Booklet - e 1 - 2013

DENTISTRY
ENGLISH I
Prof. Paula Liendo
Prof. M. Leticia Tacconi
2013
SEDE ALTO VALLE
Name: ___________________
ENGLISH I DENTISTRY - UNRN
2013
Contents
................................................................................................................. 4 Needs analysis questionnaire ............................................................................................... 5 Diagnostic Test........................................................................................................................ 8 Reading Comprehension Assignment # 1 ........................................................................ 14 Different Kinds of Reading.............................................................................................. 14 ................................................................................................................... 17 Vocabulary Assignment # 2 ................................................................................................ 18 The digestive system: Parts of the body ....................................................................... 18 Reading comprehension assignment # 3 ........................................................................ 20 The digestive system ....................................................................................................... 20 ................................................................................................................... 26 Reading Comprehension Assignment # 4 ........................................................................ 27 Basic Anatomy of the Mouth and Teeth ....................................................................... 27 Teeth Quiz .............................................................................................................................. 31 Mouth and Teeth Quiz .......................................................................................................... 32 ............................................................................................................. 33 Vocabulary Assignment # 5 ................................................................................................ 34 Bones and Muscles .......................................................................................................... 34 Reading Comprehension Assignment # 6 ........................................................................ 37 Bones.................................................................................................................................. 37 Bones Crossword .................................................................................................................. 41 ................................................................................................ 42 Reading Comprehension assignment # 8 ........................................................................ 43 Muscular System .............................................................................................................. 43 Reading Comprehension Assignment # 9 ........................................................................ 48 The Respiratory System .................................................................................................. 48 Respiratory System Quiz ..................................................................................................... 51 ..................................................................................................................... 53 Reading Comprehension Assignment # 10 ..................................................................... 54 Universal Numbering System ......................................................................................... 54 Reading Comprehension Assignment # 11 ..................................................................... 56 Tooth Eruption ................................................................................................................... 56 Reading Comprehension Assignment # 12 ..................................................................... 60 Tooth eruption ................................................................................................................... 60 .................................................................................................................................... 63 Vocabulary Revision ............................................................................................................. 64
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Reading Comprehension Revision ..................................................................................... 67 Tooth Eruption ................................................................................................................... 67 Reading Comprehension Revision ..................................................................................... 71 The Skeletal System ........................................................................................................ 71 SPEAKING TASKS ..................................................................................................................... 74 ................................................................................................................. 75 Present Tense (Verb To Be) ............................................................................................. 76 Questions ........................................................................................................................... 78 Simple Present ................................................................................................................. 80 Present simple questions................................................................................................ 84 Passive Voice .................................................................................................................... 86 There is / there are .......................................................................................................... 88 Comparative adjectives ................................................................................................... 90 Superlative adjectives...................................................................................................... 92 Key ...................................................................................................................................... 94 Comparatives and superlatives practice ...................................................................... 99 BIBLIOGRAPHY ........................................................................................................................100 WEBOGRAPHY.........................................................................................................................100 SUGGESTED WEBSITES..........................................................................................................100
Name: ___________________
2013
Name: ___________________
2013
Needs analysis questionnaire

Te pedimos que respondas las preguntas a continuacin. Nos ayudarn a determinar tus intereses y necesidades y a reflexionar sobre el rol del ingls en tu desarrollo personal y profesional. Rol del ingls 1. Cul o cules son las razones que justifican la inclusin de las materias Ingls I, II y III en la carrera de odontologa? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Cul es la importancia del ingls en el mundo contemporneo? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Qu importancia tiene el ingls para un estudiante de odontologa? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Qu importancia tiene el ingls para un profesional de la salud? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Conocimientos previos 1. Has estudiado ingls antes? Por cunto tiempo? En la escuela secundaria o en una institucin privada? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Qu nivel alcanzaste? Rendiste algn examen internacional? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. En un rango del 0 al 5, en el que 0 es el nivel ms bajo y 5 el ms alto, cmo evaluaras tu desempeo en las siguientes habilidades en ingls? Comprender un texto corto, como correos electrnicos personales o breves reseas de pelculas ____ Comprender un texto ms complejo, como artculos periodsticos o acadmicos ____ Comunicarse oralmente en situaciones cotidianas, como solicitar informacin o solicitar un servicio ____ Intercambiar ideas y opiniones en forma oral sobre diferentes temas ____ Comprender un dilogo o monlogo sobre un tema de inters general Comunicarse de forma escrita ____ Comprender las reglas del uso del idioma ____ Comunicarse utilizando estructuras gramaticales y vocabulario apropiado en distintas situaciones ____
Name: ___________________
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Objetivos Cules considers que pueden ser los objetivos generales de la materia Ingls I de esta carrera? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Tens alguna idea de cul sera la mejor manera de alcanzarlos? (Esta es nuestra tarea, sin embargo, cualquier sugerencia ser bienvenida) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Como futuro profesional de la salud, qu orden de importancia daras a los siguientes aspectos del aprendizaje del ingls, siendo 1 el ms importante y 5 el menos importante: Lecto-comprensin ____ Comprensin oral ____ Interaccin oral ____ Redaccin ____ Gramtica y vocabulario ____ Califica el grado de dificultad que estos aspectos del aprendizaje del ingls presentan para vos: muy difcil, difcil, regular, fcil, muy fcil Lecto-comprensin ________ Comprensin oral ________ Interaccin oral _______ Redaccin ________ Gramtica y vocabulario ________ Estrategias de aprendizaje Qu estrategias te resultan ms eficaces al aprender un idioma? Calific estas estrategias del 1 al 5, siendo 1 la ms eficaz y 5 la menos eficaz. Pods agregar sugerencias. Hacer listas de vocabulario _____ Escribir el significado en espaol _____ Estudiar gramtica _____ Traducir oraciones completas _____ Relacionar con el contexto _____ Recordar cmo se escribe algo _____ Recordar cmo suena algo _____ Asociar palabra- imagen _____ Usar la palabra en contexto _____ Leer y entender en general _____ Leer y entender cada palabra _____ Preguntar qu significa algo _____ Usar el diccionario _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ Tareas Cul te parece que es la importancia de realizar tareas en tu casa? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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Cunto tiempo de estudio estims que debs dedicarle a esta materia? ___________________________________________________________________ ___________________________________________________________________ Intereses Qu intereses personales tuyos te parece que sera importante y til que se vieran reflejados en el diseo curricular de esta materia? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Muchas gracias por tu colaboracin. Prof. Paula Liendo Prof. Leticia Tacconi
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Diagnostic Test
Es muy importante que completes esta evaluacin porque te ayudar definir tu nivel de lengua, sobre todo si tens dudas respecto a cursar la materia o solicitar tu inclusin en el grupo B. Una vez completada, comuncate con tus docentes para acordar una clase de consulta para ayudarte a definir tu situacin. Esta evaluacin consta de tres secciones: Grammar (gramtica), Reading Comprehension (lectocomprensin) y Writing (redaccin). Cada una de estas secciones est dividida en Partes (Parts). Cada vez que finalices una parte, decide si te result muy difcil completarla antes de comenzar la(s) siguiente(s). Si la respuesta es afirmativa, puedes optar por no completar la parte siguiente (pero asegurate de comenzar al inicio de la prxima seccin). Por ejemplo, si Grammar, Part 2 te result muy difcil, pods dejar Grammar Part 3 y comenzar con la seccin siguiente (Reading Comprehension, Part 1).
Grammar
Part 1 In this section you must choose the word or phrase which best completes each sentence. For questions 1 to 50, mark one letter A, B, C or D. 1. Id ____ a coffee, please. A. want B. like C. have D. buy 2. How ____ are you? A. many B. many years C. old D. age 3. Hello. My name ____ Jack. A. am B. is C. are D. be 4. I like the Batman films ____ theyre exciting. A. so B. and C. but D. because 5. What ____ at the moment? A. do you read B. read you C. are you reading D. you are reading 6. I ____ Gary for ten years. Hes a good friend. A. am knowing B. knew C. know D. have known 7. Helen ____ work so hard. She looks very tired. A. must B. cant C. has to D. shouldnt 8. I usually have ____ at 7.30 a.m. A. dinner B. breakfast C. tea D. lunch 9. ____ is that boy? A. What B. When C. Why D. Who 10. I think this is the ____ day of the year. A. more cold B. coldest C. colderest D. most cold 11. The sky is very ____ today. A. yellow B. red C. green D. blue 12. I ____ you later! - Bye! A. am going to see B. will be see C. am seeing D. will see 13. The teacher told us ____ quietly. A. to sit B. sitting C. we sit D. sit 14. I dont like ____ weather because you cant see anything. A. cloudy B. icy C. rainy D. foggy 15. ____ do any homework last night? A. Must you B. Were you C. Would you D. Did you have to 16. Theres ____ milk in the fridge.
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A. the B. any C. a D. some 17. How ____ did your laptop cost? A. many B. much C. more D. expensive 18. What music are you listening ____? A. at B. on C. for D. to 19. ____ car is red. A. David has B. Davids C. David is D. Davids 20. Im ____ I cant come to your party on Saturday. A. afraid B. sad C. regret D. apologise 21. The questions were ____ difficult that I couldnt answer any of them. A. so B. such C. very D. completely 22. My dad ____ the cleaning when mums at work. A. makes B. puts C. takes D. does 23. ____ morning! A. Good B. Fine C. Happy D. Hello 24. Do you often look ____ your baby brother in the evenings? A. up B. after C. at D. for 25. We ____ in the city centre but now we live in the countryside. A. used to live B. usually live C. have lived D. used to living 26. I ____ drink tea. I dont like it. A. sometimes B. always C. often D. never 27. Where ____ they going? A. have B. like C. do D. are 28. I ____ football. A. liking B. like C. am like D. likes 29. My mum ____ to France. A. never went B. has never been C. never was D. is never 30. Which car would you buy if you ____ a lot of money? A. had B. were having C. would have D. have 31. This question is ____ than the last one. A. easier B. easyer C. more easy D.easy 32. You write ____ than I do! A. more carefully B. carefuller C. more careful D. carefully 33. I havent got ____ sugar to make a cake. Can you go to the shops and get some? A. too much B. enough C. quite D. lots of 34. My bag is ____ the table. A. at B. from C. in D. on 35. I ____ TV when Paul arrived. A. did watch B. am watching C. watched D. was watching 36. I know Ben will get the job because hes very ____. A. shy B. confident C. angry D. bored 37. If you ____ home before 7.30, phone me. A. are getting B. got C. get D. will get 38. We ____ for two hours now! Can we stop for a break? A. work B. have been working C. have working D. are working 39. The man asked me if I ____ his dog. A. saw B. was seeing C. have seen D. had seen 40. My dads a(n) ____. He works in the hospital.
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A. builder B. doctor C. actor D. police officer 41. Jims Dad is ____ to buy a new computer soon. A. go B. going C. went D. will go 42. We ____ a good film last week. A. have see B. seen C. did see D. saw 43. I ____ Katie yesterday. A. not see B. didnt see C. am not see D. wasnt see 44. ____ you got a blue pen? A. Have B. Has C. Are D. Do 45. Paper and plastics ____ at the factory. A. are recycling B. be recycled C. are recycled D. recycle 46. The teacher ____ in the classroom. A. isnt B. hasnt C. doesnt D. not be 47. Thats Maria. ____ is my sister. A. It B. I C. Her D. She 48. Would you like a chicken ____? A. biscuit B. cake C. sandwich D . drink 49. I wish I ____ a brother or a sister. A. had B. have C. am having D. would have 50. We had a big test ____ Thursday. A. by B. in C. on D. at Part 2 In this section you must choose the word which best fits each space in the text below. For questions 1 to 5, mark one letter A, B or C. Scotland Scotland is the north part of the island of Great Britain. The Atlantic Ocean is on the west and the North Sea on the east. Some people (1) ................. Scotland speak a different language called Gaelic. There are (2) ................. five million people in Scotland, and Edinburgh is (3) ........................ most famous city. Scotland has many mountains; the highest one is called 'Ben Nevis'. In the south of Scotland, there are a lot of sheep. A long time ago, there (4) .......... many forests, but now there are only a (5) ................. . Scotland is only a small country, but it is quite beautiful. 1. A on B in C at 2. A about 3. A his 4. A is 5. A few B between B your B were B little C among C its C was C lot
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Part 3 In this section you must choose the word which best fits each space in the texts. For questions 6 to 15, mark one letter A, B, C or D UFOs - do they exist? UFO is short for 'unidentified flying object'. UFOs are popularly known as flying saucers, (6) ................ that is often the (7) .................. they are reported to be. The (8) ................. "flying saucers" were seen in 1947 by an American pilot, but experts who studied his claim decided it had been a trick of the light. Even people experienced at watching the sky, (9) ........... as pilots, report seeing UFOs. In 1978 a pilot reported a collection of UFOs off the coast of New Zealand. A television (10) ............ went up with the pilot and filmed the UFOs. Scientists studying this phenomenon later discovered that in this case they were simply lights on boats out fishing. 6 A because B therefore C although D so 7 A look B shape C size D type 8 A last B next C first D oldest 9 A like B that C so D such 10 A cameraman B director C actor D announcer SCRABBLE Scrabble is the world's most popular word game. For its origins, we have to go back to the 1930s in the USA, when Alfred Butts, an architect, found himself out of (11) ............ . He decided that there was a (12) ............ for a board game based on words and (13) ............ to design one. Eventually he made a (14) ......... from it, in spite of the fact that his original (15) .......... was only three cents a game. 11 A earning B work C income D job 12 A market B purchase C commerce D sale 13 took up B set out C made for D got round 14 wealth B fund C cash D fortune 15 receipt B benefit C profit D allowance
Reading Comprehension
Part 1 Read the text. The Perfect Job? Many students have dreams about what job they would like to do in the future. How about you? Would you like to be a doctor or a lawyer? Maybe an actor or a writer? Well, there is a job in Australia at the moment that people are calling the perfect job! Its on a tropical island with clear blue skies and golden beaches and for twelve hours work a month, for half a year, you can earn 70,000! In Australia, they are looking for someone to stay on Hamilton Island. This is a tropical island in the Great Barrier Reef. The person will live in a beautiful three bedroom villa with a swimming pool and the house is free! The job isnt very difficult. Its caretaker of the island. Usually a caretaker looks after buildings for the people who live there, but this caretaker will look after the island. There isnt a lot to do. He or she has to feed some fish and collect the letters from the people on the island a bit like a postman! There is another part of the job too. The caretaker has to visit lots of little islands in the area and learn all about them. Then he has to write about them on a blog and make videos. The Australians want more tourists to visit the area. That is the really important part of the job. So, what are the qualifications for this wonderful job? Well, they want someone who likes living in warm temperatures. This person must sail, swim and like taking photographs! And he must like animals and exploring new places. It sounds perfect to me!
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A. Are the sentences true (T) or false (F)? 1 The job is in a hot place. 2 The working hours are very long. 3 The job is to look after a building. 4 You must study hard for this job. 5 Its a good job for people who like sports. B. Choose the correct answer. 1. The job is A. for twelve weeks. B. for six months. C. for a year. 2. The house on the island A. is near the beach. B. doesnt cost any money. C. is quite small. 3. Who lives on the island? A. only the caretaker B. lots of tourists
T ___ T ___ T ___ T ___ T ___
F ___ F ___ F ___ F ___ F ___
C. the caretaker and some people who live there too 4. Part of the job is A. to explore different parts of the island. B. to talk to the tourists. C. to write information for tourists. 5. Where do you think this text is from? A. a job advertisement B. a book C. a magazine
Part 2 Read the text and questions below. For each question, mark the correct letter A, B, C or D. Ainsley Harriot Ive always been a bit of an entertainer and played the funny man. I was a part time comedian for years, so I learned how to stand in front of an audience. It made me sure of myself. I like being liked and I love making everyone smile. Ive lived in London all my life and have just moved to a larger house with my wife Clare and our two children, Jimmy and Madeleine. We spend a lot of time just singing and dancing around the house. I grew up with music because my dad is the pianist, Chester Harriotwhos still playing by the way. My working day is divided between television and writing cook books, though TV takes most of my time. I spend about five days a fortnight working on the cooking programmes I appear in. I eat all sorts of things at home but I only buy quality food. When Im cooking, I experiment with whatever is in the fridge- it's good practice for my TV series. I'm a football fan and enjoy going to matches, but I'm a home-loving person, really. I dont like going to the pub but we do go out to eat about twice a month. Theres nothing better than a night at home playing with the children. I rarely go to bed before midnight. Late evening is when fresh thoughts on cooking usually come to me, so I often write or plan my programme then. When I eventually go to bed, I have no trouble sleeping! 1- What is the writers main purpose in writing this text? A to describe how he lives B to say what makes him laugh C to talk about his cooking ideas D to explain how he started in TV 2- What would a reader learn about Ainsley from the text? A Hes a very good musician. B He likes to plan the family meals. C He is nervous about performing on stage. D He enjoys spending time with his family. 3- What does the writer say about himself?
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A He loves going out and meeting people. B He is very similar to his father. C He enjoys being popular D He should go to bed earlier. 4-What does he say about his working life? A He would like to appear less on TV. B He gets his best ideas at certain times. C He prefers being a comedian. D He should practise cooking more. 5- Which of the following is the best description of the writer? A The popular TV comedian who enjoys cooking, watching football and having a busy social life. B The TV cook who loves making people laugh, watching football and, above all, having a happy family life. C The singing TV cook who likes making jokes, playing with his children, and having an early night. D The cook and comedian who takes great care about the way he cooks his food and enjoys listening to music more than anything.
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Reading Comprehension Assignment # 1
Different Kinds of Reading

