muscle movements. The signs and symptoms of Parkinson's 

disease are shaking at rest, rigidity of limbs, slow, monotone voice, and difficulty 

in maintaining balance. 

The ca use of this disease remains unknown. The main goa l of treatment is to 

reverse the problems with walking, movement, and tremors. 

Multiple sclerosis is c haracterized by weakness, or pa ralysis in one or more 

limbs, impaired vision, tremor, and lack of coordination. Its cause is unknown. The 

presence of a vi rus, i n e ither i mmune cells or s heath-producing c ells, i s o ne 

suspected c ause. M edications va ry de pending on t he s ymptoms. Drugs m ay b e 

prescribed to reduce inflammation and provide temporary relief. 


1. Speak about the structure and functions of nervous system. 

2. Speak about the structure of the brain. 

12. Speak about the vision and its organ. Vision disorders. 

13. Speak about the speak about the hearing and its organs. Hearing 

disorders. 

14. Speak about the structure and functions of the skin. 

15. Imagine that you are the children's doctor and have to tell them about 

sesnses. 



1. Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”. 















______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Вітаміни 

Курс 

ІІ 




При роботі над темою “Вітаміни” 




При роботі над граматичним матеріалом FORMS OF GERUND засвоїти функції та переклад 

матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті, при читанні та перекладі. 




мовах. Знати основні поняття та терміни, що стосуються 

теми, яка вивчається. Використовувати раніше отриману 





Словотворення: найтиповіші превікси -sub 

Граматика: Forms of the Gerund. 

Текст: “Vitamins”. 


№ 

з/п 



часу 







65% 


голосних голосних o + n, m, v, u, th; i 

+ nd, ld; фонетичний матеріал з теми; 

Словотворення: 

засвоєння 

найтиповіших суфіксів -ance (-ence); 

Граматика: Засвоєння Forms o f the 

Gerund. 

Читання та говоріння: опрацювання 

лексичного матеріалу з теми, читання 

та переклад тексту, розвиток навичок 

усного мовлення. 


3.1 Контроль кінцевого рівня підготовки. 

Усне 


construction 

there be. 


та 



теми. 

Усне 


Засоби 






of the Verb 



Kostenko 

“Course of 

English for 

Medical 

Student”)

3.2 Загальна оцінка навчальної діяльності 

студента. 

Усне 


теми. 





Тема заняття спрямована на усвідомлення себе як фахівця у царині природних наук, а також 

на усвідомлення важливості теоретичного підґрунтя у вивченні медицини, формування 

поваги до майбутньої професії, професійної відповідальності. 



vitamin ['vItqmIn; 

'vaItqmIn] витамин 

essential [I'senS(q)l] 

существенный, 

основной 

diet [daIqt] питание, 

пища 

amount [q'maunt] 


contribute 

[kqn'trIbju:t] 

способствовать 

minute [maI'nju:t] 

несущественный, 

незначительный; 

мелкий 

deficiency 

[dI'fIS(q)nsI] 

нехватка, дефицит 

food item ['aItqm] 

компонент пищи; 

пищевой объект 

clotting ['klOtIN] 

свертывание 

pantothenic acid 

["pxntq'TenIk] 

пантотеновая 

кислота 

folic acid ['foulIk] 

фолиевая кислота 

assemble [q'sembl] 

собирать 

soluble ['sOljubl] 

растворимый 

store [stO:] 

хранить, 

сохранять 

VOCABULARY 

vitamin ['vItqmIn; 


essential [I'senS(q)l] 

существенный, 


diet [daIqt] питание, 

пища 

amount [q'maunt] 


contribute [kqn'trIbju:t] 

способствовать 


несущественный, 


мелкий 

deficiency 


нехватка, дефицит 

food item ['aItqm] 




свертывание 

pantothenic acid 




folic acid ['foulIk] 


assemble [q'sembl] 


soluble ['sOljubl] 


store [stO:] хранить, 

сохранять 

WORD-BUILDING 



sub- (under; partial) 


Subcellular, subunit; subcostal; subdivision; substitute; subset; subtype; subcutaneous; subdivide. 

GRAMMAR: 


FORMS OF GERUND 

Form Active Passive

Indefinite 

Ving 


being + V 3 


Perfect having + V 3 

(having worked, having written) 

having + been + V 3 

(having been worked, having been written) 

Her ba d c ondition p revented he r f rom attending the l ecture in P harmacology. Ее плохое 

состояние помешало ей посетить лекцию по фармакологии. On having examined the patient 

the physician made the diagnosis of pneumonia. После того, как врач обследовал больного, он 

поставил диагноз – пневмония. He wants being treated at this hospital. Он хочет, чтобы его 

лечили в этой больнице. 

Ex. 4. Read and translate the following sentences paying attention to the forms of gerunds: 

1. T hey r emember having be en ope rated on a t t his c linic. 2. By ha ving c arried out a nu mber of 

investigations the sci entists de termined the m echanisms of m etabolism. 3. Before performing on 

surgical i ntervention t he pa tient m ust be e xamined. 4. Treating patients w ith some disorde rs of 

cardiovascular sys tem i s ne cessary at the in-patient de partment. 5. He r emembers having been 

treated with t he a id of antibiotics. 6. T he main f unction of t he vi tamins i s improving patient’s 

general condition. 7. No therapeutist can make the diagnosis without having examined the patient. 





Sto_e; assem_le; vitam_n; contrib._te; di_t; p_otein; ve_sel; inte_tine; destr_y. 


Amount; pantothenic acid; clotting; deficiency; soluble; essential; minute; food item; exist; to be 

produced; lining of the bronchial tract; need; slightly modified form; remain. 


Diet ['daIqt]; nut rient; v ariety; deficiency; substance; car otene ['kxrqtI:n]; s lightly; modified; h eat; 

soluble ['sO:ljubl]; accumulate; overdose; hypervitaminosis; toxicity. 


VITAMINS 

Vitamins are substances that are essential in certain chemical transformations in the human 

body and need to be present in the diet only in very small amounts. They help the body process 

proteins, carbohydrates, and fats. Certain vitamins also contribute to the production of blood cells, 

hormones, genetic material, and chemicals of the nervous system. 

Vitamins exist in minute quantities in food. Most vitamins cannot be produced by the body 

and must be obtained through the diet. Since no single food item or nutrient class provides all the 

essential vitamins, it is necessary to eat a variety of foods. For example, vitamin A is needed for the 

eyes a nd to ke ep t he l inings of t he br onchial, urinary, a nd i ntestinal tracts h ealthy; vi tamin C i s 

needed for the development of bones, teeth, blood vessels, and other tissues; vitamin K is necessary 

for blood clotting; and vitamin D is also needed for the development of bones and teeth. 

The principal vitamins are: vitamin A, vitamin B 1 , vitamin B 2 , pantothenic acid (part of the 

B 2 complex), vi tamin B 3 , vi tamin B 6 , f olic a cid, vi tamin B 12 , vi tamin C , vi tamin D , vi tamin E , 

vitamin H (often considered part of the B-vitamin group), and vitamin K. 

Some vi tamins ( e.g., vi tamin K ) a re pr oduced by i ntestinal ba cteria, a nd a f ew can be 

formed by the body from substances called provitamins (portions of vitamins that can be assembled

or modified by the body into functional vitamins). Carotene is an example of a provitamin that can 

be modified by t he body t o f orm v itamin A . V itamins are used by t he body i n t heir or iginal or 

slightly m odified f orms. O nce t he c hemical s tructure of a vi tamin i s de stroyed, its f unction i s 

usually l ost. T he c hemical s tructure of m any v itamins i s d estroyed by he at ( e.g., when f ood i s 

overcooked). 

There are two major classes of vitamins: fat soluble and water soluble. Fat-soluble vitamins 

such as vitamins A, D, E, and K are absorbed from the intestine along with lipids, and some of them 

can be stored in the body for a long period of time. Because they can be stored, it is possible to 

accumulate an overdose of these vitamins in the body ( hypervitaminosis) to the point of toxicity. 

Water-soluble vitamins such as the B complex and C are absorbed with water from the intestinal 

tract and remain in the body only a short time before excreted. 

The absence of a specific vitamin in the diet can result in a specific deficiency disease. 


Хранить, сохранять; способствовать; питание, пища; пантотеновая кислота; собирать; 

количество; несущественный, незначительный; нехватка, дефицит; компонент пищи; 

фолиевая кислота; свертывание; растворимый. 

Ex. 12. Translate the text “Vitamins” into your native language: 


1. Vitamins are _ that are essential in certain chemical transformations in the human body. 2. They 

help the body process _, carbohydrates, and fats. 3. Most vitamins cannot be produced by the body 

and must be obtained through the _. 4. V itamin A is needed for the eyes and to keep the _ of the 

bronchial, urinary, and intestinal tracts healthy; vitamin C is needed for the development of bones, 

teeth, blood vessels, and other tissues; and vitamin D is also needed for the development of _ and 

teeth. 5. Some vitamins are produced by intestinal bacteria, and a few can be formed by the _ from 

substances called provitamins. 6. Once t he c hemical st ructure of a v itamin is _, i ts f unction is 

usually lost. 7. There ar e t wo major cl asses of vit amins: _ -soluble a nd _ -soluble. 8. _ -soluble 

vitamins are vitamins A, D, E, and K. 9. _-soluble vitamins are the B complex and C. 


1. What are vitamins? 2. What is the function of vitamins? 3. What principal vitamins do you 

know? 4. How are some vitamins produced by the body? 5. In what form are vitamins used by the 

body? 6. What classes are the vitamins divided into? 


1. Vitamins A and D are stored _ the liver. 2. Reserves of vitamins A and D may be sufficient _ 6 

months. 3. Vitamins A and D can produce toxic effects when taken _ excessive amounts. 4. 

Although it is popularly believed that the water-soluble vitamins are harmless when taken _ large 

amounts, this is not always true. 5. Some of the water-soluble vitamins may have strong medicinal 

effects – good and bad – when taken _ large amounts. 6. _ large doses, a B vitamin can cause nerve 

damage. 

Ex. 16. Write out key sentences of the text “Vitamins”. 

Ex. 17. Make up a plan of the text “Vitamins”. 

Ex. 18. Give a summary of the text “Vitamins”. 

Ex. 19. Speak on the vitamins.


Vitamins are compounds that you must have to growth and health. They are needed in small 

amounts only and are usually available in the foods that you eat. Vitamin A is necessary for normal 

growth and health and for healthy eyes and skin. Lack of vitamin A may lead to a rare condition 

called ni ght bl indness ( problems s eeing i n the dark), a s w ell a s dr y e yes, e ye i nfections, s kin 

problems, and slowed growth. Your physician may treat these problems by pr escribing vitamin A 

for you. V itamin A is found in various foods including yellow-orange fruits and vegetables; dark 

green, leafy vegetables; whole milk; and margarine. Vitamin A comes in different forms. The form 

of vitamin A found in plants is called beta-carotene. It is to eat fresh fruits and vegetables. Food 

processing may de stroy s ome of t he vi tamins. F or e xample f reezing may r educe t he a mount of 

vitamin A in foods. Vitamin A is stored in the body and taking too much over a period of time can 

cause poisoning. 

Vitamin B 2 (riboflavin) is necessary for normal metabolism. Lack of vitamin B 2 may lead to 

itching and burning eyes, sensitivity of eyes to light, sore tongue, itching skin on the nose, and sores 

in the mouth. Vitamin B 2 is found in various foods, including milk and dairy products, fish, meats, 

green leafy vegetables, and whole grain and enriched cereals and bread. 

Vitamin B 12 is ne cessary f or he althy bl ood. C yanocobalamin a nd hydr oxocobalamin are 

man-made forms of vitamin B 12 . Lack of vitamin B 12 may lead to anemia, stomach problems, and 

nerve damage. Vitamin B 12 is found in various foods, including fish, egg yolk, milk, and fermented 

cheeses. It is not found in any vegetables. 

Vitamin E preve nts a chemical r eaction ca lled oxidation, w hich can sometimes r esult i n 

harmful effects in the human body. Lack of vitamin E is extremely rare, except in people who have 

a disease in which it is not absorbed into the body. Vitamin E is found in various foods including 

vegetable oils (corn, soybean), wheat germ, whole-grain cereals, and green leafy vegetables. Vitamin 

E is stored in the body and taking too much over a period of time may cause harmful effects. 

Vitamin K is necessary for normal clotting of the blood. Vitamin K is found in various foods 

including green l eafy vegetables, meat, a nd dairy pr oducts. I f you e at a ba lanced diet c ontaining 

these foods, you s hould be getting all the vitamin K you need. Little vitamin K is lost from foods 

with ordinary cooking. Lack of vitamin K is rare but may lead to problems with blood clotting and 

increased bleeding. Vitamin K is routinely given to newborn infants to prevent bleeding problems. 

It is found in spinach, vegetable oils, and cabbage. 

Vitamin D is n ecessary f or s trong bone s a nd t eeth. L ack of vi tamin D may l ead t o a 

condition called rickets, especially in children, in which bones and teeth are weak. In adults it may 

cause a con dition called os teomalacia, in which cal cium i s l ost f rom b ones so that t hey become 

weak. Vitamin D is sometimes used to treat other diseases in which calcium is not used properly by 

the body. Vitamin D is found naturally only in fish and fish-liver oils. However, it is also found in 

other foods such as milk and bread to which it has been added. Cooking does not affect the vitamin 

D in foods. Vitamin D is sometimes called the “sunshine vitamin” since it is made in the skin when 

the human is exposed to sunlight. If you e at a balanced diet and get outside in the sunshine, you 

should be getting all the vitamin D you need. 

Ex. 21. Give a summary of the text (ex. 20). 


Name of vitamin Conditions c aused 

by lack of vitamin 

Vitamin A 

Vitamin B 2 

Vitamin B 12 

Vitamin E 

Products c ontaining 

vitamin 

Functions of vitamin

Vitamin K 

Vitamin D 

Ex. 23. Make up the dialogue using the obtained information (ex. 22). 


Enhance; ultimately; herring; mackerel; salmon; cereals; interfere; supplement; seizure. 


IMPORTANCE OF VITAMIN D 

Calcium is essential for strong bones, but to enhance the amount of calcium that ultimately 

reaches your bones you also need vitamin D. 

Your body makes vitamin D from two sources – sunlight and food. Most of the vitamin D 

the body makes starts with the sun. When you are exposed to ultraviolet (UV) light rays, a chemical 

in the skin is changed into an inactive form of vitamin D. 

Butter, eggs, and fatty fish such as herring, mackerel, and salmon naturally contain vitamin 

D. O ther f ood s ources are f oods f ortified w ith vi tamin D s uch a s milk, margarine, a nd s ome 

breakfast cereals. 

The l iver a nd ki dneys w ork t o c hange vi tamin D into t he a ctive f orm t he body c an us e. 

Despite the a vailability of the s un a nd vitamin D-rich foods, several f actors can i nterfere w ith 

obtaining enough of this essential nutrient: 

Age. As you get older, your body turns UV rays into vitamin D less efficiently. If you spend 

limited time outdoors exposed to the sun and don’t drink 2 or more cups of milk a day, you m ay 

want t o c onsider a supplement. D on’t t ake m ore t han 400 IU ( units) o f vi tamin D a da y unl ess 

prescribed by your physician. 

Illness. Kidney or liver disease reduces the ability to change vitamin D into its usable form. 

Medications suc h as p henytoin, prescribed for se izure di sorders, can al so l ead to vitamin D 

deficiency. 

Vitamin D is like no other nutrient in that one of the best ways to obtain it has nothing to do 

with food. Although excessive sun exposure isn’t healthful for your skin, a little bit of sun good for 

your bones. 

Ex. 26. Speak on the importance of vitamin D. 

Ex. 27. Read the following abstract and memorize it: 

Myth: Vitamins provide energy. 

Fact: Calories from fat, carbohydrate, and protein provide energy. Vitamins don’t have calories, so 

they can’t give energy. The myth likely stems from the action of B vitamins. They don’t actually 

provide energy. Yet each of the eight B vitamins plays a critical role in the chemical reactions that 

release energy from foods. 

Ex. 28. Make up short dialogues using the data of the following table: 

VITAMIN FAT (F) 

SOURCE 

OR 

WATER (W) 

SOLUBLE 

vitamin A F From provitamin carotene found in yellow and green 

vegetables; preformed in liver, egg yolk, butter, and milk. 

vitamin B 1 W Yeast, grains, and milk.

vitamin B 2 W Green vegetables, liver, wheat germ, milk, and eggs. 

pantothenic acid W Liver, yeast, green vegetables, grains, and intestinal bacteria. 

vitamin B 3 W Fish, liver, red meat, yeast, grains, beans, and nuts. 

vitamin B 6 W Fish, liver, yeast, tomatoes, and intestinal bacteria. 

folic acid W Liver, green leafy vegetables, and intestinal bacteria. 

vitamin B 12 W Liver, red meat, milk, and eggs. 

vitamin C W Citrus fruit, tomatoes, and green vegetables. 

vitamin D F Fish liver oil, enriched milk and eggs. 

vitamin E F Wheat germs, rice oil, grain, and liver. 

vitamin K F Liver, spinach, vegetable oils, cabbage, and intestinal bacteria. 

OVERVIEW 

Vitamins are substances that are essential in certain chemical transformations in the human body. 

They help the body process proteins, carbohydrates, and fats. Most vitamins cannot be produced by 

the body a nd must be obtained through the diet. Vitamin A is needed for the eyes and to keep the 

linings of t he br onchial, ur inary, and i ntestinal t racts he althy; vi tamin C i s ne eded f or t he 

development of bone s, teeth, b lood ve ssels, a nd ot her tissues; vi tamin K i s ne cessary f or bl ood 

clotting; and vitamin D is also needed for the development of bones and teeth. Some vitamins are 

produced b y i ntestinal ba cteria, a nd a f ew c an be f ormed by t he body f rom s ubstances c alled 

provitamins. O nce t he c hemical s tructure of a v itamin i s de stroyed, its function i s us ually l ost. 

There ar e t wo major cl asses of vit amins: f at solubl e and water so luble. Fat-soluble vi tamins ar e 

vitamins A, D, E, and K. Water-soluble vitamins are the B complex and C. 



Vitamins are substances t hat are essential in certain chemical transformations in the human 

body. T hey he lp t he body pr ocess pr oteins, c arbohydrates, a nd f ats. M ost vi tamins c annot be 

produced by the body and must be obtained through the diet. Vitamin A is needed for the eyes and 

to keep the linings of the bronchial, urinary, and intestinal tracts healthy; vitamin C is needed for 

the development of bones, teeth, blood vessels, and other tissues; vitamin K is necessary for blood 



provitamins. O nce t he c hemical s tructure of a v itamin i s de stroyed, its function i s usually lost. 


vitamins A, D, E, and K. Water-soluble vitamins are the B complex and C.


кінцевий контроль, проводиться аналіз успішності студента і виставляється у журнал обліку 

відвідувань і успішності студентів. 



1. Tell the group about your future profession. 


1. W hat a re vi tamins? 2. W hat i s t he f unction of vi tamins? 3. W hat pr incipal v itamins do you 











substances called provitamins. 6. Once t he c hemical st ructure of a vitamin is _, its f unction is 





школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 

3. Єнікеєва А.Б., Корнейко І.В. – Англійська мова для медиків. – Харків, ХДМУ, 2000 – 

64 с. 




Методична рекомендація складена ст. викл. Романко І.Г.










______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Вітаміни 

Курс 

ІІ 




стосуються навчання майбутнього лікаря, вмінні надавати інформацію з теми, використовуючи 



При роботі над темою “ Професія, яку я обираю.” 




При роботі над граматичним матеріалом Forms of the Verb; 


у тексті при читанні та перекладі. 



1. Попередні дисципліни: Порівняти правила читання у латинській та англійській 

Анатомія людини, біологія, мовах. Знати основні поняття та терміни, що стосуються 

латинська мова та медична 

термінологія. 

теми яка вивчається. Використовувати раніше отриману 




Терапія, пропедевтика 

внутрішніх хвороб. 






vitamin ['vItqmIn; food item ['aItqm] vitamin ['vItqmIn; food item ['aItqm] 

'vaItqmIn] витамин компонент пищи; 



essential [I'senS(q)l] пищевой объект 


существенный, clotting ['klOtIN] 



свертывание essential [I'senS(q)l] свертывание 

diet [daIqt] питание, pantothenic acid существенный, pantothenic acid 

пища 



amount [q'maunt] пантотеновая основной 


количество кислота 


contribute 

folic acid ['foulIk] diet [daIqt] питание, folic acid ['foulIk] 

[kqn'trIbju:t] 

фолиевая 

пища 


способствовать кислота 

amount [q'maunt] assemble [q'sembl] 

minute [maI'nju:t] assemble [q'sembl] количество 


несущественный, собирать 

contribute [kqn'trIbju:t] soluble ['sOljubl] 

незначительный; soluble ['sOljubl] способствовать растворимый 

мелкий 


store [stO:] 

deficiency 

store [stO:] 

хранить, сохранять 



хранить, 

нехватка, дефицит сохранять 

несщественный, 


мелкий 


deficiency [dI'fIS(q)nsI] 

нехватка, дефицит

What classes are the vitamins divided into? 



Name the four verb-forms: 

A. include; inform; provide; reduce; ratify; define; prepare; fill; examine; study; fulfill; prescribe; 

protect. 


spend; think. 


Фонетика: читання голосних o + n, m, v, u, t h; i + nd, ld (впр. , с. 267), Vocabulary, c. 266 (І. 

Znamenska, O. Pisotska, V. Kostenko “Course of English for Medical Student”). 







Sto_e; assem_le; vitam_n; contrib._te; di_t; p_otein; ve_sel; inte_tine; destr_y. 


Amount; pantothenic acid; clotting; deficiency; soluble; essential; minute; food item; exist; to be 

produced; lining of the bronchial tract; need; slightly modified form; remain. 


Diet ['daIqt]; nut rient; v ariety; deficiency; substance; car otene ['kxrqtI:n]; s lightly; modified; h eat; 

soluble ['sO:ljubl]; accumulate; overdose; hypervitaminosis; toxicity. 


VITAMINS 

Vitamins are substances that are essential in certain chemical transformations in the human 

body and need to be present in the diet only in very small amounts. They help the body process 

proteins, carbohydrates, and fats. Certain vitamins also contribute to the production of blood cells, 

hormones, genetic material, and chemicals of the nervous system. 

Vitamins exist in minute quantities in food. Most vitamins cannot be produced by the body 

and must be obtained through the diet. Since no single food item or nutrient class provides all the 

essential vitamins, it is necessary to eat a variety of foods. For example, vitamin A is needed for the 

eyes a nd to ke ep t he l inings of t he br onchial, urinary, a nd i ntestinal tracts h ealthy; vi tamin C i s 

needed for the development of bones, teeth, blood vessels, and other tissues; vitamin K is necessary 

for blood clotting; and vitamin D is also needed for the development of bones and teeth. 

The principal vitamins are: vitamin A, vitamin B 1 , vitamin B 2 , pantothenic acid (part of the 

B 2 complex), vi tamin B 3 , vi tamin B 6 , f olic a cid, vi tamin B 12 , vi tamin C , vi tamin D , vi tamin E , 

vitamin H (often considered part of the B-vitamin group), and vitamin K.

Some vi tamins ( e.g., vi tamin K ) a re pr oduced by i ntestinal ba cteria, a nd a f ew can be 

formed by the body from substances called provitamins (portions of vitamins that can be assembled 

or modified by the body into functional vitamins). Carotene is an example of a provitamin that can 

be modified by t he body t o f orm v itamin A . V itamins are used by t he body i n t heir or iginal or 

slightly m odified f orms. O nce t he c hemical s tructure of a vi tamin i s de stroyed, its f unction i s 

usually l ost. T he c hemical s tructure of m any v itamins i s d estroyed by he at ( e.g., when f ood i s 

overcooked). 

There are two major classes of vitamins: fat soluble and water soluble. Fat-soluble vitamins 

such as vitamins A, D, E, and K are absorbed from the intestine along with lipids, and some of them 

can be stored in the body for a long period of time. Because they can be stored, it is possible to 

accumulate an overdose of these vitamins in the body ( hypervitaminosis) to the point of toxicity. 

Water-soluble vitamins such as the B complex and C are absorbed with water from the intestinal 

tract and remain in the body only a short time before excreted. 

The absence of a specific vitamin in the diet can result in a specific deficiency disease. 


Хранить, сохранять; способствовать; питание, пища; пантотеновая кислота; собирать; 

количество; несущественный, незначительный; нехватка, дефицит; компонент пищи; 

фолиевая кислота; свертывание; растворимый. 

Ex. 12. Translate the text “Vitamins” into your native language: 
















1. Vitamins A and D are stored _ the liver. 2. Reserves of vitamins A and D may be sufficient _ 6 

months. 3. Vitamins A and D can produce toxic effects when taken _ excessive amounts. 4. 

Although it is popularly believed that the water-soluble vitamins are harmless when taken _ large 

amounts, this is not always true. 5. Some of the water-soluble vitamins may have strong medicinal 

effects – good and bad – when taken _ large amounts. 6. _ large doses, a B vitamin can cause nerve 

damage. 

Ex. 16. Write out key sentences of the text “Vitamins”. 

Ex. 17. Make up a plan of the text “Vitamins”. 

Ex. 18. Give a summary of the text “Vitamins”.

Ex. 19. Speak on the vitamins. 


Vitamins are compounds that you must have to growth and health. They are needed in small 

amounts only and are usually available in the foods that you eat. Vitamin A is necessary for normal 

growth and health and for healthy eyes and skin. Lack of vitamin A may lead to a rare condition 

called ni ght bl indness ( problems s eeing i n the dark), a s w ell a s dr y e yes, e ye i nfections, s kin 

problems, and slowed growth. Your physician may treat these problems by pr escribing vitamin A 

for you. V itamin A is found in various foods including yellow-orange fruits and vegetables; dark 

green, leafy vegetables; whole milk; and margarine. Vitamin A comes in different forms. The form 

of vitamin A found in plants is called beta-carotene. It is to eat fresh fruits and vegetables. Food 

processing may de stroy s ome of t he vi tamins. F or e xample f reezing may r educe t he a mount of 

vitamin A in foods. Vitamin A is stored in the body and taking too much over a period of time can 

cause poisoning. 

Vitamin B 2 (riboflavin) is necessary for normal metabolism. Lack of vitamin B 2 may lead to 

itching and burning eyes, sensitivity of eyes to light, sore tongue, itching skin on the nose, and sores 

in the mouth. Vitamin B 2 is found in various foods, including milk and dairy products, fish, meats, 

green leafy vegetables, and whole grain and enriched cereals and bread. 

Vitamin B 12 is ne cessary f or he althy bl ood. C yanocobalamin a nd hydr oxocobalamin are 

man-made forms of vitamin B 12 . Lack of vitamin B 12 may lead to anemia, stomach problems, and 

nerve damage. Vitamin B 12 is found in various foods, including fish, egg yolk, milk, and fermented 

cheeses. It is not found in any vegetables. 

