The
1st year,
Module
1
Methodical Instructions to Lesson 3 for Students.
Subject: World
Health Organization. Pronouns.
The
number of hours – 6.
Objective: 1. To enrich the vocabulary based on medical
terminology; to develop the students’ monologue speaking skills; to train
grammar skills; to develop the students’ writing habits.
2.
To determine active vocabulary by scanning reading; to practise grammar skills
using auxiliary verbs; to develop the students’ monologue
speech habits.
Professional
orientation: The
students resume medical texts to prepare for students’ scientific conference
participation.
Students’ Practical
Activity (9.00-12.00)
1.
Training oral
exercises to master new words and word-combinations.
2.
Defining
auxiliary verbs in the sentences.
3.
Differentiating
the full and auxiliary verbs.
4.
Listening to
the phonogram of the text “World Health Organization”.
5.
Reading and
translation of the text “World Health Organization”.
6.
Answering
questions on the text “World Health Organization”.
7.
Dividing the
text into logical parts.
8.
Making dialogues on the relevant
topic.
9.
Preparing summary of the text.
While
mastering the grammar structures students should pay attention to:
1.
determining Latin medical terms in
different language groups;
2.
defining and differentiating grammar
phenomena and samples;
3.
using pronouns;
4.
defining auxiliary verbs in the sentences;
5.
differentiating the full and
auxiliary verbs.
Break (12.00-12.30)
1.
Explaining
the contents of the grammar texts in Ukrainian or in English.
2.
Analysing the
etymology of medical terms.
3.
Communicating on the topic “”WHO’s achievements in fighting the
most dangerous epidemics”.
4.
Resuming the
text “The role of World Health Organization in ecological problem solving and
environment protection”.
Break (14.00-14.15)
Students’ Knowledge and Abilities
Assessment (14.15-15.00)
Using quizzes,
multiply choice tests and individual tasks to assess knowledge, practical skills
and abilities of the students who did not pass online tests in Moodle.
Students’ self-preparation program.
1. Training
oral exercises to master new words and word-combinations with PowerPoint presentation slide show
for new vocabulary introduction and mastering.
2. Listening to the phonograms of the text “World Health Organization” using
the computer program TextAloud and
the headphones.
3. Translating the original medical texts with minimal
dictionary using.
4. Answering questions
on the text “World Health Organization”.
1.
Âèáåð³òü â³äïîâ³äíèé ïðèñâ³éíèé çàéìåííèê: She washed…
hands and face.
A.
his
B.
her*
C.
hers
D.
him
E.
he
2.
Ïîñòàâòå îñîáîâèé çàéìåííèê â äóæêàõ ó ôîðì³ îá’ºêòíîãî â³äì³íêà: Where is my umbrella? I left (it) … in the
corner.
A.
her
B.
it*
C.
him
D.
them
E.
us
3.
Âèáåð³òü â³äïîâ³äíèé ïèòàëüíèé çàéìåííèê: … books are these?
A.
whom
B.
which
C.
whose*
D.
who
E.
what
4.
Âèáåð³òü â³äïîâ³äíèé íåîçíà÷åíèé çàéìåííèê: Let …
bring me a cup of hot tea.
A.
some
B.
somebody*
C.
something
D.
anything
E.
anybody
5. Âèáåð³òü ñëîâî, ùî â³äð³çíÿºòüñÿ çà âèìîâîþ â³ä ³íøèõ:
A.
spread*
B.
leak
C.
beat
D.
meals
E.
meet
6.
Âèáåð³òü â³äïîâ³äíèé ñóô³êñ äëÿ óòâîðåííÿ
ïðèêìåòíèêà â³ä 䳺ñëîâà to remark
A.
ful
B.
able*
C.
al
D.
ous
E.
less
7. Âèáåð³òü â³äïîâ³äíó ôîðìó 䳺ñëîâà: WHO … extensive support to various fields of
public health.
A.
gave
B.
has given
C.
gives*
D.
giving
E.
give
8. Âèáåð³òü â³äïîâ³äíèé àðòèêëü àáî îïóñò³òü éîãî:
WHO has achieved … impressive record in the battle against some of the most
virulent diseases.
A.
an*
B.
a
C.
the
D.
no
E.
some
9.
Âèáåð³òü åêâ³âàëåíò 䳺ñëîâà ïðèºäíóâàòè:
A.
accompany
B.
prevent
C.
set up
D.
affiliate*
E.
provide
10.