Task 1 Read the following text without using a dictionary. REMEMBER these three TIPS: 1) Identify repeated words: 2) Identify transparent words: 3) Pay attention to: Capital letters: Letters in bold: Cursive letters:
DIFFERENT KINDS OF READING There are four main kinds of reading, depending principally on the readers intention. Sometimes when you are reading, you want entertainment (reading for pleasure), sometimes you want to understand all the details (detailed comprehension), sometimes you want some specific information which you are looking for (scanning) and sometimes you want to get a general impression without understanding everything (general comprehension). Notice that two of these types of reading do NOT require you to understand or examine every word on the page.
Task 2 Read the possible translation of the following words. Choose the best entry (A, B or C) according to the text. WORD kinds (ttulo) reading (ttulo) there are main reader want which look get without everything word page A clases leer all son caera lector quieren cules? mirar poner fuera todo palabra paje B bondadosos lectura all estn principales lectura queremos cul? (-for) buscando conseguir ms all de nada voz pgina C cordiales interpelacin hay fuerza leer falla que confiando sin cada cual noticias llamar
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Qu nos demuestra este ejercicio en cuanto al proceso de buscar palabras en el diccionario? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Task 3 Reading comprehension Cuntas clases de lectura menciona el texto? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Tres de estos tipos de lectura requieren que el lector comprenda todas las palabras. Falso o verdadero? Explique. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Quin decide qu tipo de lectura se debe emplear? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------A qu palabra en espaol se parece la palabra entertainment? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(Adapted from Estrategias para una comprensin eficiente del ingls. Trad. Jorgelina Plaza. 2007, unpublished document.)
Le el texto y realiz las siguientes consignas: 1. Subray la palabra ms importante (key Word) de cada tip. Asegurate de saber qu quiere decir (trat de comprenderla segn el contexto o buscala en el diccionario). 2. What is the internal organisation of this text? (cmo est organizado?) 3. 4 examples of transparent words: (e.g.: experience): _________, _________, _________, _________. 4. Examples of connectors: English: _________, _________, _________, _________. Spanish: _________, _________, _________, _________. 5. Eleg una de las palabras que buscaste en el diccionario y escrib todas sus acepciones. Seal cul es la acepcin correcta en el contexto en el que aparece y explic brevemente por qu la elegiste.
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TEN RULES FOR THE COMPETENT READER Read the title and predict the content of the text. Examine the pictures carefully. Pay attention to the internal organization of the text. Use your previous experience and knowledge of the topic to relate ideas. Identify transparent words and familiar words. Identify main ideas and secondary ideas within the text. Skip the irrelevant words. Identify connectors. (They can express addition, contrast, etc.) Use the dictionary only as the last option. Read the text again to clarify ideas.
REMEMBER TO USE THESE TEN RULES FOR THE COMPETENT READER WITH EVERY TEXT
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Vocabulary Assignment # 2
The digestive system: Parts of the body
1. Write the names of the parts of the body (A 1-20) in Spanish
Material adapted from Professional English in Use Medicine (Glendinning & Howard: 2007)
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2. Read A-The abdomen. Translate into Spanish the words in bold
Material adapted from Professional English in Use Medicine (Glendinning & Howard: 2007)
3. Complete
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
ENGLISH Parotid gland Oral cavity Epiglotis Liver _________ Gallbladder ______ flexure Ascending colon Cecum Vermiform aprendix Ileum Rectum _________ Sublingual __________ Submandibular _________ Esophagus Stomach Spleen Splenic flexure Pancreas Transverse colon Descending colon Small _________ _______ colon
SPANISH La _______ partida La _______ bucal El _________ El _________ El duodeno La _______ biliar La flexura heptica El ______ ________ El ______ El _______ vermiforme El ______ El ______ La lengua La glndula sublingual La glndula submandibular El ________ El ________ El bazo La flexura _________ El ________ El _______ transversal El colon ____________ El intestino delgado El colon sigmoide
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Reading comprehension assignment # 3

