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Практичне заняття № 1Аномалії розвитку зубів

Мета: 1. Практична: ознайомитися з новим лексичним матеріалом по аномаліях розвитку зубів 2. Освітня: розширити знання студентів про типи відновлення зубів3. Розвиваюча: розвивати фонетичні вміння та навички, аудіювання (розуміння на слух

запитань поставлених викладачем студенту), вміння читати слова, словосполучення та писати диктант на професійну тематику

Обладнання: підручники, методичні посібники, фонетичні таблиціПлан заняття

1. Підготовчий етап заняття 15 хв.2. Основний етап 65 хв.3. Заключний етап 10 хв.

Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх. б.) Знайомство з вимогами програми.в.) Подача переліку рекомендованої літератури.г.) Мовленнєва зарядка по основних термінах пройдених за 1-й курс:зуби, дантист, коронка, шейка зуба, корінь зуба, медичний iнститут, біологія, хімія, органічна хімія, неорганічна хімія, анатомія, фізіологія, медицина, морфологія, гігієна, фармацевт, стоматологія, тіло, будова тіла, організм, фізіологічна система органів, ротова порожнина, нерв, кров.2. Основний етап.а.) Подача конспекту англ. мовою по типах відновлення зубів:б.) Повторення фонетичного матеріалу по стор. 484-485.в) Переклад на англійську мову текст «Аномалії розвитку зубів»:Tooth pathology (or tooth diseases, tooth disorders or dental pathology), is any condition of the teeth that can be congenital or acquired. Sometimes a congenital tooth diseases are called tooth abnormalities. These are among the most common diseases in humans [1] The prevention, diagnosis, treatment and rehabilitation of these diseases are the base to the dentistry profession, in which are dentists and dental hygienists, and its sub-specialties, such as oral medicine, oral and maxillofacial surgery, and endodontics.CavityDental caries-- Dental caries are known as a cavity or tooth decay. Bacteria in the mouth use foods that contain sugar or starch to produce acids which eat away at the tooth’s structure causing destruction to the enamel of the teeth. Meanwhile, the minerals in saliva (calcium and phosphate) together with fluoride are repairing the enamel.[2] Dental caries are a chronic disease that can be prevented and show strongly in 6- to 11-year-old children and 12- to 19-year-old adolescents. 9 out of 10 adults are affected with some type of tooth decay. Prevention includes good oral hygiene that consists of brushing twice daily, flossing, eating nutritious meals and limiting snacking, and visiting the dentist on a regular basis. Fluoride treatments benefit the teeth by strengthening while sealants help chewing surfaces to not decay.[3] Severe cases can lead to tooth extraction and dentures.Dental abscess-- A dental abscess is a collection of pus that accumulates in teeth or gums as a result of bacterial infection giving rise to a severe throbbing pain at the site of the abscess. It is caused by consuming sugary or starchy food and poor dental hygiene and is treated by a dentist draining the pus and possibly removing an infected tooth.3. Заключний етапа.) Підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентівб.) Подача домашнього завдання: Переклад та розповідь про аномалії розвитку зубів.

Практичне заняття № 2Аномалії розвитку зубів

Мета: 4. Практична: ознайомитися з новим лексичним матеріалом по аномаліях розвитку

зубів 5. Освітня: розширити знання студентів про типи відновлення зубів

6. Розвиваюча: розвивати фонетичні вміння та навички, аудіювання (розуміння на слух запитань поставлених викладачем студенту), вміння читати слова, узагальнити знання по аномаліях розвитку зубів

Обладнання: підручники, методичні посібники, фонетичні таблиціПлан заняття


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх. б.) Перевірка домашнього завдання: переклад та розповідь про аномалії розвитку зубів.2. Основний етап.Опрацювання граматичного матеріалу по займеннику

In linguistics and grammar, a pronoun is a word that substitutes for a noun or noun phrase. It is a particular case of a pro-form.

Pronouns have traditionally been regarded as one of the parts of speech, but some modern theorists would not consider them to form a single class, in view of the variety of functions they perform. Subtypes include personal pronouns, reflexive and reciprocal pronouns, possessive pronouns, demonstrative pronouns, relative pronouns, interrogative pronouns, and indefinite pronouns.[1]:1–34[2]

The use of pronouns often involves anaphora, where the meaning of the pronoun is dependent on an antecedent. This applies especially to third-person personal pronouns, and to relative pronouns. For example, in the sentence That poor man looks as if he needs a new coat, the antecedent of the pronoun he is the noun phrase that poor man.

The adjective associated with pronoun is pronominal. A pronominal is also a word or phrase that acts as a pronoun. For example, in That's not the one I wanted, the phrase the one (containing the prop-word one) is a pronominal.[3]Personal pronouns may be classified by person, number, gender and case. English has three persons (first, second and third) and two numbers (singular and plural); in the third person singular there are also distinct pronoun forms for male, female and neuter gender.[2]:52–53 Principal forms are shown in the table to the right (see also English personal pronouns).

English personal pronouns have two cases, subject and object. Subject pronouns are used in subject position (I like to eat chips, but she does not). Object pronouns are used for the object of a verb or preposition (John likes me but not her).[2]:52–53

Other distinct forms found in some languages include:Second person informal and formal pronouns (the T-V distinction), like tu and vous in French. There is no such distinction in standard modern English, though Elizabethan English marked the

distinction with thou (singular informal) and you (plural or singular formal), and this is preserved in some dialects.Inclusive and exclusive first person plural pronouns, which indicate whether or not the audience is included, that is, whether "we" means "you and I" or "they and I". There is no such distinction in English.Intensive (emphatic) pronouns, which re-emphasize a noun or pronoun that has already been mentioned. English uses the same forms as the reflexive pronouns; for example: I did it myself (contrast reflexive use, I did it to myself).Direct and indirect object pronouns, such as le and lui in French. English uses the same form for both; for example: Mary loves him (direct object); Mary sent him a letter (indirect object).Prepositional pronouns, used after a preposition. English uses ordinary object pronouns here: Mary looked at him.Disjunctive pronouns, used in isolation or in certain other special grammatical contexts, like moi in French. No distinct forms exist in English; for example: Who does this belong to? Me.Strong and weak forms of certain pronouns, found in some languages such as Polish.

Some special uses of personal pronouns include:Generic you, where second person pronouns are used in an indefinite sense: You can't buy good old-fashioned bulbs these days.Generic they: In China they drive on the right.Gender non-specific uses, where a pronoun needs to be found to refer to a person whose sex is not specified. Solutions sometimes used in English include generic he and singular they.Dummy pronouns (expletive pronouns), used to satisfy a grammatical requirement for a noun or pronoun, but contributing nothing to meaning: It is raining..Resumptive pronouns, "intrusive" personal pronouns found (for example) in some relative clauses where a gap (trace) might be expected: This is the girl that I don’t know what she said.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентівб.) подача домашнього завдання: Виконати вправи по займеннику.

Практичне заняття № 3Типи стоматологічних патологій

Мета: 1. Практична: повторити Possesive case, розглянути типи стоматологічних патологій

розвивати вміння читання та перекладу типів стоматологічних патологій2. Освітня: розширити знання студентів про типи стоматологічних патологій3. Розвиваюча: розвивати фонетичні вміння та навички, вміння та навички письма і

читанняОбладнання: підручники, методичні посібники, таблиці

План заняття1. Підготовчий етап заняття 15 хв.2. Основний етап 65 хв.3. Заключний етап 10 хв.

Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх. б.) Перевірка домашнього завдання: Виконати вправи по займеннику.2. Основний етап. Опрацювання типів стоматологічних патологій Periodontal pathology is a science or a study of periodontal diseases. Periodontal diseases can affect one or more of the periodontal tissues/structures (e.g. alveolar bone, periodontal ligament, cementum and gingiva). While there are many different periodontal diseases that can affect these tooth-supporting tissues/structures, by far the most common ones are plaque-induced

inflammatory conditions,[1] such as gingivitis and periodontitis.[2] Often the term periodontal disease or gum disease is used as a synonym for periodontitis, specifically chronic periodontitis.While in some sites or individuals, gingivitis never progresses to periodontitis,[3] data indicate that periodontitis is always preceded by gingivitis.[1]Diagnosis[edit]In 1976, Page & Schroeder introduced an innovative new analysis of periodontal disease based on histopathologic and ultrastructural features of the diseased gingival tissue. Although this new classification does not correlate with clinical signs and symptoms and is admittedly "somewhat arbitrary," it permits a focus of attention pathologic aspects of the disease that were, until recently, not well understood.[1] This new classification divided plaque-induced periodontal lesions into four stages:initial lesionearly lesionestablished lesionadvanced lesionInitial lesion[edit]Unlike most regions of the body, the oral cavity is perpetually populated by pathogenic microorganisms; because there is a constant challenge to the mucosa in the form of these microorganisms and their harmful products, it is difficult to truly characterize the boundary between health and disease activity in the periodontal tissues. The oral cavity contains over 500 different microorganisms. It is very hard to distinguish exactly which periodontal pathogen is causing the breakdown of tissues and bone. As such, the initial lesion is said to merely reflect "enhanced levels of activity" of host response mechanisms "normally operative within the gingival tissues."[1][4][5]Healthy gingiva are characterized by small numbers of leukocytes migrating towards the gingival sulcus and residing in the junctional epithelium.[1][5] Sparse lymphocytes, and plasma cells in particular, may exist just after exiting small blood vessels deep within the underlying connective tissue of the soft tissue between teeth.[1][5] There is, however, no tissue damage, and the presence of such cells is not considered to be an indication of a pathologic change. When looking at the gums they look knife like and a very light pink or coral pink.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентівб.) подача домашнього завдання:Опрацювання типів стоматологічних патологій.

Практичне заняття № 4Типи стоматологічних патологій

Мета: 1.Практична: допрацювати текст «Типи стоматологічних патологій», провести його переклад та монологічне мовлення, виконати вправи2.Освітня: ознайомитися зі стрктурою зубів3.Розвивальна: розвивати навички читання, письма, говоріння, роботи зі схемами та малюнками. План заняття1. Підготовчий етап заняття 15 хв.2. Основний етап 65 хв.3. Заключний етап 10 хв. Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх. б.) Мовленнєва зарядка по лексиці розглянутій на попередньому занятті:2. Основний етап. Опрацювання типів стоматологічних патологій

On the contrary, the initial lesion shows increased capillary permeability with "very large numbers" of neutrophils migrating from the dilated gingival plexus into the junctional epithlieum and underlying connective tissue (yet remaining within the confines of the region of the sulcus) and macrophages and lymphocytes may also appear. Loss of perivascular collagen occurs; it is thought that this is due to the degradative enzymes released by extravasating leukocytes, such that the collagen and other connective tissue fibers surrounding blood vessels in the area dissolve.[1][5] When this occurs the gums will appear bright red and either bulbous or rounded, from all the excess fluid building up in the infected area.The initial lesion appears within two to four days of gingival tissue being subjected to plaque accumulation. When not generated through clinical experimentation, the initial lesion may not appear at all, and instead, a detectable infiltrate similar to that of the early lesion, explained below, appears.[6]Features of the Initial Lesion:[1] Vasculitis of vessels subjacent to junctional epitheliumIncreased migration of leukocytes into junctional epitheliumExtravascular presence of serum proteins, especially fibrinAlteration of the most coronal portion of junctional epitheliumLoss of perivascular collagenEarly lesionWhile the early lesion is not entirely distinct from the initial lesion, it is said to encompass the inflammatory changes that occur from days four to seven after plaque accumulation has commenced.[5] It is characterized by a matured leukocytic infiltrate that features mainly lymphocytes. Immunoblasts are quite common in the area of infiltration, while plasma cells, if present, are only at the edges of the area.[1] The early lesion can occupy up to 15% of the connective tissue of the marginal gingiva and up to 60-70% of collagen may be dissolved.[7]Fibroblasts appear altered, exhibiting electron-lucent nuclei, swollen mitochondria, vacuolization of the rough endoplasmic reticulum and rupture of their cell membranes, appearing up to three times the size of normal fibroblasts and found in association with moderately-sized lymphocytes.[7]The early lesion displays acute exudative inflammation; exudative components and crevicular lymphocytes reach their maximum levels between days 6-12 after plaque accumulates and gingival inflammation commences[8] with the quantity of crevicular fluid being proportional to the size of the reaction site within the underlying connective tissue. The junctional epithelium may even become infiltrated with enough leukocytes so that it resembles a microabscess.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентівб.) подача домашнього завдання:Розповідь про типи стоматологічних патологій.

Практичне заняття № 5Caries (Карієс)

Мета: 1. Практична: опрацювати новий матеріал по карієсу, виконати вправи на

використання граматичного матеріалу у письмовому та усному вигляді 2. Освітня: ознайомитися з особливостями та причинами карієсу3. Розвивальна: розвивати вміння і навички монологічного мовлення, виконання

вправ, читання і письмаПлан заняття


Хід заняття1. Підготовчий етап заняття.

а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання: розповідь про типи стоматологічних патологій.

2. Основний етап. Опрацювання матеріалу по темі «Карієс»Dental caries Dental caries (caries is Latin for "rottenness"[1]), also known as tooth decay, cavities, or caries, is breakdown of teeth due to the activities of bacteria.[2] The cavities may be a number of different colors from yellow to black.[3] Symptoms may include pain and difficulty with eating.[3][4] Complications may include inflammation of the tissue around the tooth, tooth loss, and infection or abscess formation.The bacteria break down the hard tissues of the teeth (enamel, dentin and cementum) by making acid from food debris or sugar on the tooth surface.[5] Simple sugars in food are these bacteria's primary energy source and thus a diet high in simple sugar is a risk factor.[5] If mineral breakdown is greater than build up from sources such as saliva, caries results.[5] Risk factors include conditions that result in less saliva such as: diabetes mellitus, Sjogren's syndrome and some medications.[5] Medications that decrease saliva production include antihistamines and antidepressants among others.[5] Caries are also associated with poverty, poor cleaning of the mouth, and receding gums resulting in exposure of the roots of the teeth.Prevention includes: regular cleaning of the teeth, a diet low in sugar and small amounts of fluoride.[4][5] Brushing the teeth two times per day and flossing between the teeth once a day is recommended by many.[2][5] Fluoride may be from water, salt or toothpaste among other sources.[4] Treating a mother's dental caries may decrease the risk in her children by decreasing the numbers of certain bacteria.[5] Screening can result in earlier detection.[2] Depending on the extent of destruction, various treatments can be used to restore the tooth to proper function or the tooth may be removed.[2] There is no known method to grow back large amounts of tooth.[7] The availability of treatment is often poor in the developing world.[4] Paracetamol (acetaminophen) or ibuprofen may be taken for pain. Worldwide, approximately 2.43 billion people (36% of the population) have dental caries in their permanent teeth.[8] The World Health Organizations estimates that nearly all adults have dental caries at some point in time.[4] In baby teeth it affects about 620 million people or 9% of the population.[8] They have become more common in both children and adults in recent years.[9] The disease is most common in the developed world and less common in the developing world due to greater simple sugar consumption.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: Опрацювання тексту «Карієс».