Vitamin E prevents a chemical r eaction ca lled oxidation, w hich can sometimes r esult i n 

harmful effects in the human body. Lack of vitamin E is extremely rare, except in people who have 

a disease in which it is not absorbed into the body. Vitamin E is found in various foods including 

vegetable o ils (corn, s oybean), w heat ge rm, w hole-grain cer eals, an d green l eafy vegetables. 

Vitamin E i s s tored i n the body a nd t aking t oo much ove r a pe riod of t ime may cause ha rmful 

effects. 

Vitamin K is necessary for normal clotting of the blood. Vitamin K is found in various foods 

including green l eafy vegetables, meat, a nd dairy pr oducts. I f you e at a ba lanced diet c ontaining 

these foods, you s hould be getting all the vitamin K you need. Little vitamin K is lost from foods 

with ordinary cooking. Lack of vitamin K is rare but may lead to problems with blood clotting and 

increased bleeding. Vitamin K is routinely given to newborn infants to prevent bleeding problems. 

It is found in spinach, vegetable oils, and cabbage. 

Vitamin D is ne cessary f or s trong bone s a nd t eeth. L ack of vi tamin D may l ead t o a 

condition called rickets, especially in children, in which bones and teeth are weak. In adults it may 

cause a con dition called os teomalacia, in which cal cium i s l ost f rom b ones so that t hey be come 

weak. Vitamin D is sometimes used to treat other diseases in which calcium is not used properly by 

the body. Vitamin D is found naturally only in fish and fish-liver oils. However, it is also found in 

other foods such as milk and bread to which it has been added. Cooking does not affect the vitamin 

D in foods. Vitamin D is sometimes called the “sunshine vitamin” since it is made in the skin when 

the human is exposed to sunlight. If you e at a balanced diet and get outside in the sunshine, you 

should be getting all the vitamin D you need. 

Ex. 21. Give a summary of the text (ex. 20). 


Name of vitamin Conditions c aused 

by lack of vitamin 

Vitamin A 

Vitamin B 2 

Products c ontaining 

vitamin 

Functions of vitamin

Vitamin B 12 

Vitamin E 

Vitamin K 

Vitamin D 

Ex. 23. Make up the dialogue using the obtained information (ex. 22). 


Enhance; ultimately; herring; mackerel; salmon; cereals; interfere; supplement; seizure. 


IMPORTANCE OF VITAMIN D 

Calcium is essential for strong bones, but to enhance the amount of calcium that ultimately 

reaches your bones you also need vitamin D. 

Your body makes vitamin D from two sources – sunlight and food. Most of the vitamin D 

the body makes starts with the sun. When you are exposed to ultraviolet (UV) light rays, a chemical 

in the skin is changed into an inactive form of vitamin D. 

Butter, eggs, and fatty fish such as herring, mackerel, and salmon naturally contain vitamin 

D. O ther f ood s ources are f oods f ortified w ith vi tamin D s uch a s milk, margarine, a nd s ome 

breakfast cereals. 

The l iver a nd ki dneys w ork t o c hange vi tamin D i nto t he a ctive f orm t he body c an us e. 

Despite the a vailability of the s un a nd vitamin D-rich foods, several f actors can i nterfere w ith 

obtaining enough of this essential nutrient: 

Age. As you get older, your body turns UV rays into vitamin D less efficiently. If you spend 

limited time outdoors exposed to the sun and don’t drink 2 or more cups of milk a day, you m ay 

want t o c onsider a supplement. D on’t t ake m ore t han 400 IU ( units) o f vi tamin D a da y unl ess 

prescribed by your physician. 

Illness. Kidney or liver disease reduces the ability to change vitamin D into its usable form. 

Medications suc h as p henytoin, prescribed for se izure di sorders, can al so l ead to vitamin D 

deficiency. 

Vitamin D is like no other nutrient in that one of the best ways to obtain it has nothing to do 

with food. Although excessive sun exposure isn’t healthful for your skin, a little bit of sun good for 

your bones. 

Ex. 26. Speak on the importance of vitamin D. 

Ex. 27. Read the following abstract and memorize it: 

Myth: Vitamins provide energy. 

Fact: Calories from fat, carbohydrate, and protein provide energy. Vitamins don’t have calories, so 

they can’t give energy. The myth likely stems from the action of B vitamins. They don’t actually 

provide energy. Yet each of the eight B vitamins plays a critical role in the chemical reactions that 

release energy from foods. 

Ex. 28. Make up short dialogues using the data of the following table: 

VITAMIN FAT (F) 

SOURCE 

OR 

WATER (W) 

SOLUBLE 

vitamin A F From provitamin carotene found in yellow and green 

vegetables; preformed in liver, egg yolk, butter, and milk.

vitamin B 1 W Yeast, grains, and milk. 

vitamin B 2 W Green vegetables, liver, wheat germ, milk, and eggs. 

pantothenic acid W Liver, yeast, green vegetables, grains, and intestinal bacteria. 

vitamin B 3 W Fish, liver, red meat, yeast, grains, beans, and nuts. 

vitamin B 6 W Fish, liver, yeast, tomatoes, and intestinal bacteria. 

folic acid W Liver, green leafy vegetables, and intestinal bacteria. 

vitamin B 12 W Liver, red meat, milk, and eggs. 

vitamin C W Citrus fruit, tomatoes, and green vegetables. 

vitamin D F Fish liver oil, enriched milk and eggs. 

vitamin E F Wheat germs, rice oil, grain, and liver. 

vitamin K F Liver, spinach, vegetable oils, cabbage, and intestinal bacteria. 

OVERVIEW 


They help the body process proteins, carbohydrates, and fats. Most vitamins cannot be produced by 

the body a nd must be obtained through the diet. Vitamin A is needed for the eyes and to keep the 

linings of t he br onchial, ur inary, and i ntestinal t racts he althy; vi tamin C i s ne eded f or t he 

development of bone s, teeth, b lood ve ssels, a nd ot her tissues; vi tamin K i s ne cessary f or bl ood 



provitamins. Once the c hemical s tructure of a v itamin is de stroyed, its function is usually l ost. 


















vitamins are vitamins A, D, E, and K. 9. _-soluble vitamins are the B complex and C.





















__________________ 

„____________”_______________200__р. 








№ 

Тема заняття Антибіотики 

Курс 

ІІ 







При роботі над темою “ Антибіотики.” 




При роботі над граматичним матеріалом Co-ordinate conjunctions засвоїти функції та 
























antibiotic ["xntIbaI'OtIk] антибіотик streptococcus (pl. streptococci) 

inhibit [In'hIbIt] пригнічувати, ["streptqu'kOkqs] стрептококк 

стримувати 

bactericidal [bxk'tIqrI"saIdl] бактеріцидний 

protozoan ["prqutq'zqun] найпростіші bacteriostatic 

[bxk"tIqrIo'stxtIk] 

тварини (простейшее животное) 

potent ['pqut(q)nt] сильнодіючий; міцний 

mold [mquld] пліснява; пліснявий грибок 

own to [qun] визнавати 

бактеріостатичний 

topical ['tOpIk(q)l] місцевий, топический 

range [reInG] вагатися 

adverse ['xdvq:s] несприятливий 


What is Co-ordinate conjunctions? 




1. Balanced s kin is ne ither o ily no r dr y. 2. T he ne rve c ells t hat f orm t he pe ripheral ne rvous 

system are located either within the neural tube or are derived from neural crest cells. 3. The key 

to treatment is either decreasing the amount of acid present or strengthening the protective lining 

of the stomach or duodenum. 4. A number of smaller veins empty into either the cardiac veins, 

the coronary sinus, or directly into the right atrium. 5. All arteries of the systemic circulation are 

derived either directly or indirectly from the aorta.



Словотворення: Conversion та повторення пройденого матеріалу (утворення медичних 

термінів) 

Граматика: Co-ordinate conjunctions 

Текст: “Antibiotics”. 

READING AND DEVELOPING SKILLS 



Ex. 7. Insert the missing letters and translate the following words and word-combinations 


Topi_al; protozo_n; ran_e; in_ibit; bacteri_idal; bacteriostati_; m_ld; adve_se; p_tent. 


Antibiotic; substance; microorganism; bacteria; fungi; refer; microbe; excrete; although; isolate; 

ancient; C hinese; E gyptian; m ould; p lant; pe nicillin; m ultiply; s ynthesize; pne umonia; 

tuberculosis; endocarditis. 


ANTIBIOTICS 

Antibiotic is a chemical substance that inhibits the growth of other microorganisms, such 

as ba cteria, f ungi, or protozoans. T he t erm or iginally r eferred t o a ny a gent w ith bi ological 

activity against living organisms. Now this term is used to refer to substances with anti-bacterial, 

anti-fungal, or anti-parasitical activity. The effectiveness of antibiotics varies with the location of 

the i nfection, t he a bility of t he a ntibiotic t o r each t he s ite of i nfection, a nd t he a bility of t he 

microbe to inactivate or excrete the antibiotic. 

Although pot ent a ntibiotic c ompounds f or t reatment of hu man diseases caus ed by 

bacteria w ere not i solated a nd i dentified unt il t he t wentieth c entury, the f irst kn own us e o f 

antibiotics was by the ancient C hinese over 2,500 years a go. M any ot her a ncient c ultures, 

including t he ancient E gyptians and ancient G reeks already used molds and plants t o treat 

infections. At t hat t ime, how ever, t he c ompounds ha ving a ntibiotic a ctivity a nd pr esent in 

moulds or plants were unknown. 

The a ntibiotic p roperties of Penicillium were f irst de scribed in France by Ernest 

Duchesne in 1897. H owever, hi s w ork w ent by w ithout much not ice f rom t he s cientific 

community until Alexander Fleming's discovery of Penicillin. 

Antibiotics can be divided into two groups: bactericidal and bacteriostatic. Bactericidal 

antibiotics destroy bacteria, and bacteriostatic an tibiotics pr event ba cteria f rom m ultiplying. 

Antibiotics have be en s ynthesized i n t he l aboratory. T hey are us ed t o t reat s erious ba cterial 

infections such a s pne umonia, t uberculosis, osteomyelitis, endocarditis and many ot hers. Each 

antibiotic is effective only against certain bacteria. Antibiotics do not fight infections caused by 

viruses, such as colds flu, bronchitis, and sore throat, unless caused by streptococci. 

Usually, antibiotics are given by m outh, while intravenous antibiotics are used in more 

serious cases, such as deep-seated systemic infections. If the person has no other conditions that 

need treatment in the h ospital and is f eeling relatively w ell, intravenous ant ibiotics m ay be 

administered a t hom e. Antibiotics may also sometimes be administered topically, a s w ith eye 

drops or ointments. 

Possible side ef fects ar e va ried and can range f rom f ever and nausea to m ajor al lergic 

reactions. One of the more common side effects is diarrhea. Some side effects may disrupt the

function of the k idneys, l iver, bon e m arrow, or ot her or gans. B lood t ests a re us ed to m onitor 

such adverse reactions. 


Коливатися; пліснява, пліснявий грибок; місцевий, топический; визнавати; сильнодіючий; 

бактеріостатичний; бактерицидний; пригнічувати, стримувати; несприятливий; побічний 

ефект; відноситися до; руйнувати; глибокорозташований; включати, укладати. 

Ex. 11. Translate the text “Antibiotics” into your native language. 


1. Antibiotic is a chemical substance that _ the growth of other microorganisms. 2. The term is 

used to _ to substances with anti-bacterial, anti-fungal, or anti-parasitical activity. 3. Antibiotics 

can be divided into two groups: _ and bacteriostatic. 4. Bactericidal antibiotics destroy bacteria, 

and bacteriostatic a ntibiotics p revent _ from multiplying. 5. Antibiotics a re us ed to _ serious 

bacterial infections. 6. Each antibiotic is _ onl y against certain bacteria. 7. U sually, antibiotics 

are given by mouth, while _ antibiotics are used in more serious cases. 8. Antibiotics may also 

sometimes be administered _, as with eye drops or ointments. 9. One of the more common side _ 

is diarrhea. 10. Some s ide e ffects m ay di srupt t he f unction of t he ki dneys, l iver, _, or ot her 

organs. 


1. What is antibiotic? 2. What cases are antibiotics prescribed in? 3. How long are antibiotics 

used? 4. What groups are antibiotics divided into? 5. What are bactericidal antibiotics? 6. What 

are b acteriostatic antibiotics? 6. What si de effect can antibiotic h ave? 7. W hat routs o f 

antibiotics' administration are there? 


Since the first pioneering efforts of Florey and Chain _ 1939, the importance of antibiotics to 

medicine has l ed to much r esearch i nto di scovering a nd pr oducing t hem. T he pr ocess of 

production usually involves s creening _ w ide r anges of microorganisms, t esting a nd 

modification. P roduction i s c arried out us ing fermentation; a pr ocess tha t is important _ 

anaerobic conditions when there is no oxi dative phosphorylation to maintain the production of 

adenosine triphosphate (ATP) _ glycolysis. 

Ex. 15. Write out key words of the text “Antibiotics”. 

Ex. 16. Make up a plan of the text “Antibiotics”. 

Ex. 17. Speak on the using of antibiotics. 

Ex. 18. Make up a dialogue on antibiotics. 


PENICILLIN 

Penicillin is used in the treatment of bacterial infections. It works by killing bacteria or 

preventing t heir gr owth. T here a re s everal di fferent ki nds o f pe nicillins. E ach i s us ed t o t reat 

different kinds of bacterial infections. One kind of penicillin usually may not be used in place of 

another. Penicillins are used to treat bacterial infections in many different parts of the body. They 

are s ometimes gi ven with other antibacterial medicines. C arbenicillin is us ed only to treat 

bacterial infections of the urinary tract and prostate gland. Penicillin G and penicillin V are also

used to prevent “st rep” i nfections i n patients w ith a hi story of r heumatic he art di sease. 

Piperacillin is given by injection to prevent bacterial infections before, during, and after surgery 

also. S ome pe nicillins may a lso be us ed f or other pr oblems. H owever, none of t he pe nicillins 

will work for colds, flu, or other viral infections. Penicillins (except some of them) are best taken 

with a f ull glass of w ater on an e mpty s tomach ( either 1 h our be fore or 2 hour s after m eals) 

unless otherwise directed by t he doctor. To help clear up the infection completely, keep taking 

penicillin for the full time of treatment, even if you be gin to feel better after a few days. If the 

patient has a “strep” infection, he/she should keep taking this medicine for at least 10 days. This 

is especially i mportant in “strep” infections. Serious heart problems could develop later if the 

infection i s not c leared up c ompletely. A lso, i f a pe rson s tops t aking t his m edicine t oo s oon, 

his/her sym ptoms may r eturn. Along with its ne eded effects, a medicine m ay cause some 

unwanted e ffects, t hey are di fficulty i n br eathing, s kin r ash or i tching, abdominal or s tomach 

pain, blood in urine, diarrhea, and joint pain. 

Ex. 20. Read and translate one of the following abstracts: 

AMPICILLIN 

Indications: urinary-tract infections, otitis media, sinusitis, chronic bronchitis, and gonorrhea. 

Cautions: history of allergy; renal impairment; chronic lymphatic leukemia; and possibly HIV 

infection. 

Contra-indications: penicillin hypersensitivity. 

Side-effects: nausea, diarrhea; rashes (discontinue treatment); rarely, antibiotic-associated colitis. 

Dose: by mouth, 0.25-1 g every 6 hours, at least 30 minutes before food. 

Gonorrhea, 2-3.5 g as a single dose with probenecid 1 g. 

Urinary-tract infections, 500 mg every 8 hours 

By intramuscular injection or intravenous injection or infusion, 500 mg every 4-6 hours; higher 

doses in meningitis. 

Child under 10 years, any route, half adult dose. 

TETRACYCLINE 

Indications: exacerbations ( обострения) of chronic br onchitis; pl eural e ffusions due t o 

malignancy or cirrhosis. 

Precautions: hepatic impairment; renal impairment; rarely causes photosensitivity. 

Contra-indications: pregnancy a nd br east-feeding, c hildren unde r 12 ye ars of a ge, s ystemic 

lupus erythematosus. 

Adversable reaction: nausea, vomiting, diarrhea; headache; hepatoxicity. 

Dose: by mouth, 250 mg every 6 hours, increased in severe infections to 500 mg every 6-8 hours. 

Non-gonococcal urethritis, 500 mg every 6 hours for 7-14 days. 

By intravenous infusion, 500 mg every 12 hours; max. 2 g daily. 

ERYTHROMYCIN 

Indications: alternative t o pe nicillin i n hype rsensitive pa tients, pne umonia, s yphilis, c hronic 

prostatitis; diphtheria and whooping cough prophylaxis. 

Cautions: hepatic impairment; renal impairment; pregnancy and breast-feeding. 

Contra-indications: estolate contra-indicated in liver disease. 

Side-effects: nausea, vo miting, a bdominal di scomfort, di arrhea; r ashes a nd ot her a llergic 

reactions. 

Dose: by mouth, Adult and child over 8 ye ars, 250-500 mg every 6 hour s or 0.5-1 g e very 12 

hours; up to 4 g da ily in severe infections; Child up to 2 years 125 mg every 6 hours, 2-8 years 

250 mg every 6 hours, doses doubled for severe infections. 

By i ntravenous i nfusion, Adult and C hild severe i nfections, 50 mg/kg da ily by c ontinuous 

infusion or in divided doses every 6 hours; mild infections, 25 mg/kg daily.





are b acteriostatic antibiotics? 6. What s ide effect c an antibiotic h ave? 7. W hat routs o f 







and bacteriostatic an tibiotics p revent _ f rom multiplying. 5 . A ntibiotics a re us ed t o _ s erious 





organs. 





















__________________ 

„____________”_______________2000__р. 







№ 


Курс 

ІІ 




При роботі над темою “ Антибіотики.” 




При роботі над граматичним матеріалом Co-ordinate conjunctions засвоїти функції та 

переклад матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті, при 














Словотворення: Conversion. Повторення пройденого матеріалу (утворення медичних 

термінів). 

Граматика: Co-ordinate Conjunctions 

Текст: “Antibiotics”. 


№ 

з/п 



часу 





Усне 



Co-ordinate 

conjunctions 


та 



теми. 

Засоби 



таблиця Coordinate 

conjunctions 



Kostenko 

“Course of 

English for 

Medical 

Student”) 

Усне




Словотворення: Conversion 

(повторення пройденого 

матеріалу (утворення медичних 

термінів); 

Граматика: Засвоєння Co-ordinate 

conjunctions. 













65% опитування. 

Усне 


теми. 



Тема заняття спрямована на розширення знань студентів з історії виникнення та етапів 

розвитку антибіотиків. Засвоєння англомовних відповідників назв антибіотиків. 

Усвідомлення себе як фахівця у царині природних наук, а також на усвідомлення 

важливості теоретичного підґрунтя у вивченні медицини, формування 



поваги до 


VOCABULARY 

antibiotic ["xntIbaI'OtIk] антибіотик 

inhibit [In'hIbIt] пригнічувати, стримувати 

protozoan ["prqutq'zqun] найпростіші 

тварини (простейшее животное) 




streptococcus (pl. streptococci) ["streptqu'kOkqs] 

стрептококк 

bactericidal [bxk'tIqrI"saIdl] бактеріцидний 

bacteriostatic [bxk"tIqrIo'stxtIk] 

бактеріостатичний 

topical ['tOpIk(q)l] місцевий, топический 

range [reInG] вагатися 

adverse ['xdvq:s] несприятливий 

WORD-BUILDING 

CONVERSION 


to help допомогати– a help допомога 


To work – a work; to act – an act; to group – a group; to form – a form; to plan – a plan; to head 

– a head, to exercise – an exercise.

GRAMMAR: 

Ex. 3. Read the following sentences with their translations: 

CO-ORDINATE CONJUNCTIONS 

The ancient Egyptians and ancient Greeks Стародавні єгиптяне та греки лікували 

treated different diseases. 

різноманітні захворювання. 

The work is rather difficult but very Робота достатньо складна, але важлива. 

important. 

Take this medicine two or three days. Приймайте ці лікі 2 або 3 дні. 

Fractures are defined as either closed or Переломи визначаются або як закриті, або як 

open. 

Type AB blood has neither A nor B 

antigens. 

відкриті. 

Четверта група крові не має ні А, ні В 

антігенов. 


1. Balanced s kin is ne ither o ily no r dr y. 2. T he ne rve c ells t hat f orm t he pe ripheral ne rvous 

system are located either within the neural tube or are derived from neural crest cells. 3. The key 

to treatment is either decreasing the amount of acid present or strengthening the protective lining 

of the stomach or duodenum. 4. A number of smaller veins empty into either the cardiac veins, 

the coronary sinus, or directly into the right atrium. 5. All arteries of the systemic circulation are 

derived either directly or indirectly from the aorta. 




Ex. 7. Insert the missing letters and translate the following words and word-combinations 


Topi_al; protozo_n; ran_e; in_ibit; bacteri_idal; bacteriostati_; m_ld; adve_se; p_tent. 


Antibiotic; substance; microorganism; bacteria; fungi; refer; microbe; excrete; although; isolate; 

ancient; C hinese; E gyptian; m ould; p lant; pe nicillin; m ultiply; s ynthesize; pne umonia; 

tuberculosis; endocarditis. 


ANTIBIOTICS 

Antibiotic is a chemical substance that inhibits the growth of other microorganisms, such 

as ba cteria, f ungi, or protozoans. T he t erm or iginally r eferred t o a ny a gent w ith bi ological 

activity against living organisms. Now this term is used to refer to substances with anti-bacterial, 

anti-fungal, or anti-parasitical activity. The effectiveness of antibiotics varies with the location of 

the i nfection, t he a bility of t he a ntibiotic t o r each t he s ite of i nfection, a nd t he a bility of t he 

microbe to inactivate or excrete the antibiotic. 

Although pot ent a ntibiotic c ompounds f or t reatment of hu man diseases caus ed by 

bacteria w ere not i solated a nd i dentified unt il t he t wentieth c entury, the f irst kn own us e o f 

antibiotics was by the ancient C hinese over 2,500 ye ars a go. M any ot her a ncient c ultures, 

including t he ancient E gyptians and ancient G reeks already used molds and plants t o treat 

infections. At t hat t ime, how ever, t he c ompounds ha ving a ntibiotic a ctivity and present i n 

moulds or plants were unknown.

The a ntibiotic p roperties of Penicillium were f irst de scribed in France by Ernest 

Duchesne in 1897. H owever, hi s w ork w ent by w ithout much not ice f rom t he s cientific 

community until Alexander Fleming's discovery of Penicillin. 

Antibiotics can be divided into two groups: bactericidal and bacteriostatic. Bactericidal 

antibiotics destroy bacteria, and bacteriostatic a ntibiotics pr event ba cteria f rom m ultiplying. 

Antibiotics have be en s ynthesized i n t he l aboratory. T hey are us ed t o t reat s erious ba cterial 

infections such a s pne umonia, t uberculosis, osteomyelitis, endocarditis and many ot hers. Each 

antibiotic is effective only against certain bacteria. Antibiotics do not fight infections caused by 

viruses, such as colds flu, bronchitis, and sore throat, unless caused by streptococci. 

Usually, antibiotics are given by m outh, while intravenous antibiotics are used in more 

serious cases, such as deep-seated systemic infections. If the person has no other conditions that 

need treatment in the h ospital and is f eeling relatively w ell, intravenous ant ibiotics m ay be 

administered a t hom e. Antibiotics may also sometimes be administered topically, a s w ith eye 

drops or ointments. 

Possible side ef fects ar e va ried and can range f rom f ever and nausea to m ajor al lergic 

reactions. One of the more common side effects is diarrhea. Some side effects may disrupt the 

function of the k idneys, l iver, bon e m arrow, or ot her or gans. B lood t ests a re us ed to m onitor 

such adverse reactions. 


Коливатися; пліснява, пліснявий грибок; місцевий, топічний; визнавати; сильнодіючий; 


ефект; відноситися до; руйнувати; глибоко розташований; включати, укладати. 

Ex. 11. Translate the text “Antibiotics” into your native language. 





and bacteriostatic a ntibiotics p revent _ from multiplying. 5 . A ntibiotics a re us ed t o _ s erious 





organs. 




are b acteriostatic antibiotics? 6. What si de effect can antibiotic h ave? 7. W hat routs o f 



Since the first pioneering efforts of Florey and Chain _ 1939, the importance of antibiotics to 

medicine has l ed to much r esearch i nto di scovering a nd pr oducing t hem. T he pr ocess of 

production usually involves s creening _ w ide r anges of microorganisms, t esting a nd 

modification. P roduction i s c arried out us ing fermentation; a pr ocess that is i mportant _ 

anaerobic conditions when there is no oxi dative phosphorylation to maintain the production of 

adenosine triphosphate (ATP) _ glycolysis. 

Ex. 15. Write out key words of the text “Antibiotics”.

Ex. 16. Make up a plan of the text “Antibiotics”. 

Ex. 17. Speak on the using of antibiotics. 

Ex. 18. Make up a dialogue on antibiotics. 


PENICILLIN 

Penicillin is used in the treatment of bacterial infections. It works by killing bacteria or preventing their 

growth. There are several different kinds of penicillins. Each is used to treat different kinds of bacterial 

infections. One kind of penicillin usually may not be used in place of another. Penicillins are used to treat 

bacterial infections in many different parts of the body. They are sometimes given with other antibacterial 

medicines. Carbenicillin is used only to treat bacterial infections of the urinary tract and prostate gland. 

Penicillin G and p enicillin V ar e also u sed t o p revent “st rep” infections i n p atients wi th a h istory o f 

rheumatic heart disease. Piperacillin is given by injection to prevent bacterial infections before, during, 

and a fter s urgery a lso. S ome pe nicillins may a lso be us ed f or ot her pr oblems. H owever, none of t he 

penicillins will work for colds, flu, or other viral infections. Penicillins (except some of them) are best 

taken with a full glass of water on an empty stomach (either 1 hour before or 2 hours after meals) unless 

otherwise directed by the doctor. To help clear up the infection completely, keep taking penicillin for the 

full tim e o f t reatment, e ven if y ou b egin t o f eel b etter af ter a f ew d ays. I f t he p atient h as a “ strep” 

infection, he/she should keep t aking this medicine for at least 10 days. This is especially important i n 

“strep” i nfections. S erious he art pr oblems could develop l ater i f t he i nfection i s n ot cl eared u p 

completely. Also, if a person stops taking this medicine too soon, his/her symptoms may return. Along 

with its needed effects, a medicine may cause some unwanted effects, they are difficulty in breathing,skin 

rash or itching, abdominal or stomach pain, blood in urine, diarrhea, and joint pain. 

Ex. 20. Read and translate one of the following abstracts: 

AMPICILLIN 

Indications: urinary-tract infections, otitis media, sinusitis, chronic bronchitis, and gonorrhea. 

Cautions: history of allergy; renal impairment; chronic lymphatic leukemia; and possibly HIV infection. 

Contra-indications: penicillin hypersensitivity. 

Side-effects: nausea, diarrhea; rashes (discontinue treatment); rarely, antibiotic-associated colitis. 

Dose: by mouth, 0.25-1 g every 6 hours, at least 30 minutes before food. 

Gonorrhea, 2-3.5 g as a single dose with probenecid 1 g. 