The digestive system
1. You are going to read a passage called How Digestion Works. Decide which of these words may appear in it. Put a cross (X) to the ones you think will appear in the text: Air Child Movement Analyze Cup Pancreas Blood Gland Ring Brain Heart Saliva Canal Long Tea Centimeters Lungs Travels 2. Now read the text and/or listen to a recording of it and find out: (Remember to apply the TEN RULES FOR COMPETENT READERS). How Digestion Works The digestive system is made up of the alimentary canal (also called the digestive tract) and the other abdominal organs that play a part in digestion, such as the liver and pancreas. The alimentary canal is the long tube of organs including the esophagus, stomach, and intestines that runs from the mouth to the anus. An adult's digestive tract is about 30 feet (about 9 meters) long. Digestion begins in the mouth, well before food reaches the stomach. When we see, smell, taste, or even imagine a tasty meal, our salivary glands, which are located under the tongue and near the lower jaw, begin producing saliva. This flow of saliva is set in motion by a brain reflex that's triggered when we sense food or think about eating. In response to this sensory stimulation, the brain sends impulses through the nerves that control the salivary glands, telling them to prepare for a meal. As the teeth tear and chop the food, saliva moistens it for easy swallowing. A digestive enzyme called amylase, which is found in saliva, starts to break down some of the carbohydrates (starches and sugars) in the food even before it leaves the mouth. Swallowing, which is accomplished by muscle movements in the tongue and mouth, moves the food into the throat, or pharynx. The pharynx, a passageway for food and air, is about 5 inches (12.7 centimeters) long. A flexible flap of tissue called the epiglottis reflexively closes over the windpipe when we swallow to prevent choking. From the throat, food travels down a muscular tube in the chest called the esophagus. Waves of muscle contractions called peristalsis force food down through the esophagus to the stomach. A person normally isn't aware of the movements of the esophagus, stomach, and intestine that take place as food passes through the digestive tract. At the end of the esophagus, a muscular ring or valve called a sphincter allows food to enter the stomach and then squeezes shut to keep food or fluid from flowing back up into the esophagus. The stomach muscles churn and mix the food with acids and enzymes, breaking it into much smaller, digestible pieces. An acidic environment is needed for the digestion that takes place in the stomach. Glands in the stomach lining produce about 3 quarts (2.8 liters) of these digestive juices each day. Most substances in the food we eat need further digestion and must travel into the intestine before being absorbed. When it's empty, an adult's stomach has a volume of one fifth of a cup (1.6 fluid ounces), but it can expand to hold more than 8 cups (64 fluid ounces) of food after a large meal.
3. Now write down:
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Three important words you did not know (and their meaning, translation or an example using the word) Three important concepts or ideas you did not know about digestion (in English or in Spanish). Five words you dont understand and you need to understand the text. (Ask your teacher or look them up in a dictionary). Five other words you dont understand which are not essential to understand the text. (Look them up, too.) 4. Summary: Use the words in bold in the text to complete the following summary. The _____ ________ or _________ _________ consists of some organs, like the esophagus, stomach and intestines, that form a tube, and other organs, like the liver and pancreas. They are responsible for _______. The process begins in the _____. The ______ ________ produce ______ after the brain sends an impulse to them. _____ makes the food softer to swallow and an enzyme, called ______, starts to process food in the ______. Then food goes down the ______ and the ______ closes the passage. Then food goes down the ______ thanks to a muscular movement called ________. Then food enters the ______, and the ______ closes the passage- it functions like a valve. The ____ and ______ in the stomach help process the food a bit more. Further digestion happens in the ________. 5. Are these statements True (T) or False (F)? Correct the false statements: a) The liver and the pancreas are part of the digestive tract. b) The digestive tract is like a 9 meter-long tube inside the body. c) Salivary glands produce saliva when the brain sends the order. d) We produce saliva only when we taste food. e) There is an acid in saliva called amylase. f) We start processing starches and sugars in the stomach. g) The epiglottis separates the pharynx and the esophagus. h) We produce approximately 3 liters of digestive juices every day. i) Digestion finishes in the stomach. j) The stomach does not expand very much. 6. Match the following words with their definitions: 1) 2) 3) 4) 5) Anus A brain reflex Sensory stimulation Acidic environment Tasty a) liquid containing acids b) delicious c) an unconscious action of the brain d) the end of the digestive system e) activation as a result of perception
7. Find verbs in the present simple tense. Use them in a new sentence to talk about digestion: E.G. reaches: The food reaches the stomach and the sphincter shuts down. a) ____________________________________________________
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b) ____________________________________________________ c) ____________________________________________________ d) ____________________________________________________ e) ____________________________________________________ 8. Find the digestive system words below in the grid to the left.
1
10
11
12
13
14
15
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Down 1. After being swallowed, food goes to this place where it is mixed with acid. 3. The tube after the small intestine where liquid is absorbed. 4. These are used to chew food. 5. The good things in food. 9. A slippery liquid that makes food easy to swallow and helps to break the food down. 10. The process of breaking down food for use as energy and building materials for your body. 13. This produces juices (called bile) that go into the small intestine and help digest the food. Across 2. A long folded tube inside the body attached to the stomach where nutrients in the food are absorbed. 6. A part of your throat that acts like a gateway sending air into the lungs and food down into the stomach. 7. The place where waste is stored before it leaves the body. 8. The part of the food that is not digested. 11. The tube that connects the stomach to the mouth. 12. A verb that means to push food through your pharynx. 14. Crush food with your teeth. 15. Muscle in your mouth that is used for pushing food around.
9. Use the words in the box to fill in the blanks.
acid rectum stomach system waste
absorbed chewed liver saliva swallow
food large intestine liquids mouth tongue
digestion energy esophagus pharynx small intestine
Animals need to eat ______________ to get ____________ to live. But in order to use this food, they have to break it down in a process called __________________. And so, all animals have a group of connected organs called the digestive __________________. In humans, the process of digestion begins in the _____________ where food is ________________ into small pieces by the teeth. The _______________ helps by moving these pieces around. These pieces are covered by ________________, or spit. The saliva makes the food slippery so that it is easier to _______________. It also helps to break down the food. Once the food is swallowed, it passes through the _______________, which is like a gate that sends food into the ______________ and air into the lungs. The food travels down the esophagus and into the ______________. Once in the stomach the food is mixed with _____________ and crushed some more. After spending some time in the stomach, the food is sent into the ________________________ where nutrients are ______________. The _____________ helps by producing some digestive juices called bile. Next, the remaining food goes into the _________________________ where the _______________ are absorbed. The remaining food is called _________________ and it is pushed into the ________________ where it waits before leaving the body.
Material adapted from http://kidshealth.org/parent/general/body_basics/digestive.html
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10. Now write questions about the organs of the digestive system. Then, exchange questions with your partner- answer his or her questions and he or she will answer yours. Check if the answers are correct.
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Basic Anatomy of the Mouth and Teeth
You are going to read a text called Basic Anatomy of the Mouth and Teeth. Before you read it: 1. Predict five words that will appear: E.G. : teeth _______ _______ _______ _______ _______ (Where can you find this vocabulary?) 2. Ask four questions that you expect the text to answer: E.G. How many teeth are there in the mouth? ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ (Use Where/ Why/ How many/ What. Do... Does... Is... Are... Is there... are there....) 3. Now read the text. Check () the words that appear and the questions that it answers. Write the answers to the questions. 4. What is the difference between these words? tooth - teeth
Basic Anatomy of the Mouth and Teeth The entrance to the digestive tract, the mouth carbohydrates even before food enters the is lined with mucous membranes. The stomach. membrane-covered roof of the mouth is called The lips are covered with skin on the outside the palate. The front part consists of a bony and with slippery mucous membranes on the portion called the hard palate, with a fleshy inside of the mouth. The major lip muscle, rear part called the soft palate. The hard palate called the orbicularis oris, allows for the lips' divides the mouth and the nasal passages mobility. The reddish tint of the lips comes above. The soft palate forms a curtain from underlying blood vessels. The inside between the mouth and the throat, or pharynx, portion of both lips is connected to the gums. to the rear. The soft palate contains the uvula, the dangling flesh at the back of the mouth. There are several types of teeth. Incisors are The tonsils are located on either side of the the squarish, sharp-edged teeth in the front of uvula and look like twin pillars holding up the the mouth. There are four on the bottom and opening to the pharynx. four on the top. On either side of the incisors A bundle of muscles extends from the floor of the mouth to form the tongue. The upper surface of the tongue is covered with tiny bumps called papillae. These contain tiny pores that are our taste buds. Four main kinds of taste buds are found on the tongue those that sense sweet, salty, sour, and bitter tastes. Three pairs of salivary glands secrete saliva, which contains a digestive enzyme called amylase that starts the breakdown of are the sharp canines. The upper canines are sometimes called eyeteeth. Behind the canines are the premolars, or bicuspids. There are two sets, or four premolars, in each jaw. The molars, situated behind the premolars, have points and grooves. There are 12 molars three sets in each jaw called the first, second, and third molars. The third molars are the wisdom teeth, thought by some to have
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evolved thousands of years ago when human diets consisted of mostly raw foods that required extra chewing power. But because they can crowd out the other teeth or cause problems like pain or infection, a dentist might need to remove them. Human teeth are made up of four different types of tissue: pulp, dentin, enamel, and cementum. The pulp is the innermost portion of the tooth and consists of connective tissue, nerves, and blood vessels, which nourish the tooth. The pulp has two parts the pulp chamber, which lies in the crown, and the root canal, which is in the root of the tooth. Blood vessels and nerves enter the root through a small hole in its tip and extend through the canal into the pulp chamber.
Dentin surrounds the pulp. A hard yellow substance, it makes up most of the tooth and is as hard as bone. It's the dentin that gives teeth their yellowish tint. Enamel, the hardest tissue in the body, covers the dentin and forms the outermost layer of the crown. It enables the tooth to withstand the pressure of chewing and protects it from harmful bacteria and changes in temperature from hot and cold foods. Both the dentin and pulp extend into the root. A bony layer of cementum covers the outside of the root, under the gum line, and holds the tooth in place within the jawbone. Cementum is also as hard as bone.
Material adapted from http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=107&cat_id=20090&article_set=20554
5. Are these statements True (T) or False (F)? Correct the false statements: a) b) c) d) e) f) g) h) i) j) k) l) m) n) The palate is covered by a membrane. The hard palate is fleshy. The uvula is between the tonsils at the front of the mouth. The papillae can perceive four main kinds of taste. Seven glands secrete saliva. The lips are completely covered by membranes. The blood running through the lips makes them red. Incisors and canines are square and they can cut well. We have a total of eight premolars and 12 molars. Wisdom teeth are very useful at present. There are nerves in the pulp. The pulp chamber and the root canal are two parts of the pulp. They are disconnected. Dentin is not tissue, it is a bone. Cementum protects the tooth from bacteria.
6. Vocabulary: Group these words. Give a title to each group. Bicuspids Bitter Blood vessels Canines Cementum Chamber Crown Dentin Enamel Incisors Lips Membrane Molars Mouth Nerves Orbicularis oris Palate Papillae Pharynx Pores Premolars Pulp Root Root canal Salty Sour Sweet Taste buds Tongue Tonsils Uvula Wisdom teeth
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Make sure you know the meaning of each word (translate, make a picture, write an example) 7. Now choose four words from the text that are important to understand it. Make a sentence without the word (with a gap). Give it to your partner, he or she must complete it. E.G. mucous (ADJ) The inside of the mouth and lips are covered by a _________ membrane. 8. Summary: Answer these questions to get a summary of the text: a. How many parts are there in the mouth? What does each part do? b. How many kinds of teeth are there? How many of each kind have we got? Where are they? Which are not important now? Why? c. What is the tooth made of? Which are the parts of a tooth? What does each part do? 9. GAME: Create five cards with a new word from the vocabulary exercise, like this:
Enamel
Play in groups of 4. Put the cards upside down on the table. Each player takes a card and describes it without saying the word. The player that guesses takes the card. The winner has the maximum number of cards at the end.
HOMEWORK TASK 1 Reading comprehension: BASIC ANATOMY OF THE MOUTH AND TEETH Produce a summary of the article either in Spanish (100 words approximately). TASK 2
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Produce a picture of the mouth and teeth with names in English and Spanish.
TASK 3 Describe each of the teeth in the mouth and explain their function. TASK 4 Describe each of the organs in the mouth and their function. Suggested websites: http://www.righthealth.com/topic/Mouth_And_Teeth?p=l&as=goog&ac=404 http://dentistry.about.com/od/glossary/Glossary_of_Dental_Terms.htm http://www.eclipse.co.uk/moordent/glossary.htm http://www.bracesinfo.com/glossary.html
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Teeth Quiz
Instructions: Answer each question. 1. The mouth is lined with: a. mucous membranes b. salivary glands c. lymph glands d. cilia 2. In the back of your mouth, you might see: a. your tonsils b. a pharynx c. the uvula d. all of the above 3. A set of adult teeth includes ___________ teeth. 4. Teeth have three layers: a. dentin, cementin, and pulp b. dentin, pulp, and bone c. enamel, dentin, and pulp d. enamel, cementin, and pulp 5. Gingivitis (red or bleeding gums): a. is caused by a persons genes b. can lead to periodontitis, which makes teeth loose and sometimes fall out c. can be avoided with fluoride treatments d. is no cause for concern 6. Overbite, underbite, and crowding are known as: a. malocclusion b. tooth decay c. impaction d. periodontitis 7. Smoking contributes to: a. stained teeth, bad breath, and wrinkles b. gum disease and tooth loss c. oral cancers d. all of the above
From: http://freedownload.is/pdf/handout-mouth-and-teeth-quiz-16051807.html
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Mouth and Teeth Quiz