Практичне заняття № 6Caries (Карієс)

Мета: 4. Практична: провести монологічне мовлення по карієсу, виконати вправи на

використання граматичного матеріалу у письмовому та усному вигляді 5. Освітня: ознайомитися з особливостями та причинами карієсу, опрацювати

матеріал по Conditional 16. Розвивальна: розвивати вміння і навички монологічного мовлення, виконання



Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання: розповідь про карієс, його причини, наслідки та особливості патології.2. Основний етап. Монологічне мовлення по карієсу.Розбір Conditional 1Conditional sentenceFor the non-custodial punishment for a crime in Canada, see Criminal law in Canada.

In grammar, conditional sentences are sentences discussing factual implications or hypothetical situations and their consequences. Languages use a variety of conditional constructions and verb forms (such as the conditional mood) to form these kinds of sentences.

Full conditional sentences contain two clauses: the condition or protasis, and the result or apodosis.If it rains [condition], (then) the picnic will be cancelled [result].

Syntactically, the result is the main clause, and the condition is a subordinate clause. It is primarily the properties of the protasis (condition) (tense and degree of factualness), however, that determine the properties of the entire sentence.Contents1 Conditional sentences in Latin2 Conditional sentences in English 2.1 Realis conditions2.2 Irrealis conditions3 The semantics of conditional sentences4 See also5 External links

Conditional sentences in Latin

Conditional sentences in Latin are traditionally classified into three categories, based on grammatical structure.simple conditions (factual or logical implications) present tense [present indicative ? indicative]past tense [perfect/imperfect indicative ? indicative]future conditions "future more vivid" [future indicative ? future indicative]"future less vivid" [present subjunctive ? present subjunctive]contrafactual conditions "present contrary-to-fact" [imperfect subjunctive ? imperfect subjunctive]"past contrary-to-fact" [pluperfect subjunctive ? pluperfect subjunctive]

Conditional sentences in English

English conditional sentences can be divided into two broad classes, depending on the form of the verb in the condition (protasis). The terms "realis" and "irrealis" broadly correspond to the notions of realis and irrealis modality.

Realis conditions

In these constructions, the condition clause expresses a condition the truth of which is unverified. The verb in the condition clause is in the past tense (with a past tense interpretation) or in the present tense (with a present or future tense interpretation). The result clause can be in the past, present, or future. Generally, conditional sentences of this group are in two groups, the "zero" conditional and the potential or indicative conditional. This class includes universal statements (both clauses in the present, or both clauses in the past) and predictions.

The "zero" conditional is formed with both clauses in the present tense. This construction is similar across many languages. It is used to express a certainty, a universal statement, a law of science, etc.:If you heat water to 100 degrees celsius, it boils.If you don't eat for a long time, you become hungry.If the sea is stormy, the waves are high.

It is different from true conditionals because the introductory "if" can be replaced by "when" or "whenever" (e.g., "When you heat water..."), which cannot be done for true conditionals.

The potential or indicative conditional (sometimes referred to as a "first" conditional) is used more generally to express a hypothetical condition that is potentially true, but not yet verified. The conditional clause is in the present or past tense and refers to a state or event in the past. The result can be in the past, present, or future. Some examples with the condition clause in the past tense:If she took that flight yesterday, she arrived at 10pm.If she took that flight yesterday, she is somewhere in town today.If she took that flight yesterday, we'll see her tomorrow.A condition clause (protasis) in the present tense refers to a future event, a current event which may be true or untrue, or an event which could be verified in the future. The result can be in the past, present, or future:If it's raining here now, then it was raining on the West Coast this morning.If it's raining now, then your laundry is getting wet.If it's raining now, there will be mushrooms to pick next week.If it rains this afternoon, then yesterday's weather forecast was wrong.If it rains this afternoon, your garden party is doomed.If it rains this afternoon, everybody will stay home.If I become President, I'll lower taxes.Certain modal auxiliary verbs (mainly will, may, might, and could) are not used in the condition clause (protasis) in English:*If it will rain this afternoon, …*If it may have rained yesterday, …In colloquial English, the imperative is sometimes used to form a conditional sentence: e.g. "go eastwards a mile and you'll see it" means "if you go eastwards a mile, you will see it".3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: Опрацювання граматичного матеріалу по Conditional 1.

Практичне заняття № 7Pulp diseases (Хвороби пульпи)

Мета: 7. Практична: опрацювати матеріал по Conditional 1, виконати вправи на

використання граматичного матеріалу у письмовому та усному вигляді

8. Освітня: ознайомитися з особливостями та причинами карієсу, опрацювати матеріал по Conditional 1, ознайомитися з пульпою та її хворобами

9. Розвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання і письма


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання: розповідь про карієс, його причини, наслідки та особливості патології.2. Основний етап. А.) Виконання вправ по Conditional 1.Б.) Опрацювання матеріалу по хворобах пульпи.Pulpitis is inflammation of dental pulp tissue. The pulp contains the blood vessels the nerves and connective tissue inside a tooth and provides the tooth’s blood and nutrients. Pulpitis is mainly caused by bacteria infection which itself is a secondary development of caries (tooth decay). It manifests itself in the form of a toothache. [1]Symptoms[edit]Increased sensitivity to stimuli, specifically hot and cold, is a common symptom of pulpitis. A prolonged throbbing pain may be associated with the disease.[2] However, pulpitis can also occur without any pain.[3]Causes[edit]

Pulpitis may be caused by dental caries that penetrate through the enamel and dentin to reach the pulp, or it may be a result of trauma, such as thermal insult from repeated dental procedures.

Inflammation is commonly associated with a bacterial infection but can also be due to other insults such as repetitive trauma or in rare cases periodontitis. In the case of penetrating decay, the pulp chamber is no longer sealed off from the environment of the oral cavity.[4]

When the pulp becomes inflamed, pressure begins to build up in the pulp cavity, exerting pressure on the nerve of the tooth and the surrounding tissues. Pressure from inflammation can cause mild to extreme pain, depending upon the severity of the inflammation and the body's response. Unlike other parts of the body where pressure can dissipate through the surrounding soft tissues, the pulp cavity is very different. It is surrounded by dentin, a hard tissue that does not allow for pressure dissipation, so increased blood flow, a hallmark of inflammation, will cause pain.[5]

Pulpitis can often create so much pressure on the tooth nerve that the individual will have trouble locating the source of the pain, confusing it with neighboring teeth, called referred pain. The pulp cavity inherently provides the body with an immune system response challenge, which makes it very difficult for a bacterial infection to be eliminated.[6]

If the teeth are denervated, this can lead to irreversible pulpitis, depending on the area, rate of infection, and length of injury. This is why people who have lost their dental innervation have a reduced healing ability and increased rate of tooth injury. Thus, as people age, their gradual loss of innervation leads to pulpitis.[7]Responses[edit]Immune/inflammatory response[edit]

In the pulp, just as in other areas of the body, inflammation can be present. Inflammation of the pulp does not take place only when the bacteria in the decay have reached the pulp. Bacterial products may reach the pulp much earlier and begin the inflammatory response. The inflammation may be acute or chronic because just like other tissues in the body, the pulp will react to irritants with innate and/or adaptive immune responses.[8][9]

Innate immunity in the pulp is not specific but uses receptors to recognize molecular patterns common to microbes to initiate bacterial killing (phagocytosis). The components of the innate response of the dentin/pulp complex to caries include at least the following six: (1) outward flow of dentinal fluid; (2) odontoblasts; (3) neuropeptides and neurogenic inflammation; (4) innate immune cells, including immature dendritic cells (DCs), natural killer (NK) cells, and T cells, as well as (5) their cytokines and (6) chemokines. Although the first two items are not classic components of innate immunity, they are uniquely involved in the initial inflammatory response to caries.[8]

Odontoblasts, (the cells that form dentin) have cellular processes that extend into dentinal tubules and are the first to encounter the caries bacterial antigens. They express low levels of interleukin 8 (IL-8) and genes related to chemokines and chemokine receptors. The odontoblasts have been shown to attract immature dendritic cells.[8]