Urinary-tract infections, 500 mg every 8 hours 

By intramuscular injection or intravenous injection or infusion, 500 mg every 4-6 hours; higher doses in 

meningitis.

Child under 10 years, any route, half adult dose. 

TETRACYCLINE 

Indications: exacerbations ( обострения) of chronic br onchitis; pl eural e ffusions due t o 

malignancy or cirrhosis. 

Precautions: hepatic impairment; renal impairment; rarely causes photosensitivity. 

Contra-indications: pregnancy a nd br east-feeding, c hildren unde r 12 ye ars of a ge, s ystemic 

lupus erythematosus. 

Adversable reaction: nausea, vomiting, diarrhea; headache; hepatoxicity. 

Dose: by mouth, 250 mg every 6 hours, increased in severe infections to 500 mg every 6-8 hours. 

Non-gonococcal urethritis, 500 mg every 6 hours for 7-14 days. 

By intravenous infusion, 500 mg every 12 hours; max. 2 g daily. 

ERYTHROMYCIN 

Indications: alternative t o pe nicillin i n hype rsensitive pa tients, pne umonia, syphilis, c hronic 

prostatitis; diphtheria and whooping cough prophylaxis. 

Cautions: hepatic impairment; renal impairment; pregnancy and breast-feeding. 

Contra-indications: estolate contra-indicated in liver disease. 

Side-effects: nausea, vo miting, a bdominal di scomfort, diarrhea; ra shes a nd other a llergic 

reactions. 

Dose: by mouth, Adult and child over 8 ye ars, 250-500 mg every 6 hour s or 0.5-1 g e very 12 

hours; up to 4 g da ily in severe infections; Child up to 2 years 125 mg every 6 hours, 2-8 years 

250 mg every 6 hours, doses doubled for severe infections. 

By i ntravenous i nfusion, Adult and C hild severe i nfections, 50 mg/kg da ily by c ontinuous 

infusion or in divided doses every 6 hours; mild infections, 25 mg/kg daily. 



Antibiotic is a chemical substance that inhibits the growth of other microorganisms. The term is 

used to refer to substances with anti-bacterial, anti-fungal, or anti-parasitical activity. Antibiotics 

can be divided into two groups: bactericidal and bacteriostatic. Bactericidal antibiotics destroy 

bacteria, and bacteriostatic antibiotics prevent bacteria from multiplying. Antibiotics are used to 

treat s erious ba cterial infections. Each antibiotic is ef fective on ly against cer tain bacteria. 

Usually, antibiotics are given by m outh, while intravenous antibiotics are used in more serious 

cases. Antibiotics may also sometimes be administered topically. One of the more common side 

effects i s diarrhea. Some s ide e ffects m ay di srupt t he f unction of t he ki dneys, l iver, bon e 

marrow, or other organs. 






1. Tell the group about the antibiotics. 



used? 4. What groups are antibiotics divided into? 5. What are bactericidal antibiotics? 6. What

are bacteriostatic antibiotics? 6. What si de effect can antibiotic h ave? 7. W hat routs o f 







and bacteriostatic an tibiotics p revent _ f rom multiplying. 5 . A ntibiotics a re us ed t o _ s erious 





organs. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 











та медичною ермінологією 



______________ 

“_______” ______________ 200__ р. 







№ 

Тема заняття Лікарські рослини 

Курс 

ІІ 




При роботі над темою “Лікарські рослини” закріпити лексико-фонетичний та 

словотворчий матеріалом з тем, вміти читати тексти в межах теми з повним їх 

розумінням, аналізувати їх, робити висновки, простими реченнями передавати 

зміст прочитаного; студент повинен уміти зв’язно висловлюватися відповідно 

до навчальної ситуації, робити повідомлення з теми, підтримувати бесіду, 

ставити запитання та відповідати на них. 

При роботі над граматичним матеріалом Gerund construction засвоїти їхні 

особливості утворення, функції та переклад з метою розпізнання їх у тексті, 

правильного перекладу та вживання у мовленні. 



1. Латинська мова Порівняти правила читання у 



межах тем, що вивчалися. 





Організація змісту навчального матеріалу: 

Словотворення: віддієслівні іменники. 

Граматика: Gerund construction 

Текст: Medicinal Herbs, Treating by medicinal herbs. 


№ Етапи заняття Розподіл Види контролю Засоби навчання 

Часу 

1.1 Організаційні питання 

1.2 Формування мотвації 


15% 

таблиці Gerund 

Construction 

1.3 Контроль пошукового 

рівня 

Усне фронтальне 

опитування,


Словотворення: 

Закріплення найтиповіших 

суфіксів, утворених 

від дієслів . 

Граматика: тренування 

вживання Gerund 

construction. 



матеріалу з тем, 

читання та переклад 

тексту, виконання 

вправ, розвиток 

навичок усного 


65% 

Словниковий 

диктант для 

перевірки 

лексико-фонетичного 

матеріалу з 

тем. 

Усне опитування 

граматичного 

матеріалу, 

переклад речень 

на закріплення 

відповідних 

структур з 

української на 

англійську і 

навпаки (усно/ 

письмово). 

Є.Є. Юдіна, Л.В. 





1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 



3.1 Контроль кінцевого 

рівня підготовки 

3.2 Загальна оцінка 

навчальної діяльності 

студента 

Усне 


теми

3.3 Інформування 

студентів про тему 

наступного заняття 



Тема заняття спрямована на усвідомлення себе як фахівця у царині природних 

наук, а також на усвідомлення важливості теоретичного підґрунтя у вивченні 

медицини, формування поваги до майбутньої професії, професійної 






стандартизований кінцевий контроль, проводиться аналіз студентів і 




Speak on traditions of using medicinal herbs in other countries. 

Spaek on the efficiency of medicinal herbs as home remedies 

Контрольні запитання: 

1. How l ong ha ve medicinal herbs been used? 2. W hat herbs are c onsidered to be 

medicinal? 3. What parts of the plants are used for medicine? 4. What are the ways in 

which medicinal herbs can be prepared? 5. Have you ever used any medicinal herbs 

to cure or to treat any illness? Share your experience with your groupmaters. 

7. Pекомендована література. 

1. Бердический А.Л. Оптимизация системы обучения иностранному языку. - 

М.: Высшая школа. – 1989. - 101 с. 

2. Фоломкина С.К. Обучение чтению на иностранном языке в неязыковом 

вузе. - М.: Высшая школа. – 1987. - 206 с.. 

3. Єнікеєва А.Б., Корнейко І.В. – Англійська мова для медиків. – Харків, 

ХДМУ, 2000 – 64 с. 

4.Ogarkova A. Modern Medical Potential. – Київ: КНУ ім. Т.Шевченка. – 2004. 

– 111 с. 


6.Dorland’s i lusrated m edical di ctionary. – W.B. Sa unders Company, 199 4. – 

1338 p. 

Методична рекомендація укладена доц. Костенко В.Г.


традиції та можливості використання рослин з лікувальною метою; способи 

застосування лікарської сировини; використання лікарських рослин при 

найпоширеніших захворюваннях. 

2. Конкретні цілі: полягають у засвоєнні медичних термінів англійською мовою, 

які стосуються способів застосування лікарської сировини; використання 

лікарських рослин при найпоширеніших захворюваннях; вмінні надавати 

інформацію з тем, що вивчалися, в усній і письмовій формі. Спілкування 

повинне бути адекватне цілям, завданням, умовам спілкування та 

комунікативному портрету партнера по комунікації. Студенти повинні вміти 

заповняти анкету чи формуляр з основними відомостями про себе; робити 

короткі усні повідомлення /записи стосовно прочитаного чи прослуханого, 

висловлювати своє переконання, думку, згоду або незгоду у відповідь на 

отриману інформацію; уміти запитати / надати загальну інформацію стосовно 

можливості застосування найпоширеніших у його країні рослин з лікувальною 

метою. 



1. Попередні дисципліни: латинська 

мова та медична термінологія. 


Фармакологія 




Знати основні поняття та терміни, що 

стосуються вивчаємої теми. 






інформацію при подальшому 

засвоєнні навчального матеріалу з 



4.1. Перелік основних термінів, які повинен засвоїти студент при підготовці до 

заняття:


1. What is the grammar phenomenon of Gerund? 

2. What syntactical functions are performed by Gerund construction? 

3. What are the common features of Gerunds and Noun? 

4. What are the common features of Gerund and Participle? 

5. How to translate Gerund into Ukrainian? 


• Усна бесіда за темою; 

• Присьмовий переклад українською речень, що містять Gerund construction. 


Читання та переклад тексту в межах проблематики, що вивчалється 

Бесіда за темою. 




І. Z namenska, O . Pisotska, V . K ostenko “C ourse of E nglish fo r Medical 

Student”. 



1. Davi-Ellen Chabner. The Language of Medicine. – 

Moscow, 1981. 

2. Маслова А.М., Вайнштейн З.И., Плебейская Л.С. 

“Essential Course of English for Medical Students”, – 

Москва, 1983 г. – 352 с. 

3. Потяженко Л.В., Юдіна Є.Є., Скрипнікова Т.П. 

Посібник з розмовних тем “Spoken English”, – Полтава, 

2001 р. – 191 c. 











______________ 

“_______” ______________ 200__ р. 









Тема заняття Кашлюк 

Курс 

ІІ 








При роботі над темою “Кашлюк” 

























inflame [In'fleIm] воспаляться 

ailment ['eIlmqnt] заболевание, 

недомогание 

bring up [brIN] выводить 

sputum ['spju:tqm] мокрота 

soreness ['sO:nIs] боль, болезненность 

constriction [kqn'strIkS(q)n] сжатие 

chill [CIl] озноб 

fever ['fI:vq] жар, лихорадка, повышенная 

температура 

hasten ['heIsn] ускорять 

trace [treIs] следить 

occurrence [q'kAr(q)ns] наличие 

damp [dxmp] сырость, влажность 

community-acquired [q'kwaIqd] 

внебольничный 

aspiration ["xspq'reIS(q)n] аспирационный 

distortion [dIs'tO:S(q)n] отклонение, аномалия 

sample [sa:mpl] образец 

severity [sI'verItI] тяжесть





1. Виписати незнайомі слова до тексту “Whooping cough” 

2. Письмово перекласти текст “Whooping cough” 

3. Скласти анотацію до тексту “Whooping cough” 


WHOOPING COUGH 

Whooping cough – known medically as pertussis – is a highly contagious respiratory tract 

infection. Although it initially resembles an ordinary cold, whooping cough may eventually turn 

more serious, particularly in infants. In the more advanced stages, it's marked by t he symptom 

that gives the di sease its na me: a s evere, hacking c ough f ollowed by a hi gh-pitched i ntake of 

breath that sounds like "whoop." 

Whooping cough is more serious in children, especially infants younger than 6 months of 

age. 

Once you become infected with the bacterium that causes whooping cough, it takes a few 

days to a few weeks for signs and symptoms to appear. When they do, t hey're usually mild at 

first and resemble those of a common cold, such as: a runny nose, nasal congestion, sneezing, 

red, watery eyes, a mild fever, dry cough, general feeling of being unwell and loss of appetite, 

after a week or two, signs and symptoms become worse and usually include: severe coughing 

attacks that bring up thick phlegm. 

Coughing attacks that end with a high-pitched whoop sound as you ga sp for air. These 

may be so severe that your child vomits or turns red or blue from the effort. 

Fatigue from coughing so much. In adults, signs and symptoms of whooping cough may 

resemble those of bronchitis, a respiratory infection that causes a nagging cough – you may have 

heard it referred to as the "100-day cough." Babies and infants with whooping cough may not 

whoop at all, or at least not as loudly as older children do. Some children with whooping cough 

may expe rience choki ng spe lls and turn blue in t he f ace as t hey struggle t o breathe af ter a 

coughing fit. 

Severe coughing can result in tiny red spots caused by r uptures in blood vessels at the 

skin's surface (petechiae) in your upper body, as well as small areas of bleeding in the whites of 

your eyes. You may even bruise or break a rib if your coughing episodes are severe. Coughing 

may be worse at night. 

Even after treatment to destroy the bacteria, your body continues to repair the damage to 

the lining of your trachea. As a result, the cough often lingers after the initial illness. With time, 

coughing us ually l essens but c an pe rsist f or s ix w eeks or l onger. Some pe ople may e ven 

experience recurring e pisodes of c oughing ove r t he course of a ye ar, especially w hen they 

contract a cold or other respiratory infection. 



1. What condition is called whooping cough? 

2. What are risk factors for whooping cough? 

3. What is one of the main signs of whooping cough? 

4. What may whooping cough also be accompanied by? 

5. What medicine may your doctor prescribe you in case of whooping cough?

6. What is the cause of whooping cough? 

7. What is the treatment for whooping cough? 












викл. Золотарьовою Р.Л.










__________________ 

„____________”_______________200__р. 








№ 

Тема заняття Фармакологічні групи і форми ліків 

Курс 

ІІ 







При роботі над темою “ Фармакологічні групи і форми ліків” 




При роботі над граматичним матеріалом Gerund засвоїти функції та переклад матеріалу, 

що вивчається, у реченнях з метою розпізнання його у тексті при читанні та перекладі. 






















digitalis [dIGI'teIlz] наперстянка 

foxglove ['fOksglAv] наперстянка 

completeness 

завершеність 

[kqm'plI:tnIs] повнота, 

mold [mquld] пліснява 

suppository [sq'pOzItqrI] супозиторій 

route [ru:t] шлях, напрям 

intravenous [" 

I:ntrq'vI:nqs] 

nonproprietary [nOnprq'praIqt(q)rI] 

такий, що не випливає з права 

власності 

generic [GI'nerIk] непатентований 

coin [kOIn] створювати 

promotion [ 

рекламування 

prq'mquS(q)n] 

внутрішньовенний 

intrathecal [" 

внутрішньооболонковий 

intracavitary 

внутрішньопорожнинний 

aerosol ['FqrqusOl] аерозоль 

lotion ['lquS(q)n] лосьйон 

I:ntrq'Tqkql] 

["I:ntrq'kxvItqrI] 


What is Gerund? 




1. I n making examination s pecial a ttention i s pa id t o the pa tient's c omplaints. 2. T he 

physiologists continued investigating the e mbryo growth. 3. The scientists work on increasing 

people's longevity. 4. After performing on the operation the surgeon left the operating theatre. 5. 

This s cientist w orked out t he m ethod of producing the hormones i n t he l aboratory. 6. T he

surgeon be gan preparing patient f or s urgical i ntervention. 7. T hey c ontinued listening to t he 

lungs a ttentively. 8. S he s at i n the w ard w ithout turning her he ad. 9. F ollicle-stimulating 

hormone is primary responsible for initiating the development of the primary follicles. 10. Other 

drugs administered i n treating atherosclerosis ar e so -called l ipotropic s ubstances. 11. N ew 

techniques and medications f or de tecting and treating glaucoma and cataract ha ve made t hese 

two leading causes of blindness (амавроз, сліпота) very treatable. 12. Drug errors ( e.g., 

prescribing an appropriate drug, misreading a prescription, administering a drug incorrectly) can 

lead to serious complications. 13. Vitamins are the substances, which are necessary for normal 

body functioning. 











Lo_ion; r_ute; intrav_nous; suppos_tory; m_ld; a_rosol; intra_hecal; intra_avitary. 


Completeness; pr omotion; di gitalis; nonpr oprietary; c oin; ge neric; pl ant; c hemical s ubstance; 

vitamin; m anufacturer; br and name; pa rticular; rout e; dur ation; b uccal ['bAkql]; m outh; 

sublingual; tongue; vaginal [vq'GaIn(q)l]; subcutaneous ['sAbkju'teInjqs]; intradermal. 

Ex. 9. Read and comprehend the text: 

DRUGS: THEIR MAIN CHARACTERISTICS AND FORMS 

Everyone knows that medicines, or drugs are chemical substances used to make you feel 

better w hen you are si ck. These ch emical sub stances c an come from many different sour ces. 

Drugs are obtained from various parts of plants, such as the roots, leaves, and fruit. Examples of 

such dr ugs a re di gitalis ( from t he f oxglove pl ant), and a ntibiotics s uch a s penicillin a nd 

streptomycin (from plants called molds). Drugs can also be obtained from animals; for example, 

hormones ar e se cretions f rom t he glands of a nimals. D rugs can be made f rom the che mical 

substances which are synthesized i n the laboratory. S ome drugs ar e con tained in food 

substances; these drugs are called vitamins. 

Every drug must have a nonproprietary name, that is, a name that is available for each 

manufacturer of i t to use. These na mes ar e com monly called “generic na mes”. Manufacturers 

often coin brand names to use in promotion of their particular product. In general, brand names 

are shorter and easier to use than the corresponding generic name. 

The r oute of a dministration of a dr ug ( how i t i s i ntroduced i nto t he body) i s ve ry 

important in determining the rate and completeness of its absorption into the bloodstream and 

speed a nd duration of t he dr ug’s a ction i n t he body. T here a re m any r outes of dr ug 

administration. T hey a re or al a dministration ( by mouth); b uccal a dministration ( a medicine i s 

placed in the cheek pocket and slowly absorbed); sublingual administration (for general effects 

throughout the body, w hen a medicine is placed under the tongue and slowly absorbed); rectal 

administration (for l ocal and in some cases sys temic ef fects, when it is us ed in the r ectum); 

vaginal administration (for local and in some cases sys temic effects when used in the vagina); 

parenteral a dministration (in the f orm o f inj ection); inhalation (for loc al, and in some c ases

systemic effects, when inhaled into the lungs); and topical application (for local effects, when it 

is applied directly to the skin). 

The dosage forms are the following: tablets, solutions, capsules (for oral administration); 

suppositories (for rectal administration); subcutaneous, intradermal, intramuscular, intravenous, 

intrathecal, and intracavitary injections (for parenteral administration); aerosols (for inhalation); 

lotions, creams, and ointments (for topical application). 

Ex. 10. Translate the following words and word-combinations: 

Внутрішньошкірний; супозиторій; лосьйон; шлях, напрям; внутрішньовенний; 

створювати; повнота, завершеність; аерозоль; розчин; мазь; дія медичного препарату; 

призначення. 

Ex. 11. Translate the text “Drugs: Their Main Characteristics and Forms” into your native 

language. 

Ex. 12. Speak on the routes of drug administration using the following table: 

Routes of Drug Administration 

Oral Sublingual Rectal Parenteral Vaginal Inhalation Topical 

Tablets 

Capsules 

Solutions 

Tablets 

Suppositories Injections: 

Subcutaneous 

Intradermal 

Intramuscular 

Intravenous 

Intrathecal 

Intracavitary 

Suppositories Aerosols 

Lotions 

Creams 

Ointments 


1. What is a drug? 2. W hat are drugs obtained from? 3. W hat dosage forms do you know ? 4. 

What routes of drug administration are there? 5. What types of injections do you know? 


Adverse ['xdvq:s] несприятливий, побічний; refer [rI'fq:] стосуватися, мати відношення до 

чогось; upset [Ap'set] порушення, розлад; benefit ['benefit] перевага; outweigh [out'weI] бути 

більш впливовим, поважним; approve схвалювати, стверджувати; evaluate оцінювати; 

trial ['traI(q)l] випробування, дослід. 

Ex. 15. Read the following text and answer the following questions: 

1. What is adverse drug reaction? 2. How to evaluate the safety of a drug? 3. How to avoid any 

risks of adverse drug reaction or drug poisoning? 

ADVERSE DRUG REACTION 

Adverse dr ug reaction ( ADR, or adve rse dr ug effect) is a b road term r eferring to 

unwanted, uncomfortable, or dangerous effects that a drug may have. Some risks are not very 

serious, like an upset stomach. Others, like liver damage, are more serious. When a medicine's 

benefits outweigh its known risks, the U.S. Food and Drug Administration (FDA) considers it 

safe e nough t o a pprove. B oth pr escription a nd ove r-the-counter m edicines ( non-proscription) 

must be approved before they can be sold in the U.S. The FDA evaluates the safety of a drug by 

looking at side effects, how it's manufactured, results of animal testing and clinical trials, and 

more. The FDA also monitors a drug's safety after approval. To reduce the risk of a problem, 

follow the directions carefully when taking medicines. Make sure that your health care provider 

knows all of the medicines and supplements you are using. Also, make sure to mention if you are 

pregnant or nursing. Some medicines c an hur t your ba by. M ake s ure that you unde rstand a nd 

follow the instructions on taking the drug.

Ex. 16. F ind in the text “Adverse Drug Reaction” the equivalents for the following words 

and word-combinations: 

Контролювати безпечність ліків; оцінювати безпечність ліків; клінічні дослідження 

(випробовування); перевага; схвалювати; розлад шлунку; небезпечний вплив; зменшити 

(скоротити) ризик. 

Ex. 17. Match the definition with the proper terms: 

1. A l iquid s uspension or di spersion f or e xternal 

application to the body. 

2. A s emisolid p reparation f or e xternal a pplication t o 

the body, a nd us ually containing a m edicinal 

substance. 

3. A m edicated solution t o be dropped i nto t he 

conjunctival sac. 

4. A solution of a drug which can be atomized into a 

fine mist for inhalation therapy. 

5. A medicated mass adapted for introduction into the 

rectal, va ginal, or ur ethral or ifices of t he body; i ts 

bases are solid at r oom t emperature but melt or 

dissolve at body temperature. 

6. A s oft, s oluble container f or e nclosing a d ose of 

medicine. 

7. A substance made up of an aggregation (маса) of 

small pa rticles, as th at obt ained by the g rinding or 

trituration (подрібнення, перетирання) of a solid 

drug. 

a) tablet 

b) capsule 

c) ear drop 

d) ointment 

e) suppository 

f) powder 

g) lotion 

h) aerosol 

i) eye drop 

Ex. 18. Complete the following sentences with the words given below: 

1. Please read this leaflet before you start _ HYTRIN (HI-TRIN). 2. Also read it each time you 

get a ne w _ . 3. H YTRIN i s us ed t o _ hype rtension a nd _ pr ostatic hype rplasia in men. 4. 

HYTRIN works by _ bl ood ve ssels s o that t he bl ood pa sses t hrough t hem more e asily. 5 . 

HYTRIN can cause a sudden drop in blood pressure after the first _ . 6. _ H YTRIN and all 

medicines out of the reach of children. 

a) t reat; b ) contracting, c ) k eep, d) r elieve, e ) dose, f ) t aking, g) r elaxing, h) prescription, i) 

benign. 

Ex. 19. Put the verbs into correct tense forms and translate the following sentences: 

1. (to take) two of these capsules three times a day after meals. 2. Barbiturates are drugs, which 

(to use) often in the treatment of emotional disorders. 3. Many herbs (to know) for their healing 

properties. 4. The medicine (to be) so effective that he was almost back to normal within a few 

days. 5. A cetaminophen (to come) as a t ablet, chewable tablet, capsule, suspension or soluti on 

(liquid). 6. Acetaminophen may also (to use) in combination with aspirin and caffeine to relieve 

the pain associated with migraine headache. 

Ex. 20. Make up a plan to the text “Drugs: Their Main Characteristics and Forms”. 

Ex. 21. Speak on the main characteristics and forms of drugs. 

Ex. 22. Pronounce and translate the words and word-combinations to the theme studied:

Neuropharmacological; neoplastic drugs; blood clotting; to relieve uncomfortable 

symptoms; antihistamine; analgesic (analgetic) ["xnxl'GesIk] анальгетик, аналгезуючий засіб; 

indigestion ["IndI'GesC(q)n] порушення травлення; unwanted variation in heart rhythm 

["vFqrI'eIS(q)n; rIDm]; anticoagulant ['xntIkqu'xgjulqnt] антикоагулянт; речовина, що затримує 

згортання крові; mood-lifting drug; antifungal антигрибковий, протигрибковий; 

antipyretic ['xntIpaI'retIk] жарознижувальний засіб; антипіретик; antiviral ['xntI'vaIrql] 

противірусний; bronchodilator; asthma ['xsmq]; suppress [sq'pres] пригнічувати; hypnotic 

[hIp'nOtIk] снодійне (засіб); laxative ['lxksqtIv] проносне (засіб); constipation закреп; nitrate 

['naItreIt]; angina [xn'GaInq] стенокардія; vasodilator авзодилатор, судинорозширювальне 

(засіб). 


DRUG CLASSES 

All drugs are grouped into several classes depending on their pharmacological effects on 

the body, target organs or systems, etc. For example, there is a wide variety of cardiovascular 

drugs, ga strointestinal dr ugs, ne uropharmacological dr ugs, a ntibiotics, ne oplastic dr ugs, 

hormones, and others. 

Cardiovascular d rugs may be di vided i nto t hree gr oups; drugs t hat affect t he he art; 

drugs that affect blood pressure; and drugs that prevent blood clotting. 

There is a wide variety of gastrointestinal drugs. They have different pharmacological 

activities a nd a re us ed mainly t o r elieve unc omfortable a nd pot entially da ngerous s ymptoms, 

rather that as cures for diseases. 

Antibiotics are chemical substances produced by microorganisms. Antibiotics have been 

synthesized in the laboratory and are used to treat serious bacterial infections. 

Neuropharmacological drugs act on the nervous system. There are two major types of 

neuropharmacological drugs: autonomic and central nervous system drugs. 

Antihistamines are drugs, which block the action of chemicals called histamines, which 

are f ound i n t he body. H istamine is pr oduced by m ost c ells and e specially by sensitive c ells 

under the skin and in the respiratory system. Antihistamines can relieve the allergic symptoms, 

which histamine produces. 

Vitamins are necessary for normal body functioning. They play an important role in the 

metabolic processes of the body. 

The ot her categories i nto w hich most of t he c ommonly pr escribed m edications a re 

divided are the following: 

Analgesics: pain-relieving drugs; 

Antacids ( Antiacids): dr ugs us ed f or re lief of s ymptoms of indi gestion or d isorders 

caused by excess acid. These medications work to neutralizing stomach acids; 

Antiarrhythmics: medications used to control unwanted variations in heart rhythms; 

Anticoagulants: drugs prescribed to prevent blood from clotting; 

Antidepressants: mood-lifting drugs; 

Antidiabetic age nts: d rugs us ed in the t reatment o f diabe tes. Antidiabetics d rugs ar e 

used to restore the body’s ability to use sugar normally; 

Antifungals: drugs used to treat infections caused by fungi; 

Antihypertensives: medications prescribed to reduce high blood pressure; 

Anti-inflammatory agents: drugs used to reduce inflammation; 

Antipyretics: f ever-reducing dr ugs. T hese dr ugs di rectly a ffect t he t emperatureregulating 

centre in the brain and the hypothalamus; 

Antivirals: drugs used to treat viral infections; 

Bronchodilators: drugs that open (dilate) the main airways (bronchi) in the lungs. They 

are primarily used to treat asthma; 

Corticosteroids are used principally as anti-inflammatory drugs; 

Cough suppressants: they are used to suppress cough;

Diuretics: these drugs increase the volume of urine and salt released by the kidneys; 

Hypnotics: sleeping medications; 

Laxatives: constipation drugs; 

Nitrates: heart drugs. They may increase blood flow through the coronary arteries and 

often are used in patients with angina; 

Vasodilators: he art dru gs. These m edications stimulate t he a rteries of the he art to 

enlarge. They are used to treat angina pectoris or lower blood pressure. 

