- •T. Dashkina, r. Zhalikenova workbook on the professional-oriented english language for the students of the specialty “pharmacy”
- •Table of contents
- •Introduction
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read the text: Amino acids
- •III. Answer the questions to the text:
- •IV. Complete the following sentences about Essential amino acids using the words and phrases in the box.
- •Essential amino acids
- •VI. Read the text “Amino acids” again and write out adjectives that can characterize them properly.
- •VII. Choose the adjectives to be used together with the given nouns (one adjective with one noun)
- •Carbohydrates
- •V. Translate the following words and word combinations into your native language.
- •III. Answer the questions to the text:
- •Nutrition and healthy eating
- •V. Choose proper nouns that should match the verbs in Passive voice
- •VI. Retell the text
- •VII. In small groups discuss the following questions and then share your group’s ideas with the class:
- •Practice the pronunciation of the following words and word combinations. Translate them:
- •Read the text: Herbal medicine
- •III. Answer the questions to the text:
- •IV. Complete the following sentences about garlic for cold using the words and phrases in the box.
- •Garlic for Cold
- •V. Match the adjectives from two texts with proper nouns.
- •VI. Match possible consequences of overdose of herbs and nuts and accompanying diseases in the chart below.
- •VII. Retell two texts.
- •VIII. Read, translate the phrases below. Make up a dialogue with your partner using the given vocabulary.
- •IX. Read the text below and share your opinions about usefulness and side effects of natural medicine
- •X. Answer the questions to the text:
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text: Solutions
- •III. Answer the questions:
- •IV. Match adjectives and nouns from the text
- •V. Read the extract from the text below and find the synonyms to the marked words.
- •VI. Retell the text
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •Read and translate the text. Preparation of tablets
- •III. Answer the questions:
- •IV. Match adjectives and nouns from the text.
- •V. Retell the text
- •VI. Read and translate the following words and word combinations:
- •IX. Read the text and fill in the gaps with words in brackets
- •X. Make up a dialogue with you partner upon the topic “Modern medications”.
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text: Shapes and sizes of tablets
- •III. Answer the questions:
- •IV. Study the words below and find the synonyms for these words from the text “Shapes and sizes of tablets”
- •V. Retell the text.
- •VI. Define the correct name for each type of tablets according to their function.
- •VII. Read the text below and check your answers, translate the word combinations in bold. Different types of tablets
- •VIII. Read and translate the word-combinations below.
- •IX. Use these words to make up a dialogue with your partner:
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text: Ointments
- •What is the difference between cream, ointment and lotion?
- •VII. Match the synonyms with the vocabulary from the text:
- •VIII. Translate the sentences:
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •Read and translate the text: Preparation of ointments
- •VIII. Find the synonyms from the text extract to the words below
- •IX. Choose your partner and make up a dialogue upon the topic “Choosing an ointment” using the following words, word-combinations and grammar structures:
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text: Filling of ampoules
- •III. Answer the questions:
- •Retell the text
- •V. Choose the adjectives to be used together with the given nouns (one adjective with one noun)
- •VI. Complete the following sentences about Rotary filling machines and sealing machine using the words and phrases in box
- •VII. Translate the following words and word combinations into your native language.
- •VIII. Imagine you are a pharmacist. Interpret the pharmaceutical labels (a-I) into simpler manner using phrases given below.
- •IX. Match and complete the conversation between a pharmacist and a client. Practice the conversation in pairs.
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text:
- •Infusions
- •III. Answer the questions:
- •IV. Match the adjectives from the text with appropriate nouns
- •V. Retell the text
- •VI. Read and translate the text below. Tinctures - What are they and how do you use them?
- •VII. Find the synonyms to the word combinations from the text.
- •VIII. Read and translate the text below Storage of your Herbal Products
- •IX. Retell the text.
- •X. Imagine that you are discussing medicines with your colleague-pharmacist. Match the phrases below. Complete and practice the conversation in pairs.
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text. Antibiotics
- •Answer the questions:
- •What words are missed in the following phrases? The text vocabulary will help you.
- •Match the adjectives from the text with proper nouns.
- •Retell the text.
- •Read and translate the text Common cold and runny nose. Can antibiotics cure them?
- •Answer the questions:
- •Make up a conversation.
- •Match the following adjectives with appropriate nouns.
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text.
- •Vitamins
- •II. Answer the questions to the text.
- •III. Retell the text about Vitamins.
- •IV. Match the adjectives with appropriate nouns from the text.
- •V.Read and translate the text.
- •Vitamin k.
- •Retell the text.
- •Make up a dialogue with your partner upon any of these topics:
- •I. Practice the pronunciation of the following words and word combinations. Translate them:
- •II. Read and translate the text: The common rules of taking drugs.
- •VI.Answer the questions to the text.
- •Answer the questions to the text.