Dendritic cells (DCs) are a heterogeneous leukocyte (white blood cell) population. DCs in healthy peripheral tissues (steady state) are in an immature state. The cells are capable of sensing microbes as well as antigen capture and processing capabilities. A rapid accumulation of pulpal DCs has been observed beneath cavity preparations, and an increased number of DCs accumulated under caries. Immature DCs are therefore considered to be part of the innate phase of pulpal immune response.[8]

Persistent infection leads to the activation of adaptive immunity. A transition to an adaptive immune response will take place in the dental pulp as the caries and bacteria approach the pulp. Antigens are recognized individually and lines of lymphocytes are developed to produce specific antibodies which attach to the recognized cells and initiate their destruction. Phagocytes remove the remains. B cells and T cells are the major lymphocytes involved.[10]

A variety of cytokines have been observed in the pulp. Patients with symptomatic and asymptomatic irreversible pulpitis have been shown to have an almost 23-fold increase in the cytokine IL-8 in the pulp. Cytokines in the pulp interact with each other. The ultimate effect on pulpal inflammation and healing is dependent upon the integrated actions of these inflammatory mediators.[11]

In addition to the lymphocytes, macrophages also provide defense against certain intracellular pathogens. Activated macrophages can function as class II antigen-presenting cells, similar to pulpal dendritic and B cells. In addition, activated macrophages secrete many inflammatory mediators.[12]

Macrophages in the pulp become activated after receiving two signals. The first is a priming stimulus and the second is an activating signal. The priming stimulus is secreted by activated T-helper cells. The activating stimulus may include bacterial lipopolysaccharides, muramyl dipeptide, and other chemical mediators.[12]

Macrophages are professional phagocytes in innate immune responses. Activated macrophages are effective killers that eliminate pathogens in both innate and adaptive immune responses, and

are also important in tissue homeostasis, through the clearance of senescent cells, and in remodeling and repair of tissue after inflammation. The number of macrophages increases with the progression of caries and is always higher than that of DCs at all stages of the caries invasion.[11]3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи по Conditional 1, розповідь про хвороби пульпи

Практичне заняття № 8Pulp diseases (Хвороби пульпи)

Мета: 10. Практична: опрацювати матеріал по Conditional 2, виконати вправи на

використання граматичного матеріалу у письмовому та усному вигляді 11. Освітня: ознайомитися з особливостями та причинами хвороб пульпи, опрацювати

матеріал по Conditional 112. Розвивальна: розвивати вміння і навички монологічного мовлення, виконання



Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання: розповідь про хвороби пульпи, причини, наслідки та особливості патології.2. Основний етап. А.) Теорія та виконання вправ по Conditional 2.Б.) Опрацювання матеріалу по хворобах пульпи.

Pulpitis can often create so much pressure on the tooth nerve that the individual will have trouble locating the source of the pain, confusing it with neighboring teeth, called referred pain. The pulp cavity inherently provides the body with an immune system response challenge, which makes it very difficult for a bacterial infection to be eliminated.[6]

If the teeth are denervated, this can lead to irreversible pulpitis, depending on the area, rate of infection, and length of injury. This is why people who have lost their dental innervation have a reduced healing ability and increased rate of tooth injury. Thus, as people age, their gradual loss of innervation leads to pulpitis.[7]Responses[edit]Immune/inflammatory response[edit]

In the pulp, just as in other areas of the body, inflammation can be present. Inflammation of the pulp does not take place only when the bacteria in the decay have reached the pulp. Bacterial products may reach the pulp much earlier and begin the inflammatory response. The inflammation may be acute or chronic because just like other tissues in the body, the pulp will react to irritants with innate and/or adaptive immune responses.[8][9]

Innate immunity in the pulp is not specific but uses receptors to recognize molecular patterns common to microbes to initiate bacterial killing (phagocytosis). The components of the innate

response of the dentin/pulp complex to caries include at least the following six: (1) outward flow of dentinal fluid; (2) odontoblasts; (3) neuropeptides and neurogenic inflammation; (4) innate immune cells, including immature dendritic cells (DCs), natural killer (NK) cells, and T cells, as well as (5) their cytokines and (6) chemokines. Although the first two items are not classic components of innate immunity, they are uniquely involved in the initial inflammatory response to caries.[8]

Odontoblasts, (the cells that form dentin) have cellular processes that extend into dentinal tubules and are the first to encounter the caries bacterial antigens. They express low levels of interleukin 8 (IL-8) and genes related to chemokines and chemokine receptors. The odontoblasts have been shown to attract immature dendritic cells.[8]

Dendritic cells (DCs) are a heterogeneous leukocyte (white blood cell) population. DCs in healthy peripheral tissues (steady state) are in an immature state. The cells are capable of sensing microbes as well as antigen capture and processing capabilities. A rapid accumulation of pulpal DCs has been observed beneath cavity preparations, and an increased number of DCs accumulated under caries. Immature DCs are therefore considered to be part of the innate phase of pulpal immune response.[8]

Persistent infection leads to the activation of adaptive immunity. A transition to an adaptive immune response will take place in the dental pulp as the caries and bacteria approach the pulp. Antigens are recognized individually and lines of lymphocytes are developed to produce specific antibodies which attach to the recognized cells and initiate their destruction. Phagocytes remove the remains. B cells and T cells are the major lymphocytes involved.[10]

A variety of cytokines have been observed in the pulp. Patients with symptomatic and asymptomatic irreversible pulpitis have been shown to have an almost 23-fold increase in the cytokine IL-8 in the pulp. Cytokines in the pulp interact with each other. The ultimate effect on pulpal inflammation and healing is dependent upon the integrated actions of these inflammatory mediators.[11]3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи по Conditional 2, вивчити ЛО по хворобах пульпи.

Практичне заняття № 9Хвороби періодонта

Мета: Практична: опрацювати матеріал по Conditional 3, виконати вправи на використання граматичного матеріалу у письмовому та усному вигляді Освітня: опрацювати матеріал по Conditional 1, ознайомитися з періодонтом та його захворюваннямиРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання і письма


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.

б.) Перевірка домашнього завдання: вправи по Conditional 2, вивчити ЛО по хворобах пульпи.2. Основний етап. А.) Теорія та виконання вправ по Conditional 3.Б.) Опрацювання матеріалуPeriodontitis /ˌpɛrioʊdɒnˈtaɪtɪs/ or pyorrhea /ˌpaɪəˈriə/ is a set of inflammatory diseases affecting the periodontium, i.e., the tissues that surround and support the teeth. Periodontitis involves progressive loss of the alveolar bone around the teeth, and if left untreated, can lead to the loosening and subsequent loss of teeth. Periodontitis is caused by microorganisms that adhere to and grow on the tooth's surfaces, along with an over-aggressive immune response against these microorganisms. A diagnosis of periodontitis is established by inspecting the soft gum tissues around the teeth with a probe (i.e., a clinical examination) and by evaluating the patient's X-ray films (i.e. a radiographic examination), to determine the amount of bone loss around the teeth.[1] Specialists in the treatment of periodontitis are periodontists; their field is known as "periodontology" or "periodontics".Etymology[edit]

The word "periodontitis" (Greek: περιοδοντίτις) comes from the Greek peri, "around", odous (GEN odontos), "tooth", and the suffix -itis, in medical terminology "inflammation".[2] The word pyorrhea (alternative spelling: pyorrhoea) comes from the Greek pyorrhoia (πυόρροια), "discharge of matter", itself from pyon, "discharge from a sore", rhoē, "flow", and the suffix -ia.[3] In English this term can describe, as in Greek, any discharge of pus; i.e. it is not restricted to these diseases of the teeth.[4]Classification

The 1999 classification system for periodontal diseases and conditions listed seven major categories of periodontal diseases,[5] of which 2-6 are termed destructive periodontal disease because the damage is essentially irreversible. The seven categories are as follows:GingivitisChronic periodontitisAggressive periodontitisPeriodontitis as a manifestation of systemic diseaseNecrotizing ulcerative gingivitis/periodontitisAbscesses of the periodontiumCombined periodontic-endodontic lesions

Moreover, terminology expressing both the extent and severity of periodontal diseases are appended to the terms above to denote the specific diagnosis of a particular patient or group of patients.

