Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
CORSO DI INGLESE
Prof. E. Jenkins
GRAMMAR
NOUNS
(SOSTANTIVI)
=> DOCTORS
=> PATIENTS
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WATCHES
GLASSES
BOXES
RASHES
LIFE
CITY
BACTERIUM
DATUM
SPECTRUM
CRITERION
PHENOMENON
FOCUS
NUCLEUS
FORMULA
ANALYSIS
GENUS
APPENDIX
INDEX
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LIVES
CITIES
BACTERIA
DATA
SPECTRA
CRITERIA
PHENOMENA
FOCI
NUCLEI
FORMULAE
ANALYSES
GENERA
APPENDICES
INDICES
MAN
WOMAN
CHILD
FOOT
TOOTH
MOUSE
THIS
THAT
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MEN
WOMEN
CHILDREN
FEET
TEETH
MICE
THESE
THOSE
ALTRE IRREGOLARIT
- F
- Y
- UM
=> VES
=> IES
=> A
- ON
=> A
- US
=> I
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=>
=>
A
IS
US
EX/IX
AE
ES
ERA
ICES
ECCEZIONI
Pagina 1 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
AGGETTIVI
THE PATIENT COMPLAINS OF PRICKLING EYES, ACHING LIMBS,
SWOLLEN NECK GLANDS, AND MILD DEPRESSION.
1)
2)
I sostantivi:
PATIENT, EYES, LIMBS, GLANDS, DEPRESSION
Gli aggettivi sono: PRICKLING, ACHING, SWOLLEN, NECK, MILD.
Gli aggettivi derivano da varie fonti: - II participio presente.
PRICKLING / ACHING (INFINITO: TO PRICKLE / TO ACHE)
Altri esempi: burning pain; surrounding tissue.
Il participio passato.
SWOLLEN (INFINITO: TO SWELL)
Altri esempi: handicapped children; increased appetite; reduced weight;
advanced disease; controlled experiment; infected area.
Sostantivi usati da aggettivi
NECK (IL COLLO) (Si pu tradurre - del collo)
Altri esempi: venous blood - blood cells;
infections; weak heart - heart rate; lower
collapsed lung
lung damage;
stomach
artificial kidney - kidney disease; mental
administration.
AGGETTIVI DIMOSTRATIVI
THIS = questo/a
THAT = quello/a
THESE = questi/e
THOSE = quelli/e
Pagina 2 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
ARTICLES
1)
INDEFINITE ARTICLE:
a) si usa A
A / AN,
DEFINITE ARTICLE;
THE
Si usa:
a) per specificare: A 52 year old man was admitted. The man's history
was given by the patient's wife,
b) per indicare cose di cui ne esiste un solo esemplare: The National
Health Service came into operation on July 5th 1948.
c) per paesi al plurale o composti da altri stati: The U S A, the U K
d) per indicare una classe di persone o cose: the sick; the elderly; the
limbs.
Non si usa:
a) quando si parla in senso generate: Life is precious; Health is
important. Surgical instruments are made of steel
b) con i nomi delle malattie: He is in bed with influenza / measles /
chickenpox.
c) con le parole che indicano liquidi: urine; saliva; mucus.
d) con !e parti del corpo: She broke her leg.
3)
The patient has some trouble with his eyes. The patient has not any trouble
etc. Has the patient any trouble with his eyes? The patient has no trouble etc
Pagina 3 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
PRONOMI
(PERSONALI)
Me
My
Mine
Myself
You
You
Your
Yours
Yourself
He
Him
His
His
Himself
She
Her
Her
Hers
Herself
It
It
Its
Its
Itself
We
Us
Our
Ours
Ourselves
You
You
Your
Yours
Yourselves
They
Them
Their
Theirs
Themselves
PRONOMI RELATIVI
Sogg.
Ogg.
-
=
=
Who (persone)
Whom
Which
Which
(Cose)
Possessivo = Whose
PRONOMI INTERROGATIVI
WHAT (che cosa); WHERE (dove); WHO (chi); WHEN (quando); WHICH
(quale); WHY (perch - risposta=because); HOW (come); HOW MUCH (quanto);
HOW MANY (quanti).