Ex. 24. Give proper terms for the definitions: 

1. These drugs , in moderate dos e, can suppress t he cen tral 

nervous system and relieve pain but in excessive doses produce 

unconsciousness, stupor, coma, and possibly death. 

2. These drugs relax the muscles of vessel walls, thus increasing 

the size of blood vessels. They are used in treating blood vessels 

diseases, heart conditions, and high blood pressure. 

3. These drugs neutralise acid in the stomach, they are often used 

for peptic ulcer symptoms. 

4. T hey t reat di arrhea and de crease r apid movement of bo wels 

(spasms). 

5. These su bstances ar e able to kill m icroorganisms suc h as 

bacteria. 

6. A substance secreted by the medulla of the adrenal gland that 

stimulates the heart, increased muscular strength and endurance, 

it is extracted from animal adrenals or prepared synthetically for 

therapeutic use. 

a) vasoconstrictors 

b) epinephrine 

c) antacids 

d) antibiotics 

e) narcotics 

f) vasodilators 

g) antidiarrheals 

Ex. 25. Speak on the main classes of drugs and their forms. 


Cap ковпачок, насадка, кришка; eyelid повіки; pouch мішок; blink кліпати; measure 

міряти; swallow ковтати; remove видаляти; tilt нахил; нахиляти; drop крапля; крапати; 

contamination забруднення; nostril ніздря; tight щільний; tip верхівка, кінчик. 


PROPER USE OF MEDICINE 

Take m edicine e xactly as di rected, a t the r ight tim e, and for the f ull le ngth of time 

prescribed by the doctor. If you a re using over-the-counter (non-prescription) medicine, follow 

the directions on the label, unless otherwise directed by the doctor. If you feel that the medicine 

is not working for you, check with the doctor. To avoid mistakes, do no t take medicine in the 

dark. Always read the label before taking, noting especially the expiration date of the contents. 

Oral Medicines. In general, it is the best to take oral medicines with a full glass of water. 

However, follow your doctor's or pharmacist's directions. Some medicines should be taken with 

food while others should be taken on an empty stomach. If you are taking liquid medicines, it is 

best to use a specially marked measuring spoon or other device to measure each dose accurately. 

The average household teaspoon may not hold the right amount of liquid. Oral medicine may 

come in a number of different dosage forms such as tablets, capsules, and liquids. If you ha ve 

trouble swallowing the dosage form prescribed for you, c heck with your doctor. There may be 

another form that would be better for you. If you are taking a long-acting form of medicine, each 

dose s hould be s wallowed w hole. D o not br eak, c rush, or c hew be fore s wallowing. D ifferent 

medicines should never be mixed in one container. Always keep the medicines tightly capped in 

its original container, when not in use.

Ophthalmic (Eye) Drops. How to apply: First, wash hands. Tilt head back and with the 

index finger, pull lower eyelid away from eye to form a pouch. Drop the medicine into the pouch 

and ge ntly close e yes. Do not bl ink. K eep e yes c losed f or 1 or 2 m inutes. I mmediately a fter 

applying the eye drops, wash hands to remove any medicine that may be on t hem. To prevent 

contamination of the eye drops, do not touch the applicator tip to any surface (including the eye) 

and keep the container tightly closed. 

Nasal Drops. How to use: Blow nose gently. Tilt head back while standing or sitting up, 

or lie down on a bed and hang head over the side. Place the drops into each nostril and keep head 

tilted back for a few minutes to allow medicine to spread throughout the nose. Rinse the dropper 

with hot water and dry with a clean tissue. Replace the cap right after use. To avoid the spread of 

infection, do not use the container for more than one person. 

Otic (Ear) Drops. How to apply: First, wash hands. Lie down or tilt the head so that the 

ear into which the medicine is to be placed faces up. For adults, gently pull the ear lobe up and 

back t o s traighten e ar c anal ( for c hildren, g ently pul l t he e ar l obe dow n a nd ba ck). D rop 

medicine into the ear canal. Keep ear facing up for several minutes to allow medicine to run to 

the bottom of the ear canal. A sterile cotton plug may be gently inserted into the ear opening to 

prevent the medicine from leaking out. To prevent contamination of the ear drops, do not touch 

the applicator tip to any surface (including the ear). Do not rinse dropper after use. Wipe the tip 

of the dropper with a clean tissue and keep the container tightly closed. 


To take m edicine; to take or al m edicine; to take m edicine on a n e mpty s tomach; t o not e 




Нахилити голову назад; попередити забруднення; нижні повіки; просушити чистою 

тканиною; залишатися з заплющеними очима; вказівний палець; уникати поширення 

інфекції. 



each nostril. 3. Rinse the _ of the spray bottle with hot water. 4. Do not use the _ for more than 





_ . 

Ex. 31. Compose short dialogues on proper use of medicines using the obtained information. 









_ . 

Література:




















__________________ 

„____________”_______________2000__р. 







№ 

Тема заняття Фармакологічні групи і форми ліків 

Курс 

ІІ 




При роботі над темою «Фармакологічні групи і форми ліків». 




При роботі над граматичним матеріалом Gerund засвоїти функції та переклад матеріалу, 

що вивчається, у реченнях з метою розпізнання його у тексті, при читанні та перекладі. 


















№ 

з/п 



часу 





Усне 



Gerund 


та 



теми. 

Засоби 



таблиця Gerund 



Kostenko 

“Course of 

English for 

Medical 

Student”) 

Усне 





Словотворення: Prefixes and termelements: 

та повторення 

пройденого матеріалу (утворення 

медичних термінів); 

Граматика: Засвоєння Gerund. 






65% 








Усне 


теми. 



Тема заняття спрямована на розширення знань студентів з історії виникнення ліків та 

етапів їх розвитку. Засвоєння англомовних відповідників назв ліків. Усвідомлення себе як 

фахівця у царині природних наук, а також на усвідомлення важливості теоретичного 

підґрунтя у вивченні медицини, формування поваги до майбутньої професії, професійної 




VOCABULARY





nonproprietary [nOnprq'praIqt(q)rI] такий, 

що не випливає з права власності 



promotion [prq'mquS(q)n] рекламування 

VOCABULARY 

WORD-BUILDING 



re- (back; again) 

to write писати – to rewrite переписувати 

to build будувати – to rebuild збудувати заново; перебудувати 

completeness [kqm'plI:tnIs] повнота, 


suppository [sq'pOzItqrI] супозиторій 

intravenous ["I:ntrq'vI:nqs] внутрішньовенний 

intrathecal ["I:ntrq'Tqkql] 

внутрішньооболонковий 

intracavitary ["I:ntrq'kxvItqrI] 

внутрішньопорожнинний 


lotion ['lquS(q)n] лосьйон 


Reoperate; regroup; remake; rebuild; recover; remove; recurring; return; reinvasion; reaction. 

GRAMMAR: 


GERUND 

Examining is necessary. 

Огляд обов’язковий. 

He likes her correct diagnosing. Йому подобається, що вона правильно 

встановлює діагноз. 

The ne cessary part of t he exa mination is 

listening the heart. 

Необхідна частина огляду – це прослуховування 

серця. 

They s upport he r i dea of observing the Вони підтримують її ідею щодо обстеження 

stomach. 

After giving injection the nu rse le ft the 

ward. 

It is impossible to make a diagnosis without 

palpating the abdominal parts. 

шлунку. 

Зробивши ін’єкцію, медсестра вийшла з палати 

(Після того як ін’єкція була зроблена, медсестра 

вийшла з палати). 

Неможливо встановити діагноз без пальпації (не 

пропальпувавши) органи черевної порожнини. 

Ex. 4. Read and translate the following sentences paying attention to gerunds: 

1. I n making examination s pecial a ttention i s pa id t o the pa tient's c omplaints. 2. T he 



This s cientist w orked out t he m ethod of producing the hormones i n t he l aboratory. 6. T he 

surgeon be gan preparing patient f or s urgical i ntervention. 7. T hey c ontinued listening to t he 



drugs administered i n treating atherosclerosis ar e so -called l ipotropic s ubstances. 11. N ew 

techniques a nd medications f or de tecting and treating glaucoma and cataract ha ve made t hese 

two leading caus es of bli ndness (амавроз, сліпота) very treatable. 12. Drug errors (e.g., 


lead to serious complications. 13. Vitamins are the substances, which are necessary for normal 

body functioning.





Lo_ion; r_ute; intrav_nous; suppos_tory; m_ld; a_rosol; intra_hecal; intra_avitary. 



vitamin; m anufacturer; br and na me; pa rticular; rout e; dur ation; b uccal ['bAkql]; m outh; 




Everyone knows that medicines, or drugs are chemical substances used to make you feel 

better w hen you are si ck. These ch emical subs tances c an come from many different sour ces. 




hormones a re s ecretions f rom t he gl ands of a nimals. D rugs c an be made f rom the chemical 

substances which are synthesized i n the laboratory. S ome drugs ar e con tained in food 



manufacturer of it to use. These na mes ar e com monly called “generic na mes”. Manufacturers 



The rout e of a dministration of a dr ug ( how i t i s i ntroduced i nto t he body) i s ve ry 


speed a nd duration of t he dr ug’s a ction i n t he body. T here a re m any r outes of dr ug 

administration. T hey a re or al a dministration (by mouth); b uccal a dministration (a medicine is 

placed in the cheek pocket and slowly absorbed); sublingual administration (for general effects 

throughout the body, w hen a medicine is placed under the tongue and slowly absorbed); rectal 

administration (for l ocal and in some cases sys temic ef fects, when it is us ed in the r ectum); 

vaginal administration (for local and in some cases sys temic effects when used in the vagina); 

parenteral a dministration (in the f orm o f inj ection); inhalation ( for l ocal, a nd i n s ome c ases 

systemic effects, when inhaled into the lungs); and topical application (for local effects, when it 

is applied directly to the skin). 






Внутрішньошкірний; супозиторій; лосьйон; шлях, напрям; внутрішньовенний; 

створювати; повнота, завершеність; аерозоль; розчин; мазь; дія медичного препарату; 

призначення.


language. 

Ex. 12. Speak on the routes of drug administration using the following table: 

Routes of Drug Administration 


Tablets 

Capsules 

Solutions 

Tablets 

Suppositories Injections: 

Subcutaneous 

Intradermal 

Intramuscular 

Intravenous 

Intrathecal 

Intracavitary 

Suppositories Aerosols 


1. What is a drug? 2. What are drugs obtained from? 3. W hat dosage forms do you know ? 4. 


Lotions 

Creams 

Ointments 










Adverse dr ug reaction ( ADR, or adve rse dr ug effect) is a b road term r eferring to 











follow the instructions on taking the drug. 











a) tablet 

b) capsule 

c) ear drop

substance. 










medicine. 

7. A s ubstance made u p of a n a ggregation (маса) of 



drug. 

d) ointment 


f) powder 

g) lotion 

h) aerosol 

i) eye drop 




HYTRIN works by _ bl ood vessels s o that t he bl ood pa sses t hrough t hem more e asily. 5 . 



a) t reat; b ) contracting, c) k eep, d) r elieve, e) dose, f) taking, g) r elaxing, h) prescription, i) 

benign. 





days. 5. A cetaminophen (to come) as a t ablet, chewable tablet, capsule, suspension or solution 





Ex. 22. Pronounce and translate the words and word-combinations to the theme studied: 

Neuropharmacological; neoplastic drugs; blood clotting; to relieve uncomfortable 

symptoms; antihistamine; analgesic (analgetic) ["xnxl'GesIk] анальгетик, аналгезуючий засіб; 

indigestion ["IndI'GesC(q)n] порушення травлення; unwanted variation in heart rhythm 

["vFqrI'eIS(q)n; rIDm]; anticoagulant ['xntIkqu'xgjulqnt] антикоагулянт; речовина, що затримує 

згортання крові; mood-lifting drug; antifungal антигрибковий, протигрибковий; 

antipyretic ['xntIpaI'retIk] жарознижувальний засіб; антипіретик; antiviral ['xntI'vaIrql] 

противірусний; bronchodilator; asthma ['xsmq]; suppress [sq'pres] пригнічувати; hypnotic 

[hIp'nOtIk] снодійне (засіб); laxative ['lxksqtIv] проносне (засіб); constipation закреп; nitrate 

['naItreIt]; angina [xn'GaInq] стенокардія; vasodilator авзодилатор, судинорозширювальне 

(засіб). 


DRUG CLASSES



drugs, ga strointestinal dr ugs, ne uropharmacological dr ugs, a ntibiotics, ne oplastic dr ugs, 

hormones, and others. 



There is a wide variety of gastrointestinal drugs. They have different pharmacological 




synthesized in the laboratory and are used to treat serious bacterial infections. 












Antacids ( Antiacids): dr ugs us ed f or re lief of s ymptoms of indi gestion or d isorders 










Antipyretics: f ever-reducing dr ugs. T hese dr ugs di rectly a ffect t he t emperatureregulating 






Cough suppressants: they are used to suppress cough; 

Diuretics: these drugs increase the volume of urine and salt released by the kidneys; 





Vasodilators: he art dru gs. These m edications st imulate t he ar teries of t he he art t o 







h) vasoconstrictors 

i) epinephrine 

j) antacids






(spasms). 


bacteria. 





k) antibiotics 

l) narcotics 

m) vasodilators 

n) antidiarrheals 

Ex. 25. Speak on the main classes of drugs and their forms. 


Cap ковпачок, насадка, кришка; eyelid повіки; pouch мішок; blink кліпати; measure 

міряти; swallow ковтати; remove видаляти; tilt нахил; нахиляти; drop крапля; крапати; 

contamination забруднення; nostril ніздря; tight щільний; tip верхівка, кінчик. 


PROPER USE OF MEDICINE 

Take m edicine e xactly as di rected, a t the r ight tim e, and for the f ull le ngth of time 

prescribed by the doctor. If you a re using over-the-counter (non-prescription) medicine, follow 

the directions on the label, unless otherwise directed by the doctor. If you feel that the medicine 

is not working for you, check with the doctor. To avoid mistakes, do no t take medicine in the 

dark. Always read the label before taking, noting especially the expiration date of the contents. 

Oral Medicines. In general, it is the best to take oral medicines with a full glass of water. 

However, follow your doctor's or pharmacist's directions. Some medicines should be taken with 

food while others should be taken on an empty stomach. If you are taking liquid medicines, it is 

best to use a specially marked measuring spoon or other device to measure each dose accurately. 

The average household teaspoon may not hold the right amount of liquid. Oral medicine may 

come in a number of different dosage forms such as tablets, capsules, and liquids. If you ha ve 

trouble swallowing the dosage form prescribed for you, c heck with your doctor. There may be 

another form that would be better for you. If you are taking a long-acting form of medicine, each 

dose s hould be s wallowed w hole. D o not br eak, c rush, or c hew be fore s wallowing. D ifferent 

medicines should never be mixed in one container. Always keep the medicines tightly capped in 

its original container, when not in use. 

Ophthalmic (Eye) Drops. How to apply: First, wash hands. Tilt head back and with the 

index finger, pull lower eyelid away from eye to form a pouch. Drop the medicine into the pouch 

and ge ntly close e yes. Do not bl ink. Keep eyes cl osed for 1 or 2 minutes. Immediately after 

applying the eye drops, wash hands to remove any medicine that may be on t hem. To prevent 

contamination of the eye drops, do not touch the applicator tip to any surface (including the eye) 

and keep the container tightly closed. 

Nasal Drops. How to use: Blow nose gently. Tilt head back while standing or sitting up, 

or lie down on a bed and hang head over the side. Place the drops into each nostril and keep head 

tilted back for a few minutes to allow medicine to spread throughout the nose. Rinse the dropper 

with hot water and dry with a clean tissue. Replace the cap right after use. To avoid the spread of 

infection, do not use the container for more than one person. 

Otic (Ear) Drops. How to apply: First, wash hands. Lie down or tilt the head so that the 

ear into which the medicine is to be placed faces up. For adults, gently pull the ear lobe up and 

back t o s traighten e ar c anal ( for c hildren, g ently pul l t he e ar l obe dow n a nd ba ck). D rop

medicine into the ear canal. Keep ear facing up for several minutes to allow medicine to run to 

the bottom of the ear canal. A sterile cotton plug may be gently inserted into the ear opening to 

prevent the medicine from leaking out. To prevent contamination of the ear drops, do not touch 

the applicator tip to any surface (including the ear). Do not rinse dropper after use. Wipe the tip 

of the dropper with a clean tissue and keep the container tightly closed. 













Go on taking the same drug for the full _ pr escribed by your doctor. 7. The dose to be taken is 



_ . 

Ex. 31. Compose s hort di alogues on pr oper us e of m edicines us ing the ob tained 

information. 



Drugs ar e c hemical subs tances u sed to make you feel be tter w hen you are si ck. T hey are 

obtained f rom va rious pa rts of pl ants, a nimals, or s ynthesized artificially. S ome dr ugs a re 

contained i n f ood s ubstances. T he r outes of dr ug a dministration a re t he f ollowing: or al 

administration; buc cal administration; s ublingual a dministration; rectal administration; va ginal 

administration; parenteral administration; inhalation; and topical application. The dosage forms 

of dr ugs are: t ablets, s olutions, c apsules; s uppositories; s ubcutaneous, intradermal, 

intramuscular, intravenous, intrathecal, and intracavitary injections; a erosols; lot ions, creams, 

and oi ntments. A dverse dr ug r eaction i s a t erm r eferring t o unw anted, unc omfortable, or 

dangerous effects that a drug may have. Some risks are not very serious, others are more serious. 

All dr ugs a re gr ouped i nto s everal classes de pending on their pha rmacological e ffects on the 

body, t arget or gans or s ystems, e tc. F or e xample, t here a re a w ide va riety of c ardiovascular 

drugs, gastrointestinal drugs, neuropharmacologic drugs, antibiotics, neoplastic drugs, hormones, 

and others.






1. Tell the group about the drugs. 






1. Please read this leaflet before you start _ HYTRIN (HI-TRIN). 2. Also read it each time 

you get a new _. 3. H YTRIN is used to _ hype rtension and _ pr ostatic hyperplasia in men. 4. 






Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 

МЕТОДИЧНІ 

РЕКОМЕНДАЦІЇ 






№ 

Тема заняття Фармокологічні групи і форми ліків 

Курс 2 

Факультет Медичний 



При роботі над темою “Фармакологічні групи і форми ліків” 




При роботі над граматичним матеріалом Simple Tenses, Perfect Tenses. 














Фонетика: Повторення фонетики вивченої теми 


Граматика: Perfect Tenses. 

Текст: Drugs. 


№ 

з/п 



Часу 





Усне 



Perfect Tenses. 


та 


матеріал до тем. 

Усне 

Засоби 





таблиця Perfect 

Tenses. 


Л.В. 







голосних голосних oo, ee; 






Граматика: Perfect Tenses. 













65% опитування. 

Усне 


теми. 

1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 


















VOCABULARY 



suppository [sq'pOzItqrI] свічка, 

супозиторій 

intravenous ["I:ntrq'vI:nqs] 



внутрішньошкірний 


інтратекальний 


lotion ['lquS(q)n] лосьйон, бальзам 

WORD-BUILDING 





to build будувати – to rebuild збудувати заново; перебудувати



GRAMMAR: 


GERUND 



He likes her correct diagnosing. 

Йому подобається її правільне встановлення 

діагнозу. 

The ne cessary part of t he exa mination is Необхідна частина огляду – це прослуховування 


серця. 


stomach. 

After gi ving injection the nur se left the 

ward. 



шлунку. 




Неможливо поставити діагноз без пальпації (не 



1. In making examination special at tention is pa id t o the p atient's c omplaints. 2. T he 



This sci entist worked out t he m ethod of producing the hormones i n t he l aboratory. 6. T he 

surgeon be gan preparing patient f or s urgical i ntervention. 7. T hey c ontinued listening to the 



drugs administered i n treating atherosclerosis ar e so -called lipotropic subs tances. 11. New 


two leading causes of blindness (амавроз, сліпота) very treatable. 12. D rug errors ( e.g., 


lead to serious complications. 13. Vitamins are the substances which are necessary for normal 






Lo_ion; r_ute; intrav_nous; suppose_tory; m_ld; a_rosol; intra_hecal; intra_avitary. 


Completeness; pr omotion; digitalis; nonpr oprietary; c oin; ge neric; pl ant; c hemical s ubstance; 

vitamin; m anufacturer; br and name; pa rticular; rout e; dur ation; b uccal ['bAkql]; m outh; 




Everyone knows what medicines, or drugs are chemical substances used to make you feel 

better w hen you are si ck. These ch emical subs tances c an come from many different sour ces.




hormones ar e se cretions f rom t he glands of a nimals. D rugs can be made f rom the che mical 

substances w hich are synthesized in t he l aboratory. S ome dr ugs are c ontained i n f ood 



manufacturer of i t to use. These na mes ar e com monly called “generic na mes”. Manufacturers 





speed and duration of the drug’s action in the body. There are many routs of drug administration. 

They are o ral a dministration (by mouth); buc cal a dministration (a m edicine is p laced in th e 

cheek pocket and slowly absorbed); sublingual administration (for general effects throughout the 

body, when a medicine is placed under the tongue and slowly absorbed); rectal administration 

(for l ocal a nd in some cases sys temic ef fects, when it i s us ed in t he rectum); va ginal 

administration (for local and in some cases systemic effects when used in the vagina); parenteral 

administration (in the form of inj ection); inhalation (for loc al, and in some c ases s ystemic 

effects, when inhaled into the lungs); and topical application (for local effects, when it is applied 

directly to the skin). 






Внутрішньошкірний; свічка, супозиторій; лосьйон, бальзам; шлях, напрям; 

внутрішньовенний; створювати; повнота, завершеність; інтратекальний; аерозоль; розчин; 

мазь; дія медичного препарату; призначення. 


language. 

Ex. 12. Speak on the routs of drug administration using the following table: 

Routs of Drug Administration 


Tablets Tablets Suppositories Injections: 

Subcutaneous 

Intradermal 

Intramuscular 

Intravenous 

Intrathecal 

Intracavitary 

Suppositories Aerosols Lotions 

Creams 

Ointments 



What routs of drug administration are there? 5. What types of injections do you know? 



чогось; upset [Ap'set] порушення, розлад; benefit ['benefit] перевага; outweigh [out'weI] бути







Adverse dr ug r eaction (ADR, or adve rse dr ug effect) is a b road term r eferring to 




safe e nough t o a pprove. B oth pr escription a nd over-the-counter m edicines ( non-proscription) 


















substance. 










medicine. 

7. A substance made up of an aggregation (маса) of 



drug. 

a) tablet 

b) capsule 

c) ear drop 

d) ointment 


f) powder 

g) lotion 

h) aerosol 

i) eye drop 




HYTRIN works by _ bl ood ve ssels s o that t he bl ood pa sses t hrough t hem more e asily. 5 .



a) t reat; b ) contracting, c ) k eep, d) r elieve, e ) dose, f ) t aking, g) r elaxing, h) prescription, i) 

benign. 





days. 5. A cetaminophen (to come) as a t ablet, chewable tablet, capsule, suspension or soluti on 






Neuropharmacologic; neoplastic drugs; blood clotting; relieve uncomfortable symptoms; 

antihistamine; analgesic (analgetic) ["xnxl'GesIk] анальгетик, аналгезуючий засіб; indigestion 

["IndI'GesC(q)n] порушення травлення; unwanted variation in heart rhythm ["vFqrI'eIS(q)n; 

rIDm]; anticoagulant ['xntIkqu'xgjulqnt] антикоагулянт; речовина, що затримує згортання 

крові; mood-lifting drug; antifungal антигрибковий, протигрибковий; antipyretic 

['xntIpaI'retIk] жарознижуючий засіб; antiviral ['xntI'vaIrql] противірусний; bronchodilator; 

asthma ['xsmq]; suppress [sq'pres] пригнічувати; hypnotic [hIp'nOtIk] снодійне (засіб); 

laxative ['lxksqtIv] проносне (засіб); constipation запор; nitrate ['naItreIt]; angina [xn'GaInq] 

стенокардія; vasodilator судинорозширювальне (засіб). 


DRUG CLASSES 




and others. 



There are a wide variety of gastrointestinal drugs. They have different pharmacological 




synthesized in the laboratory and are used to teat serious bacterial infections. 









The ot her categories i nto w hich most of t he c ommonly pr escribed m edications ar e 

divided are the following:


Antacids (Antiacids): dr ugs us ed f or re lief of s ymptoms of indi gestion or d isorders 










Antipyretics: fevr-reducing drugs. These drugs directly affect the temperature-regulating 







Diuretics; these drugs increase the volume of urine and salt released by the kidneys; 





Vasodilators: he art dru gs. These m edications st imulate t he ar teries of t he he art to 












(spasms). 


bacteria. 





a) vasoconstrictors 

b) epinephrine 

c) antacids 

d) antibiotics 

e) narcotics 

f) vasodilators 

g) antidiarrheals 


Повідомлення з теми: Drugs.


obtained f rom va rious pa rts of pl ants, a nimals, or s ynthesized artificially. S ome dr ugs a re 

contained i n food s ubstances. T he r outs of dr ug a dministration are t he f ollowing: or al 

administration; buc cal administration; s ublingual a dministration; rectal a dministration; va ginal 



intramuscular, i ntravenous, i ntrathecal, a nd i ntracavitary i njections; a erosols; l otions, c reams, 

and ointments. Adverse dr ug reaction is a te rm re ferring to unwanted, unc omfortable, or 


All dr ugs a re gr ouped i nto s everal classes de pending on t heir pha rmacological e ffects on t he 

body, t arget or gans or s ystems, e tc. For exa mple, there ar e a w ide va riety of car diovascular 


and others. 



Translate the following word-combinations into your native language: 




Translate the following words and word combinations into English: 











medicine into the _ and gently close eyes. 10. Different medicines should never be mixed in one. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена доц. Потяженко Л.В.










______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Фармокологічні групи і форми ліків 

Курс 2 







При роботі над темами:Drugs. 




При роботі над граматичним матеріалом Perfect Tenses. 

































VOCABULARY 














1. Give your examples of sentences with Perfect Tenses.

WORD-BUILDING 





to build будувати – to rebuild збудувати заново; перебудувати 



GRAMMAR: 


GERUND 



He likes her correct diagnosing. 

Йому подобається її правільне встановлення 

діагнозу. 

The ne cessary part of t he exa mination is Необхідна частина огляду – це прослуховування 


серця. 


stomach. 

After gi ving injection the nur se left the 

ward. 



шлунку. 