Instructions: Answer each question.
1. List the two main functions of the mouth and teeth.(E.g. to chew) _________________________________ _________________________________ 2. Name the four types of teeth people have in their mouths. _________________________________ 3. Pick two types of teeth and describe what they do. __________________________________________________________________ __________________________________________________________________ 4. The __________________________ protects the inside of the tooth. 5. Which part joins the tooth with the jawbone? a. pulp b. dentin c. crown d. cementum
6. The best way to prevent cavities is to get rid of _______________________________. 7. True or False: Eating sugary food with a meal is less harmful to your teeth than eating sugary food by itself. _________________ 8. List three actions to prevent tooth decay and gum disease. (E.g. Eat little sugar.) _________________________________ _________________________________ _________________________________ 9. True or False: Gum disease only happens to people over 50. _________________ 10. When gums bleed and are tender, puffy, or red, its called: a. periodontis b. gingivitis c. a dental cary
Adapted from http://kidshealth.org/classroom/6to8/body/parts/teeth.pdf
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Vocabulary Assignment # 5
Bones and Muscles
From: Professional English in Use Medicine (Glendinning & Howard: 2007).
Label the diagram using words from the box above.
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2. MUSCLES: Find the English and Spanish words for the following muscles. Include the pronunciation.
3. Practise the new vocabulary for this unit on the following page http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton Work on the sections MUSCLES and BONES. 4. Match the words with their definitions. a. ankle /.kl/ g. b. backbone h. /bk.bn/ i. c. biceps /ba.seps/ j. d. bone /bon/ e. elbow /el.b/ f. femur /fi.mr /
fibula /fb.j.l/ heart /ht/ hip /hp/ humerus /hju.m.rs/
k. involuntary muscles /nvl.n.tri ms.lz/ l. joint /dnt/ m. knee /ni/ n. limbs /lmz/ o. muscle /ms.l /
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p. pectorals /pek.tr.lz/ q. quadriceps /kwd'r-sps/ r. rib /rb/
s. shoulder /l.dr/ t. skeleton /skel..tn/ u. tibia /tb.i./ v. triceps /tra.seps/
w. trunk /trk/ x. voluntary muscles /vl.n.tri ms.lz/ y. wrist /rst/
also known as the vertebrae or spine large muscle in the front of the thigh large muscles in the front of the chest muscles we control muscles we dont control one of the bones which protect the heart and lungs the bony joint in the arm between the forearm and upper arm the bony joint in the leg between the thigh and the lower leg the hard tissue which makes up the parts of the body forming the skeleton the joint at the top of the leg the joint between the foot and the leg the joint between the hand and the forearm the joint connecting the arm with the trunk the large muscle in the front of the arm which helps us lift heavy objects
the larger of the two bones in the lower part of the leg the long bone in the arm from the shoulder to the elbow the main body part not including head and limbs the muscles in the back of the arm which help to extend the forearm the organ which pumps blood around the body the part between two bones which allows movement the smaller of the two bones in the lower part of the leg these are the arms and legs this is also known as the thigh bone this is the structure of all the bones together tissue in the body which expands and contracts to help us to move
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Bones
1. Write down 5 words in Spanish related to bones. ______ ______ ______ ______ ______ 2. Now read the text. Tick the ones that appear and write their name in English under them.
Think back to last Halloween for a minute. Wherever you looked, there were vampires, ghosts, or bony skeletons grinning back at you. Vampires and ghosts don't really exist, but skeletons sure do! A It's time to look at all your bones the adult human body has 206 of them! What Are Bones Made Of? If you've ever seen a real skeleton or fossil in a museum, you might think that all bones are dead. Although bones in museums are dry, hard, or crumbly, the bones in your body are different. The bones that make up your skeleton are all very much alive, growing and changing all the time like other parts of your body. Almost every bone in your body is made of the same materials: The outer surface of bone is called the periosteum (say: pare-ee-os-tee-um). It's a thin, dense membrane that contains nerves and blood vessels that nourish the bone. B Within the compact bone are many layers of cancellous (say: kan-sell-us) bone, which looks a bit like a sponge. Cancellous bone is not quite as hard as compact bone, but it is still very strong. C
Material adapted from http://kidshealth.org/kid/htbw/bones.html
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3. Match the missing paragraphs in the correct blank: A, B or C: UNDERLINE the words in the text and the paragraphs that helped you connect them. In many bones, the cancellous bone protects the innermost part of the bone, the bone marrow (say: mair-oh). Bone marrow is sort of like a thick jelly, and its job is to make blood cells The next layer is made up of compact bone. This part is smooth and very hard. It's the part you see when you look at a skeleton.
Every single person has a skeleton made up of many bones. These bones give your body structure, let you move in many ways, protect your internal organs, and more.
4. Can you label the following picture? Use words from the text
From: http://kidshealth.org/kid/interactive/bones_it.html
5. Complete these sentences with words from the text: a) Our _____ is made up of our bones. It gives our body _____, lets us _____ in different ways and protects our inner ________. b) Our bones _____ and _______ all the time (like the rest of our body). c) The majority of our bones are made up of the same ______. d) The periosteum is on the ________ of the bone. It is _____ and ______. Its _____ and ____ ______ feed the bones. e) Compact bone is _____ and_______. f) Cancellous bone is spongy (it is not _____) but it is very ______.
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g) You cant see the ____ _____ from outside the bone. It is like ______. It makes blood ______. 6. These are one students answers about this text. Can you write the questions? a) ______________________? 206 b) ______________________? It nourishes the bone. c) ______________________? It produces blood cells. d) ______________________? It is similar to a sponge. e) ______________________? No, it isnt. It is very hard. f) ______________________? Yes, its very strong. g) ______________________? Its like jelly. GRAMMAR PASSIVE VOICE 7. Leer el texto y encontrar a) Cmo se pregunta y se responde de qu estn hechos los huesos. ________________________________________________ ________________________________________________ b) Cmo se dice se llama (como en Mi hermana se llama Marta.)________________________________________________ CHECK THIS OUT! Cuntas partes tiene el verbo principal (de cuntos verbos se compone)? Cul es el verbo en comn en los dos ejemplos? Cul es el verbo principal? Qu forma tiene cada verbo? Cundo se usa esta forma verbal en ingls? (Qu es lo que no se dice, quin hace la accin, qu o quin recibe la accin, la accin en s? Cmo se ordenan estos elementos)
8. Types of fracture
From: Professional English in Use Medicine (Glendinning & Howard: 2007).
8. Match the types of fracture (a-e) with the descriptions (1-5).
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a) b) c) d) e)
Open Comminuted Displaced Greenstick Impacted
1) There is a break in the skin. 2) The bone is bent. It occurs mainly in children. 3) The bone is broken into several pieces. 4) The broken pieces are separated. 5) The broken pieces are pushed together.
9. Look at the next exercise. Underline all the verbs in the passive in a-e. Translate the sentences that contain passive voice a. ____________________________ b. El hueso est doblado/se dobl. c. ____________________________ d. ____________________________ e. ____________________________ 10. La traduccin, es literal (palabra por palabra)? 11. In English and Spanish, the use of Passive voice is SIMILAR DIFFERENT. 12. Do unit 21 in the GRAMMAR section. 13. Now use these words and phrases to make sentences in the passive about the digestive system and the mouth. 1. saliva/produce/mouth e.g. Saliva is produced in the mouth 2. nutrients/absorb/small intestine 3. Liquids/absorb/large intestine 4. Bile/produce/liver/store/gallbladder 5. Food/cut/incisors and canines 6. Food/push/down/esophagus/peristalsis 7. Bone/cover/membrane. Call/periosteum. 8. Bone marrow/protect/cancellous bone. 14. Now write 6 sentences of your own.
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
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Bones Crossword
From: http://www.nbps.k12.nj.us/curriculum/Science_Resources/Science-Resource_LessonPlans-Activities/Grade6/Unit2_LifeScience/crwp%20bones.pdf
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Reading Comprehension assignment # 8

Muscular System 1. Read the text, trying to understand the general meaning. Look up only key words in the dictionary. Use pictures and typography to help you. 2. Make an English-Spanish glossary containing at least 20 new words. Include the English word, the Spanish word and a simple sentence in English using that word that helps you remember it or understand it. 3. Do the Tasks that follow the text.
Muscular System
Muscle System Amazing Facts: There are about 60 muscles in the face. It takes 20 muscles to smile and over 40 to frown. The longest muscle in the body is the sartorius, from the outside of the hip, down and across to the inside of the knee. The smallest muscle in the body is the stapedius; deep in the ear it is thinner than cotton thread. The biggest muscle in the body is the gluteus maximus, in the buttock. The human body consists of over 600 muscles. Muscles assist in the pumping of blood throughout your body, they help you lift items, and allow you to move with help from the skeletal system. Some of the muscles you have control of (voluntary action) and others you have no control over (involuntary). Thousands of small fibers make up a single muscle. Contained within your body are three different types of muscles: smooth, cardiac, and skeletal. Smooth muscles are called involuntary muscles (you have no control over these muscles) your brain controls these muscles for you. Smooth muscles control the contractions in your organs, blood vessels, your intestinal track, and your bladder, and in women the uterus. With in the stomach and intestinal track smooth muscles contract and release in order for food to move from one area to another. Where your bladder is concerned when the muscles are relaxed you do not have to go to the bathroom, but when they begin to contract they help push the urine out of your bladder. Another area where smooth muscles can be found is behind your eyes; they help keep your eyes focused. The cardiac muscle is commonly known as the heart. The muscles of the heart are very thick and are also an involuntary muscle. Within the heart are special cells that control the heartbeat known as a pacemaker. These are the cells that have broken down or quit working when someone has a pacemaker surgically implanted.
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Skeletal Muscle also known as Striated Muscles because of the light and dark parts of the muscle that make them look like they are striped. These muscles are found in bundles and can be seen rippling under the skin when they are moved. When these muscles are exercised they retain a firm tone and can be enlarged by lifting weights. The opposite is also true; when the muscles are not used they diminish in size and weaken.
Skeletal muscles allow you to kick a football, allow you to make a muscle to show how strong you are. As you can see by the diagram above these types of muscles are attached to the skeletal system by tendons. These muscles are voluntary and you control how they move. These muscles are among the most powerful muscles in your body. They are located in your arms, legs, neck, and back. They allow you to lift, push, kick, rotate your neck and back. Voluntary muscles are muscles that you have control over and the brain and the nervous system control this muscle movement. The part of the brain that controls these movements is regulated by the part of the brain known as the cerebral motor cortex and the cerebellum. When movement is needed the motor cortex sends an electrical signal down through the spinal column to the nerves in the muscles that causes them to contract. The right side of the motor cortex controls the left side of the body and the left side of the motor cortex controls the right side of the body. Face Muscles control facial expressions: your smile, eyes, frown, eyebrows, wiggle your nose or ears (if you can do that). These muscles do not attach to bone they attach under your skin! When you consider your facial muscles dont forget about your tongue. This is the only muscle in the body that is only attached at one end and it is not just one muscle it is composed of several muscles that work together and they allow you to stick out your tongue, talk, chew, and wiggle it around. The sense of taste originates in your mouth with your tongue, but the nose also has an effect on your taste.
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Fun Facts about your Tongue: A single taste bud contains 50100 taste cells representing all 5-taste sensations. Each taste cell has receptors situated at the top or tip surface. Those give rise to the sensations of salty and sour, sweet, bitter, and umami. Umami is a Japanese word meaning "savory" or "meaty" and thus applies to the sensation of savorinessspecifically, to the detection of glutamates (sodium salt ) which are especially common in meats, cheese and other protein-heavy foods. A single taste cell seems to be restricted to expressing only a single type of receptor (except for bitter receptors). Taste receptor cells are connected, through an ATP-releasing synapse (a junction between two nerve cells) to a sensory neuron leading back to the brain. The sensation of taste like all sensations resides in the brain. In most cases women have more taste buds than men. The taste buds located at the back of the tongue are arranged to form a V with the angle pointing backward; they transmit the sensation of bitterness. Those at the tip of the tongue transmit sweetness, whereas saltiness and sourness are transmitted from the papillae on the sides of the tongue. Approximately 80-90% of what we perceive as "taste" actually is due to the sense of smell. Just think about how dull food tastes when you have a head cold or a stuffed up nose. There are a lot of major muscles in the body, well there are so many that it will be difficult to list them all in this unit. Here are just a few:
The muscles in the shoulders are called deltoids. The pectoral muscles are located on either side of your chest. Under the ribs you can find your rectus abdominus or abdominal muscles that allow you to do sit ups. When people make a muscle with the upper part of their arm they are contracting they biceps. On the front of your thighs are the quadriceps or quads and can be developed and made stronger if you run, ride a bike, and play sports. When you sit down you are sitting on your gluteus maximus or gloots for short.
From: http://cdn-media1.teachertube.com/doc601/412.pdf 45
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To check out all the muscles in the body go to this site http://www.shockfamily.net/skeleton/muscles.html It will provide the location of muscles in the body and what they look like. TASKS 1. What muscles in your body do you have control over? A. Involuntary muscles B. Cardiac muscles C. Voluntary Muscles 2. How many muscles do you have in your body? 3. Voluntary muscles are what kind of muscles? A. Smooth muscles B. Rough muscles C. Striated muscles 4. The heart muscle is also known as what kind of muscle? 5. The muscles of the face are connected where? A. To the skull B. To the skin C. To each other 10. Label the following muscular diagram: 6. Striated muscles allow your body to do what? 7. What is the one muscle that is only attached at one end? 8. These two parts of the brain send messages to the muscles that cause them to move. A. Motor cortex B. The nerves in the muscles C. The cerebellum D. All of the above 9. What type of muscles can be built up or enlarged with exercise? A. Smooth Muscles B. Striated Muscles C. Rough Muscles
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11. Write out five (5) questions about the text. (Make sure you make the questions correctly). Answer the questions. a) ________________________________________________ b) ________________________________________________ c) ________________________________________________ d) ________________________________________________ e) ________________________________________________
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The Respiratory System
1. Read the following article, ignoring the blanks. Write the main idea of each paragraph in the space provided.
How does the respiratory system work?