Pagina 4 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
COMPARATIVO E SUPERLATIVO
Gli aggettivi di una sola sillaba e quelli di due sillabe che terminano con -y, -er, le, -o, -ow formano il comparativo aggiungendo il suffisso -ER e -EST per il
superlativo.
Quando 1'aggettivo di una sola sillaba e termina con una consonante singola
preceduta da una vocale singola, lultima consonante raddoppia prima di
aggiungere er o -est.
Tutti gli altri aggettivi usano "MORE" per il comparativo e "MOST" per il
superlativo.
Il secondo termine di paragone e introdotto sempre da "THAN" per il comparativo
e da "IN" / "OF" per il superlativo.
HIGH
HIGHER
HIGHEST
LOW
LOWER
LOWEST
EARLY
EARLIER
EARLIEST
SIMPLE
SIMPLER
SIMPLEST
COMMON
MORE COMMON
MOST COMMON
INTERESTING
MORE INTERESTING
MOST INTERESTING
FREQUENT
MORE FREQUENT
MOST FREQUENT
TOXIC
MORE TOXIC
MOST TOXIC
GOOD
BETTER
BEST
BAD
WORSE
WORST
LITTLE
LESS
LEAST
IRREGOLARI
Esempi.
Babies are healthier than they were 100 years ago.
Asiatics are more susceptible to thalessemia than Europeans.
Diabetes is more frequent in developed countries than in developing nations.
The patient's temperature is higher today than it was yesterday.
The earliest symptoms of botulism are diplopia and dizziness.
The year 1969 showed the lowest infant mortality rates ever recorded in Wales.
The most important single factor observed in cases of depression is the risk of
suicide.
Preventive medicine is better than curative medicine.
Pagina 5 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
VERBS
SIMPLE PRESENT
He studies
--They study
---
Egli studia
Loro studiano
does he study?
do they study?
PRESENT CONTINUOUS
He is studying
--is he studying?
They are studying
--are they studying?
-----
Egli studi
Loro studiarono
PAST CONTINIOUS
He was studying
--They were studying ---
Egli studiava
Loro studiavano
-----
he is not studying.
they are not studying.
-----
did he study?
did they study?
was he studying?
--were they studying? ---
Pagina 6 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
PRESENT PERFECT
He has studied
--They have studied
---
Egli ha studiato
Loro hanno studiato
PAST PERFECT
He had studied
They had studied
-----
-----
Egli studier
Loro studieranno
CONDITIONAL
He would study
They would study
Egli studierebbe
Loro studierebbero.
has he studied
have they studied?
-----
Prof. E. Jenkins
had he studied
had they studied?
-----
-----
-----
would he study?
would they study?
-----
Pagina 7 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
PAST CONDITIONAL
He would have studied
--
PASS IVE
SIMPLE PRESENT
Dr. Ray TREATS the patient.
The patient IS TREATED by Dr. Ray.
SIMPLE PAST
Dr. R. TREATED the patient
The patient WAS TREATED by Dr. R.
PRESENT PERFECT
Dr. R. HAS TREATED the patient
The patient HAS BEEN TREATED by Dr. R.
PAST PERFECT
Dr. R. HAD TREATED the patient
(Dr. R. aveva curato il paziente.)
The patient HAD BEEN TREATED by Dr. R. (il paziente era stato curato da)
FUTURE
Dr. R. WILL TREAT the patient.
The patient WILL BE TREATED by Dr. R.
CONDITIONAL
Dr. R. WOULD TREAT the patient.
The patient WOULD BE TREATED by Dr. R.
Pagina 8 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
SIMPLE PRESENT
TO HAVE
TO BE
HE
SHE
IT
THEY
Prof. E. Jenkins
IS
HE
SHE
IT
HAS
ARE
THEY
HAVE
Pagina 9 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
SIMPLE PAST
Il simple past (corrisponde al passato prossimo in italiano) viene usato per
esprimere un azione compiuto in un tempo definite nel passato. In un testo
scientifico le sezioni "METODI E R1SULTATI" sono riportati in questo tempo perch
si riferiscono a un momento preciso del lavoro. 1 verbi regolari formano il passato
aggiungendo il suffisso "ED" allinfinito
Esempi:
TREAT
FINISH
==>
==>
TREATED
FINISHED
DEVELOP ==>
FINISH
==>
N.B.