Неможливо поставити діагноз без пальпації (не 



1. I n making examination special at tention is pa id t o the p atient's c omplaints. 2. T he 



This sci entist worked out t he m ethod of producing the hormones i n t he l aboratory. 6. T he 

surgeon be gan preparing patient f or s urgical i ntervention. 7. T hey c ontinued listening to the 



drugs administered i n treating atherosclerosis ar e so -called l ipotropic s ubstances. 1 1. New 


two leading caus es of bli ndness (амавроз, сліпота) very treatable. 12. D rug errors ( e.g., 


lead to serious complications. 13. Vitamins are the substances which are necessary for normal 






Lo_ion; r_ute; intrav_nous; suppose_tory; m_ld; a_rosol; intra_hecal; intra_avitary.



vitamin; m anufacturer; br and na me; pa rticular; rout e; dur ation; b uccal ['bAkql]; m outh; 




Everyone knows what medicines, or drugs are chemical substances used to make you feel 

better w hen you are si ck. These ch emical subs tances c an come from many different sour ces. 


such dr ugs are di gitalis ( from t he f oxglove pl ant), and a ntibiotics s uch a s penicillin a nd 


hormones a re s ecretions f rom t he gl ands of a nimals. D rugs c an be made f rom the chemical 

substances w hich are synthesized in t he l aboratory. S ome dr ugs are c ontained i n f ood 



manufacturer of i t to us e. These na mes ar e com monly called “generic na mes”. Manufacturers 





speed and duration of the drug’s action in the body. There are many routs of drug administration. 

They are oral a dministration (by mouth); buc cal a dministration (a m edicine is p laced in th e 

cheek pocket and slowly absorbed); sublingual administration (for general effects throughout the 

body, when a medicine is placed under the tongue and slowly absorbed); rectal administration 

(for l ocal a nd in some cases sys temic ef fects, when it i s us ed in t he rectum); va ginal 

administration (for local and in some cases systemic effects when used in the vagina); parenteral 

administration (in the f orm of injection); inh alation (for l ocal, and in some cases sys temic 

effects, when inhaled into the lungs); and topical application (for local effects, when it is applied 

directly to the skin). 










language. 

Ex. 12. Speak on the routs of drug administration using the following table: 

Routs of Drug Administration 


Tablets Tablets Suppositories Injections: 

Subcutaneous 

Intradermal 

Intramuscular 

Intravenous 

Intrathecal 

Suppositories Aerosols Lotions 

Creams 

Ointments

Intracavitary 













Adverse dr ug r eaction (ADR, or adve rse dr ug effect) is a b road term r eferring to 










pregnant or nursing. Some medicines c an hur t your ba by. M ake s ure that you unde rstand and 










2. A s emisolid p reparation f or external a pplication t o 


substance. 










medicine. 

7. A subs tance made u p of an aggregation (маса) of 

a) tablet 

b) capsule 

c) ear drop 

d) ointment 


f) powder 

g) lotion 

h) aerosol 

i) eye drop



drug. 







a) t reat; b ) contracting, c ) k eep, d) re lieve, e ) dose, f ) t aking, g) r elaxing, h) prescription, i) 

benign. 





days. 5. A cetaminophen (to come) as a t ablet, chewable tablet, capsule, suspension or solution 






Neuropharmacologic; neoplastic drugs; blood clotting; relieve uncomfortable symptoms; 

antihistamine; analgesic (analgetic) ["xnxl'GesIk] анальгетик, аналгезуючий засіб; indigestion 

["IndI'GesC(q)n] порушення травлення; unwanted variation in heart rhythm ["vFqrI'eIS(q)n; 

rIDm]; anticoagulant ['xntIkqu'xgjulqnt] антикоагулянт; речовина, що затримує згортання 

крові; mood-lifting drug; antifungal антигрибковий, протигрибковий; antipyretic 

['xntIpaI'retIk] жарознижуючий засіб; antiviral ['xntI'vaIrql] противірусний; bronchodilator; 

asthma ['xsmq]; suppress [sq'pres] пригнічувати; hypnotic [hIp'nOtIk] снодійне (засіб); 

laxative ['lxksqtIv] проносне (засіб); constipation запор; nitrate ['naItreIt]; angina [xn'GaInq] 

стенокардія; vasodilator судинорозширювальне (засіб). 


DRUG CLASSES 




and others. 



There are a wide variety of gastrointestinal drugs. They have different pharmacological 




synthesized in the laboratory and are used to teat serious bacterial infections. 


neuropharmacological drugs: autonomic and central nervous system drugs.










Antacids (Antiacids): dr ugs us ed f or re lief of s ymptoms of indi gestion or d isorders 










Antipyretics: fevr-reducing drugs. These drugs directly affect the temperature-regulating 







Diuretics; these drugs increase the volume of urine and salt released by the kidneys; 





Vasodilators: he art dru gs. These m edications st imulate t he ar teries of t he he art t o 












(spasms). 


bacteria. 





h) vasoconstrictors 

i) epinephrine 

j) antacids 

k) antibiotics 

l) narcotics 

m) vasodilators 

n) antidiarrheals



Translate the following word-combinations into your native language: 




Translate the following words and word combinations into English: 











medicine into the _ and gently close eyes. 10. Different medicines should never be mixed in one. 



1. І.В. Знаменська, О.О. Пісоцька, В.Г. Костенко. Course of English for medical students. 


















______________ 

“_______” ______________ 200__ р. 










Курс 

ІІ 








При роботі над темою “Антибіотики” 





























1. Виписати незнайомі слова до тексту “Minerals” 

2. Письмово перекласти текст “Minerals” 

3. Скласти анотацію до тексту “Minerals” 


Minerals 

Minerals Did you ever notice how TV commercials for breakfast cereal always 

mention vitamins and minerals? But when you think of minerals, food isn't 

the first thing that comes to mind. Aren't minerals something you find in 

the earth, like iron and quartz? 

Well, yes, but small amounts of some minerals are also in foods вЂ” for 

instance, red meat, such as beef, is a good source of iron. 

Just like vitamins, minerals help your body grow, develop, and stay 

healthy. The body uses minerals to perform many different functions вЂ” from 

building strong bones to transmitting nerve impulses. Some minerals are 

even used to make hormones or maintain a normal heartbeat. 

Macro and Trace 

The two kinds of minerals are: macrominerals and trace minerals. Macro

means "large" in Greek (and your body needs larger amounts of 

macrominerals than trace minerals). The macromineral group is made up of 

calcium, phosphorus, magnesium, sodium, potassium, chloride, and sulfur. 

A trace of something means that there is only a little of it. So even 

though your body needs trace minerals, it needs just a tiny bit of each 

one. Scientists aren't even sure how much of these minerals you need each 

day. Trace minerals includes iron, manganese, copper, iodine, zinc, 

cobalt, fluoride, and selenium. 

Let's take a closer look at some of the minerals you get from food. 

Calcium 

Calcium is the top macromineral when it comes to your bones. This mineral 

helps build strong bones, so you can do everything from standing up 

straight to scoring that winning goal. It also helps build strong, healthy 

teeth, for chomping on tasty food. 

Which foods are rich in calcium? 

dairy products, such as milk, cheese, and yogurt 

canned salmon and sardines with bones 

leafy green vegetables, such as broccoli 

calcium-fortified foods вЂ” from orange juice to cereals and crackers 

Iron 

The body needs iron to transport oxygen from your lungs to the rest of 

your body. Your entire body needs oxygen to stay healthy and alive. Iron 

helps because it's important in the formation of hemoglobin (say: 

hee-muh-glo-bun), which is the part of your red blood cells that carries 

oxygen throughout the body. 

Which foods are rich in iron? 

meat, especially red meat, such as beef 

tuna and salmon 

eggs 

beans 

baked potato with skins 

dried fruits, like raisins 


whole and enriched grains, like wheat or oats 

Potassium 

Potassium (say: puh-tah-see-um) keeps your muscles and nervous system 

working properly. Did you know your blood and body tissues, such as 

muscles, contain water? They do, and potassium helps make sure the amount 

of water is just right. 

Which foods are rich in potassium? 

bananas 

broccoli 

tomatoes 

potatoes with skins 


citrus fruits, like oranges 

dried fruits 

legumes, such as beans, peas, lentils, and peanuts 

Zinc 

Zinc helps your immune system, which is your body's system for fighting 

off illnesses and infections. It also helps with cell growth and helps 

heal wounds, such as cuts.

Which foods are rich in zinc? 

beef 

pork 

lamb 

legumes, such as beans, peas, lentils, and peanuts 

When people don't get enough of these important minerals, they can have 

health problems. For instance, too little calcium вЂ” especially when you're 

a kid can lead to weaker bones. Some kids may take mineral supplements, 

but most kids don't need them if they eat a nutritious diet. So eat those 

minerals and stay healthy! 



1. What is minerals? 

2. What cases are minerals prescribed in? 

3. How long are minerals used? 

4. What groups are minerals divided into? ? 

5. What side effect can minerals have? 

6. What routs of minerals' administration are there? 












викл. Золотарьовою Р.Л.










__________________ 

„____________”_______________200__р. 








№ 

Тема заняття Грип 

Курс 

ІІ 







При роботі над темою “ Грип” 




При роботі над граматичним матеріалом Construction “it is (was, will be ) … that (who, 

whom)” засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою 























virus ['vaIrqs] вірус, збудник 

захворювання 

marked by depression [dIp'reSn] тут: що 

характеризується пригніченим 

психічним станом 

distressing fever ['fI:vq] температура, що 

виснажує 

bronchi (sing. bronchus) [' brONkaI] 

бронхи 

neuralgic [njuq'rxlGIk] невралгічний 

nervous disturbance ['nq:vqs dIs'tq:bqns] 

тут: ураження нервової системи 

draught [dra:ft] протяг 

catarrhal [kq'ta:rql] катаральний, 

застудний 


What is construction “It is (was, will be ) … that (who, whom) 


persist [pq'sIst] утримуватись, зберігатися 

outbreak [‘autbreIk] спалах; раптова поява, 

початок 

droplet ['drOplIt] краплина 

to be liable to ['laIqbl] бути схильним 

chill [CIl] озноб, гарячка, пропасниця; 

застуда 

convulsions [kqn'vAlSnz] конвульсії 

to be up [Ap] встати (з ліжка) 

approval [q'pru:vql] тут: дозвіл 

convalescent ["kOnvq'lesnt] одужуючий 

strain [streIn] штам 

fairly [feqlI] достатньо 


Ex. 4. Read and translate the following sentences into your native language:

1. It is in the evening that the patient develops a splitting headache. 2. It was after vomiting that 

patient Popov complained of severe pains in the back. 3. It was the patient of the third ward who 

asked some medicine f or a ba d headache. 4. It w as seve re pa ins i n his l egs and feet t hat he 

complained of. 5. It was about one of the new methods of testing that our professor spoke at the 

scientific conference. 



Словотворення: Forming of new words by adding the prefixes та повторення пройденого 

матеріалу (утворення медичних термінів) 

Граматика: construction “It is (was, will be ) … that (who, whom) 

Текст: “Grippe”. 





Vir_s; nerv_us; f_ver, distres_ing; bro_chi; neural_ic; c_ills; ap_roval; conv_lescent; respirat_ry; 

dr_plet. 

Ex. 9. Read the following words and word-combinations and translate them: 

Infectious; caused by a vi rus; c atarrhal; la rynx; br onchi; m uscular pa ins; ga strointestinal; 

disturbances; f requent; spread; e specially; oc cur; w idespread; m ild; a che; l imbs; br onchitis; 

convulsions; fever; pneumonia; pulmonary; approval; therefore; draught; cough. 


GRIPPE 

Grippe i s a n acute i nfectious epi demic disease ca used by a vi rus a nd marked by 

depression, di stressing f ever, a cute c atarrhal i nflammation of t he nos e, l arynx, a nd br onchi, 

neuralgic and muscular pains, gastrointestinal disorders, weakness and nervous disturbances. All 

ages are liable to this disease. It is in severe cases that vomiting is frequent in babies and young 

children as well. 

Like the common cold, grippe is primarily spread between people indoors, especially at 

schools, nur sing hous es, a nd ot her places w here l arge nu mbers of pe ople ga ther. O utbreaks 

usually occur in the winter and early spring. 

There are three types of grippe viruses. All of them are spread from person to person by 

inhalation of infected droplets from the air. Type A usually is responsible for the large grippe 

epidemics. This type is constantly changing, with new strains appearing regularly. This results in 

a new epidemic every few years. Types B and C are not as widespread: type B causes smaller, 

more l ocalized outbreaks, and type C i s l ess com mon and usually causes onl y a m ild illness. 

These types are fairly stable viruses. 

It is the typical form of grippe that onset is sudden, beginning with chills, muscular pains 

and aches in the back and limbs, and bronchitis. Nervous symptoms, e.g., headache and in severe 

cases convulsions in babies are usually present. 

There are mild cases of the disease. The duration of the disease in a mild case is usually 

three to four days and the temperature is not very high.

It is in severe cases that patient's temperature is very high. Distressing fever a nd other 

symptoms, e.g., acute catarrhal inflammation of the bronchi, muscular pains persist for several 

days. Sometimes pneumonia develops and even death may occur in two or three days. Therefore 

it is in very young children or when there are pulmonary complications that grippe is especially 

serious. 

In order to minimize the severity of the attack in grippe and to protect the patient from 

secondary infection, the patient must go t o bed at the beginning of an attack and not to be up 

again without the approval of his/her physician. 

The e ffects of gr ippe m ay pe rsist f or a long p eriod of t ime, t herefore a c onvalescent 

becomes sensitive to heat, cold, draughts, and so on, he /she easily gets colds, coughs and other 

respiratory diseases. 


Біль у попереку; катаральне запалення бронхів; озноб; такий, що видужує; температура, 

що виснажує; легеневі ускладнення після грипу; штам; утримуватися, зберігатися; спалах 

хвороби. 

Ex. 12. Translate the text "Grippe". 


1. What kind of disease is grippe? 2. What cases is vomiting frequent in? 3. What are symptoms 

of gr ippe? 4. What t ypes of gr ippe vi ruses a re t here? 5. What ne rvous s ymptoms a re us ually 

present in severe cases? 6. What are the characteristic features of a mild case of grippe? 7. What 

are t he cha racteristic f eatures of a seve re on e? 8. What di sorders m ay develop sometimes? 9. 

What must you do i n order to minimize the severity of the attack in grippe? 10. How long may 

the effects of the grippe persist? 11. What does a convalescent become sensitive to? 


1. Grippe is a n _ di sease. 2. I t i s marked by _ fever, _ i nflammation of t he nos e, larynx, a nd 

bronchi, _ p ains, _ di sorder, and _ d isturbances. 3. It is in _ c ases there are _ s ymptoms. 4. _ 

pains of ten persist f or several da ys. 5. I n or der t o p rotect the pa tient f rom _ i nfection, he /she 

must be put to bed at the very beginning of an attack. 


1. Грип – це одне з серйозних інфекційних захворювань. 2. Він спричиняється вірусами, 

які передаються від однієї людини до іншої. 3. Існує три типи вірусів: А, В і С. Тип А 

зазвичай викликає серйозні епідемії грипу. 4. Типи В і С не досить поширені. 5. 

Захворювання починається з ознобу, болю в м'язах, в спині та кінцівках, й головного 

болю. 6. Температура при грипі не дуже висока. 7. Грип може тривати протягом значного 

періоду часу. 

Ex. 16. Choose the correct variant: A: I totally agree. B: I don't really think so: 

1. There are five types of grippe viruses and all of them are spread from person to person by 

inhalation o f i nfected dr oplets f rom t he a ir. 2. Types B a nd C a re not a s w idespread: t ype B 

causes smaller, more localized outbreaks, and type C is less common and usually causes only a 

mild illness. T hese type s a re f airly stable vi ruses. 3. In order to minimize the s everity of the 

attack in grippe and to protect the patient from secondary infection, the patient mustn't go to bed 

at the beginning of an attack and not to be up again without the approval of his/her teacher. 

Ex. 17. Write out key words of the text “Grippe”. 

Ex. 18. Make up a detailed plan of the text.

Ex. 19. Speak on the causes, signs, and treatment of grippe. 

Ex. 20. Give a summary of the text “Grippe”. 

Ex. 21. Read the following text and compose your own dialogue: 

PREVENTION OF GRIPPE 

The pr imary w ay t o pr event gr ippe is by us e of gr ippe v accine e ach f all. A mantadine 

hydrochloride decreases the risk of infection. However, if used for prevention, it must be started 

before or immediately after exposure to the grippe A virus. Note that amantadine protects against 

only grippe A, but the vaccine protects against both the A and B grippe strains. Neither prevents 

other types of viral diseases. 

Immunization is recommended for people with impaired immune system or with serious 

illness such as chronic heart or kidney disease, lung disease or impaired ability to breathe, cystic 

fibrosis, chronic anemia, or severe diabetes. Elderly people, especially those older than 65, also 

should be vaccinated. Health care workers, police officers and fire fighters, and others on whom 

public safety depends should receive immunization. 

The va ccine i s gi ven a s one i njection into the uppe r a rm i n early fall, jus t be fore the 

grippe season begins. Children may sometimes receive the vaccine in two separate injections, 1 

to 2 weeks apart. 

Ex. 22. Complete the following sentences using the necessary word-combinations from the 

box: 

1. This disease is characterized in the typical form of sudden onset, fever of one to seven day’s 

duration, accompanied by pa ins in the back and limbs,_ . 2. I t is now recognized that there are 

several t ypes of _. 3. I ncubation period i s s hort, usually _ . 4. Natural r esistance or relative 

immunity protects from one-quarters of persons intimately exposed to the disease even during _. 

5. During epidemics efforts should be made to reduce opportunities for _. 6. T o minimize the 

severity of the disease, and to protect the patient from secondary infections, patients should go to 

bed at the beginning of an attack and not return to work _. 

1. widespread epidemics; 2. without the approval of their physicians; 3. influenza’s viruses; 4. 

headache, and sore throat; 5. direct contact infection; 6. 24 to 72 hours. 


Medical Student: Two hours ago we admitted two patients to our hospital. The first patient’s 

temperature is very high and he has a bad cough. The second patient’s temperature is also rather 

high but he has no symptoms of chill. 

Doctor: Have you any additional information about the first patient? 

M.S.: Yes, I have. He has a bad cold: a catarrhal inflammation of the upper respiratory tract, 

with profuse discharge from the mucous membrane of the nose, due to a virus or bacteria. 

D.: What is your diagnosis? 

M.S.: My impression is that he has influenza. 

D.: What kind of disease is influenza? 

M.S.: It is an infectious, epidemic disease. The symptoms of influenza are a high fever, acute 

catarrhal inflammation of the nose, larynx and bronchi, and muscular pains. 

D.: What can you say about our patient’s lungs? 

M.S.: He has no symptoms of any acute inflammatory condition of the lungs. 

D.: Have you any impression of a peculiar of bronchopneumonia? 

M.S.: No, I have not. 

D.: And what can you say about the other patient? 

M.S.: This patient’s blood pressure is very high.

D.: Is there anything in his past medical history that explains the present illness? 

M.S.: No, there is absolutely nothing there. 

D.: Is there anything in the laboratory reports? 

M.S.: Usual laboratory reports have nothing significant. 


1. What are the two patients’ symptoms? 2. What is the medical student’s diagnosis? 3. What is 

influenza? 4. What can you say about the patient’s lungs? 5. What can you say about the second 

patient’s condition? 6. Is a patient’s past history significant for the diagnosis? 7. What are the 

laboratory reports? 


1. Influenza is an _ disease. 2. My impression is that the patient has an acute _ of the _. 3. T he 

recently admitted girl has a high _. 4. T he patient’s blood _ is normal. 5. Is there anything _? 6. 

Laboratory reports are _ for the diagnosis. 







are t he cha racteristic f eatures of a seve re on e? 8. What di sorders m ay develop sometimes? 9. 







pains of ten persist f or several da ys. 5. I n or der t o p rotect the pa tient f rom _ i nfection, he /she 






















__________________ 

„____________”_______________2000__р. 







№ 

Тема заняття Грип 

Курс 

ІІ 




При роботі над темою “ Грип” 




При роботі над граматичним матеріалом Construction “it is (was, will be ) … that (who, 

whom)” засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою 

розпізнання його у тексті, при читанні та перекладі. 













Словотворення: Forming of new words by adding the prefixes та повторення пройденого 

матеріалу (утворення медичних термінів) 

Граматика: Construction “it is (was, will be ) … that (who, whom)” 

Текст: “Grippe”. 


№ 

з/п 



часу 





Усне 



Construction “it 

is (was, will be ) 

… that (who, 

whom)” 


та 



теми. 

Засоби 



таблиця Coordinate 

conjunctions 



Kostenko 

“Course of 

English for 

Medical 

Student”)




Словотворення: Forming of new 

65% 

words by adding the prefixes та 

повторення пройденого матеріалу 

(утворення медичних термінів); 

Граматика: Засвоєння Construction 

“it is (was, will be ) … that (who, 

whom)”. 











Усне 


Усне 


теми. 





Тема заняття спрямована на розширення знань з хвороб,а саме з грипу. Засвоєння 

англомовних відповідників назв симптомів хвороби. Усвідомлення себе як фахівця у 

царині природних наук, а також на усвідомлення важливості теоретичного підґрунтя у 





VOCABULARY 

virus ['vaIrqs] вірус, збудник 

захворювання 

marked by depression [dIp'reSn] тут: що 

характеризується пригніченим 

психічним станом 

distressing fever ['fI:vq] температура, що 

виснажує 

bronchi (sing. bronchus) [' brONkaI] 

бронхи 

neuralgic [njuq'rxlGIk] невралгічний 

nervous disturbance ['nq:vqs dIs'tq:bqns] 

тут: ураження нервової системи 

draught [dra:ft] протяг 

catarrhal [kq'ta:rql] катаральний, 

застудний 

persist [pq'sIst] утримуватись, зберігатися 

outbreak [‘autbreIk] спалах; раптова поява, 

початок 

droplet ['drOplIt] краплина 

to be liable to ['laIqbl] бути схильним 

chill [CIl] озноб, гарячка, пропасниця; 

застуда 

convulsions [kqn'vAlSnz] конвульсії 

to be up [Ap] встати (з ліжка) 

approval [q'pru:vql] тут: дозвіл 

convalescent ["kOnvq'lesnt] одужуючий 

strain [streIn] штам 

fairly [feqlI] достатньо

WORD-BUILDING 

Ex. 1. Form n ew words b y adding the p refixes. Define t he p art o f sp eech an d t ranslate 

them: 

A. dis-: continue; like; appear. 

B. un-: natural; cured; cooled; treated. 

C. over-: use; work; eating; dosage. 

D. intra-: venous; muscular; cellular; vascular. 

GRAMMAR: 

Ex. 2. Read the data of the following table: 

CONSTRUCTION “IT IS (WAS, WILL BE ) … THAT (WHO, WHOM)” 

It was I who saw nurse in the hospital. Саме я бачив медсестру у лікарні. 

It was in the hospital that I saw the nurse. Саме у лікарні я бачив медсестру. 

It was the nurse whom I saw in the hospital. Саме медсестру я бачив у лікарні. 


1. It is in the evening that the patient develops a splitting headache. 2. It was after vomiting that 

patient Popov complained of severe pains in the back. 3. It was the patient of the third ward who 

asked some medicine f or a ba d headache. 4. It w as seve re pa ins i n his l egs and feet t hat he 

complained of. 5. It was about one of the new methods of testing that our professor spoke at the 

scientific conference. 


1. Саме у дітей молодшого віку грип небезпечний. 2. Саме при тяжких випадках грипу у 

дітей часто виникає блювота. 3. Саме при типовій формі грипу початок захворювання 

буває раптовим та починається з ознобу. 

Ex. 5. Find in the text “Grippe” the same constructions and translate them into your native 

language. 





Vir_s; nerv_us; f_ver, distres_ing; bro_chi; neural_ic; c_ills; ap_roval; conv_lescent; respirat_ry; 

dr_plet. 

Ex. 9. Read the following words and word-combinations and translate them: 

Infectious; caus ed by a virus; c atarrhal; la rynx; br onchi; m uscular pa ins; ga strointestinal; 

disturbances; f requent; spread; e specially; oc cur; w idespread; m ild; a che; l imbs; br onchitis; 

convulsions; fever; pneumonia; pulmonary; approval; therefore; draught; cough.


GRIPPE 

Grippe i s a n acute i nfectious epi demic disease caus ed by a vir us and marked by 

depression, di stressing f ever, a cute c atarrhal i nflammation of t he nos e, l arynx, a nd br onchi, 

neuralgic and muscular pains, gastrointestinal disorders, weakness and nervous disturbances. All 

ages are liable to this disease. It is in severe cases that vomiting is frequent in babies and young 

children as well. 

Like the common cold, grippe is primarily spread between people indoors, especially at 

schools, nur sing hous es, a nd ot her places w here l arge nu mbers of pe ople ga ther. O utbreaks 

usually occur in the winter and early spring. 

There are three types of grippe viruses. All of them are spread from person to person by 

inhalation of infected droplets from the air. Type A usually is responsible for the large grippe 

epidemics. This type is constantly changing, with new strains appearing regularly. This results in 

a new epidemic every few years. Types B and C are not as widespread: type B causes smaller, 

more l ocalized outbreaks, and type C i s l ess com mon and usually causes onl y a m ild illness. 

These types are fairly stable viruses. 

It is the typical form of grippe that onset is sudden, beginning with chills, muscular pains 

and aches in the back and limbs, and bronchitis. Nervous symptoms, e.g., headache and in severe 

cases convulsions in babies are usually present. 

There are mild cases of the disease. The duration of the disease in a mild case is usually 

three to four days and the temperature is not very high. 

It is in severe cases that patient's temperature is very high. Distressing fever and other 

symptoms, e.g., acute catarrhal inflammation of the bronchi, muscular pains persist for several 

days. Sometimes pneumonia develops and even death may occur in two or three days. Therefore 

it is in very young children or when there are pulmonary complications that grippe is especially 

serious. 

In order to minimize the severity of the attack in grippe and to protect the patient from 

secondary infection, the patient must go t o bed at the beginning of an attack and not to be up 

again without the approval of his/her physician. 

The e ffects of gr ippe m ay pe rsist f or a long p eriod of t ime, t herefore a c onvalescent 

becomes sensitive to heat, cold, draughts, and so on, he /she easily gets colds, coughs and other 

respiratory diseases. 


Біль у попереку; катаральне запалення бронхів; озноб; такий, що видужує; температура, 

що виснажує; легеневі ускладнення після грипу; штам; утримуватися, зберігатися; спалах 

хвороби. 

Ex. 12. Translate the text "Grippe". 





are t he cha racteristic f eatures of a severe on e? 8. What di sorders m ay develop sometimes? 9. 





bronchi, _ p ains, _ di sorder, and _ d isturbances. 3. It is in _ c ases there are _ s ymptoms. 4. _

pains of ten persist f or several da ys. 5. I n or der to p rotect the pa tient f rom _ i nfection, he /she 



1. Грип – це одне з серйозних інфекційних захворювань. 2. Він спричиняється вірусами, 

які передаються від однієї людини до іншої. 3. Існує три типи вірусів: А, В і С. Тип А 

зазвичай викликає серйозні епідемії грипу. 4. Типи В і С не досить поширені. 5. 

Захворювання починається з ознобу, болю в м'язах, в спині та кінцівках, й головного 

болю. 6. Температура при грипі не дуже висока. 7. Грип може тривати протягом значного 

періоду часу. 