- •IV. Match the adjectives from the text with appropriate nouns.
- •Retell the text.
- •Read and translate the text below. How you can be medwise
- •Answer the questions to the text.
- •Retell the text. Literature
- •Final lexico-grammar test
- •Answer key
- •Medical terms’ definition dictionary
- •Grammar reference and practice
- •Unit 1: The Tenses of Active Voice
- •I. Translate the words in the parenthesis and put them into the correct Tense in Active voice.
- •II. Translate the words in the parenthesis and put them into correct Tenses in Active voice
- •Unit 2: The Tenses of Passive Voice
- •1. Passive – Use
- •2. Passive – Form
- •I. Translate the following verb forms and prepositions into your native language and turn them from Passive into Active voice.
- •II. Answer the questions about Passive voice and its formation:
- •III. Put the verbs in the parenthesis into the correct tense in Passive voice.
- •IV. Choose correct verbs usage in the sentences paying special attention on the Passive voice.
- •Unit 3: The Tenses of Active and Passive Voices
- •I. Answer the questions about the difference between Active and Passive voices in English
- •II. Open the parenthesis paying special attention to the formation of the verb forms in Passive or Active voices.
- •Unit 4: Modal Verbs and their Equivalents
- •Definition
- •I. Fill in the gaps using correct forms of modal verbs. Make interrogative and negative sentences as in an example below:
- •II. Substitute modals with their equivalents.
- •Unit 5: The Sequence of Tenses
- •I. Open the parenthesis using correct Tense of a verb. Keep in mind the rules of the Tenses’ sequence.
- •Unit 6: Direct and Indirect Speech
- •Unit 7: Conditional sentences of the I, II and III types. Mixed conditionals.
- •I. Open the brackets using the correct tense form and define the type of a conditional:
- •Unit 8: “I wish”
- •Open the parenthesis and translate the sentences with the construction: “I wish”.
- •Unit 9:The Infinitive
- •Open the brackets using the infinitive in the correct form and translate:
- •Forms of the gerund
- •Verbs that are followed by the Gerund:
- •I. Translate the sentences paying attention to the usage of I, II, III and mixed conditionals, and the usage of Gerund
- •Unit 11: The Participle
- •Define the Participles and translate the sentences:
- •Unit 12: Complex Object
- •1) I want the pharmacist to prescribe a good cure for me.
- •2) The pharmacist expects me to come to the drug-store in time.
- •I. Translate the sentences, find the Complex object structures in these sentences.
- •Unit 13: Complex Subject
- •Read and translate the sentences paying special attention to the usage of Complex subject.
- •Tips for academic reading and writing
- •1. Read the texts below, work with the vocabulary, study the facts.
- •Allergy
- •Common cold
- •Vaccines – antibodies that protect us from diseases
- •Bacteria
- •Vitamins
- •Sugar: should we eliminate it from our diet?
- •Are we becoming addicted to sugar?
- •Is eliminating sugar from our diet healthy?
Vitamins
The word “vitamin” goes back to the Polish scientist Casimir Funk in 1912. He was studying a substance in the layer that covers rice. This substance was believed to cure a disease called beriberi.
Funk believed the substance belonged to a group of chemicals known as amines. He added the Latin word "vita," meaning life. So he called the substance a “vitamine” -- an amine necessary for life.
Scientists have discovered fourteen kinds of vitamins. They are known as vitamins A, the B group, C, D, E and K. Scientists say vitamins help to carry out chemical changes in cells. If we do not get enough of the vitamins we need in our food, we may develop a number of diseases.
This brings us back to Casmir Funk. His studies of rice were part of a long search for foods that could cure disease.
One of the first people involved in that search was James Lind of Scotland. In the 1740s, Lind was a doctor for the British navy. Heinvestigated a problem that had existed in the navy for many years.
The problem was the disease scurvy. So many sailors had scurvy that the navy’s lost some of its strength. The sailors were weak frombleeding inside their bodies. Even the smallest wound would not heal. Doctor Lind thought the sailors were getting sick because they failed to eat some kinds of foods when they were at sea for many months.
Doctor Lind separated twelve sailors who had scurvy into two groups. He gave each group different foods to eat. One group got oranges and lemons. The other did not. The men who ate the fruit began to improve within seven days. The other men got weaker. Doctor Lind was correct. Eating citrus fruits prevents scurvy.
Vitamin A helps prevent skin and other tissues from becoming dry. It is also needed to make a light-sensitive substance in the eyes. People who do not get enough vitamin A cannot see well in darkness. Their eys may get dry. This can result in infections and lead to blindness.
Vitamin A is found in fish liver oil. It also is in the yellow part of eggs. Sweet potatoes, carrots and other darkly colored fruits and vegetables contain substances that the body can change into vitamin A.
V
itamin
B-one is also called thiamine. Thiamine changes starchy foods
into energy. It also helps the heart and nervous
system work
well. Without it, we would be weak and would not grow.