by Barbara J Power The human body, as with all mammals, requires oxygen to survive. Oxygen is necessary for energy production at the cellular level, while carbon dioxide, a metabolic waste product, must be removed from the body to avoid life-threatening illnesses. The respiratory systems function is to accomplish both tasks through a mechanism called respiration, better known as breathing. Main idea: _____________________________________________________________
For medical and explanatory purposes, the human respiratory system is divided into the ______ and _______ airways. The upper airway consists of the nose, nostrils and mucous-lined nasal cavity, the mouth and throat (pharynx), and the larynx or voice box. The lower airway begins at the glottis, (opening of the trachea) and consists of the trachea (windpipe), the bronchial tree, and the lungs. The bronchial tree is a continuation of the ________ and divides into the right and left bronchial tubes, one for each lung. The large bronchial ____ branch into smaller and smaller bronchioles until ending in clusters of microscopic alveoli. There are approximately 300 million ______ in the lungs of a human adult with over 160 square millimeters of surface to bind with capillaries. Main idea: _____________________________________________________________
Air can be inhaled through the _______ or mouth; however, the nostrils provide a natural cleaning and moisturizing service that prepares the oxygen for the transport through the respiratory system to the alveoli. The alveoli transfer oxygen into the bloodstream through contact with capillaries, the tiniest of blood vessels. Here the oxygen attaches to hemoglobin and is carried throughout the body. In exchange the capillaries deliver carbon dioxide to the alveoli to be exhaled out through the respiratory system. Main idea: _____________________________________________________________
Breathing is controlled by the Medulla Oblongata in the brainstem, while the mechanics of breathing are accomplished by the coordinated effort of the intercostal muscles located between the ribs and the diaphragm The _______ is a large muscle that divides the body cavity into two spaces. The lower abdominal cavity contains the stomach, intestines, liver, spleen, kidneys, and other major ______, while the upper thoracic cavity holds the ribs, heart, lungs, and major arteries and veins. Main idea: _____________________________________________________________
When the Medulla Oblongata signals the body to breath, the _______ contracts downward, lengthening the thoracic cavity. Receiving the same signal, the intercostal muscles also contract, causing the rib cage to lift up and out. Main idea: _____________________________________________________________
Since the pleural or outer lining of the lungs is connected to the thoracic wall, they are pulled open, thus drawing in air to fill the larger space. When the muscles relax, the ______s elasticity pulls them back into the resting position and carbon dioxide is expelled, ending the breathing cycle.
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Main idea: _____________________________________________________________
Adults normally breathe 16 to 20 _____ a minute, meaning they take one breath about every three ________. Children, however, breathe at different rates according to age. The following are general guideline for healthy children: Infants to 1 yr 30 - 40 breaths per minute Toddlers 1 3 yr 25 35 Preschooler 3 -6 yr 25 30 School age 6 12 yr 20 25 Teenagers 12 18 yr 15 - 20 Main idea: _____________________________________________________________
Without oxygen, the body dies, with brain death beginning in only four short minutes. Illness or trauma to the ________ system can become life threatening, requiring immediate _______ attention. If a person is having difficulty breathing, calling 9-1-1 can save a life. A healthy, fully functioning respiratory system greatly enhances the length and quality of life. The airway is no different from the rest of the human body in that it needs daily and ongoing care. Protecting the airway from smoke, drugs, poison gases and fumes can help keep the ________ functioning for all the decades of a lifetime. Main idea: _____________________________________________________________
From http://www.helium.com/items/1838489-breathing-and-the-respiratory-system
1. Textual references: knowing from context. Can you guess what the words underlined refer to (what other words they replace)? Can you fill in the blanks (___)? 2. Learning To Learn a) How did you guess the meaning of the words underlined? What helped you: words appearing before in the text/words appearing later in the text/ something outside the text (like your knowledge of the world)? The answer is different in each case b) How did you fill in the blanks (____)? Which clues helped you? Where were they? REMEMBER TO USE TEXTUAL REFERENCES TO UNDERSTAND TEXTS AS YOU READ 3. Vocabulary: fill in the blanks with words from the text.
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From http://www.stpeters.k12.nf.ca/respiratory_system.htm
4. Grammar: Present Simple- Revision Write the questions to these answers: a) _________________________ to survive? b) _________ respiratory system_________? dioxide. c) __________________________________? d) _____________________________ begin? e) _________________________ divide into? f) __________________________________? g) __________________________________? h) __________________________________? i) __________________________________? j) __________________________________?
Oxygen. Get oxygen
and
eliminate
carbon
Respiration. At the glottis. The right and left bronchial tubes. About 300 million. No, we also inhale through the mouth They transfer oxygen to the bloodstream. 16-20 times a minute. No, it doesnt. It dies.
5. Now write five sentences in the Present Simple: Use this structure: SUBJECT VERB + PREDICATE E.G.: The nostrils prepare oxygen for transport through the respiratory system. a) _______________________________________ b) _______________________________________ c) _______________________________________ d) _______________________________________ e) _______________________________________ 6. Use the following picture to fill in the blanks in the definitions below. Then make a glossary that includes the English term, its pronunciation, and the Spanish term.
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The 1___________ are hollow spaces in the bones of the head. Small openings connect them to the nasal cavity. The functions they serve are not clearly understood, but include helping to regulate the temperature and humidity of air breathed in, as well as to lighten the bone structure of the head and to give resonance to the voice. The 2_______________ (nose) is the preferred entrance for outside air into the Respiratory System. The hairs that line the inside wall are part of the air-cleansing system. Air also enters through the 3______________ (mouth), especially in people who have a mouthbreathing habit or whose nasal passages may be temporarily obstructed, as by a cold. The 4____________ are overgrown lymph tissue at the top of the throat. When they interfere with breathing, they are generally removed. The lymph system, consisting of nodes (knots of cells) and connecting vessels, carries fluid throughout the body. This system helps resist body infection by filtering out foreign matter, including germs, and producing cells (lymphocytes) to fight them. The 5_________ are lymph nodes in the wall of the pharynx that often become infected. They are an unimportant part of the germ-fighting system of the body. When infected, they are generally removed. The 6_____________ (throat) collects incoming air from the nose and passes it downward to the trachea (windpipe). The 7____________ is a flap of tissue that guards the entrance to the trachea, closing when anything is swallowed that should go into the esophagus and stomach. The 8_____________ (voice box) contains the vocal cords. It is the place where moving air being breathed in and out creates voice sounds. The 9_______________ is the passage leading from the mouth and throat to the stomach. The 10____________ (windpipe) is the passage leading from the pharynx to the lungs. The 11___________ are bones supporting and protecting the chest cavity. They move to a limited degree, helping the lungs to expand and contract. The trachea divides into the two main 12___________ (tubes), one for each lung. These, in turn, subdivide further into bronchioles. The 13_____________ is divided into three 14__________, or sections. The left lung is divided into two 15__________. The 16__________ are the two membranes, that surround each lobe of the lungs and separate the lungs from the chest wall. The bronchial tubes are lined with 17_________ (like very small hairs) that have a wave-like motion. This motion carries 18_________ (sticky phlegm or liquid) upward and out into the throat, where it is either coughed up or swallowed. The mucus catches and holds much of the dust, germs, and other unwanted matter that has invaded the lungs and thus gets rid of it. The 19___________ is the strong wall of muscle that separates the chest cavity from the abdominal cavity. By moving downward, it creates suction to draw in air and expand the lungs. The smallest subdivisions of the bronchi are called 20__________, at the end of which are the alveoli (plural of alveolus). The 21____________ are the very small air sacs that are the destination of air breathed in. The 22 ____________ are blood vessels that are imbedded in the walls of the alveoli. Blood passes through the capillaries, brought to them by the 23_________________ and taken away by the 24 _____________. While in the capillaries the blood discharges carbon dioxide into the alveoli and takes up oxygen from the air in the alveoli.
From http://lung.ca/children/grades7_12/respiratory/respiratory_system.html
Respiratory System Quiz

1. What is the respiratory system? a. The body's breathing system b. The body's system of nerves c. The body's food-processing system d. The body's blood-transporting system 2. Air can enter the body and travel to the lungs a. through the mouth and the nose b. through the esophagus and gullet c. through the windpipe and the pores d. through the nose and the nervous system 3. What is the purpose of the little hairs inside the nose? a. To fight disease. b. They serve no purpose. c. To keep dust out of the lungs. d. To tickle the nose and cause sneezes.
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4. What is another name for the windpipe? a. Lungs b. Larynx c. Trachea d. Oesophagus 5. What happens to the windpipe, or trachea, before it reaches the lungs? a. It branches in two directions. b. It branches in three directions. c. It vibrates and creates sounds. d. It closes up so that no oxygen can escape. 6. What important activity takes place in the lungs? a. Food is digested. b. Liquid waste is filtered from the blood. c. Oxygen is exchanged for carbon dioxide. d. The trachea is exchanged for the larynx. 7. Oxygen moves from the lungs into the bloodstream through ... a. nerve fibres b. a large artery in the heart c. small blood vessels in the lungs d. a tube in the lungs called the jugular vein 8. When we breathe in, we inhale many gases, including oxygen. What happens to the gases that the body can't use?
a. They are exhaled b. They are changed into oxygen by the lungs. c. They circulate through the body and are disposed of later. d. They are absorbed into the digestive system and used to create energy. 9. Which organ is made up of air-carrying tubes and tiny sacs? a. The brain b. The lungs c. The stomach d. The diaphragm 10. What body structure protects the lungs from outside harm? a. Cartilage b. Tiny sacs c. The rib cage d. The diaphragm 11. To go on living, the body's cells need food, water, chemicals, and ... a. helium b. oxygen c. vegetables d. carbon dioxide
from: http://www.vtaide.com/png/respire-mcq.htm
Respiratory system crossword

ACROSS 1. The voice box 2. A strong muscle just below the lungs 3. Tubes at the lower end of the trachea 4. Tiny, stretchy sacs 5. Gases that the body cannot use are ___________. 6. A sticky liquid DOWN 7. Small openings in the skin through which perspiration escapes 8. Windpipe 9. Smaller than bronchi 10. Balloon-like structures in the chest 11. Small blood vessels with thin walls that allow oxygen to seep through
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Universal Numbering System
1. Read the following text and complete the blanks.
Universal Numbering System (used in U.S)