The 'extent' of disease refers to the proportion of the dentition affected by the disease in terms of percentage of sites. Sites are defined as the positions at which probing measurements are taken around each tooth and, generally, six probing sites around each tooth are recorded, as follows:mesiobuccalmidbuccaldistobuccalmesiolingualmidlingualdistolingual

If up to 30% of sites in the mouth are affected, the manifestation is classified as 'localized'; for more than 30%, the term 'generalized' is used.

Severity[edit]

The 'severity' of disease refers to the amount of periodontal ligament fibers that have been lost, termed 'clinical attachment loss'. According to the American Academy of Periodontology, the classification of severity is as follows:[6]Mild: 1–2 mm (0.039–0.079 in) of attachment lossModerate: 3–4 mm (0.12–0.16 in) of attachment lossSevere: ≥ 5 mm (0.20 in) of attachment lossSigns and symptoms[edit]1: Total loss of attachment (clinical attachment loss, CAL) is the sum of 2: Gingival recession, and 3: Probing depth

In the early stages, periodontitis has very few symptoms, and in many individuals the disease has progressed significantly before they seek treatment.

Symptoms may include:Redness or bleeding of gums while brushing teeth, using dental floss or biting into hard food (e.g. apples) (though this may occur even in gingivitis, where there is no attachment loss)Gum swelling that recursSpitting out blood after brushing teethHalitosis, or bad breath, and a persistent metallic taste in the mouthGingival recession, resulting in apparent lengthening of teeth. (This may also be caused by heavy-handed brushing or with a stiff tooth brush.)Deep pockets between the teeth and the gums (pockets are sites where the attachment has been gradually destroyed by collagen-destroying enzymes, known as collagenases)Loose teeth, in the later stages (though this may occur for other reasons, as well)

Patients should realize gingival inflammation and bone destruction are largely painless. Hence, people may wrongly assume painless bleeding after teeth cleaning is insignificant, although this may be a symptom of progressing periodontitis in that patient.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи по Conditional 3.

Практичне заняття № 10Хвороби періодонта

Мета:Практична: опрацювати матеріал по узгодженню часів, виконати вправи на використання граматичного матеріалу у письмовому та усному вигляді Освітня: ознайомитися з особливостями та причинами хвороб періодонта, опрацювати матеріал по would i shouldРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання і письма


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання: вправи по Conditional 2, вивчити ЛО по хворобах пульпи.

2. Основний етап. А.) Теорія та виконання вправ по узгодженню часів та would, shouldБ.) Опрацювання матеріалуThe 'severity' of disease refers to the amount of periodontal ligament fibers that have been lost, termed 'clinical attachment loss'. According to the American Academy of Periodontology, the classification of severity is as follows:[6]Mild: 1–2 mm (0.039–0.079 in) of attachment lossModerate: 3–4 mm (0.12–0.16 in) of attachment lossSevere: ≥ 5 mm (0.20 in) of attachment lossSigns and symptoms1: Total loss of attachment (clinical attachment loss, CAL) is the sum of 2: Gingival recession, and 3: Probing depthIn the early stages, periodontitis has very few symptoms, and in many individuals the disease has progressed significantly before they seek treatment.Symptoms may include:Redness or bleeding of gums while brushing teeth, using dental floss or biting into hard food (e.g. apples) (though this may occur even in gingivitis, where there is no attachment loss)Gum swelling that recursSpitting out blood after brushing teethHalitosis, or bad breath, and a persistent metallic taste in the mouthGingival recession, resulting in apparent lengthening of teeth. (This may also be caused by heavy-handed brushing or with a stiff tooth brush.)Deep pockets between the teeth and the gums (pockets are sites where the attachment has been gradually destroyed by collagen-destroying enzymes, known as collagenases)Loose teeth, in the later stages (though this may occur for other reasons, as well)Patients should realize gingival inflammation and bone destruction are largely painless. Hence, people may wrongly assume painless bleeding after teeth cleaning is insignificant, although this may be a symptom of progressing periodontitis in that patient.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи по узгодженню часів, would і should.

Практичне заняття № 11Кандидоз ротової порожнини

Мета:Практична: опрацювати матеріал по узгодженню часів, виконати вправи на використання граматичного матеріалу у письмовому та усному вигляді Освітня: ознайомитися з особливостями та причинами кандидозу, ознайомитися з кандидозом ротової порожниниРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання і письма


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання: вправи по узгодженню часів.2. Основний етап. А.) Опрацювання матеріалу по кандидозу ротової порожнин

Candida albicans is the most commonly implicated organism in this condition. C. albicans is carried in the mouths of about 50% of the world's population as a normal component of the oral microbiota.[3] This candidal carriage state is not considered a disease, but when Candida species become pathogenic and invade host tissues, oral candidiasis can occur. This change usually constitutes an opportunistic infection of normally harmless micro-organisms because of local (i.e., Classification[edit]Traditional classification of oral candidiasisAcute candidiasis: pseudomembranous candidiasis (oral thrush)atrophic candidiasisChronic candidiasis: atrophic candidiasishyperplastic candidiasis chronic oral candidiasis (Candida leukoplakia)candidiasis endocrinopathy syndromechronic localized mucocutaneous candidiasischronic diffuse candidiasis.Classification of oral candidiasis.Primary oral candidiasis (group I) Pseudomembranous (acute or chronic)Erythematous (acute or chronic)Hyperplastic: plaque-like, nodularCandida-associated lesions: Denture related stomatitis, angular stomatitis, median rhomboid glossitis, linear gingival erythemaSecondary oral candidiasis (group II) Oral manifestations of systemic mucocutaneous candidiasis (due to diseases such as thymic aplasia and candidiasis endocrinopathy syndrome)Being a type of candidiasis, oral candidiasis is a mycosis. Traditionally, oral candidiasis is classified using the Lehner system, originally described in the 1960s, into acute and chronic forms (see table). Some of the subtypes almost always occur as acute (e.g., acute pseudomembranous candidiasis), and others chronic. However, these typical presentations do not always hold true, which created problems with this system. A more recently proposed classification of oral candidiasis distinguishes primary oral candidiasis, where the condition is confined to the mouth and perioral tissues, and secondary oral candidiasis, where there is involvement of other parts of the body in addition to the mouth. The global human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) pandemic has been an important factor in the move away from the traditional classification since it has led to the formation of a new group of patients who present with atypical forms of oral candidiasis.By appearanceThree main clinical appearances of candidiasis are generally recognized: pseudomembranous, erythematous (atrophic) and hyperplastic.[4] Most often, affected individuals display one clear type or another, but sometimes there can be more than one clinical variant in the same person.[5]Acute pseudomembranous candidiasis is a classic form of oral candidiasis,[6] commonly referred to as thrush.[4] Overall, this is the most common type of oral candidiasis,[7] accounting for about 35% of oral candidiasis cases.[8]It is characterized by a coating or individual patches of pseudomembranous white slough that can be easily wiped away to reveal erythematous, and sometimes minimally bleeding mucosa beneath.[7] These areas of pseudomembrane are sometimes described as "curdled milk",[4] or "cottage cheese".[7] The white material is made up of debris, fibrin, and desquamated epithelium that has been invaded by yeast cells and hyphae that invade to the depth of the stratum spinosum.[4] Due to the fact that an erythematous surface is revealed beneath the pseudomembranes, some consider pseudomembranous candidiasis and erythematous candidiasis stages of the same entity.