Ex. 16. Choose the correct variant: A: I totally agree. B: I don't really think so: 

1. There are five types of grippe viruses and all of them are spread from person to person by 

inhalation o f i nfected dr oplets f rom t he a ir. 2. Types B a nd C a re not a s w idespread: t ype B 

causes smaller, more localized outbreaks, and type C is less common and usually causes only a 

mild illness. T hese t ypes ar e f airly stable vi ruses. 3. I n or der t o m inimize t he s everity of t he 

attack in grippe and to protect the patient from secondary infection, the patient mustn't go to bed 

at the beginning of an attack and not to be up again without the approval of his/her teacher. 

Ex. 17. Write out key words of the text “Grippe”. 

Ex. 18. Make up a detailed plan of the text. 

Ex. 19. Speak on the causes, signs, and treatment of grippe. 

Ex. 20. Give a summary of the text “Grippe”. 

Ex. 21. Read the following text and compose your own dialogue: 

PREVENTION OF GRIPPE 

The pr imary w ay t o pr event gr ippe is by us e of gr ippe v accine e ach f all. A mantadine 

hydrochloride decreases the risk of infection. However, if used for prevention, it must be started 

before or immediately after exposure to the grippe A virus. Note that amantadine protects against 

only grippe A, but the vaccine protects against both the A and B grippe strains. Neither prevents 

other types of viral diseases. 

Immunization is recommended for people with impaired immune system or with serious 

illness such as chronic heart or kidney disease, lung disease or impaired ability to breathe, cystic 

fibrosis, chronic anemia, or severe diabetes. Elderly people, especially those older than 65, also 

should be vaccinated. Health care workers, police officers and fire fighters, and others on whom 

public safety depends should receive immunization. 

The va ccine i s gi ven a s one i njection i nto t he uppe r a rm i n e arly f all, j ust be fore t he 

grippe season begins. Children may sometimes receive the vaccine in two separate injections, 1 

to 2 weeks apart. 

Ex. 22. Complete the following sentences using the necessary word-combinations from the 

box: 

1. This disease is characterized in the typical form of sudden onset, fever of one to seven day’s 

duration, accompanied by pa ins in the back and limbs,_ . 2. I t is now recognized that there are 

several types of _. 3. Incubation p eriod is short, us ually _. 4. N atural r esistance or relative 

immunity protects from one-quarters of persons intimately exposed to the disease even during _. 

5. During epidemics efforts should be made to reduce opportunities for _. 6. T o minimize the 

severity of the disease, and to protect the patient from secondary infections, patients should go to 

bed at the beginning of an attack and not return to work _.

1. widespread epidemics; 2. without the approval of their physicians; 3. influenza’s viruses; 4. 

headache, and sore throat; 5. direct contact infection; 6. 24 to 72 hours. 


Medical Student: Two hours ago we admitted two patients to our hospital. The first patient’s 

temperature is very high and he has a bad cough. The second patient’s temperature is also rather 

high but he has no symptoms of chill. 

Doctor: Have you any additional information about the first patient? 

M.S.: Yes, I have. He has a bad cold: a catarrhal inflammation of the upper respiratory tract, 

with profuse discharge from the mucous membrane of the nose, due to a virus or bacteria. 

D.: What is your diagnosis? 

M.S.: My impression is that he has influenza. 

D.: What kind of disease is influenza? 

M.S.: It is an infectious, epidemic disease. The symptoms of influenza are a high fever, acute 

catarrhal inflammation of the nose, larynx and bronchi, and muscular pains. 

D.: What can you say about our patient’s lungs? 

M.S.: He has no symptoms of any acute inflammatory condition of the lungs. 

D.: Have you any impression of a peculiar of bronchopneumonia? 

M.S.: No, I have not. 

D.: And what can you say about the other patient? 

M.S.: This patient’s blood pressure is very high. 

D.: Is there anything in his past medical history that explains the present illness? 

M.S.: No, there is absolutely nothing there. 

D.: Is there anything in the laboratory reports? 

M.S.: Usual laboratory reports have nothing significant. 


1. What are the two patients’ symptoms? 2. What is the medical student’s diagnosis? 3. What is 

influenza? 4. What can you say about the patient’s lungs? 5. What can you say about the second 

patient’s condition? 6. Is a patient’s past history significant for the diagnosis? 7. What are the 

laboratory reports? 


1. Influenza is an _ disease. 2. My impression is that the patient has an acute _ of the _. 3. T he 

recently admitted girl has a high _. 4. T he patient’s blood _ is normal. 5. Is there anything _? 6. 

Laboratory reports are _ for the diagnosis. 




Grippe is an acute infectious epidemic disease. It is caused by viruses. The signs of grippe are 

depression, fever, inflammation of the nose, larynx, and bronchi, muscular pains, gastrointestinal 

disorders, and weakness. Grippe is spread from person to person. There are three types of grippe 

viruses. T ype A usually is r esponsible f or t he l arge g rippe epide mics. Type B caus es m ore 

localized ou tbreaks, a nd t ype C us ually c auses only a mild i llness. O nset be gins with c hills, 

muscular pains and aches in the back and limbs, and bronchitis. The duration of the disease in a 

mild case is usually three to four days and the temperature is not very high. In severe cases t he 

patient's temperature is very high. Distressing fever, acute catarrhal inflammation of the bronchi,

muscular pains, and so on last for several days. The patient must go to bed at the beginning of an 

attack and not to be up again without the approval of his/her physician. 






1. Tell the group about the Grippe. 





are t he cha racteristic f eatures of a s evere on e? 8. What di sorders m ay de velop s ometimes? 9. 







pains often pe rsist for several days. 5. I n or der t o p rotect the pa tient f rom _ i nfection, he /she 




Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 







Типи пухлин 

Курс 

ІІ 





При роботі над темою “Типи пухлин” 




При роботі над граматичним матеріалом INTERROGATIVE FORM 















Словотворення: найтиповіші суфікси прикметників (-act, -adhere, -ache). 

Граматика: INTERROGATIVE FORM 

Текст: “STOMACH TUMOR”. 


№ 

з/п 



часу 





Усне 



Sequence of 

Tenses 



теми. 

Засоби 





таблиці 

Sequence of 

Tenses; 


Л.В. 











прикметників (-act, -adhere, - 

ache).; 


“INTERROGATIVE FORM”. 













65% Усне 


Усне 


теми. 


1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 








immediate [I'mIdjqt] близький (про родичів) 

bloat [blqut] роздувати(ся), надувати (ся) 

confine [kqn'faIn] обмежувати 

offer ['Ofq] пропонувати 

likelihood ['laIklIhud] вірогідність 

alleviate [q'lI:vIeIt] полегшувати 

5.2. Основний етап. VOCABULARY 

exclusively [Iks'klu:sIvlI] винятково, виключно 

recovery [rI'kAvqri] видужання, одужання; 

виліковування 

choose [Cu:z] обирати 

analgesic ["xnxl'GesIk] анальгезуючий, 

анальгетичний, болезаспокійливий 

WORD-BUILDING 


Histopathological; cytoplastic; neoplastic; hydrocarbon; laryngectomy; cytoplasm. 

GRAMMAR: 


Tense (1) 

Questioning 

word 

Present Simple 

Tense, 

What 

Active Voice 

(Revision) 

(2) 

(3) 

Auxiliary Subject 

verb 

do 

I, you, we they 

(4) 

Predicate 


Example 

V 

Do you study? 

(study, write) Where does he 

does he, she, it 

study? 

Past Simple Tense, Where did I, he, she, it, V When did you go to

Active Voice you, we, they (study, write) the Academy? 

Future Simple 

Tense, Active 

Voice 

When shall 

will 

I, we 

he, she, it, you, 

V 

(study, write) 

Where will they go 

tomorrow? 



Voice 

Why 

am 

is 

they 

I 

he, she, it 

V 3 

(studied, written) 

Where is this 

hospital built? 

Past Simple Tense, 

Passive Voice 

Future Simple 


Voice 

Present 

Continuous Tense, 

Active Voice 

Past Continuous 

Tense, Active 

Voice 

Future Continuous 

Tense, Active 

Voice 

Present 


Passive Voice 

How 

How many 

How much 

are 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

shall 

will 

am 

is 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

V 3 


be + V 3 

(be studied, be 

written) 

V ing 

(studying, 

writing) 

V ing 

(studying, 

writing) 

be + V ing 

(be studying, be 

writing) 

being + V 3 

(being studied, 

being written) 

What medicine was 

your doctor 

prescribed? 

Were the patients 

examined? 

When will the 

polyclinic be 

closed? 

What is he writing 

now? 

What are you doing 

? 

Where was a doctor 

performing on the 

operation? 

What will you be 

doing at 3 p.m.? 

What hospital is 

your friend being 

operated on? 



Voice 

Present Perfect 

Tense, Active 

Voice 

Past Perfect Tense, 

Active Voice 


Tense, Active 

Voice 



Voice 


Passive Voice 



Voice 

are 

was 

were 

have 

has 

had 

shall 

will 

have 

has 

had 

shall 

will 

you, we, they 


you, we they 


he, she, it 

I, he, she, it, 

you, we, they 

I, we 


they 


he, she, it 


you, we, they 

I, we 


they 

being + V 3 



V 3 


V 3 


have + V 3 

(have studied, 

have written) 

been + V 3 

(been studied, 

been written) 

been + V 3 


been written) 


(have been 

studied, have been 

written) 

When was the work 

being fulfilled? 

What has he 

received this week? 

How many articles 

had the student read 

by 5 o’clock? 

What text will Helen 

have translated by 

3 o’clock? 



Where had the 

patient been 

examined? 

When will the 

hospital have been 

modernized? 

Ex. 3. Ask 5-6 questions concerning the theme “Cancer”.


1. The pancreas functions as both exocrine and endocrine organ. 2. These gases are removed 

from the body by exhalation through the lungs. 3. Each renal artery branches into many small 

arteries. 4. The kidney has filtered out of the blood the waste products. 5. The gums are made of 

fleshy tissue and surround the sockets in which the teeth are found. 6. The cause of malignant 

gastric tumor is unknown. 7. The gastrointestinal tract begins with the oral cavity. 8. More than 

20 types of malignant and benign tumors have been identified as originating in the lungs. 9. The 

lungs extend from the collarbone to the diaphragm. 




Rec_very; allev_ate; confi_e; choo_e; of_er; blo_t; tumo_; stoma_h; can_er; chemot_erapy. 


A. Alleviate; gastric tumor; immediate; benign; choose; malignant; suggest; confine; bleeding; 

influence; vomiting of blood; recovery; exclusively; spread; offer; bloat; likelihood; however; 

catch; relieve; analgesic. 

B. Tumors affect twice as many women as men; the most common early symptom; they are 2 to 

4 times more common; there is no one symptom; weight loss; bloated feeling after meals; 

surgical removal offers the only chance to cure; the likelihood of success depends on; in addition 

to surgery. 


Одужання, виліковування; болезаспокійливий; пропонувати; обирати, вибирати; 

роздувати, надувати; обмежувати; вірогідність; бути причиною, спричиняти; рак; 

злоякісна пухлина шлунку; після їжі; видалити всі уражені ділянки. 


Tumor; approximately; benign; microscopic; peptic ulcer; region of the abdomen; cure; offer; 

chance; exclusively; metastasize; the cancer is caught; recovery; relieve; advanced. 


STOMACH TUMOR 

Most gastric tumors are malignant. They affect twice as many women as men, usually 

between the ages of 50 and 70. Approximately 1 of 10 stomach tumors is benign. Like the 

malignant tumors, the most common early symptom of a benign tumor may be microscopic 

bleeding that can be detected only by laboratory examination of the stool. 

The cause of malignant gastric tumor is unknown. Genetic factors may have some 

influence. They are 2 to 4 times more common in members of the immediate family of people 

with the disease. 

There is no one symptom that will suggest that the person has a malignant gastric tumor. 

One of every four persons with a malignant tumor has the same symptoms as someone with a 

peptic ulcer. They are discomfort in the upper or middle region of the abdomen, black stools, and 

vomiting after meals. But other symptoms are more serious: vomiting of blood, weight loss, 

anemia, and bloated feeling after meals. 

Malignant tumor is difficult to treat. If the cancer is confined to the stomach, the chance 

of cure is good. However, the disease often has spread, and the chance of cure is then 

significantly decreased.

If the tumor is malignant, surgical removal offers the only chance to cure. The likelihood 

of success depends almost exclusively on whether the cancer has spread (metastasized) to other 

areas of the body. If the cancer is caught early and it is determined that surgery can remove all of 

the affected areas, full recovery is possible. Sometimes surgery may be recommended to 

alleviate pain, bleeding, or obstruction. 

In addition to surgery for malignant tumors, the physician may choose chemotherapy as 

an additional treatment, using a number of anticancer medications. Radiation is sometimes used, 

but both radiation and chemotherapy can only relieve the symptoms, they do not cure the cancer. 

If the cancer is too far advanced for chemotherapy or surgery to be effective, analgesic drugs 

may be used to reduce pain. 

Ex. 11. Translate the text "Stomach Tumor" into your native language. 


1. The most common early symptom of a benign tumor is _. 2. Some persons with a malignant 

tumor may have the same symptoms as persons with _. 3. The most serious symptoms of a 

malignant tumor are _. 4. Surgical removal offers the only chance to cure in patients with _. 5. 

Full recovery is possible if the cancer is caught _. 


1. Are the most gastric tumors benign? 2. What is the cause of malignant gastric tumor? 3. What 

are the symptoms of gastric tumor? 4. In what cases is the chance of cure good? 5. In what cases 

does the surgical removal offer the only chance to cure? 6. What does the likelihood of success 

depend on? 7. When may the physician choose chemotherapy as an additional treatment? 

Ex. 14. Insert the missing prepositions: 

1. Approximately 5 percent _ stomach cancers are lymphomas. 2. The symptoms of lymphoma 

are very similar _ those of stomach cancer. 3. If persistent indigestion develops _ the first time in 

the persons' life along with unexplained weight loss and nausea, the physician may want to 

obtain a barium X-ray or an endoscopic examination. 4. In most cases, these procedures will 

determine whether the symptoms are due _ a malignant tumor or to some other abnormalities. 

Ex. 15. S kim through the text "Stomach Tumor", divide it into logical parts, and entitle 

them. 

Ex. 16. Write out the key sentences of the text "Stomach Tumor". 

Ex. 17. Speak on the stomach tumor. 

Ex. 18. Give a summary of the text "Stomach Tumor". 

Ex. 19. Read the following text and discuss it with your fellow-student: 

LUNG CANCER 

Lung cancer is the leading cause of cancer death. More than 20 types of malignant and 

benign tumors have been identified as originating in the lungs. A benign tumor is a mass of 

abnormal tissue that does not spread and can be completely removed surgically. It is not lifethreatening 

and is not likely to recur. A malignant tumor, however, is an abnormal growth of 

cells that can invade and destroy nearby tissue or organs and can spread to other parts of the 

body. 

Cigarette smoking accounts for 85 percent of all lung cancers. Other risk factors for lung 

cancer include exposure to asbestos and other industrial carcinogens, second-hand smoke, and 

high concentrations of radon. Primary lung cancer is uncommon in nonsmokers, but cancer of

the breast, colon, prostate, kidney, thyroid, bone, or other organs may spread to the lungs. The 

symptoms of lung cancer are cough that produce sputum, containing pus and sometimes blood, 

shortness of breath, fever, chest pain, hoarness, loss of appetite and weight. 

Lung cancer is a very serious disease and has a very poor outlook. However, the outcome 

depends on the extent of the disease when it is covered, the general health and age, the cell type 

of cancer, how rapidly it growths, and what type of therapy is given. Only 20 to 25 percent of all 

lung cancers can be removed surgically at the time of initial diagnosis. Once symptoms of lung 

cancer appear, the disease may be fairly well advanced and not treatable by operation. 

Basically, there are three treatment options for lung cancer: surgery, chemotherapy, and 

radiation therapy. Laser surgery can be used to restore breathing when tumors obstruct central air 

passageways. Usually, this is done only when surgical removal of cancer is not possible. 


TUMORS OF THE SMALL INTESTINE 

Tumors of the small intestine are relatively uncommon. They represent only 3 to 6 

percent of all abnormal growths in the gastrointestinal tract. Intestinal tumors can be benign or 

malignant. 

Most tumors of the small bowel are benign and usually are discovered between ages 40 

and 60. The most frequent symptoms are pain, nausea and vomiting, and bleeding. There are 

several types of benign tumors, including lipomas, leiomyomas, angiomas, and adenomas. These 

tumors do not spread. They often are an incidental finding on an X-ray made because of another 

problem, although some benign tumors can cause bleeding. 

A small percentage of tumors of the small intestine are malignant. The most common 

malignant types are adenocarcinoma, leiomyocarcoma, carcinoid tumor, and lymphoma. 

Bleeding, perforation, and obstruction are common manifestations of a leiomyocarcoma, 

whereas a carcinoid tumor may cause no symptoms before it spreads. 

The diagnosis of a tumor in the small intestine is often made with a barium X-ray. 

Benign tumors are not life-threatening, but they can cause dangerous symptoms such as 

bleeding and obstruction. Like any malignancy, cancer of the small intestine is dangerous and 

lifethreatening illness and requires prompt treatment. 

Surgery is usually recommended for all benign tumors that cause symptoms and for 

malignancies that have not become too widespread for surgical treatment. At times, the X-ray 

examination of the intestine cannot distinguish a benign from a malignant tumor, and surgical 

exploration of the abdomen and removal of the tumor are necessary before the diagnosis can be 

made. When a tumor has metastasized to such an extent that surgery will not be effective, steroid 

medications, chemotherapy, and radiation may be used. 


Hereditary спадковий; von Hippel-Lindau di sease ангіофакоматоз; outcome наслідок; 

advocate рекомендувати; infancy рання стадія розвитку. 


CANCER OF THE KIDNEY 

Renal cell carcinoma is the most common cancer of the kidneys. It also is called renal 

adenocarcinoma. It begins in one of the cells that form the lining of a renal tubule. Renal cell 

carcinoma occurs twice as often in men as in women. The most common age at diagnosis is 

between 55 and 60. Smokers, particularly those who smoke pipes or cigars, are at greater risk of 

renal cell carcinoma than are nonsmokers. In some instances, the disease appears to be 

hereditary. A large number of persons with von Hippel-Lindau disease, an inherited condition 

affecting the capillaries of a part of the brain, also have renal cell carcinoma. 

The outcome with renal cell carcinoma depends on the extent to which the tumor has 

spread. If the tumor is in its earliest stage, 60 to 75 percent of affected people will survive for at

least 5 years. If the lymph nodes around the kidney have been infiltrated, the 5-year survival rate 

drops to 5 to 15 percent. When the cancer has spread to other organs, fewer than 5 percent 

survive for 5 years. 

When it appears that a renal cell carcinoma has not spread beyond the kidney, the best 

treatment is removal of the entire kidney. Some surgeons advocate also removing the 

surrounding lymph nodes. Sometimes, radiation therapy may be used to prevent spread of the 

cancer. If the disease has spread, there is no universally agreed on method of treatment. 

Ex. 23. Ask 5-7 questions on the text “Cancer of Kidney” and be ready to answer them. 






1. Tell the group about types of tumour. 








1. Approximately 5 percent _ stomach cancers are lymphomas. 2. The symptoms of 

lymphoma are very similar _ those of stomach cancer. 3. If persistent indigestion 

develops _ the first time in the persons' life along with unexplained weight loss and 

nausea, the physician may want to obtain a barium X-ray or an endoscopic examination. 

4. In most cases, these procedures will determine whether the symptoms are due _ a 

malignant tumor or to some other abnormalities. 

Усне повідомлення з теми. 

The cause of malignant gastric tumor is unknown. Genetic factors may have some influence. The 

signs and symptoms of gastric tumor are discomfort in the upper or middle region of the 

abdomen, black stools, vomiting after meals, vomiting of blood, weight loss, and anemia. If the 

tumor is malignant, surgical removal is the only chance to cure. If the cancer is diagnosed early 

full recovery is possible. Sometimes surgery may be recommended to alleviate pain, bleeding, or 

obstruction. In addition to surgery for malignant tumors, chemotherapy is used as an additional 

treatment. Radiation is sometimes used, but both radiation and chemotherapy can only relieve 

the symptoms, they do not cure the cancer. If the cancer is too far advanced for chemotherapy or 

surgery to be effective, analgesic drugs may be used to reduce pain. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с..


– 64 с. 




Методична рекомендація складена ст. викладачем Романко І. Г.










______________ 

“_______” ______________ 200__ р. 








Типи пухлин 

Курс 

ІІ 








При роботі над темою “Типи пухлин.” 








































WORD-BUILDING 



GRAMMAR: 


Tense (1) 

Questioning 

word 


Tense, 

What 

Active Voice 

(Revision) 

(2) 

(3) 


verb 

do 


(4) 

Predicate 


Example 

V 

Do you study? 



study? 



Future Simple 

Tense, Active 

Voice 

When shall 

will 

I, we 


V 



tomorrow? 



Voice 

Why 

am 

is 

they 

I 

he, she, it 

V 3 


Where is this 



Passive Voice 

Future Simple 


Voice 

Present 


Active Voice 


Tense, Active 

Voice 


Tense, Active 

Voice 

Present 


Passive Voice 

How 

How many 

How much 

are 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

shall 

will 

am 

is 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

V 3 


be + V 3 


written) 

V ing 

(studying, 

writing) 

V ing 

(studying, 

writing) 

be + V ing 


writing) 

being + V 3 




your doctor 

prescribed? 


examined? 

When will the 

polyclinic be 

closed? 


now? 


? 



operation? 





operated on? 



Voice 


Tense, Active 

Voice 


Active Voice 


Tense, Active 

Voice 



Voice 


Passive Voice 



Voice 

are 

was 

were 

have 

has 

had 

shall 

will 

have 

has 

had 

shall 

will 

you, we, they 


you, we they 


he, she, it 


you, we, they 

I, we 


they 


he, she, it 


you, we, they 

I, we 


they 

being + V 3 



V 3 


V 3 


have + V 3 


have written) 

been + V 3 


been written) 

been + V 3 


been written) 


(have been 


written) 



What has he 







3 o’clock? 



Where had the 

patient been 

examined? 

When will the 


modernized? 

Ex. 3. Ask 5-6 questions concerning the theme “Cancer”.












Rec_very; allev_ate; confi_e; choo_e; of_er; blo_t; tumo_; stoma_h; can_er; chemot_erapy. 


A. Alleviate; gastric tumor; immediate; benign; choose; malignant; suggest; confine; bleeding; 

influence; vomiting of blood; recovery; exclusively; spread; offer; bloat; likelihood; however; 


B. Tumors affect twice as many women as men; the most common early symptom; they are 2 to 

4 times more common; there is no one symptom; weight loss; bloated feeling after meals; 

surgical removal offers the only chance to cure; the likelihood of success depends on; in addition 

to surgery. 


Одужання, виліковування; болезаспокійливий; пропонувати; обирати, вибирати; 

роздувати, надувати; обмежувати; вірогідність; бути причиною, спричиняти; рак; 

злоякісна пухлина шлунку; після їжі; видалити всі уражені ділянки. 


Tumor; approximately; benign; microscopic; peptic ulcer; region of the abdomen; cure; offer; 



STOMACH TUMOR 





The cause of malignant gastric tumor is unknown. Genetic factors may have some 

influence. They are 2 to 4 times more common in members of the immediate family of people 



One of every four persons with a malignant tumor has the same symptoms as someone with a 


vomiting after meals. But other symptoms are more serious: vomiting of blood, weight loss, 



of cure is good. However, the disease often has spread, and the chance of cure is then 

significantly decreased.




the affected areas, full recovery is possible. Sometimes surgery may be recommended to 









1. The most common early symptom of a benign tumor is _. 2. Some persons with a malignant 

tumor may have the same symptoms as persons with _. 3. The most serious symptoms of a 

malignant tumor are _. 4. Surgical removal offers the only chance to cure in patients with _. 5. 












determine whether the symptoms are due _ a malignant tumor or to some other abnormalities. 


them. 

Ex. 16. Write out the key sentences of the text "Stomach Tumor". 



Ex. 19. Read the following text and discuss it with your fellow-student: 

LUNG CANCER 

Lung cancer is the leading cause of cancer death. More than 20 types of malignant and 

benign tumors have been identified as originating in the lungs. A benign tumor is a mass of 

abnormal tissue that does not spread and can be completely removed surgically. It is not lifethreatening 

and is not likely to recur. A malignant tumor, however, is an abnormal growth of 

cells that can invade and destroy nearby tissue or organs and can spread to other parts of the 

body. 

Cigarette smoking accounts for 85 percent of all lung cancers. Other risk factors for lung 

cancer include exposure to asbestos and other industrial carcinogens, second-hand smoke, and 

high concentrations of radon. Primary lung cancer is uncommon in nonsmokers, but cancer of

the breast, colon, prostate, kidney, thyroid, bone, or other organs may spread to the lungs. The 

symptoms of lung cancer are cough that produce sputum, containing pus and sometimes blood, 

shortness of breath, fever, chest pain, hoarness, loss of appetite and weight. 

Lung cancer is a very serious disease and has a very poor outlook. However, the outcome 

depends on the extent of the disease when it is covered, the general health and age, the cell type 

of cancer, how rapidly it growths, and what type of therapy is given. Only 20 to 25 percent of all 

lung cancers can be removed surgically at the time of initial diagnosis. Once symptoms of lung 

cancer appear, the disease may be fairly well advanced and not treatable by operation. 

Basically, there are three treatment options for lung cancer: surgery, chemotherapy, and 

radiation therapy. Laser surgery can be used to restore breathing when tumors obstruct central air 

passageways. Usually, this is done only when surgical removal of cancer is not possible. 


TUMORS OF THE SMALL INTESTINE 

Tumors of the small intestine are relatively uncommon. They represent only 3 to 6 

percent of all abnormal growths in the gastrointestinal tract. Intestinal tumors can be benign or 

malignant. 

Most tumors of the small bowel are benign and usually are discovered between ages 40 

and 60. The most frequent symptoms are pain, nausea and vomiting, and bleeding. There are 

several types of benign tumors, including lipomas, leiomyomas, angiomas, and adenomas. These 

tumors do not spread. They often are an incidental finding on an X-ray made because of another 

problem, although some benign tumors can cause bleeding. 

A small percentage of tumors of the small intestine are malignant. The most common 

malignant types are adenocarcinoma, leiomyocarcoma, carcinoid tumor, and lymphoma. 

Bleeding, perforation, and obstruction are common manifestations of a leiomyocarcoma, 

whereas a carcinoid tumor may cause no symptoms before it spreads. 

The diagnosis of a tumor in the small intestine is often made with a barium X-ray. 

Benign tumors are not life-threatening, but they can cause dangerous symptoms such as 

bleeding and obstruction. Like any malignancy, cancer of the small intestine is dangerous and 

lifethreatening illness and requires prompt treatment. 

Surgery is usually recommended for all benign tumors that cause symptoms and for 

malignancies that have not become too widespread for surgical treatment. At times, the X-ray 

examination of the intestine cannot distinguish a benign from a malignant tumor, and surgical 

exploration of the abdomen and removal of the tumor are necessary before the diagnosis can be 

made. When a tumor has metastasized to such an extent that surgery will not be effective, steroid 

medications, chemotherapy, and radiation may be used. 


Hereditary спадковий; von Hippel-Lindau di sease ангіофакоматоз; outcome наслідок; 

advocate рекомендувати; infancy рання стадія розвитку. 