The Universal Numbering System is a simplified method of identifying teeth that is approved and adopted ____ the American Dental Association. Adults In the universal tooth numbering system, tooth number 1 is the patient's upper right third molar, on the right _____ of the mouth in the upper (maxillary) ______. Numbering of _______ continues along the upper teeth toward the front and across to the last ________ tooth back on the top left side (number 16). The tooth numbering continues by assigning teeth numbers descending to the _______ left third molar (number 17) and follows the ________ (mandibular) jaw up to the tooth farthest back on the bottom _______ side of the mouth (________ 32). All teeth that should be there are numbered, including those teeth that have been removed for any reason or have not erupted yet (e.g. _______ teeth).
Universal tooth numbering system Teeth numbering chart for adult teeth upper left upper right
lower left
lower right
Orientation of the Universal tooth numbering chart is traditionally "patient's view", i.e. patient's right corresponds to tooth chart's right side. The designations "left" and "right" on the chart correspond to the patient's left and right, respectively.
tooth number diagram 1a

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Children In the original system, children's 20 primary teeth are _________ in the same order (from 1 to 20), except that a small letter "d" follows each _________ to indicate deciduous (primary) ______. However, most dentists today use a modified version of the Universal Numbering System for children, with letters ________ of teeth numbers. The primary teeth are designated by upper case letters A through T, with A being the patient's upper right second primary molar and T being the lower right second primary molar.
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Universal tooth numbering system Teeth numbering chart for deciduous (primary) teeth upper left upper right
lower left -tooth number diagram 1b
lower right
From: http://users.forthnet.gr/ath/abyss/dep1151_1.htm
How did you know what to put in each blank? What helped you (your knowledge of vocabulary/grammar/the world)? 2. Write 5 sentences using Passive Voice: Use these verbs: approve adopt give divide- number use - __________________________________________________ - __________________________________________________ - __________________________________________________ - __________________________________________________ - __________________________________________________ 3. Choose one tooth (adult or child) and describe it. Say where it is/isnt, what it does/doesnt do. The rest must guess the tooth number or letter. EG It is in the upper left side. It doesnt fall. It isnt long and thin. Sometimes the dentist removes it, Sometimes it doesnt appear. Answer: Number 16 ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 4. Now ask four questions about the text. Your partner must answer them: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
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Tooth Eruption Pre-reading:
1. You are going to read a text about oral health with the following subtitles:
Average times of tooth eruption Delays in tooth eruption Development of the dentition Teething
a) Think of at least two words that will appear under each subtitle.
b) Read the text and see if you were right. c) Place each subtitle in its corresponding blank.
Oral health and disease

Ruth Holt, Graham Roberts, Crispian Scully
From http://www.bmj.com/content/320/7250/1652.full
A healthy dentition and mouth is important to both quality of life and nutrition, and oral disease may affect systemic health, as discussed in later articles in this series.
Diagram of a tooth and supporting structures
Teeth form mainly from neuroectoderm and comprise a crown of insensitive enamel surrounding sensitive dentine and a root that has no enamel covering. Teeth contain a vital pulp (nerve) and are supported by the periodontal ligament, through which roots are attached into sockets in the alveolar bone of the jaws (maxilla and mandible). The fibres of the periodontal ligament attach through cementum to the dentine surface. The alveolus is covered by the gingivae, or gums, which, when healthy, are pink, stippled, and tightly bound down and form a close fitting cuff with a small sulcus (gingival crevice) round the neck (cervical margin) of each tooth.
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Healthy dentition, increasingly seen as caries declines
The primary (deciduous or milk) dentition comprises four incisors, two canines, and four molars in each jaw (total of 20 teeth). The normal permanent (adult) dentition comprises four incisors, two canines, four premolars, and six molars in each jaw (32 teeth).
Tooth development begins in the fetus, at about 28 days in utero. Indeed, all the primary and some of the permanent dentition start to develop in the fetus. Mineralisation of the primary dentition begins at about 14 weeks in utero, and all primary teeth are mineralising by birth. The permanent incisors and first molars begin to mineralise at or close to the time of birth, while the other permanent teeth start to mineralise later. Tooth eruption occurs after formation and mineralisation of the crown are largely complete but before the roots are fully formed. Neonatal teeth are uncommon and may be loose. They may damage the mother's nipple during suckling, in which case they might need to be removed.
Eruption of primary teeth may be preceded by a bluish gingival swelling, usually a result of a transient haematoma and, rarely, an eruption cyst, which usually ruptures spontaneously. Tooth eruption may be associated with irritability, disturbed sleep, cheek flushing, drooling, and sometimes a small rise in temperature or a circumoral rash, but it does not cause diarrhoea or bronchitis (although these may occur coincidentally).
A delay in eruption of up to 12 months may be of little or no importance in an otherwise healthy child. Localised delays often result from local factors such as a tooth in the path of eruption, insufficient space in the dental arch, or dental infection. Ectopic positioning and impaction most often affect the third molars, second premolars, and canines, possibly because these are the last teeth to erupt. 2. Are these statements True or False? a. Teeth are formed from a substance called pulp. b. Cementum joins the dentine to the periodontal ligament. c. Tooth development begins in utero. d. Root formation finalises before eruption. e. Full primary dentition has 20 teeth. f. Full permanent dentition has 20 teeth.
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g. Many babies are born with teeth. h. No symptoms accompany tooth eruption. i. Diahorrea is not a side effect of tooth eruption. j. All children should have teeth before they are 10 months old. 3. Find words for these definitions: a. ______: around or encircling the mouth. b. ______: to develop mineral formation c. ______: A small capsulelike sac that encloses certain organisms in their dormant or larval stage. d. ______: The firm connective tissue covered by mucous membrane that envelops the alveolar arches of the jaw and surrounds the bases of the teeth. Also called gums. e. ______: The abnormal buildup of blood in an organ or other tissue of the body, caused by a break in a blood vessel. 4. Now decide what kind of word they are (noun, adjective, verb, etc,), write their Spanish equivalent and a simple sentence in English using it. a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ d. _____________________________________________________________________ e. _____________________________________________________________________ 5. Now choose five other words and do the same. a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ d. _____________________________________________________________________ e. _____________________________________________________________________ 6. Read the text very carefully and make 5 content questions about it. Give your questions to your partner. Answer your partners questions WITHOUT READING THE TEXT. a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ d. _____________________________________________________________________ e. _____________________________________________________________________ 7. Look at the following chart. Compare and contrast these teeth saying which are:
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LONGER/SHORTER LARGER/SMALLER MORE/LESS CENTRAL OF EARLIER/LATER ERUPTION Then say which: ARE THE STRONGEST ARE THE LONGEST ARE THE WIDEST ERUPT THE EARLIEST (FIRST YOU NEED TO DISCUSS THE LANGUAGE USED TO COMPARE- COMPARATIVE AND SUPERLATIVE ADJECTIVES- WITH YOUR TEACHER) Universal tooth numbering system Teeth numbering chart for deciduous (primary) teeth upper left upper right
lower left
lower right
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Tooth eruption
1. Read the text and do the exercises that follow it.
Oral health and disease