[4] Some sources state that if there is bleeding when the pseudomembrane is removed, then the mucosa has likely been affected by an underlying process such as lichen planus or chemotherapy.[5] Pseudomembraneous candidiasis can involve any part of the mouth, but usually it appears on the tongue, buccal mucosae or palate.[7]It is classically an acute condition, appearing in infants, people taking antibiotics or immunosuppressant medications, or immunocompromising diseases.[6] However, sometimes it can be chronic and intermittent, even lasting for many years. Chronicity of this subtype generally occurs in immunocompromised states, (e.g., leukemia, HIV) or in persons who use corticosteroids topically or by aerosol.[4] Acute and chronic pseudomembranous candidiasis are indistinguishable in appearance.[6]3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: переклад прочитаного про кандидоз тексту.

Практичне заняття № 12Кандидоз ротової порожнини

Мета:Практична: розібрати матеріал по кандидозу Освітня: ознайомитися з особливостями та причинами кандидозу, ознайомитися з кандидозом ротової порожниниРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання і письма


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про кандидоз. 2. Основний етап. А.) Опрацювання матеріалу по кандидозу ротової порожнинThree main clinical appearances of candidiasis are generally recognized: pseudomembranous, erythematous (atrophic) and hyperplastic.[4] Most often, affected individuals display one clear type or another, but sometimes there can be more than one clinical variant in the same person.[5]Acute pseudomembranous candidiasis is a classic form of oral candidiasis,[6] commonly referred to as thrush.[4] Overall, this is the most common type of oral candidiasis,[7] accounting for about 35% of oral candidiasis cases.[8]It is characterized by a coating or individual patches of pseudomembranous white slough that can be easily wiped away to reveal erythematous, and sometimes minimally bleeding mucosa beneath.[7] These areas of pseudomembrane are sometimes described as "curdled milk",[4] or "cottage cheese".[7] The white material is made up of debris, fibrin, and desquamated epithelium that has been invaded by yeast cells and hyphae that invade to the depth of the stratum spinosum.[4] Due to the fact that an erythematous surface is revealed beneath the pseudomembranes, some consider pseudomembranous candidiasis and erythematous candidiasis stages of the same entity.[4] Some sources state that if there is bleeding when the pseudomembrane is removed, then the mucosa has likely been affected by an underlying process such as lichen planus or chemotherapy.[5] Pseudomembraneous candidiasis can involve any part of the mouth, but usually it appears on the tongue, buccal mucosae or palate.[7]It is classically an acute condition, appearing in infants, people taking antibiotics or immunosuppressant medications, or immunocompromising diseases.[6] However, sometimes it can be chronic and intermittent, even lasting for many years. Chronicity of this subtype generally

occurs in immunocompromised states, (e.g., leukemia, HIV) or in persons who use corticosteroids topically or by aerosol.[4] Acute and chronic pseudomembranous candidiasis are indistinguishable in appearance.[6]3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: переклад прочитаного про кандидоз тексту.

Практичне заняття № 13Рак ротової порожнини

Мета:Практична: розібрати матеріал по раку ротової порожниниОсвітня: ознайомитися з особливостями та причинами раку ротової порожниниРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання, письма та перекладу


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про кандидоз. 2. Основний етап. А.) Опрацювання матеріалу по раку ротової порожниниIt may arise as a primary lesion originating in any of the tissues in the mouth, by metastasis from a distant site of origin, or by extension from a neighboring anatomic structure, such as the nasal cavity. Alternatively, the oral cancers may originate in any of the tissues of the mouth, and may be of varied histologic types: teratoma, adenocarcinoma derived from a major or minor salivary gland, lymphoma from tonsillar or other lymphoid tissue, or melanoma from the pigment-producing cells of the oral mucosa. There are several types of oral cancers, but around 90% are squamous cell carcinomas,[3] originating in the tissues that line the mouth and lips. Oral or mouth cancer most commonly involves the tongue. It may also occur on the floor of the mouth, cheek lining, gingiva (gums), lips, or palate (roof of the mouth). Most oral cancers look very similar under the microscope and are called squamous cell carcinoma, but less commonly other types of oral cancer occur, such as Kaposi's sarcoma.In 2013 oral cancer resulted in 135,000 deaths up from 84,000 deaths in 1990.[4] Five-year survival rates in the United States are 63%.Signs and symptomsOn biopsy, the three exophytic masses turned out to be oral carcinomas, while the surrounding hyperkeratotic area showed histologic features of oral lichen planus.Skin lesion, lump, or ulcer that do not resolve in 14 days located:On the tongue, lip, or other mouth areasUsually smallMost often pale colored, may be dark or discolored

Early sign may be a white patch (leukoplakia) or a red patch (erythroplakia) on the soft tissues of the mouthUsually painless initiallyMay develop a burning sensation or pain when the tumor is advancedBehind the wisdom toothEven behind the earAdditional symptoms that may be associated with this disease:Tongue problems (moving it)Swallowing difficultyMouth soresPain and paraesthesia are late symptoms.

CausesOncogenes are activated as a result of mutation of the DNA. Risk factors that predispose a person to oral cancer have been identified in epidemiological (epidemiology) studies. India being member of International Cancer Genome Consortium is leading efforts to map oral cancer's complete genome.It is important to note that around 75 percent of oral cancers are linked to modifiable behaviors such as tobacco use and excessive alcohol consumption. Other factors include poor oral hygiene, irritation caused by ill-fitting dentures and other rough surfaces on the teeth, poor nutrition, and some chronic infections caused by bacteria or viruses. If oral cancer is diagnosed in its earliest stages, treatment is generally very effective.Chewing betel, paan and Areca is known to be a strong risk factor for developing oral cancer. In India where such practices are common, oral cancer represents up to 40% of all cancers, compared to just 4% in the UK.Oral cancer often presents as a non-healing ulcer (shows no sign of healing after 2 weeks). In the US oral cancer accounts for about 8 percent of all malignant growths. Men are affected twice as often as women, particularly men older than 40/60.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: переклад прочитаного тексту про рак ротової порожнини та розповідь.

Практичне заняття № 14Рак ротової порожнини

Мета:Практична: розібрати матеріал по раку ротової порожнини, провести монологічне мовлення Освітня: ознайомитися з особливостями та причинами раку ротової порожниниРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання, письма та перекладу


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про рак ротової порожнини.

2. Основний етап. А.) Опрацювання матеріалу по раку ротової порожниниCausesOncogenes are activated as a result of mutation of the DNA. Risk factors that predispose a person to oral cancer have been identified in epidemiological (epidemiology) studies. India being member of International Cancer Genome Consortium is leading efforts to map oral cancer's complete genome.It is important to note that around 75 percent of oral cancers are linked to modifiable behaviors such as tobacco use and excessive alcohol consumption. Other factors include poor oral hygiene, irritation caused by ill-fitting dentures and other rough surfaces on the teeth, poor nutrition, and some chronic infections caused by bacteria or viruses. If oral cancer is diagnosed in its earliest stages, treatment is generally very effective.Chewing betel, paan and Areca is known to be a strong risk factor for developing oral cancer. In India where such practices are common, oral cancer represents up to 40% of all cancers, compared to just 4% in the UK.Oral cancer often presents as a non-healing ulcer (shows no sign of healing after 2 weeks). In the US oral cancer accounts for about 8 percent of all malignant growths. Men are affected twice as often as women, particularly men older than 40/60.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: переклад прочитаного тексту про рак ротової порожнини.