Âèáåð³òü åêâ³âàëåíò 䳺ñëîâà ïîãîäæóâàòè:
A.
agree*
B.
aggravate
C.
discontinue
D.
begin
E.
continue
11.
Âèáåð³òü åêâ³âàëåíò ñëîâà indispensable:
A.
íåâ³ä’ºìíèé*
B.
íåâèë³êîâíèé
C.
çàéâèé
D.
íåâ³äîìèé
E.
íåïîòð³áíèé
12.
Âèáåð³òü åêâ³âàëåíò ñëîâà fever:
A.
ëèõîìàíêà*
B.
øëóíîê
C.
äåê³ëüêà
D.
óëþáëåíèé
E.
ñâåðá³æ
Level
of Knowledge and Abilities:
Students
should know:
1.
New words and word-combinations to
the text;
2.
Different types of pronouns.
3.
The main peculiarities
of English verbs.
4.
Usage of the
auxiliary verbs.
5.
The information included in the
texts.
Students
should be able:
1.
to learn the lexical material to the
relevant topic;
2.
to translate the original medical
texts with minimal dictionary using;
3.
to understand and explain the
contents of the grammar rules in Ukrainian or in English;
4.
to analyse the etymology of medical
terms;
5.
to describe the aim and tasks of WHO
(World Health Organization);
6.
to communicate on the topic “WHO’s achievements in fighting the most dangerous
epidemics”;
7.
to define auxiliary verbs in the
sentences;
8.
to differentiate the full and
auxiliary verbs;
9.
to translate and analyse the
scientific and medical micro-texts;
10.
to make
the plan of the given text;
11.
to discuss the video WHO
The
application of the multimedia system MOODLE for
everyday knowledge assessment.
The
Student participation encouraging aspect of the lesson
Students have a selection of cards with new vocabulary, say ten. The teacher reads some (say five) and the students
rush to put them in order.
Three
students sit in a line at the front of the class. They are the experts, but
they don't know what the
are experts about. The rest of
the class chooses the area of expertise - e.g. cooking,
car maintenance, trees. The other students then ask the experts questions and
the experts answer them. Each expert uses only one word at a time.
Example:
They are experts about fashion.
Question: What colour will be fashionable next year.,
Expert
1: I
Expert 2: think
Expert 3: that
Expert 1: blue
Expert 2: will
Expert 3: not (Expert 3 trying to hi-jack the answer - this is good!)
Expert 1: be
Expert: 2: unfashionable (Expert 2 trying to hi-jack the answer back)
8.
Literature:
Principle:
a) Öåáðóê ². Ô., Âåíãðèíîâè÷ À.À., Âåíãðèíîâè÷ Í.Ð. Àíãë³éñüêà
ìîâà. ϳäðó÷íèê. – ²âàíî-Ôðàíê³âñüê: ÄÂÍÇ
«²âàíî-Ôðàíê³âñüêèé íàö³îíàëüíèé ìåäè÷íèé óí³âåðñèòåò», 2012. – Ñ. 28-32.
b) Ãóðñüêà À.². Àíãë³éñüêà ìîâà äëÿ ñòóäåíò³â-ìåäèê³â. Ëüâ³â: Ñâ³ò,
2003.
c) Àíãë³éñüêà ìîâà çà ïðîôåñ³éíèì ñïðÿìóâàííÿì: Ìåäèöèíà: íàâ÷. ïîñ³á. äëÿ ñòóä. âèù. íàâ÷. çàêë.
IV ð³âíÿ
àêðåäèòàö³¿ / ². À. Ïðîêîï, Â. ß. Ðàõëåöüêà,
Ã. ß. Ïàâëèøèí
; Òåðíîï. äåðæ. ìåä. óí-ò ³ì. ². ß. Ãîðáà÷åâñüêîãî. – Òåðíîï³ëü: ÒÄÌÓ : Óêðìåäêíèãà,
2010. – C. 537-538.
d) Âåðáà Ã.Â., Âåðáà Ã.Ã., Âåðáà Ë.Ã. Äîâ³äíèê ç ãðàìàòèêè
àíãë³éñüêî¿ ìîâè (ç âïðàâàìè): Íàâ÷àëüíèé ïîñ³áíèê. – Ê.: Îñâ³òà, 2001. – Ñ. 188-213.
Additional:
a) http://en.wikipedia.org/wiki/World_Health_Organization
b) Ìàòåð³àëè êàôåäðè.
Prepared
by Ass.
Prof. I. A. Prokop
June 10,
2013. Minutes No 11