Ruth Holt, Graham Roberts, Crispian Scully
From http://www.bmj.com/content/320/7250/1652.full
Early loss of teeth Early tooth loss is usually because of extraction as a result of dental caries or, in adults, periodontal disease. Teeth, particularly incisors, may also be lost through trauma, such as from sports, assaults, or other injuries. Unexplained early tooth loss in children or adults may be a feature of Down's syndrome, diabetes, immune defects, or non-accidental injury, or of rare conditions such as eosinophilic granuloma, hypophosphatasia, or Papillon-Lefvre syndrome (palmoplantar hyperkeratosis). Variations in tooth number Teeth missing from the normal series may have failed to develop (hypodontia) or to erupt or have been lost prematurely. Hypodontia is not uncommon and is probably of genetic origin. The teeth most often missing are the third molars, second premolars, and maxillary lateral incisors, and other teeth may be reduced in size. Several teeth may be absent in disorders such as Down's syndrome and ectodermal dysplasia.
Hypodontia with many missing permanent teeth, including upper lateral incisors and lower central incisors. This appearance may be seen in ectodermal dysplasia
Mixed dentitionIt is not uncommon to see what seem to be two rows of teeth in the lower incisor region, when permanent teeth erupt before the primary incisors have exfoliated. This is particularly likely when there is inadequate space to accommodate the larger permanent teeth. The situation usually resolves as primary incisors are lost and the mandible grows.
Supernumerary teeth erupting palatal to upper central incisors. Such teeth often remain unerupted and may impede eruption of permanent incisors
Supplemental teethExtra teeth are uncommon. Of unknown cause, they are most often seen in the regions of the maxillary lateral incisors, premolars, and third molars. Additional teeth of abnormal form (supernumerary teeth) are also rare. They are usually small and conical in shape and are seen particularly in the maxillary midline, where they may remain unerupted and may cause a permanent incisor to impact. Additional teeth often occur alone in otherwise healthy individuals but
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occasionally occur in association with rare disorders such as cleidocranial dysplasia and Gardner's syndrome. Tooth size, shape, structure, and colour A variety of local and generalised factors may act during tooth formation or mineralisation. Although tooth development in utero is generally well protected, it may be affected by maternal disease and intrauterine infection and by systemic disturbance during early life. Intrauterine infections that may affect tooth structure include rubella and cytomegalovirus. The classic hutchinsonian incisors and Moon's (or mulberry) molars of congenital syphilis are extremely uncommon in developed countries.
Dilacerated upper central incisor resulting from injury to primary predecessor during permanent tooth development. Severely malformed teeth such as this may require removal, but less severely affected teeth may be treated conservatively
Microdont upper left lateral incisor. The tooth is small in size and conical in form
Between birth and 6 years of age, the permanent teeth, particularly those of cosmetic importance, may be damaged. Upper permanent incisors may show defects as a consequence of trauma to the primary predecessor. Local infection or trauma may cause a defect in a single tooth or group of teeth. Malformed lower premolars secondary to periapical infection of their primary predecessors are not uncommon and are termed Turner's teeth. More generalised defects may be seen in a range of systemic disorders (prematurity, infections, jaundice, malabsorption, and cytotoxic therapy) during tooth formation and mineralisation, the defect relating to the timing, severity, and duration of the disorder. Teeth, especially the third molars, may vary in size, form, and structure because of genetic factors. Microdontia (teeth smaller than usual) is largely of genetic origin and usually affects the lateral incisors, which are conical or peg shaped. Teeth that are larger than normal (megadont) are uncommon. Double teeth may be seen occasionally. These seem to be the result of fusion of two teeth and occur most often in the primary dentition, when they are likely to be followed by extra tooth elements in the succeeding permanent dentition. 2. Complete the following summary: a. b. c. d. e. f. Most tooth loss is due to ______, ______ disease, or ______. Early ______loss may have a systemic ______. Missing teeth may be due to failed ______, tooth loss, or ______. ______is genetic and is seen in Down's ______and ectodermal ______. ______or ______teeth are genetic and occasionally occur with ______disorders. Tooth development in ______is generally well protected, it may be affected by maternal ______and intrauterine ______and by ______disturbance.
3. Answer these questions (use your own words and the Present Simple Tense): a) Which type of teeth do we usually lose because of trauma? b) Is hypophosphatasia a common illness? c) Which teeth doesnt the child in Picture one have?
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d) e) f) g)
Do children with Down syndrome usually have more teeth? When does the problem of mixed dentition usually finish? What can be the result of trauma to primary teeth? Why are third molars different in shape and structure?
4. Now ask the missing questions (use your own words and the Present Simple Tense): a) _____________________________? Because there isnt enough space to accommodate permanent teeth. b) _____________________________? They are usually small and conical in shape c) _____________________________? Rubella and cytomegalovirus usually do that. d) _____________________________? It affects one or a group of teeth. e) _____________________________? They occur most often in primary dentition. 5. Provide a definition for these conditions (in complete sentences in English, in your own words) and a Spanish equivalent: HYPODONTIA MIXED DENTITION SUPPLEMENTAL TEETH SUPERNUMERARY TEETH TURNER'S TEETH MICRODONTIA MEGADONT DOUBLE TEETH 6. Read this article and write a summary in Spanish using your own words (150 words).
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Vocabulary Revision
A. Circle the odd one out. 1) a. Trachea 2) a. Chime 3) a. Anus 4) a. cuspid 5) a. Diaphragm 6) a. kidney 7) a. small intestine 8) a. uvula 9) a. mouth 10) a. frontalis b. Heart b. Bronchi b. Alveoli b. liver b. patella b. gallbaldder b. small bowel b. rib b. spine b. isthmus of fauces c. Nose c. Lungs c. Lower Gastrointestinal Tract c. appendix c. shin c. root c. large intestine c. tonsil c. costa c. deltoid
B. Fill in the blanks.
C. Read the definitions and fill in the blanks with a word from the following box. Axial skeleton Bronchus Cuspid Gallbladder Jaw Muscle Sternum Striated muscle Thorax Tooth 1. ---------------------: Hard bonelike structures in the jaws of vertebrates; used for biting and chewing or for attack and defense 2. ---------------------: One of the four pointed conical teeth (two in each jaw) located between the incisors and the premolars 3. ---------------------: A small, pear-shaped muscular sac in most vertebrates in which bile is stored. It is located beneath the liver and secretes bile into the duodenum of the small intestine. 4. ---------------------: The part of the human body between the neck and the diaphragm, partially encased by the ribs and containing the heart and lungs; the chest.
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5. ---------------------: A long flat vertical bone, situated in front of the thorax, to which are attached the collarbone and the first seven pairs of ribs Nontechnical name breastbone 6. --------------------- ---------------------: the bones that together comprise the skull and the vertebral column. 7. ---------------------: Either of two bony or cartilaginous structures that in most vertebrate animals form the framework of the mouth, hold the teeth, and are used for biting and chewing food. The lower, movable part of it is the mandible. The upper, fixed part is the maxilla. 8. ---------------------: A tissue composed of bundles of elongated cells capable of contraction and relaxation to produce movement in an organ or part. 9. --------------------- ---------------------: A muscle that is connected at either or both ends to a bone and so move parts of the skeleton; a muscle that is characterized by transverse stripes. 10. ---------------------: Either of the two main branches of the trachea that lead to the lungs, where they divide into smaller branches. D. Read the following definitions and fill in the blanks with an appropriate word. 1. _________________: n. The large muscle that separates the chest cavity from the abdominal cavity and is the principal muscle of respiration. As it contracts and moves downward, the lungs expand and air moves into them. As it relaxes and moves upward, the lungs contract and air is forced out of them. 2. _________________: n. The outer and thinner of the two bones between the knee and ankle of the human leg. 3. _________________: v. To draw (breath) into the lungs; breathe in. 4. _________________: n. A bonelike substance covering the root of a tooth. 5. _________________: n. The main, calcareous part of a tooth, beneath the enamel and surrounding the pulp chamber and root canals. 6. _________________: n. A long flat bone, articulating with the cartilages of the first seven ribs and with the clavicle, forming the middle part of the anterior wall of the thorax, and consisting of the corpus, manubrium, and xiphoid process. Also called breastbone. 7. _________________: v. To convert food into simpler chemical compounds that can be absorbed and assimilated by the body, as by chemical and muscular action in the alimentary canal. 8. _________________: v. to bite food into small pieces in your mouth with your teeth to make it easier to swallow.
GRAMMAR REVISION E. Produce sentences and questions using the clues and the simple present tense. 1) (he / drive to work every day) . 2) (I / not / think you're right) . 3) (we / have enough time)? . 4) (I / eat cereal in the morning) . 5) (they / write e-mails every day)? . 6) (you / watch a lot of TV) . 7) (he / not / read the newspaper) . 8) (she / dance often)? . 9) (where / I / come on Mondays)? . 10) (what / you / do at the weekend)? . 11) (you / not / drink much tea) . 12) (how / he / travel to work)? . 13) (they / not / like vegetables) . 14) (she / catch a cold every winter) . 15) (I / go out often)? . 16) (you / speak English)? . 17) (we / take the bus often) . 18) (she / not / walk to school) . 19) (what / you / buy in the supermarket) . 20) (how / he / carry such a heavy bag)?
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F. Rewrite the given sentences in Passive voice. Example: Frank built a house. Answer: A house was built. or A house was built by Frank. 1) She bought four apples. 2) We won the match. 3) The man stole the blue car. 4) The police arrested the thieves. 5) Jack swam the 200 metres.
6) The dog bit the old lady. 7) Tom and Max ate five hamburgers. 8) Oliver taught the children. 9) Victoria rode the brown horse. 10) Grandmother told good stories.
Links: go to the following links and revise for the term test exam by doing the exercises in those websites. Simple present tense http://www.perfect-english-grammar.com/present-simple-exercise-2.html http://www.perfect-english-grammar.com/present-simple-exercise-4.html http://www.perfect-english-grammar.com/present-simple-exercise-9.html http://www.ego4u.com/en/cram-up/tests/simple-present-2 http://www.inglestotal.com/the-present-simple-forma-negativa-y-preguntas-intrrogativa-questionand-negative-form-lesson-10b/ Passive Voice http://www.englisch-hilfen.de/en/exercises/active_passive/sentences_simple_present.htm http://www.englisch-hilfen.de/en/exercises/active_passive/active_or_passive.htm http://www.english-4u.de/passive_ex2.htm
Name: ___________________
2013
Reading Comprehension Revision

Tooth Eruption
Read the following text and do the exercises indicated in the 9.1 MECHANISMS OF TOOTH ERUPTION I. Theories of Tooth Eruption
Tooth eruption is traditionally considered to be a developmental process whereby the tooth moves in an axial direction from its location within the alveolar crypt of the jaw into a functional position within the oral cavity.
Summarise the main idea: ___________ occurs when the _____ moves from the ___________ to a ________________ in the ___________
Tooth eruption is a more general process, however, which includes certain posteruptive _____movements. These _______following eruption are those made ____ the tooth after it has reached its functional position in the occlusal plane. They may be divided into _____ categories: (1) movements made to accommodate the _______jaws, (2) those made to compensate for continued occlusal wear, and (3) those made to ____________interproximal wear. This article examines the possible _________of tooth eruption. Remarkably, for so basic a process, the mechanisms of tooth eruption are not well understood. Numerous theories of tooth eruption have been proposed. These ______ have involved almost all of the tissues in or near an erupting tooth. None of the theories can alone account for ____of the movements made by a tooth during its lifetime. In order to be clinically valid, a theory of tooth eruption must accommodate the following observations about the eruptive process: (1) teeth are moved in three dimensions of _____, (2) teeth arrive at a functional _________that is heritable, and (3) teeth erupt at varying, characteristic stage-specific ________.
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Fill in the blanks with the following words: accommodate - all -by - growing -mechanisms movements -position - space speeds - three theories - tooth
First we will briefly review theories that are not serious contenders to satisfactorily explain tooth eruption. 1. Vascular pressure and blood vessel thrust. It is known that the teeth move in their sockets in synchrony with the arterial pulse, so local volume changes can produce limited tooth movement. Furthermore, spontaneous changes in blood pressure have been shown to influence eruptive behavior. Ground substance can swell from 30% to 50% by retaining additional water, so this to could create pressure. But since surgical excision of the growing root and associated tissues eliminates the periapical vasculature without stopping eruption, this means that the local vessels are not absolutely necessary for tooth eruption.
2. Pulpal pressure and pulpal growth. This theory says that the force exerted by the growth of cells is the result of multiplication of cells--analogous to the roots of a growing plant forcing pebbles aside. Yet, when a developing tooth is surgically removed and replaced by a silicone replica, that replica will erupt provided that the dental follicle is retained.
3. Traction by periodontal fibroblasts. Administration of lathyrogens show no disruption of the eruption of teeth in experimental animals. Lathryogens are drugs that specifically inhibit the formation of collagen crosslinks. The implication is that the eruptive force is unlikely to involve a tractional element that pulls the tooth toward the oral cavity.
Are these statements true or false? Correct the false statements. (Try to understand the main idea of each theory.) 1. It is possible that volume changes make tooth move. 2. The pulpal pressure theory is proved right with a silicone tooth. 3. The theory of Traction by periodontal fibroblasts was proved right with the use of drugs
In this next section, we review the theories that provide the most convincing data to explain tooth eruption in man and other mammalian species. These should be seriously considered. 1. Root elongation. Root formation would appear to be the obvious cause of tooth eruption since it undoubtedly causes an overall increase in the length of the tooth along with the crown moving occlusally. Yet, clinical observation, experimental studies, and histologic analysis argue strongly against such a conclusion. Remarkably, rootless teeth do erupt. This is most obvious in cases of
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dentin dysplasia Type I and following irradiation. Some teeth erupt a greater distance than the total length of their roots, and teeth will still erupt after the completion of root formation or when the tissues forming the root--the apical papilla, Hertwig's epithelial root sheath, and periapical tissue--are surgically removed. 2. Alveolar bone remodeling. Alveolar bone growth, tooth development, and eruption of the teeth are interdependent. It is observed that the alveolar process forms during tooth development and is locally deficient in sites where primary or permanent teeth fail to develop. Similarly, alveolar bone loss is a consistent clinical finding in the edentulous patient. Formation of bone apical to developing teeth has long been proposed as one mechanism for eruption. There is no doubt that bone forms in these sites, but bone formation per se is not sufficient for tooth eruption. A good example to illustrate this is the presence of an unerupted dentition in osteopetrotic mutation in which bone formation is nearly normal or elevated and bone resorption greatly reduced. Osteopetrosis, sometimes called 'marble bones' is disseminated condensing osteopathy, a genetic disorder marked by bone sclerosis or defective skeletal remodeling. The same applies for cases of cleidocranial dysotosis in which deciduous teeth erupt and persist while permanent teeth erupt late or ectopically. Cleidocranial dysotosis is a familial disease characterized by abnormalities of the skull, teeth, and jaws. Alveolar bone growth involving turnover (resorption and formation) is required during tooth eruption. Bone resorption and bone formation are polarized around erupting teeth. These metabolic events depend upon the adjacent parts of the dental follicle. Thus, it appears that tooth eruption is a localized, bilaterally symmetrical event in alveolar bone that is regulated by the dental follicle proper, a derivative of cranial ectomesenchyme (neural crest). The strengths of this theory lie in explanations for the early events of tooth eruption since part of the follicle is lost after mucosal penetration. Nevertheless, the periodontal ligament, cementum, and alveolar bone proper are derivatives in part of the follicle, so that later events could be controlled by these and other related tissues. Then dental follicle proper is the thin, dense, ectomesenchymeal connective tissue investment of a developing tooth which surrounds the enamel organ. The fact that active eruption begins only after crown formation is complete suggests a role also for the enamel organ and its proteases in the early signaling of eruption. In addition, the proximity of the enamel organ and the dental follicle and their tight adherence in surgical manipulations indicate that many effects attributed above to the dental follicle proper may indeed be events initiated or controlled by the enamel organ or the reduced enamel epithelium. If this is the case, tooth eruption may be yet another example of collaborative epithelial-mesenchymal interactions in development.
3. Periodontal ligament. Formation and renewal of the periodontal ligament is associated with the continuous eruption of permanently growing rodent incisors. (Note well: continuously growing rat incisors are different than human teeth that have a limited period of growth.)
For teeth with a limited period of growth, the presence of a periodontal ligament does not assure eruption. In the case of osteopetrotic mutations, a periodontal ligament is present, but teeth do not
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erupt. Therefore, the periodontal ligament cannot be essential for tooth eruption in man. Its role has been largely overstated due to experiments performed on continuously erupting rodent teeth.
Answer these questions 1. Are clinical observation, experimental studies, and histologic analysis for or against the Root elongation theory? Why? ________________ 2. What happens to the bone where teeth fail to develop? ____________ 3. Why do rodents incisors continue to grow? _____________________ Make questions for these answers 1. What ___________________ cause? It causes an overall increase in the length of the tooth 2. Is ___________________ tooth eruption? No, it isnt enough for tooth eruption. 3. Does __________________________ in humans? No, it doesnt assure eruption in humans with teeth with limited periods of growth.
Source: http://www.uic.edu/classes/osci/osci590/9_1Mechanisms.htm
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Reading Comprehension Revision