CANCER OF THE KIDNEY 

Renal cell carcinoma is the most common cancer of the kidneys. It also is called renal 

adenocarcinoma. It begins in one of the cells that form the lining of a renal tubule. Renal cell 

carcinoma occurs twice as often in men as in women. The most common age at diagnosis is 

between 55 and 60. Smokers, particularly those who smoke pipes or cigars, are at greater risk of 

renal cell carcinoma than are nonsmokers. In some instances, the disease appears to be 

hereditary. A large number of persons with von Hippel-Lindau disease, an inherited condition 

affecting the capillaries of a part of the brain, also have renal cell carcinoma. 

The outcome with renal cell carcinoma depends on the extent to which the tumor has 

spread. If the tumor is in its earliest stage, 60 to 75 percent of affected people will survive for at

least 5 years. If the lymph nodes around the kidney have been infiltrated, the 5-year survival rate 

drops to 5 to 15 percent. When the cancer has spread to other organs, fewer than 5 percent 

survive for 5 years. 

When it appears that a renal cell carcinoma has not spread beyond the kidney, the best 

treatment is removal of the entire kidney. Some surgeons advocate also removing the 

surrounding lymph nodes. Sometimes, radiation therapy may be used to prevent spread of the 

cancer. If the disease has spread, there is no universally agreed on method of treatment. 

Ex. 23. Ask 5-7 questions on the text “Cancer of Kidney” and be ready to answer them. 





















______________ 

“_______” ______________ 200__ р. 







№ 


Курс 



Рак шлунку 

ІІ 




При роботі над темою “ Рак шлунку” 




При роботі над граматичним матеріалом INTERROGATIVE FORM: 








Використовувати раніше отриману інформацію в 

контексті певної ситуації спілкування англійською 



Словотворення: Medical; de velopment; typi cally; s ubdivide; ou tside; a ddition; noticeable; 


Граматика: INTERROGATIVE FORM. 

Текст: “ STOMACH TUMOR”. 


№ 

з/п 



часу 





Усне 



construction 

there be. 


та 



теми. 

Засоби 






of the Verb 



Kostenko 

“Course of 

English for 

Medical


Фонетика: фонетичний матеріал з 

теми; 

65% 

Словотворення: Medical; 

development; t ypically; s ubdivide; 

outside; a ddition; noticeable; 
















Усне 


Усне 


теми. 

Student”) 







immediate [I'mIdjqt] ближайший (о 

родственниках) 

bloat [blqut] раздувать(ся), надувать (ся) 

confine [kqn'faIn] ограничивать 


likelihood ['laIklIhud] вероятность 

alleviate [q'lI:vIeIt] облегчать 

5.2. Основний етап. VOCABULARY 

exclusively [Iks'klu:sIvlI] единственно, 

исключительно 

recovery [rI'kAvqri] выздоровление, 

излечение 

choose [Cu:z] выбирать, избирать 

analgesic ["xnxl'GesIk] аналгезирующий, 

анальгетический, болеутоляющий 

WORD-BUILDING 



GRAMMAR: 



(Revision) 

Tense (1) 

Questioning 

word 

(2) 

Auxiliary 

verb 

(3) 

Subject 

(4) 

Predicate 

Example 


do 

I, you, we they V 

Do you study? 

Tense, 

What 


Active Voice 


study? 



Future Simple 

Tense, Active 

Voice 

When shall 

will 

I, we 


be + V 

( be study, be 

write) 


tomorrow? 



Voice 

Why 

am 

is 

they 

I 

he, she, it 

V 3 


Where is this 



Passive Voice 

Future Simple 


Voice 

Present 


Active Voice 


Tense, Active 

Voice 


Tense, Active 

Voice 

Present 


Passive Voice 



Voice 


Tense, Active 

Voice 


Active Voice 

How 

How many 

How much 

are 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

have 

has 

had 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 


he, she, it 


you, we, they 

V 3 


be + V 3 


written) 

V ing 

(studying, 

writing) 

V ing 

(studying, 

writing) 

be + V ing 


writing) 

being + V 3 



being + V 3 



V 3 


V 3 



shall I, we 

have + V 3 

Tense, Active 


Voice 

will he, she, it, you, 

have written) 

they 


have I, you, we they been + V 3 



Voice 


been written) 


had I, he, she, it, been + V 3 

Passive Voice 

you, we, they 


been written) 


shall I, we 



(have been 

Voice 

will he, she, it, you, 


they 

written) 

Ex. 3. Ask 5-6 questions concerning the theme “Cancer”. 


your doctor 

prescribed? 


examined? 

When will the 

polyclinic be 

closed? 


now? 


? 



operation? 





operated on? 



What has he 







3 o’clock? 



Where had the 

patient been 

examined? 

When will the 


modernized?












Rec_very; allev_ate; confi_e; choo_e; of_er; blo_t; tumo_; stoma_h; can_er; _hemotherapy. 


Alleviate; g astric tum or; im mediate; be nign; choose; m alignant; s uggest; c onfine; bl eeding; 

influence; v omiting of blood; recovery; exclusively; s pread; of fer; b loat; lik elihood; ho wever; 



Выздоровление, излечение; болеутоляющий; предлагать; избирать, выбирать; раздувать, 

надувать; ограничивать; вероятность; являться причиной, причинять; рак; 

злокачественная опухоль желудка; после еды; удалить все пораженные участки. 


Tumor; a pproximately; benign; m icroscopic; p eptic ul cer; r egion of t he a bdomen; c ure; of fer; 



STOMACH TUMOR 

Most gastric t umors ar e malignant. They affect t wice as many women as men, usually 

between the a ges of 50 a nd 70. A pproximately 1 of 10 s tomach t umors i s be nign. L ike t he 

malignant t umors, t he m ost c ommon e arly s ymptom o f a be nign t umor may b e microscopic 


The c ause of malignant ga stric t umor i s unk nown. G enetic f actors may ha ve s ome 

influence. They are 2 to 4 t imes more common in members of the immediate family of people 



One of every four persons with a malignant tumor has the same symptoms as som eone with a 


vomiting a fter m eals. B ut ot her s ymptoms a re m ore s erious: vom iting of bl ood, w eight l oss, 

anemia, and bloated feeling after meals.


of cure i s good. However, the d isease of ten ha s sp read, and the c hance of c ure i s t hen 

significantly decreased. 




the af fected ar eas, full r ecovery i s pos sible. Sometimes surgery m ay be r ecommended t o 








Tumors affect twice as many women as men; the most common early symptom; they are 2 to 4 

times more common; there is no one symptom; weight loss; bloated feeling after meals; surgical 

removal of fers t he onl y c hance t o cure; t he l ikelihood of s uccess de pends on; i n a ddition to 

surgery. 



1. The most common early symptom of a benign tumor is _. 2. S ome persons with a malignant 

tumor may have t he s ame s ymptoms a s pe rsons w ith _. 3. T he m ost s erious s ymptoms of a 

malignant tumor are _. 4 . Surgical removal offers the only chance to cure in patients with _. 5. 












determine whether the symptoms are due _ a malignant tumor or to some other abnormality. 


them. 

Ex. 17. Write out the key sentences f the text "Stomach Tumor". 


Ex. 19. Give a summary of the text "Stomach Tumor".



The c ause of malignant ga stric tumor i s un known. G enetic f actors m ay ha ve s ome 

influence. The signs and symptoms of gastric tumor are discomfort in the upper or middle region 

of the abdomen, black stools, and vomiting after meals. But other symptoms are more serious: 

vomiting of bl ood, w eight l oss, a nemia, a nd bl oated f eeling after meals. I f t he t umor i s 

malignant, s urgical r emoval of fers the onl y chance t o cure. I f t he c ancer i s c aught e arly f ull 

recovery is pos sible. S ometimes s urgery m ay be r ecommended t o a lleviate pa in, b leeding, o r 

obstruction. I n a ddition t o s urgery f or malignant t umors, t he phys ician m ay c hoose 

chemotherapy as an additional treatment, using a number of anticancer medications. Radiation is 

sometimes used, but both radiation and chemotherapy can only relieve the symptoms, they do 

not cure the cancer. If the cancer is too far advanced for chemotherapy or surgery to be effective, 

analgesic drugs may be used to reduce pain. 






1. Tell the group about STOMACH CANCER 


1. 1. Are the most gastric tumors benign? 2. What is the cause of malignant gastric tumor? 

3. What are the symptoms of gastric tumor? 4. I n what cases is the chance of cure good? 5. I n 

what cases does the surgical removal offer the only chance to cure? 6. What does the likelihood 

of s uccess depend on ? 7. W hen may t he phys ician c hoose c hemotherapy a s a n a dditional 

treatment? 



1. T he most c ommon e arly s ymptom of a be nign t umor i s _. 2. S ome pe rsons w ith a 

malignant tumor may have the same symptoms as persons with _. 3. The most serious symptoms 

of a malignant tumor are _. 4. Surgical removal offers the only chance to cure in patients with _. 

5. Full recovery is possible if the cancer is caught _. 



школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с. 

3. Єнікеєва А.Б., Корнейко І.В. – Англійська мова для медиків. – Харків, ХДМУ, 2000 – 64 с. 




Методична рекомендація складена ст. викл. Романко І. Г.










______________ 

“_______” ______________ 200__ р. 








№ 


Курс 



Рак шлунку 

ІІ 







При роботі над темою “ Рак шлунку” 




При роботі над граматичним матеріалом FUNCTIONS OF THE VERB “TO BE” 

:засвоїти функції та переклад матеріалу, що вивчається, у реченнях з метою розпізнання 























cancer ['kxnsq] рак 

restraint [rIs'treInt] ограничение 

excretion [eks'krI:S(q)n] выведение compete [kqm'pI:t] конкурировать 

(вещества из организма), экскреция tumor ['tjumq] неоплазма, новообразование; 

differentiation ["dIfqrenSI'eIS(q)n] 

опухоль 

модификация, приспособленность, nearby ['nIqbaI] близлежащий, соседний 

видоизменение 

via [vaIq] посредством чего-л., с помощью 

pattern ['pxtqn] образец, модель 

чего-л. 

orderly ['O:dqlI] систематический, benign [bI'naIn] доброкачественный 

упорядоченный, организованный; attempt [q'tempt] пытаться, стремиться 

правильный 

confine [kqn'faIn] ограничивать 

lack [lxk] не иметь; испытывать 

malignant [mq'lIgnqnt] злокачественный 

недостаток, нуждаться 

accomplish [q'kOmplIS] достигать 

crowd out [kraud] вытеснять, замещать, adjacent [q'GeIs(q)nt] расположенный рядом, 

заменять 

смежный, соседний 


What FUNCTIONS OF THE VERB “TO BE”do you know? 



Read and translate the sentences paying attention to FUNCTIONS OF THE VERB “TO BE”:

1. Cancer is characterized by abnormal growth of cells. 2. The human body is a living, growing 

system that contains billions of individual cells. 3. New cells are created through the process of 

cell division. 4. C ancer therapy is concentrated primarily on trying to confine and then kill the 

malignant cells. 5. This goal is accomplished by killing the tissue with X-rays. 6. It is important 

to remember that cancer is very serious disease. 6. Why cancer develops in some people is not 

fully know n. 7. C hemotherapy is the us e of m edications to t reat c ancer. 8. T he i llnesses are 

associated with a cancer. 8. The major groups of malignant tumors are carcinomas, sarcomas, 

and m ixed-tissue t umors. 9. T hey a re c arrying out ve ry i mportant e xperiment. 10. Was he 

preparing Anatomy at 5 o’clock yesterday? 10. The oncologist is to examine this female. 


Словотворення: Analyze th e s tructure of th e fol lowing terms an d tr anslate them in to 

Ukrainian: 


toxic. 




Ac_omplish; confi_e; beni_n; ne_rby; compet_, restra_nt; mali_nant; tum_r; cro_d out; pat_ern; 

la_k; differen_iation; _ancer. 


Опухоль; рак; доброкачественный; злокачественный; ограничение; близлежащий, 

соседний; пытаться, стремиться; замещать, заменять; организованный, упорядоченный; 

модель, образец; экскреция; развиваться; расти; вторгаться; уничтожать; ткань; 

определять; костный мозг. 


Characterize; ge neralize; c ause; e xcretion; a ccompanying process; a cquire; pa ttern; or derly; 

divide; neighboring; nutrient; tumor; metastasis; via the blood system; benign tumor; procedure 

available today; identify; primarily; remove; adjacent; nausea. 



STOMACH TUMOR 





The c ause of malignant ga stric t umor i s unk nown. G enetic f actors may ha ve s ome 

influence. They are 2 to 4 t imes more common in members of the immediate family of people 



One of every four persons with a malignant tumor has the same symptoms as som eone with a


vomiting a fter m eals. B ut ot her s ymptoms a re m ore s erious: vom iting of bl ood, w eight l oss, 



of c ure i s good. H owever, the d isease often ha s sp read, and the c hance of c ure i s t hen 

significantly decreased. 




the af fected ar eas, full r ecovery is pos sible. Sometimes surgery may be r ecommended to 








Tumors affect twice as many women as men; the most common early symptom; they are 2 to 4 

times more common; there is no one symptom; weight loss; bloated feeling after meals; surgical 

removal of fers t he onl y c hance t o cure; t he l ikelihood of s uccess de pends on; i n a ddition to 

surgery. 



1. The most common early symptom of a benign tumor is _. 2. S ome persons with a malignant 

tumor may have t he s ame s ymptoms a s pe rsons w ith _. 3. T he m ost s erious s ymptoms of a 

malignant tumor are _. 4 . Surgical removal offers the only chance to cure in patients with _. 5. 














them. 

Ex. 17. Write out the key sentences f the text "Stomach Tumor". 

Ex. 18. Speak on the stomach tumor.



































______________ 

“_______” ______________ 200__ р. 

МЕТОДИЧНІ 

РЕКОМЕНДАЦІЇ 






№ 

Тема заняття Підсумковий контроль засвоєння модуля №3 

Курс 2 




При роботі над темою Immune System, Endocrine System, Diabetes Mellitus, Drugs, 

Vitamins, Medicinal Herbs, Antibiotics. 

Знати лексико-фонетичний матеріал та словотворчий матеріал з теми, вміти читати та 

перекладати текст, та засвоїти послідовність її викладання з тим, щоб вміти складати 

речення, відповідати на запитання з теми та робити усне повідомлення. 

При контролі граматичного матеріалу Simple Tenses, Perfect Tenses. 

Знати функції та переклад матеріалу, що вивчається, у реченнях з метою розпізнання його 

у тексті, при читанні та перекладі. 












Фонетика: Повторення фонетики вивчених тем модуля №3 


Граматика: Simple Tenses, Perfect Tenses. 

Тексти: Immune S ystem, Endocrine S ystem, Diabetes M ellitus, Drugs, Vitamins, Medicinal 

Herbs, Antibiotics. 


№ 

з/п 



Часу 





Усне 



Simple Tenses, 

Perfect Tenses. 


та 


матеріал до тем. 

Засоби 





таблиці Simple 

Tenses, Perfect 

Tenses. 


Л.В. 






голосних голосних oo, ee; 






Граматика: Simple Tenses, Perfect 

Tenses. 













65% Усне 


Усне 


тем. 


1994. 


Pisotska, V. 

Kostenko 

“Course of 

English for 









["xntIbaI'OtIk] антибіотик 


protozoan ["prqutq'zqun] протозоон 




bactericidal [bxk'tIqrI"saIdl] бактерицидний 







VOCABULARY 

vitamin ['vItqmIn; 'vaItqmIn] вітамін 

essential [I'senS(q)l] істотний 

diet [daIqt] харчування, їжа 

amount [q'maunt] кількість 

contribute [kqn'trIbju:t] сприяти 

minute [maI'nju:t] неістотний, незначний; 

дрібний 

deficiency [dI'fIS(q)nsI] брак, дефіцит 







GRAMMAR: 


language:









1. It was very hard to pass entrance exams. 2. Cells are grouped into tissues, and each tissue type 

is specialized to perform specific functions. 3. Serious investigations were being done by various 

scientists t o est ablish functions and anatomical st ructure of t he st omach. 4. The bil e acids are 

then r eabsorbed i n t he s mall i ntestine and c ycled into the l iver to be us ed again. 5. T he 

contraction of the muscle causes blood to be pumped. 6. To reach the lungs, air enters through 

the mouth and nose and then travels through the pharynx, larynx, and down trachea. 7. U nlike 

other organs and body parts that enable to move, breathe, eat, or sense the world around us, the 

endocrine system influences the body's processes. 8. The pancreas secretes the hormone insulin, 

which e nables t he body t o r egulate t he a mount of s ugar i n t he bl oodstream. 9. The hor mones 

produced by the pancreas enable the body t o break down the food you e at. 10. Muscle and fat 

cells are stimulated by insulin to absorb the glucose they need as fuel for their activities. 11. The 

anterior l obe pr oduces six hor mones, i ncluding pr olactin t o s timulate t he pr oduction of br east 

milk and growth hormone to regulate the body's physical growth. 12. Antidiuretic hormone acts 

on the kidneys to control urine output. 




Notif_; ste_p; gri_d; oi_tment; evap_rate; es_ential oil; de_oction; cr_de drug; he_b. 

Ex. 5. R ead an d t ranslate i nto you r n ative l anguage t he f ollowing w ords and wordcombinations: 

Simmer; oi ntment; pur ge; c rude drug; di stil; ut ilize; s eed; re tard; bark; de coction; g rind; 

evaporate; steep; currently; tincture; powdered; soak; salve 


Diabetes m ellitus; i nadequate; gluc ose ['glu:kqus]; pa ncreatic islets; juvenile; vi ral; int estine; 

synthesize; secrete; source; neuron ['njuqrOn]; convulsion; injection; currently; associate; fatigue 

[fe'tI:g]; sinse [sIns]. 







ефект; належати до; руйнувати; глибоко розташований; включати. 



endocrine glands. 2. The hypothalamus _ pituitary gland activity through neurohormones. 3. The




adrenal c ortex i s de rived f rom _. 8. Norepinephrine st imulates car diac m uscle and causes 




Ex.9. Write out key words of the texts: Immune System, Endocrine System, Diabetes Mellitus, 

Drugs, Vitamins, Medicinal Herbs, Antibiotics. 


Повідомлення з тем: Immune System, Endocrine System, Diabetes Mellitus, Drugs, Vitamins, 

Medicinal Herbs, Antibiotics. 

OVERVIEW 

1. Immune System 

The immune system is one of the most important systems in the human body. The major parts of 

immune s ystem a re t he t hymus, s pleen, lymph s ystem, bone m arrow, w hite blood c ells, 

antibodies, and hormones. They work together to clear infection from the body. Human body has 

many mechanisms t hat de fend the pe rson a gainst i nfectious o rganisms. The skin a nd 

gastrointestinal tract are the first lines of defense. The human organism has a specific capacity of 

resistance a gainst infection c alled immunity. A gents t hat c an i nvade t he hum an body l ive 

everywhere. The majority of t hese organisms do not pr oduce disease, but some do. The basic 

types of or ganisms t hat c ause i nfectious di sease a re ba cteria, vi ruses, f ungi, pr otozoa, a nd 

helminths. Possible help for the immune system is a healthy diet, with lots of natural sources of 


2. Endocrine S ystemThe e ndocrine s ystem c onsists of c ells, t issues, a nd or gans t hat pr oduce 

hormones or other chemical substances. The organs of endocrine system act together to control 

body a ctivities a nd m aintain hom eostasis. T here a re two t ypes of gl ands. T hey a re e ndocrine 

glands a nd exocrine gl ands. E ndocrine gl ands are pi tuitary gl and, t hyroid gl and, parathyroid 

glands, pancreas, adrenal glands, gonads and others. They secrete hormones into the body fluids. 

Exocrine g lands ar e m ammary, salivary, lacrimal, and sweat glands . They secrete ch emical 

substances i nto duc ts, which l ead to e xternal body s urfaces. H ormone i s o rganic s ubstance, 

which acts in the metabolic processes and has an effect on the functions of another cells. The 

endocrine system functions as a control system for the human body. 

3.Diabetes MellitusDiabetes mellitus occurs as a result of inadequate secretion of insulin. There 

are tw o types of di abetes m ellitus: ins ulin-dependent di abetes mellitus a nd non-insulindependent 

d iabetes m ellitus. Insulin-dependent diabetes m ellitus i s al so know n as t ype I ; and 

non-insulin-dependent diabetes mellitus is known as type II. V iral infection and heredity play 

definite role in diabetes onset. The symptoms of diabetes mellitus are increased thirst, increased 

urination, weight l oss, f atigue, n ausea, vom iting, s kin infections, and bl adder i nfections. 

Diabetes m ellitus of ten is t reated by administration of in sulin by injection. In some c ases 

diabetes mellitus can be treated by administering drugs that stimulate beta cells to secrete more 

insulin. 

4.Drugs 


obtained f rom va rious pa rts of pl ants, a nimals, or s ynthesized artificially. S ome dr ugs a re

contained i n f ood s ubstances. T he r outs of dr ug a dministration are t he f ollowing: or al 

administration; buc cal administration; s ublingual a dministration; rectal a dministration; va ginal 



intramuscular, i ntravenous, i ntrathecal, a nd i ntracavitary i njections; a erosols; l otions, c reams, 

and ointments. Adverse dr ug reaction is a te rm re ferring t o unw anted, unc omfortable, or 


All dr ugs a re gr ouped i nto s everal classes de pending on t heir pha rmacological e ffects on t he 

body, t arget or gans or s ystems, etc. For exa mple, there ar e a w ide va riety of car diovascular 


and others. 

5.Vitamins 


They help the body process proteins, carbohydrates, and fats. Most vitamins cannot be produced 

by the body and must be obtained through the diet. Vitamin A is needed for the eyes and to keep 

the l inings of t he br onchial, ur inary, and intestinal tracts healthy; vi tamin C is ne eded for the 

development of bones, teeth, blood vessels, and other tissues; vitamin K is necessary for blood 


produced by i ntestinal b acteria, and a f ew can be f ormed by the body from subs tances c alled 

provitamins. Once the chemical structure of a vitamin is destroyed, its function is usually lost. 

There are two major classes of vitamins: fat soluble and water soluble. Fat-soluble vitamins are 


6.Medicinal herbs 

Medicinal h erbs have b een used for centu ries to treat dif ferent di seases. Herbs ha ve be en t he 

principal m edicines us ed i n many c ountries. The pa rts of t he pl ants us ed for m edicine a re t heir 

leaves, flowers, roots, seeds or ba rk. Herbs are the source of pharmacologically active substances 

that effect the living organism. Medicinal herbs are used in the form of compress, decoction, 

essential o il, e xtract, oi ntment, pow der, s yrup, t incture, a nd t ea. M edicinal he rbs a re us ed a s 

medicine t o treat i nfluenza, colds, uppe r r espiratory tract i nfections ( Echinacea); bronc hial 

infections, i nfected w ounds, i nflammations of t he t hroat, g ums, a nd m outh (Myrrh); m orning 

sickness, nausea, intestinal colic, gastritis (Peppermint); inflammation of the mouth and pharynx 

(Camomile) and many others. 

7.Antibiotic 

Antibiotic is a chemical substance that inhibits the growth of other microorganisms. The term is 

used to refer to substances with anti-bacterial, anti-fungal, or anti-parasitical activity. Antibiotics 

can be divided into two groups: bactericidal and bacteriostatic. Bactericidal antibiotics destroy 

bacteria, and bacteriostatic antibiotics prevent bacteria from multiplying. Antibiotics are used to 

treat s erious ba cterial infections. Each antibiotic is ef fective on ly against cer tain bacteria. 

Usually, antibiotics are given by m outh, while intravenous antibiotics are used in more serious 

cases. Antibiotics may also sometimes be administered topically. One of the more common side 

effects i s diarrhea. Some s ide e ffects m ay di srupt t he f unction of t he ki dneys, l iver, bon e 

marrow, or other organs. 



Answer the following questions: 

1. W hat hor mones of t he pi tuitary gland do yo u know ? 2. What i s the m ajor f unction of the 

pituitary gland? 3. Where is the pituitary gland located? 4. What is the thyroid gland composed 

of? 5. What is a drug? 6. What are drugs obtained from? 7. What dosage forms do you know? 8. 

What routs of drug administration are there? 9. What types of injections do you know?

10. What does the endocrine system consist of? 11. What is the function of endocrine system? 

12. What glands of external secretion do you kn ow? 13. What glands are the glands of internal 

secretion? 14. What is a hormone? 15. Where do the hormones circulate? 



1. Most persons _ NIDDM are overweight or obese [qu'bI:s]. 2. Excess weight worsens the state 

_ the diabetes, and weight reduction has a f avorable effect. 3. In some cases, insulin injections 

will be required to keep blood glucose concentrations _ satisfactory limits. 4. Medicines taken _ 

mouth, called oral hypoglycemic agents, often are helpful in NIDDM. 5. A weight-loss program 

often decreases the need _ insulin or an oral hypoglycemic medication. 6. Diabetes mellitus often 

is treated _ administration of insulin by i njection. 7. I nsulin is a drug used _ I DDM. 8. M any 

people _ IDDM can undertake a regimen called intensive insulin therapy. 10. People _ diabetes 

must carefully regulate their consumption of carbohydrates, fats, and proteins. 



Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 














______________ 

“_______” ______________ 200__ р. 








№ 

Тема заняття Підсумковий контроль засвоєння модуля №3 

Курс 2 



1. Актуальність теми: полягає у контролі медичних термінів англійською мовою, які 




При роботі над темами:Immune System, Endocrine S ystem, D iabetes Mellitus, Drugs, 

Vitamins, Medicinal Herbs, Antibiotics. 




При роботі над граматичним матеріалом Simple Tenses, Perfect Tenses. 
























["xntIbaI'OtIk] антибіотик 


protozoan ["prqutq'zqun] протозоон 




bactericidal [bxk'tIqrI"saIdl] бактерицидний 







VOCABULARY 

vitamin ['vItqmIn; 'vaItqmIn] вітамін 

essential [I'senS(q)l] істотний 

diet [daIqt] харчування, їжа 

amount [q'maunt] кількість 

contribute [kqn'trIbju:t] сприяти 

minute [maI'nju:t] неістотний, незначний; 

дрібний 

deficiency [dI'fIS(q)nsI] брак, дефіцит 






lotion ['lquS(q)n] лосьйон, бальзам


1. Give your examples of sentences with Simple Tenses, Perfect Tenses. 



language: 









1. It was very hard to pass entrance exams. 2. Cells are grouped into tissues, and each tissue type 

is specialized to perform specific functions. 3. Serious investigations were being done by various 

scientists t o est ablish functions and anatomical st ructure of t he st omach. 4. The bil e acids are 

then reabsorbed in the s mall int estine a nd cycled i nto t he liver t o be used again. 5. T he 

contraction of the muscle causes blood to be pumped. 6. To reach the lungs, air enters through 

the mouth and nose and then travels through the pharynx, larynx, and down trachea. 7. U nlike 

other organs and body parts that enable to move, breathe, eat, or sense the world around us, the 

endocrine system influences the body's processes. 8. The pancreas secretes the hormone insulin, 

which e nables t he body t o r egulate t he a mount of s ugar i n t he bl oodstream. 9. The hor mones 

produced by the pancreas enable the body t o break down the food you e at. 10. Muscle and fat 

cells are stimulated by insulin to absorb the glucose they need as fuel for their activities. 11. The 

anterior l obe pr oduces six hor mones, i ncluding p rolactin t o s timulate t he pr oduction of br east 

milk and growth hormone to regulate the body's physical growth. 12. Antidiuretic hormone acts 

on the kidneys to control urine output. 