Практичне заняття № 15Галітоз

Мета:Практична: розібрати матеріал по раку ротової порожнини, провести монологічне мовлення Освітня: ознайомитися з особливостями та причинами галітозуРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання, письма та перекладу


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про галітоз ротової порожнини. 2. Основний етап. А.) Опрацювання матеріалу по галітозу Halitosis, colloquially called bad breath is a symptom in which a noticeably unpleasant odor is present on the exhaled breath. Concern about halitosis is estimated to be the third most frequent reason for people to seek dental care, following tooth decay and gum disease;[2] and about 20% of the general population are reported to suffer from it to some degree.Not all who think they have halitosis have a genuine problem. Of those who feel they have halitosis, significant percentages (5-72%)[3] have been reported to have no genuine halitosis when professionally examined. Of those who have genuine halitosis, often the odor is caused by bacteria present below the gumline and on the back of the tongue. The remaining 10% is accounted for by many different conditions, including disorders in the nasal cavity, sinuses,

throat, lungs, esophagus, stomach or elsewhere. See the related article on tonsilloliths for another possible cause of halitosis.Very rarely, halitosis can be one of many symptoms of a serious underlying medical condition such as liver failure; but, in the vast majority of cases, the cause is minor and can often be reduced by adjustments to oral hygiene, including brushing or gently scraping the back of the tongue and improving the health of the gums by using dental floss. Occasionally, however, especially if the origin of the odor is not in the mouth, halitosis can be more difficult to diagnose and to manage successfully. Bad breath is a social taboo; and, as a result, perceived or genuine halitosis can sometimes trigger social anxiety and depression. ClassificationTwo main classification schemes exist for halitosis, although none is universally accepted.[4]The Miyazaki et al. classification was originally described in 1999 in a Japanese scientific publication,[5] and has since been adapted to reflect North American society, especially with regards halitophobia.[6] The classification assumes three primary divisions of the halitosis symptom, namely genuine halitosis, pseudohalitosis and halitophobia. This classification has been suggested to be most widely used,[4] but it has been criticized because it is overly simplistic and is largely of use only to dentists rather than other specialties.Genuine halitosis A. Physiologic halitosisB. Pathologic halitosis (i) Oral(ii) Extra-oralPseudohalitosisHalitophobiaThe Tangerman and Winkel classification was suggested in Europe in 2002.[7][8] This classification focuses only on those cases where there is genuine halitosis, and has therefore been criticized for being less clinically useful for dentistry when compared to the Miyazaki et al. classification.Intra-oral halitosisExtra-oral halitosis A. Blood borne halitosis (i) Systemic diseases(ii) Metabolic diseases(iii) Food(iv) MedicationB. Non-blood borne halitosis (i) Upper respiratory tract(ii) Lower respiratory tractThe same authors also suggested that halitosis can be divided according to the character of the odor into 3 groups:[8]"Sulfurous or fecal" caused by volatile sulfur compounds (VSC), most notably methyl mercaptan, hydrogen sulfide and dimethyl sulfide."Fruity" caused by acetone, present in diabetes.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: переклад прочитаного тексту та його розповідь.

Практичне заняття № 16Галітоз

Мета:Практична: розібрати матеріал по галітозу ротової порожнини, провести монологічне мовлення

Освітня: ознайомитися з особливостями та причинами галітозуРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання, письма та перекладу


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про галітоз ротової порожнини. 2. Основний етап. А.) Опрацювання матеріалу по галітозу Genuine halitosis A. Physiologic halitosisB. Pathologic halitosis (i) Oral(ii) Extra-oralPseudohalitosisHalitophobiaThe Tangerman and Winkel classification was suggested in Europe in 2002.[7][8] This classification focuses only on those cases where there is genuine halitosis, and has therefore been criticized for being less clinically useful for dentistry when compared to the Miyazaki et al. classification.Intra-oral halitosisExtra-oral halitosis A. Blood borne halitosis (i) Systemic diseases(ii) Metabolic diseases(iii) Food(iv) MedicationB. Non-blood borne halitosis (i) Upper respiratory tract(ii) Lower respiratory tractThe same authors also suggested that halitosis can be divided according to the character of the odor into 3 groups:[8]"Sulfurous or fecal" caused by volatile sulfur compounds (VSC), most notably methyl mercaptan, hydrogen sulfide and dimethyl sulfide."Fruity" caused by acetone, present in diabetes.3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи на дієслово (повторення).

Практичне заняття № 17Ксеростомія

Мета:Практична: розібрати матеріал по ксеростомії ротової порожнини, провести монологічне мовлення Освітня: ознайомитися з особливостями та причинами ксеростоміїРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання, письма та перекладу


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про галітоз ротової порожнини. 2. Основний етап. А.) Опрацювання матеріалу про ксеростоміюXerostomia (also termed dry mouth[1] as a symptom or dry mouth syndrome[2] as a syndrome) is dryness in the mouth (xero- + stom- + -ia), which may be associated with a change in the composition of saliva, or reduced salivary flow (hyposalivation), or have no identifiable cause.

This symptom is very common and is often seen as a side effect of many types of medication. It is more common in older people (mostly because this group tend to take several medications) and in persons who breathe through their mouths (mouthbreathing). Dehydration, radiotherapy involving the salivary glands, and several diseases can cause hyposalivation or a change in saliva consistency and hence a complaint of xerostomia. Sometimes there is no identifiable cause, and there may be a psychogenic reason for the complaint.Xerostomia is the subjective feeling of oral dryness, which is often (but not always) associated with hypofunction of the salivary glands.[3] The term is derived from the Greek words ξηρός (xeros) meaning "dry" and στόμα (stoma) meaning "mouth".[4][5] Hyposalivation is a clinical diagnosis that is made based on the history and examination,[1] but reduced salivary flow rates have been given objective definitions. Salivary gland hypofunction has been defined as any objectively demonstrable reduction in whole and/or individual gland flow rates.[6] An unstimulated whole saliva flow rate in a normal person is 0.3–0.4 ml per minute,[7] and below 0.1 ml per minute is significantly abnormal. A stimulated saliva flow rate less than 0.5 ml per gland in 5 minutes or less than 1 ml per gland in 10 minutes is decreased.[1] The term subjective xerostomia is sometimes used to describe the symptom in the absence of any detectable abnormality or cause.[8] Xerostomia may also result from a change in composition of saliva (from serous to mucous).[6] Salivary gland dysfunction is an umbrella term for the presence of either xerostomia or salivary gland hypofunction.[6]Signs and symptoms[edit]

True hyposalivation may give the following signs and symptoms:Dental caries (xerostomia related caries) - Without the anticariogenic actions of saliva, tooth decay is a common feature and may progress much more aggressively than it would otherwise ("rampant caries"). It may affect tooth surfaces that are normally spared, e.g., cervical caries and root surface caries. This is often seen in patients who have had radiotherapy involving the major salivary glands, termed radiation–induced caries.[9]Oral candidiasis - A loss of the antimicrobial actions of saliva may also lead to opportunistic infection with Candida species.[9]Ascending (suppurative) sialadenitis – an infection of the major salivary glands (usually the parotid gland) that may be recurrent.[3] It is associated with hyposalivation, as bacteria are able to enter the ductal system against the diminished flow of saliva.[7] There may swollen salivary glands even without acute infection, possibly caused by autoimmune involvement.[3]Dysgeusia – altered taste sensation (e.g., a metallic taste)[1] and dysosmia, altered sense of smell.[3]

Intraoral halitosis – [1] possibly due to increased activity of halitogenic biofilm on the posterior dorsal tongue (although dysgeusia may cause a complaint of nongenuine halitosis in the absence of hyposalivation).Oral dysesthesia – a burning or tingling sensation in the mouth.[1][3]Saliva that appears thick or ropey.[9]Mucosa that appears dry.[9]A lack of saliva pooling in the floor of the mouth during examination.[1]Dysphagia – difficulty swallowing and chewing, especially when eating dry foods. Food may stick to the tissues during eating.[9]The tongue may stick to the palate,[7] causing a clicking noise during speech, or the lips may stick together.[1]Gloves or a dental mirror may stick to the tissues.[9]Fissured tongue with atrophy of the filiform papillae and a lobulated, erythematous appearance of the tongue.[1][9]Saliva cannot be "milked" (expressed) from the parotid duct.[1]Difficulty wearing dentures, e.g., when swallowing or speaking.[1] There may be generalized mucosal soreness and ulceration of the areas covered by the denture.[3]Mouth soreness and oral mucositis.[1][3]Lipstick or food may stick to the teeth.[1]A need to sip drinks frequently while talking or eating.[3]Dry, sore, and cracked lips and angles of mouth.[3]Thirst.[3]

3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи на Present Pefect (повторення).