We also might developberiberi.
Apart from rice thiamine is found in beans , peas,
nuts, meat and fish.
Another B-vitamin is niacin. It helps cells use food energy. It also prevents pellagra -a disease that causes weakness, reddish skin and stomach problems. Niacin is found in meat, fish and green vegetables.
Vitamin B-12 helps produce red blood cells. It is found naturally in foods such as eggs, meat, fish and milk products. It also helps babies of pregnant mothers before they are born . Vitamin B-12 is found in green leafyvegetables and other foods and citrus fruits. In some countries, it is added to products like bread.
Vitamin C is needed for strong bones and teeth, and for healthy blood. It also helps wounds heal quickly. Because our body storeslittle vitamin C we must get it every day in foods such as citrus fruits, tomatoes and cabbage.
Vitamin D helps make calcium in the blood. Calcium is needed for nerve and muscle cells to work normally. It also is needed to build strong bones. Ultraviolet light from the sun changes a substance in the skin into vitamin D. Fish liver oil also contains vitamin D. In some countries, milk producers add vitamin D to milk so children will get enough.
Vitamin K is needed for healthy blood. It thickens the blood around a cut to stop bleeding. Bacteria in the intestines normally produce vitamin K. It can also be found in pork products, liver and in vegetables like cabbage, and spinach.
S
ome
people fear they do not get enough vitamins from the foods they
eat. So they take products with largeamounts of
vitamins. They think these products or vitamin
supplements will improve their
health and protect them from disease.
Experts note that taking too much of some vitamins can be harmful. People should be sure to discuss what vitamins they take with their doctors. This is because some vitamins can cause harmful effects when mixed with medicines.
amount =how much of something
bean =green or yellow seeds that come from a climbing plant and are used as food
beriberi = a disease of the nerves that you get if you don't get enough vitamins
bleeding = when you lose blood form your body
cabbage = a large round vegetable with thick green and purple leaves
cause =lead to
contain = have
cure = to make an illness go away
develop = grow
discover = to find for the first time
disease = illness
fail = here: not to do something
harmful = dangerous
heal = to grow back together
improve = to get better
intestine = the long tube in your body through which food passes after it goes through your stomach
investigate = to try to find out how something works or the cause of something
involve = here: to be a part of something
leafy = looks like a leaf
lemon = a fruit with a hard yellow skin ; it is sour
light-sensitive =it reacts to very small changes of light
necessary = very important and needed
nervous system =all of your nerves in the body, brain and back with which your body feels pain; your movements are controlled here
note = say
pea = round green seed that can be cooked and eaten as a vegetable
pork = meat from a pig
prevent = to stop something from happening
scientist =a person who is trained in science
scurvy = a disease that you get by not eating food that gas vitamin C
spinach = a vegetable with large dark green leaves
starchy =food that has carbohydrates in it or a substance which gives you energy
store = to keep something in a place and get it when you need it
substance =material
thicken = to make thicker
tissue = parts of the body that exist between or join organs and other body parts
vitamin supplement = something that you take that has the same effects as if you ate food with real vitamins
wound =an injury to your body
2. READ THE ACADEMIC ARTICLE BELOW AND GIVE YOUR REASONING, CONCLUSIONS, RECOMMENDATIONS ACCORDING TO THE HEALTHY WAY OF LIFE AND SUGAR USAGE. TRY TO USE FILLERS AND PAY SPECIAL ATTENTION TO THE RULES OF PUNCTUATION IN ENGLISH.TRY TO EXPLAIN COMMA USAGE.
1. Use commas to separate independent clauses in a sentence, for example: The game was over, but the crowd refused to leave. Yesterday was her brother’s birthday, so she took him out to dinner. 2. Use commas after introductory words, phrases, or clauses that come before the main clause: While I was eating, the cat scratched at the door. If you are ill, you ought to see a doctor. 3. Introductory words that should be followed by a comma are: yes, however, and well. For example: Yes, you can come to the party. 4. Use a pair of commas to separate an aside from the main body of the sentence. For example: John and Inga, the couple from next door, are coming for dinner tonight. You can test this by removing the aside from the sentence. If the sentence still reads correctly, you have probably used the commas as you should. In the case above, this would render: John and Inga are coming for dinner tonight. 5. Do not use commas to separate essential elements of the sentence. For example: Students who cheat only harm themselves. The baby wearing a yellow jumpsuit is my niece. 6. The “Oxford” comma is much more widespread in American English than British English. When using the Oxford comma, all items in a list of three or more items are separated. For example: I love apples, pears, and oranges. 7. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names. Birmingham, Alabama, gets its name from Birmingham, England. July 22, 1959, was a momentous day in his life. 8. Use commas if they prevent confusion: To George, Harrison had been a sort of idol. |