Notif_; ste_p; gri_d; oi_tment; evap_rate; es_ential oil; de_oction; cr_de drug; he_b. 

Ex. 5. R ead an d t ranslate i nto you r n ative l anguage t he f ollowing w ords and wordcombinations: 

Simmer; oi ntment; pur ge; c rude drug; di stil; ut ilize; s eed; re tard; bark; de coction; g rind; 

evaporate; steep; currently; tincture; powdered; soak; salve 


Diabetes m ellitus; ina dequate; gl ucose ['glu:kqus]; pa ncreatic i slets; juvenile; vi ral; int estine; 

synthesize; secrete; source; neuron ['njuqrOn]; convulsion; injection; currently; associate; fatigue 

[fe'tI:g]; sinse [sIns].







ефект; належати до; руйнувати; глибоко розташований; включати. 







adrenal co rtex is de rived from _. 8. Norepinephrine st imulates car diac m uscle and causes 




Ex.9. Write out key words of the texts: Immune System, Endocrine System, Diabetes Mellitus, 

Drugs, Vitamins, Medicinal Herbs, Antibiotics. 



1. W hat hor mones of t he pi tuitary gland do yo u know ? 2. What i s the m ajor f unction of the 

pituitary gland? 3. Where is the pituitary gland located? 4. What is the thyroid gland composed 

of? 5. What is a drug? 6. What are drugs obtained from? 7. What dosage forms do you know? 8. 


10. What does the endocrine system consist of? 11. What is the function of endocrine system? 

12. What glands of external secretion do you kn ow? 13. What glands are the glands of internal 

secretion? 14. What is a hormone? 15. Where do the hormones circulate? 



1. Most persons _ NIDDM are overweight or obese [qu'bI:s]. 2. Excess weight worsens the state 

_ the diabetes, and weight reduction has a f avorable effect. 3. In some cases, insulin injections 

will be required to keep blood glucose concentrations _ satisfactory limits. 4. Medicines taken _ 

mouth, called oral hypoglycemic agents, often are helpful in NIDDM. 5. A weight-loss program 

often decreases the need _ insulin or an oral hypoglycemic medication. 6. Diabetes mellitus often 

is treated _ administration of insulin by i njection. 7. I nsulin is a drug used _ I DDM. 8. M any 

people _ IDDM can undertake a regimen called intensive insulin therapy. 10. People _ diabetes 

must carefully regulate their consumption of carbohydrates, fats, and proteins.



1. І.В. Знаменська, О.О. Пісоцька, В.Г. Костенко. Course of English for medical students. 


















__________________ 

„____________”_______________200__р. 








№ 

Тема заняття Підсумковий контроль змістового модуля 10 

Курс 

ІІ 







При роботі над темами: “ Urinary system “, “ Kidneys disorders “, Cancer“, “ Cancerous 

diseases“ повторити лексико-фонетичний матеріал з тем, вміти читати та перекладати 

тексти, та засвоїти послідовність її викладання з тим, щоб вміти складати речення, 

відповідати на запитання з тем та робити усне повідомлення. 

При роботі над граматичним матеріалом : Objective participle construction; Functions of the 

verb “to have”; “Functions of the verb “to be”; Interrogative Form (Revision). 

засвоїти функції та переклад матеріалу, що вивчався з метою розпізнавання його у текстах 

та при побудові речень під час викладу розмовних тем. 







Терапія, анатомія, пропедевтика внутрішніх 

хвороб. 















bladder ['blxdq] сечовий міхур 

ureter [juq'rItq] сечовід 

carry ['kxrI] переносити, нести 

urethra [juq'rI:Trq] уретра, сечівник 

excretion [eks'krI:S(q)n] виділення 

bean [bI:n] біб 


renal [‘rI:n(q)l] нирковий 

urine [‘juqrIn] сеча 

glomerular [glO'merulq] клубочковий, 

гломерулярний 



corpuscle ['kO:pAsl] тільце 

renal corpuscle ['rI:nql] мальпігієве тільце, 

ниркове тільце 

permeability ["pq:mjq'bIlItI] проникність 

filtrate ['fIltrIt] фільтрат; ['fIltreIt] 

фільтрувати 

osmolality ["OzmO'lxlItI] осмотичний тиск 

capsule ['kxpsju:l] капсула, оболонка 

fat pad [pxd] жирове тіло 

fascia ['feISq] фасція 


medulla [me'dAlq] медула 

hilum [‘haIlqm], hilus хілус, ворота 

calyx (pl. calyces) ['keIlIks] ниркова чашка 

narrow ['nxrqu] звужуватись 

urination ["juqrI'neIS(q)n] сечовипускання 

nephron ['nefrOn] нефрон (структурнофункціональна 

одиниця нирки) 

flank [flxNk] бік 

recur [rI'kq:] рецидивувати 

eradicate [I'rxdIkeIt] усувати, звільняти 

failure ['feIljq] недостатність 

urea ['juqrIq] сечовина 

acidosis ["xsI'dousIs] ацидоз, кислотна 

інтоксикація 

renal tubule ['tju:bju:l] нирковий каналець 

ischemia [Is'kI:mIq] ішемія

lurred [blq:d] нерізкий 


пієлонефрит 

renal pelvis ['pelvIs] ниркова лоханка 

cancer ['kxnsq] рак 

excretion [eks'krI:S(q)n] виведення 

(речовини з організму), екскреція 

differentiation ["dIfqrenSI'eIS(q)n] 

модифікація, пристосування, 

видозмінення 

pattern ['pxtqn] зразок, модель 

orderly ['O:dqlI] систематичний, 

упорядкований, організований; 

правильний 

lack [lxk] не мати; відчувати нестачу, 

потребувати, мати потребу 

crowd out [kraud] витискати; замінювати; 

скупчуватися 







vasoconstriction ["vxsokOns'trIkSn] ангіоспазм, 

вазоконстрикція, вазоспазм, звуженння 

кровоносних судин 

restraint [rIs'treInt] обмеження 

compete [kqm'pI:t] конкурувати 



nearby ['nIqbaI] близький, суміжний 

via [vaIq] за допомогою чого-небудь. 

benign [bI'naIn] доброякісний 

attempt [q'tempt] намагатись, прагнути 


malignant [mq'lIgnqnt] злоякісний 

accomplish [q'kOmplIS] досягати 

adjacent [q'GeIs(q)nt] розташований поряд; 

близький, суміжний 








What do you know about: : Objective participle construction; Functions of the verb “to have”; 

“Functions of the verb “to be”; Interrogative Form (Revision). 



GRAMMAR: 

Objective participle construction 


Цей дієприкметниковий комплекс вживається після групи “підмет-присудок”, де 

присудок виражений дієсловом, що означає сприймання за допомогою органів чуттів: to 

feel – відчувати; to hear – слухати; to see – бачити; to watch – спостерігати, бачити; to want 

– хотіти: 



PARTICIPLE 

(Common Case) 


Doctor(s) me Participle I (Active): 

Student(s) 

him 

her 

it 

us 

you 

them 

V ing 



being + V 3 



V 3


The O bjective P articiple C onstruction перекладається підрядним реченням зі сполучником 

“як”: I saw them walking along the street. Я бачив, як вони йшли по вулиці. 



He feels the operation being successful. 3. T hey watched him approaching the hospital. 4. T he 


Functions of the verb “to have”; 






Voice) 





blood. 

to have + V (with particle “to”) Modal Meaning The doctor has to examine her. 


1. M any of t he a bnormalities ha ve no s ymptoms. 2. I nstruments t hat pul verize k idney s tones 

with ul trasound ha ve r eplaced m ost t raditional s urgical p rocedures. 3. T hey ha ve a dverse 

reactions, including d eath. 4. A s a r ule t he pe rson ha s f lank pa in, h igh f ever, vom iting, a nd 

burning sensation during urination. 5. In persons who have had chickenpox, the virus can cause 

shingles later i n life. 6. He ha s est imated that m itosis i s t he di vision of t he nuc leus i nto t wo 

nuclei. 7. The arteries have to be strong as well as f lexible. 8. The students of many countries 

have to pay for their training. 

“Functions of the verb “to be 


FUNCTIONS OF THE VERB “TO BE” 


to be + noun (with a preposition) Main Verb The heart is in the chest. 

to be + noun (without preposition) Link-Verb The heart is a muscular organ. 

to be + V ing (Continuous Tenses, 

Active Voice) 

to be + being + V 3 (Continuous 

Tenses, Passive Voice) 

to be + V 3 (Simple Tenses, Passive 

Voice) 


Passive voice) 


The heart is making 120 beats per 

minute. 

He was being examined by the 

surgeon. 

The heart is located in the chest. 

A case-history has been filled in.

to be + V (with particle “to”) Modal Meaning The heart is to pump blood 

throughout the vessels. 

It + to be 

Impersonal 

Sentences 

It is hot. 

It was painful. 

It is + V 3 (Passive Voice) 

Indefinite 

Personal 

Sentences 

It is known that she works here. 


1. C ancer i s c haracterized b y ab normal gr owth of c ells. 2. T he h uman b ody i s a l iving, 

growing system that contains billions of individual cells. 3. New cells are created through the 

process of cell division. 4. Cancer therapy is concentrated primarily on trying to confine and then 

kill the malignant cells. 5. This goal is accomplished by ki lling the tissue with X-rays. 6. I t is 

important t o r emember t hat canc er is ve ry serious dise ase. 7. Why cancer d evelops i n some 

people i s no t f ully know n. 8. C hemotherapy i s t he us e of medications t o t reat c ancer. 9. T he 

illnesses are associated with a cancer. 10. The major groups of malignant tumors are carcinomas, 

sarcomas, and mixed-tissue tumors. 11. Students are carrying out very important experiment. 12. 

Was he preparing Anatomy at 5 o’clock yesterday? 13. The oncologist is to examine this female. 


1. Кров'яний тиск цього пацієнта був визначений вчора. 2. На яких конгресах були 

прийняті всі анатомічні терміни? 3. Напрям м'язового скорочення буде встановлений 

експериментально. 4. Його здоров'я було відновлене після належного лікування. 5. 

Вважається, що глибокий сон необхідний, щоб відновити функцію нервової системи. 6. 

Відомо, що гістологічна будова тканини легень і печінки різна. 7. Без даних аналізів буває 

складно встановити правильний діагноз. 8. Вважають, що хворий повністю відновить своє 

здоров'я до кінця лікування. 9. Хворому необхідно визначити групу крові до операції. 10. 

Вважали, що йому необхідна операція на нирках. 

Interrogative Form (Revision). 



Tense (1) 

Questioning 

word 


Tense, 

What 

Active Voice 


Active Voice 

Future Simple 

Tense, Active 

Voice 



Voice 


(Revision) 

(2) 

(3) 


verb 

do 



Where did I, he, she, it, 

you, we, they 

When shall I, we 

Why 

will 

am 

is 

are 


they 

I 

he, she, it 

you, we, they 

(4) 

Predicate 

V 


V 


V 


V 3 


Example 

Do you study? 

Where does he 

study? 

When did you go to 

the Academy? 


tomorrow? 

Where is this 

hospital built?


Passive Voice 

Future Simple 


Voice 

Present 


Active Voice 


Tense, Active 

Voice 


Tense, Active 

Voice 

Present 


Passive Voice 



Voice 


Tense, Active 

Voice 


Active Voice 


Tense, Active 

Voice 



Voice 


Passive Voice 



Voice 

How 

How many 

How much 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

have 

has 

had 

shall 

will 

have 

has 

had 

shall 

will 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 


he, she, it 


you, we, they 

I, we 


they 


he, she, it 


you, we, they 

I, we 


they 

V 3 


be + V 3 


written) 

V ing 

(studying, 

writing) 

V ing 

(studying, 

writing) 

be + V ing 


writing) 

being + V 3 



being + V 3 



V 3 


V 3 


have + V 3 


have written) 

been + V 3 


been written) 

been + V 3 


been written) 


(have been 


written) 


your doctor 

prescribed? 


examined? 

When will the 

polyclinic be 

closed? 


now? 


? 



operation? 





operated on? 



What has he 







3 o’clock? 



Where had the 

patient been 

examined? 

When will the 


modernized? 


1. T he pa ncreas f unctions a s bot h e xocrine a nd e ndocrine organ. 2. T hese ga ses are r emoved 

from the body by e xhalation through the lungs. 3. E ach renal artery branches into many small







OVERVIEW 


blood. T he urinary s ystem c onsists of t wo ki dneys, ur inary bl adder, u reters, a nd urethra. T he 





urination. 

Kidneys disorders 

OVERVIEW 

There are many forms of kidneys diseases. Glomerulonephritis results f rom inf lammation of 

the f iltration membrane w ithin the re nal c orpuscle. It is c haracterized by an inc reased 

permeability of the filtration membrane. The signs and symptoms of glomerulonephritis are the 

following: tea-colored urine, hypertension, fluid retention, headaches, and generalized aches and 

pains. Pyelonephritis is inflammation of the renal pelvis, medulla, and cortex. It often begins as 

a bacterial infection of the renal pelvis. Then it extends into the kidney itself. Pyelonephritis may 

cause the destruction of nephrons and renal corpuscles. The ability of the kidney to concentrate 

urine is d ramatically affected. As a r ule t he pe rson ha s f lank pa in, h igh f ever, vo miting, a nd 

burning sensation during urination. When properly treated, acute pyelonephritis rarely progresses 

to chronic renal disease. Renal failure may result from any condition that interferes with kidney 

function. Acute renal failure occurs when damage to the kidney leads to the accumulation of the 

urea in the blood. In renal failure death may occur in 1 to 2 weeks. Acute renal failure may result 

from acute glomerulonephritis. In some cases it m ay be ca used by da mage t o or bl ockage of 

renal t ubules. C irculatory s hock c aused by s ympathetic v asoconstriction of t he r enal bl ood 


Cancer 

OVERVIEW 

Cancer is c haracterized by abnormal g rowth of cel ls, w hich f orm t umors. I t c an de velop i n 

various tissues and organs of the human body. Cancer cells divide without restraint. They crowd 

normal c ells out a nd a ffect their nor mal f unction a nd gr owth. C ancer c ells can s pread vi a the 

blood or lymph system to other parts of the body. Tumors are masses or growths, which arise 

from surrounding normal tissue. They may be either malignant or benign. Cells of benign tumors 

do not i nvade or de stroy s urrounding t issues. But t he m echanism of c ancer de veloping i s no t 

fully known. It is very dangerous disease. The best diagnosis of cancer is an early diagnosis. It 

identifies the type and location of the cancer. Cancer can be treated before it spreads to other 

organs or tissues. Cancer therapy confines and kills the malignant cells. This therapy includes 

using X-rays, surgical treatment, and chemotherapy. 

Cancerous diseases

OVERVIEW 


signs a nd s ymptoms of ga stric t umor a re di scomfort i n t he uppe r o r m iddle r egion of t he 










What does the urinary system consist of? 

What is the major function of the urinary system? 

What is the kidney composed of? 

What is hilum? 

What are ureters? 

What are their functions? 

What is the function of the urethra? 

What kidneys disorders do you know? 

What does glomerulonephritis result from? 

What is glomerulonephritis characterized by? 

What are the symptoms of glomerulonephritis? 

What is pyelonephritis? 

What can pyelonephritis result from?

What are the signs of pyelonephritis? 

What is renal failure? 

What are the causes of renal failure? 

Is it dangerous disease? 

What is cancer characterized by? 

Where can cancer develop? 

. What do the cancer cells lack? 

What is a tumor? 

What is the difference between the cells of benign and malignant tumors? 

What is the best diagnosis of cancer? 

What is the goal of this diagnosis? 

What does each type of cancer have? 

What is the goal of cancer therapy? 

Are the most gastric tumors benign? 

. What is the cause of malignant gastric tumor? 

. What are the symptoms of gastric tumor? 

In what cases is the chance of cure good? 

In what cases does the surgical removal offer the only chance to cure? 

What does the likelihood of success depend on? 

When may the physician choose chemotherapy as an additional treatment? 



Ex. 12, p.284; Ex. 12. p. 289; Ex. 13, p. 295; Ex. 12, p. 302. 





















__________________ 

„____________”_______________2000__р. 







№ 

Тема заняття Підсумковий контроль змістового модуля 10 

Курс 

ІІ 




При роботі над темами 

При роботі над темами: “ Urinary system “, “ Kidneys disorders “, Cancer“, “ Cancerous 

diseases“ознайомитись з лексико-фонетичним матеріалом та словотворчим матеріалом з 

теми, вміти читати та перекладати текст, та засвоїти послідовність її викладання з тим, 

щоб вміти складати речення, відповідати на запитання з теми та робити усне 

повідомлення. 

При роботі над граматичним матеріалом Objective participle construction; Functions of the 

verb “to have”; “Functions of the verb “to be”; Interrogative Form (Revision) засвоїти функції 

та переклад матеріалу, що вивчається, у реченнях з метою розпізнання його у тексті, при 













Граматика: Objective participle construction; Functions of the verb “to have”; “Functions of 

the verb “to be”; Interrogative Form (Revision). 

Тексти: “ Urinary system “, “ Kidneys disorders “, Cancer“, “ Cancerous diseases“. 


№ 

з/п 



часу 





Усне 




та 



теми. 

Усне 


Засоби 




Objective 

participle 

construction; 

Functions o f t he 

verb “to have”; 

“Functions of the 

verb “to be ”; 

Interrogative 

Form (Revision). 

(І. Znamenska,


65% 

Граматика: Objective pa rticiple 

construction; F unctions of t he ve rb 

“to have”; “Functions of the verb “to 

be”; Interrogative Form (Revision). . 











Усне 


теми. 


Kostenko 

“Course of 

English for 

Medical 

Student”) 










GRAMMAR: 

Objective participle construction 


Цей дієприкметниковий комплекс вживається після групи “підмет-присудок”, де 

присудок виражений дієсловом, що означає сприймання за допомогою органів чуттів: to 

feel – відчувати; to hear – слухати; to see – бачити; to watch – спостерігати, бачити; to want 

– хотіти: 



PARTICIPLE 

(Common Case) 


Doctor(s) me Participle I (Active): 

Student(s) 

him 

her 

it 

us 

you 

them 

V ing 



being + V 3 



V 3 


The O bjective P articiple C onstruction перекладається підрядним реченням зі сполучником 

“як”: I saw them walking along the street. Я бачив, як вони йшли по вулиці.



He feels the operation being successful. 3. T hey watched him approaching the hospital. 4. T he 


Functions of the verb “to have”; 






Voice) 





blood. 

to have + V (with particle “to”) Modal Meaning The doctor has to examine her. 


1. M any of t he a bnormalities ha ve no s ymptoms. 2. I nstruments t hat pul verize k idney s tones 

with ul trasound ha ve r eplaced m ost t raditional s urgical p rocedures. 3. T hey ha ve a dverse 

reactions, including d eath. 4. A s a r ule t he pe rson ha s f lank pa in, h igh f ever, vom iting, a nd 

burning sensation during urination. 5. In persons who have had chickenpox, the virus can cause 

shingles later i n l ife. 6. H e ha s e stimated t hat m itosis i s t he di vision of t he nuc leus i nto t wo 

nuclei. 7. The arteries have to be strong as well as f lexible. 8. The students of many countries 

have to pay for their training. 

“Functions of the verb “to be 


FUNCTIONS OF THE VERB “TO BE” 


to be + noun (with a preposition) Main Verb The heart is in the chest. 

to be + noun (without preposition) Link-Verb The heart is a muscular organ. 

to be + V ing (Continuous Tenses, 

Active Voice) 

to be + being + V 3 (Continuous 

Tenses, Passive Voice) 

to be + V 3 (Simple Tenses, Passive 

Voice) 


Passive voice) 


The heart is making 120 beats per 

minute. 

He was being examined by the 

surgeon. 

The heart is located in the chest. 

A case-history has been filled in. 

to be + V (with particle “to”) Modal Meaning The heart is to pump blood 

throughout the vessels. 

It + to be 

Impersonal 

Sentences 

It is hot. 

It was painful.

It is + V 3 (Passive Voice) 

Indefinite 

Personal 

Sentences 

It is known that she works here. 


1. C ancer i s c haracterized b y ab normal gr owth of c ells. 2. T he h uman b ody i s a l iving, 

growing system that contains billions of individual cells. 3. New cells are created through the 

process of cell division. 4. Cancer therapy is concentrated primarily on trying to confine and then 

kill the malignant cells. 5. This goal is accomplished by ki lling the tissue with X-rays. 6. I t is 

important t o r emember t hat canc er is ve ry serious dise ase. 7. Why cancer d evelops i n some 

people i s no t f ully known. 8. C hemotherapy i s t he us e of medications t o t reat c ancer. 9. T he 

illnesses are associated with a cancer. 10. The major groups of malignant tumors are carcinomas, 

sarcomas, and mixed-tissue tumors. 11. Students are carrying out very important experiment. 12. 

Was he preparing Anatomy at 5 o’clock yesterday? 13. The oncologist is to examine this female. 


1. Кров'яний тиск цього пацієнта був визначений вчора. 2. На яких конгресах були 

прийняті всі анатомічні терміни? 3. Напрям м'язового скорочення буде встановлений 

експериментально. 4. Його здоров'я було відновлене після належного лікування. 5. 

Вважається, що глибокий сон необхідний, щоб відновити функцію нервової системи. 6. 

Відомо, що гістологічна будова тканини легень і печінки різна. 7. Без даних аналізів буває 

складно встановити правильний діагноз. 8. Вважають, що хворий повністю відновить своє 

здоров'я до кінця лікування. 9. Хворому необхідно визначити групу крові до операції. 10. 

Вважали, що йому необхідна операція на нирках. 

Interrogative Form (Revision). 



Tense (1) 

Questioning 

word 


Tense, 

What 

Active Voice 


Active Voice 

Future Simple 

Tense, Active 

Voice 



Voice 


Passive Voice 


(Revision) 

(2) 

(3) 


verb 

do 



Where did I, he, she, it, 

you, we, they 

When shall I, we 

Why 

How 

will 

am 

is 

are 

was 

were 


they 

I 

he, she, it 

you, we, they 


you, we they 

(4) 

Predicate 

V 


V 


V 


V 3 


V 3 


Example 

Do you study? 

Where does he 

study? 

When did you go to 

the Academy? 


tomorrow? 

Where is this 



your doctor 

prescribed? 


examined?

Future Simple 


Voice 

Present 


Active Voice 


Tense, Active 

Voice 


Tense, Active 

Voice 

Present 


Passive Voice 



Voice 


Tense, Active 

Voice 


Active Voice 


Tense, Active 

Voice 



Voice 


Passive Voice 



Voice 

How many 

How much 

shall 

will 

am 

is 

are 

was 

were 

shall 

will 

am 

is 

are 

was 

were 

have 

has 

had 

shall 

will 

have 

has 

had 

shall 

will 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 

I, we 


they 

I 

he, she, it 

you, we, they 


you, we they 


he, she, it 


you, we, they 

I, we 


they 


he, she, it 


you, we, they 

I, we 


they 

be + V 3 


written) 

V ing 

(studying, 

writing) 

V ing 

(studying, 

writing) 

be + V ing 


writing) 

being + V 3 



being + V 3 



V 3 


V 3 


have + V 3 


have written) 

been + V 3 


been written) 

been + V 3 


been written) 


(have been 


written) 

When will the 

polyclinic be 

closed? 


now? 


? 



operation? 





operated on? 



What has he 







3 o’clock? 



Where had the 

patient been 

examined? 

When will the 


modernized? 


1. T he pa ncreas f unctions a s bot h e xocrine a nd e ndocrine organ. 2. T hese ga ses are r emoved 

from the body by e xhalation through the lungs. 3. E ach renal artery branches into many small 



gastric tumor is unknown. 7. The gastrointestinal tract begins with the oral cavity. 8. More than




OVERVIEW 


blood. T he urinary s ystem c onsists of t wo ki dneys, ur inary bl adder, u reters, a nd urethra. T he 




the ur ine. T he ur ethra i s t he na rrow t ube t hrough w hich t he ur ine l eaves t he bl adder dur ing 

urination. 

Kidneys disorders 

OVERVIEW 

There are many forms of kidneys diseases. Glomerulonephritis results f rom inf lammation of 

the f iltration membrane w ithin the re nal c orpuscle. It is c haracterized by an inc reased 

permeability of the filtration membrane. The signs and symptoms of glomerulonephritis are the 

following: tea-colored urine, hypertension, fluid retention, headaches, and generalized aches and 

pains. Pyelonephritis is inflammation of the renal pelvis, medulla, and cortex. It often begins as 

a bacterial infection of the renal pelvis. Then it extends into the kidney itself. Pyelonephritis may 

cause the destruction of nephrons and renal corpuscles. The ability of the kidney to concentrate 

urine is d ramatically a ffected. A s a r ule t he pe rson ha s f lank pa in, h igh f ever, vo miting, a nd 

burning sensation during urination. When properly treated, acute pyelonephritis rarely progresses 

to chronic renal disease. Renal failure may result from any condition that interferes with kidney 

function. Acute renal failure occurs when damage to the kidney leads to the accumulation of the 

urea in the blood. In renal failure death may occur in 1 to 2 weeks. Acute renal failure may result 

from a cute glomerulonephritis. In s ome c ases it m ay be c aused by da mage t o or bl ockage of 

renal t ubules. C irculatory s hock c aused by s ympathetic v asoconstriction of t he r enal bl ood 


Cancer 

OVERVIEW 

Cancer is c haracterized by a bnormal g rowth o f c ells, w hich f orm t umors. I t c an de velop i n 

various tissues and organs of the human body. Cancer cells divide without restraint. They crowd 

normal c ells out a nd a ffect their nor mal f unction a nd gr owth. C ancer c ells can s pread vi a the 

blood or lymph system to other parts of the body. Tumors are masses or growths, which arise 

from surrounding normal tissue. They may be either malignant or benign. Cells of benign tumors 

do not i nvade or de stroy s urrounding t issues. But t he m echanism of c ancer de veloping i s no t 

fully known. It is very dangerous disease. The best diagnosis of cancer is an early diagnosis. It 

identifies the type and location of the cancer. Cancer can be treated before it spreads to other 

organs or tissues. Cancer therapy confines and kills the malignant cells. This therapy includes 

using X-rays, surgical treatment, and chemotherapy. 

Cancerous diseases 

OVERVIEW 


signs a nd s ymptoms of ga stric t umor a re di scomfort i n t he uppe r o r m iddle r egion of t he








Заключний етап : 






Высшая школа. – 1989. - 101 с. 


Высшая школа. – 1987. - 206 с.. 


– 64 с. 




Методична рекомендація складена викл. Золотарьовою Р.Л.

Навчальна дисципліна: Іноземна (англійська) - Українська ...

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