The Skeletal System
1. Read this text and do the exercises that follow it. Skeletal System As the structural framework for the human body, the skeletal system consists mainly of the 206 or so bones of the skeletal system but also includes cartilages, ligaments, and other connective tissues that stabilize and interconnect them. Bones work in conjunction with the muscular system to aid in posture and locomotion. Many bones of the skeleton function as levers, which change the magnitude and direction of forces generated by skeletal muscle. Protection is a pivotal role occupied by the skeletal system, as many vital organs are encased within the skeletal cavities (eg. cranial and spinal), and bones form much of the structural basis for other body cavities (ex: thoracic and pelvic cavities). The skeletal system also serves as an important mineral reserve. For example, if blood levels of calcium or magnesium are low and the minerals are not available in the diet, they will be taken from the bones. Also, the skeletal system provides calcium needed for all muscular contraction. Finally, red blood cells, lymphocytes and other cells relating to the immune response are produced and stored in the bone marrow. Muscular System The muscular system is one of the most versatile systems in the body. The muscular system contains the heart, which constantly pumps blood through the body. The muscular system is also responsible for involuntary (e.g. goosebumps, digestion, breathing) and voluntary (e.g. walking, picking up objects) actions. Muscles also help protect organs in the body's cavities. The Muscular System The muscular system is the biological system of humans that produces movement. The muscular system, in vertebrates, is controlled through the nervous system, although some muscles, like cardiac muscle, can be completely autonomous. Muscle is contractile tissue and is derived from the mesodermal layer of embryonic germ cells. Its function is to produce force and cause motion, either locomotion or movement within internal organs. Much of muscle contraction occurs without conscious thought and is necessary for survival, like the contraction of the heart or peristalsis, which pushes food through the digestive system. Voluntary muscle contraction is used to move the body and can be finely controlled, such as movements of the finger or gross movements that of the biceps and triceps.
Muscle is composed of muscle cells (sometimes known as "muscle fibers"). Within the cells are myofibrils; myofibrils contain sarcomeres which are composed of actin and myosin. Individual
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muscle cells are lined with endomysium. Muscle cells are bound together by perimysium into bundles called fascicles. These bundles are then grouped together to form muscle, and is lined by epimysium. Muscle spindles are distributed throughout the muscles, and provide sensory feedback information to the central nervous system. Skeletal muscle, which involves muscles from the skeletal tissue, is arranged in discrete groups. An example is the biceps brachii. It is connected by tendons to processes of the skeleton. In contrast, smooth muscle occurs at various scales in almost every organ, from the skin (in which it controls erection of body hair) to the blood vessels and digestive tract (in which it controls the caliber of a lumen and peristalsis, respectively).
Excerpts from http://en.wikibooks.org/wiki/Human_Physiology/Print_Version
2. Are these statements True (T) or False (F)? Correct the false statements: a) The skeletal system is not formed by cartilage and tissue. _______________________________________________ b) Bones and muscles protect vital organs. _______________________________________________ c) The body takes the calcium and magnesium it needs from muscles. _______________________________________________ d) Digestion is carried out by involuntary muscles. _______________________________________________ e) The nervous system controls vertebrates voluntary movements. _______________________________________________ f) The heart pushes food through the digestive tract. _______________________________________________ g) Sarcomeres are contained in muscle fibers. _______________________________________________ h) Perimysium joins fascicles together to form muscle cells. _______________________________________________ i) Muscle spindles give information to the central nervous system. _______________________________________________ Skin muscles control erection of the hairs in the body. _______________________________________________ ____
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3. Can you complete these questions and answers about the text? 1. How _____ _____ _____ _____ in the skeletal system? About 206. 2. What ____ cartilage, ligament and connective tissue do? 3. _____ bones protect _______? Yes, they do. 4. What ____ the bone marrow _____? relating to the immune response. Red blood cells, ____________ and other cells They ______ bones.
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5. Which organ ______ blood through the body? The _____. 6. ___ cardiac muscle _____________? 7. What ____ ______ mean? Yes, it is.
What lines individual muscle cells. In discrete groups.
8. How ___ skeletal _____ arranged?
4. Find three sentences using passive voice. Copy and translate them into Spanish. a) ______________________________________________________ ______________________________________________________ b) ______________________________________________________ ______________________________________________________ c) ______________________________________________________ ______________________________________________________
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SPEAKING TASKS GALLBLADDER Produce bile Break down fat HEART Pump blood Not part of digestive system
ANUS End of digestive tract Opening Control expulsion of feces
MOUTH First step Teeth tongue Saliva
KIDNEYS 2 Not digestive organs Part of urinary system Filter blood
LIVER Large organ Right side Receive food from small intestine PHARYNX Between mouth and esophagus Food and air pass through it Receive food from small intestine
PANCREAS Secrete hormones like insulin Send enzymes to small intestine
RECTUM Final portion of large intestine before anus Store faeces
STOMACH Main digestive organ Secretes enzymes and acids Before small intestine
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Present Tense (Verb To Be)
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Questions
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Simple Present
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Present simple questions
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Passive Voice
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There is / there are
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Comparative adjectives
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Superlative adjectives
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Key
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Comparatives and superlatives practice

1. Read the sentences below and then give the comparative form for each of the adjectives listed. Tennis is a more difficult sport than Rugby. I think John is happier now than a year ago. Could you open the window, please? It's getting hotter in this room by the minute. interesting ___________ big ___________ weak ___________ small ___________ funny ___________ polluted ___________ important ___________ boring ___________ careful ___________ angry ___________ 2. Read the sentences below and then give the superlative form for each of the adjectives listed. New York has got to be the most exciting city in the world. His biggest desire is to return home. She is probably the angriest person I know. interesting ___________ big ___________ weak ___________ small ___________ funny ___________ polluted ___________ important ___________ boring ___________ careful ___________ angry ___________ 3. Choose one of the topics below and think of three examples from that topic - for example: Sports - football, basketball and surfing. Compare the three objects. Cities Sports Writers Films Inventions Cars
4. Fill in the blanks with the correct form of the adjective in brackets: Mariah Carey is a bit ---------------------- than Madonna. (young) This Ferrari is the -------------------- expensive car in the world! Which is the heaviest? Gold, silver or aluminium? "Gold is the ------------------ of the three" The giraffe is ------------------------than the elephant. (tall) Laurel and Hardy were -------------------------than the Simson" (funny) Albert Einstein was more --------------------------- than our former president..."Anyone was" (intelligent) Pluto is ----------------------------than Mars (cold) Mercury is the ------------------------------------------planet to the Sun. (close) The Atacama desert is ----------------------------------than the Amazonian region. (dry) The Saharan desert is the -------------------------- one in the world. (big) A horse lives longer than a dog...But a tortoise lives the --------------------------------Which is smaller, China, Argentina or Monaco? "Obviously Monaco is the -------------------------of the three" Try out these online games at home to practice: http://www.grammar.cl/Games/Comparatives_Superlatives.htm http://www.marks-english-school.com/games/basketball.html
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BIBLIOGRAPHY Glendinning, E. H. & Howard, R. (2007): Professional English in Use Medicine. Cambridge. Cambridge University Press. Murphy, R. (2000): Essential Grammar in Use. Cambridge. Cambridge University Press. Plaza, J. (2007): Estrategias para una comprensin eficiente del ingls. Unpublished document.
WEBOGRAPHY Digestive system http://kidshealth.org/parent/general/body_basics/digestive.html http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=107&cat_id=20090&article_set= 20554 Mouth and Teeth http://freedownload.is/pdf/handout-mouth-and-teeth-quiz-16051807.html http://kidshealth.org/classroom/6to8/body/parts/teeth.pdf Skeleto-muscular System http://kidshealth.org/kid/htbw/bones.html http://kidshealth.org/kid/interactive/bones_it.html http://www.nbps.k12.nj.us/curriculum/Science_Resources/Science-Resource_LessonPlansActivities/Grade6/Unit2_Life-Science/crwp%20bones.pdf http://cdn-media1.teachertube.com/doc601/412.pdf Respiratory System http://www.helium.com/items/1838489-breathing-and-the-respiratory-system http://www.stpeters.k12.nf.ca/respiratory_system.htm http://lung.ca/children/grades7_12/respiratory/respiratory_system.html http://www.vtaide.com/png/respire-mcq.htm http://users.forthnet.gr/ath/abyss/dep1151_1.htm http://www.bmj.com/content/320/7250/1652.full http://www.uic.edu/classes/osci/osci590/9_1Mechanisms.htm http://en.wikibooks.org/wiki/Human_Physiology/Print_Version SUGGESTED WEBSITES Comparative and superlative adjectives http://www.grammar.cl/Games/Comparatives_Superlatives.htm http://www.marks-english-school.com/games/basketball.html Dictionaries http://oald8.oxfordlearnersdictionaries.com/
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http://medical-dictionary.thefreedictionary.com/ http://www.bracesinfo.com/glossary.html Mouth and teeth http://www.righthealth.com/topic/Mouth_And_Teeth?p=l&as=goog&ac=404 http://dentistry.about.com/od/glossary/Glossary_of_Dental_Terms.htm http://www.eclipse.co.uk/moordent/glossary.htm http://www.bracesinfo.com/glossary.html Passive Voice http://www.englisch-hilfen.de/en/exercises/active_passive/sentences_simple_present.htm http://www.englisch-hilfen.de/en/exercises/active_passive/active_or_passive.htm http://www.english-4u.de/passive_ex2.htm Simple present tense http://www.perfect-english-grammar.com/present-simple-exercise-2.html http://www.perfect-english-grammar.com/present-simple-exercise-4.html http://www.perfect-english-grammar.com/present-simple-exercise-9.html http://www.ego4u.com/en/cram-up/tests/simple-present-2 http://www.inglestotal.com/the-present-simple-forma-negativa-y-preguntas-intrrogativa-questionand-negative-form-lesson-10b/ Skeleto-muscular System http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton http://www.shockfamily.net/skeleton/muscles.html
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DENTISTRY

SEDE ALTO VALLE

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Needs analysis questionnaire

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T ___ T ___ T ___ T ___ T ___

F ___ F ___ F ___ F ___ F ___

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Reading Comprehension Assignment # 1

Different Kinds of Reading

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2. Read A-The abdomen. Translate into Spanish the words in bold

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Reading comprehension assignment # 3

3. Now write down:

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9. Use the words in the box to fill in the blanks.

acid rectum stomach system waste

absorbed chewed liver saliva swallow

food large intestine liquids mouth tongue

digestion energy esophagus pharynx small intestine

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Reading Comprehension Assignment # 4

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Material adapted from http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=107&cat_id=20090&article_set=20554

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Mouth and Teeth Quiz

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From: Professional English in Use Medicine (Glendinning & Howard: 2007).

Label the diagram using words from the box above.

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fibula /fb.j.l/ heart /ht/ hip /hp/ humerus /hju.m.rs/

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p. pectorals /pek.tr.lz/ q. quadriceps /kwd'r-sps/ r. rib /rb/

s. shoulder /l.dr/ t. skeleton /skel..tn/ u. tibia /tb.i./ v. triceps /tra.seps/

w. trunk /trk/ x. voluntary muscles /vl.n.tri ms.lz/ y. wrist /rst/

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Reading Comprehension Assignment # 6

Material adapted from http://kidshealth.org/kid/htbw/bones.html

T _ T _ T _ T _ T ___

F _ F _ F _ F _ F ___

8. How _ skeletal ___ arranged?