Практичне заняття № 18Ксеростомія

Мета:Практична: розібрати матеріал по ксеростомії ротової порожнини, провести монологічне мовлення Освітня: ознайомитися з особливостями та причинами ксеростоміїРозвивальна: розвивати вміння і навички монологічного мовлення, виконання вправ, читання, письма та перекладу


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.б.) Перевірка домашнього завдання по перекладу матеріалу про галітоз ротової порожнини. 2. Основний етап. А.) Опрацювання матеріалу про ксеростоміюTrue hyposalivation may give the following signs and symptoms:Dental caries (xerostomia related caries) - Without the anticariogenic actions of saliva, tooth decay is a common feature and may progress much more aggressively than it would otherwise ("rampant caries"). It may affect tooth surfaces that are normally spared, e.g., cervical caries and root surface caries. This is often seen in patients who have had radiotherapy involving the major salivary glands, termed radiation–induced caries.[9]

Oral candidiasis - A loss of the antimicrobial actions of saliva may also lead to opportunistic infection with Candida species.[9]Ascending (suppurative) sialadenitis – an infection of the major salivary glands (usually the parotid gland) that may be recurrent.[3] It is associated with hyposalivation, as bacteria are able to enter the ductal system against the diminished flow of saliva.[7] There may swollen salivary glands even without acute infection, possibly caused by autoimmune involvement.[3]Dysgeusia – altered taste sensation (e.g., a metallic taste)[1] and dysosmia, altered sense of smell.[3]Intraoral halitosis – [1] possibly due to increased activity of halitogenic biofilm on the posterior dorsal tongue (although dysgeusia may cause a complaint of nongenuine halitosis in the absence of hyposalivation).Oral dysesthesia – a burning or tingling sensation in the mouth.[1][3]Saliva that appears thick or ropey.[9]Mucosa that appears dry.[9]A lack of saliva pooling in the floor of the mouth during examination.[1]Dysphagia – difficulty swallowing and chewing, especially when eating dry foods. Food may stick to the tissues during eating.[9]The tongue may stick to the palate,[7] causing a clicking noise during speech, or the lips may stick together.[1]Gloves or a dental mirror may stick to the tissues.[9]Fissured tongue with atrophy of the filiform papillae and a lobulated, erythematous appearance of the tongue.[1][9]Saliva cannot be "milked" (expressed) from the parotid duct.[1]Difficulty wearing dentures, e.g., when swallowing or speaking.[1] There may be generalized mucosal soreness and ulceration of the areas covered by the denture.[3]Mouth soreness and oral mucositis.[1][3]Lipstick or food may stick to the teeth.[1]A need to sip drinks frequently while talking or eating.[3]Dry, sore, and cracked lips and angles of mouth.[3]Thirst.[3]3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи на Past Pefect (повторення), готуватится до модульного контролю.

Практичне заняття № 19Підсумковий модульний контроль 3

Мета:Практична: узагальнити знання по третьому модулюОсвітня: повторити основні граматичні та професійно спрямовані питання Розвивальна: розвивати вміння і навички написання модульного контролю, узагальнення та систематизації знань


Хід заняття1. Підготовчий етап заняття.а.) Заповнення журналу. Відмітка відсутніх.2. Основний етап. Написання модульного контролю

Варінт№11.Перекладіть речення.

1. Цей лікар працюватиме в терапевтичному відділенні2. Її мама веде хімію в нашій школі.3. Є багато хвороб ротової порожнини4. Коли виникає пульпіт?5. Most dental disorders arise directly or indirectly from two basic diseases of the teeth and

their supporting tissues – caries and periodontal disease.

2.Перекладіть речення.1. Ви знаєте цього чоловіка?2. Ми використовуємо різні методи в нашій роботі.3. Доктор Хаус іде на роботу.4. Я хочу зустріти свого однокласника.5. Давай гратимемо в теніс.

3.Перекладіть речення.1. Я ходжу до університету кожного дня.2. Я вам вдячна, лікарю.3. Гострий біль.4. Дуже багато карієсу.5. Пульпа.6.

4.Перекладіть речення.1.Я сьогодні відвідав стоматолога.2.Що ти полюбляєш читати?3.Що ви їсте на сніданок?4.Ми відвідали бабусю на вихідних.5. Пульпа – м’яка тканина.6.People say that you can work miracles with your imagination and strong will.

5. Перекладіть речення: 1. Наша команда виграла матч.2. Цей лікар працюватиме в терапевтичному відділенні.3. Її мама веде хімію в нашій школі.4. 4.. Are you free now?5. Fluoride is a natural constituent of most water supplies

6.Підберіть пару синонімів:disease, resistance, to diminish, damage, to educate, restrict, sickness,withstanding, impairment, to teach, to reduce, to confine .7.Придумати речення з словосполученнями: to be interested, in to work hard, to pass an exam, in the first year .

8.Випишіть слова, які на вашу думку повинна виконувати доросла людина:to come true to waste time to do one’s morning exercises to make one’s bed to be lateto care for

Варінт№2 1.Перекладіть речення.

1. Що таке інплант?2. Як ти себе почуваєш?3. Який саме у тебе болить зуб?4. I must enter university and study hard there.5. I am finishing school now and I must choose my future job.

2.Перекладіть речення.1.Твої учні читають англійські газети вдома?2. Наша команда виграла матч.3. Цей лікар працюватиме в терапевтичному відділенні.4. They say that he lives there.5.I have broken my tooth.6.Open your mouth, please.

3.Перекладіть речення. 1. Давай гратимемо в теніс. 2.The results clearly demonstrate both our hopes and fears. 3.Let me examine your your teeth. This tooth must be be rtmoved, I think 4.Of all these methods of cleaning teeth, toothbrushing is the most effective.

5.A correct diet during the period of tooth formation is necessary to produce teeth of good structure. 4.Перекладіть речення.

1. The upper jaw is called maxilla and the lower is called the mandible.2. Call me tomorrow, please, I am busy now.3. He will work in the dental clinic.4. It is shaped like a horseshoe.5. Where is a canteen?

5.Перекладіть речення. 1. Коли виникає пульпіт? 2. Я люблю автомобілі. 3. They say that he lives there. 4.I have broken my tooth.

5. Open your mouth, please.

6 . Підберіть пари антонімів: to increase, available, regular, to improve, to reduce, to realize, to misunderstand, to impair, to increase, inaccessible.

7.Виразіть Вашу думку про можливості, представлені Вашим університетом

1) I have never had the opportunity… . 2) People today have much more opportunity… . 3) But there is no much opportunity… . 4) I’d like to have the opportunity… . 5) Where I live there is a plenty of opportunity… .

8.Перекладіть словосполучення: to apply to a medical university applicant

competition competitive exams to be admitted to the university compulsory voluntary to instruct out-patient department in-patient department scholarship sub-internship

3. Заключний етапа.) підведення підсумків, узагальнення вивченого матеріалу, оцінювання роботи студентів б.) Подача домашнього завдання: вправи на перфектно-тривалі часи.

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