1) Se linfinito termina con "e" si aggiunge soltanto "d".
OPERATED
EXAMINE ==>
Esempi:
OPERATE ==>
DEVELOPED
FINISHED
EXAMINED
2) Se !'infinito termina con "y" preceduta da una consonante la "y" diventa "i"
davanti al suffisso "ed".
Esempi:
STUDY
==>
STUDIED
WORRY
==>
WORRIED
VERBI IRREGOLARI
To be-was,were-been
To become-became-become
TO begin-began-begun
To bring- brought -brought
To bleed-bled-bled
To come-came-come
To do-did-done
To fall-fell-fallen
To feel-felt-felt
To find-found-found
To give-gave-given
To go-went-gone
To have-had-had
To know-knew-known
To lead-ted-led
To let-let-let
To make-made-made
To put-put-put
Jo say-said-said
To see-saw-seen
TO take-took-taken
To think-thought-thought
Pagina 10 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
N.B. 11 verbo "to be" fa eccezione perch continua. ad essere un verbo ausiliare
nel passato, perci si pu invertire con il soggetto.
Esempi:
Per formare la forma negativa si mette DID NOT fra il soggetto ed il verbo
principale, il quale torna alla forma di base
Esempi:
Pagina 11 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
THE FUTURE
Il futuro semplice viene usato nella. lingua scritta e per situazioni formali;
pu implicare lidea che unazione avverr indipendentemente dalla volont
della persona che parla; per fare previsioni o pronostici (per esempio, una
prognosi). Si esprime con 1'ausiliare "WILL" che va posto tra il soggetto ed il
verbo principale.
Esempi:
Pagina 12 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
MODAL VERBS
Can
Potere.
Present. ==> he can (treat) egli pu curare; they can (treat) loro
possono curare
Simple past ==> he could (treat) egli pot curare; they could (treat)
loro poterono curare.
Conditional ==> he could (treat) potrebbe curare ; they could (treat)
potrebbero curare
Past conditional ==> he could have (treated) avrebbe potuto curare; they
could have (treated) avrebbero potuto curare.
N.B. Le parti mancanti di "can" vengono espresse con il verbo "to be
able" (essere in grado)
Es. Present perfect ==> he has been able to cure (ha potuto curare /
stato in grado di curare); Future ==> he will be able to cure (potr
curare / sar in grado di curare); cio il verbo "essere" viene coniugato nel
tempo desiderate.
II verbo "may" sostituisce "can" quando necessario esprimere "dubbio".
Esempio
Must
Dovere
Present ==> he must (treat) egli deve curare; they must (treat) loro
devono curare.
Conditional ==> he should (treat) egli dovrebbe curare; they should
(treat) loro dovrebbero curare.
N:B. Le parti mancanti vengono espresse con il verbo "avere".
Es. Simple past ==> he had (to treat) egli ha dovuto (dovette) curare
Future ==> he will have (to treat) egli dovr curare. cio il verbo
"avere" viene coniugato nel tempo desiderato.
It can be
Pu essere
It could be
Potrebbe essere
It could have been
Avrebbe potuto essere
It may be
Potrebbe essere
It may have been
Avrebbe potuto essere.
It must be
Deve essere.
It should be
Dovrebbe essere.
It must have been
Deve essere stato.
It should have been
Avrebbe dovuto essere.
Pagina 13 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
NOUNS
Prof. E. Jenkins
ESSENTI AL VO CABULA RY
Result = Risultato
Outcome = esito
Sign = Segno
Symptom = sintomo
Loss = Perdita
Weakness = Debolezza
Risk = rischio
Pain = dolore
Recurrence = Ricaduta
Swelling = gonfiore
ADJECTIVES
Weak
= Debole
High
= Alto
Slight
= Leggero
Low
= Basso
Main
= Principale
Healthy
= Sano
Suitable
= Adeguato
Available
= Disponibile
Early
= Precoce
Advanced
= Avanzato
Developed
= Sviluppato
Common
= Comune
VERBS
To occur / take place = avvenire
To increase / raise = aumentare
To decrease / reduce / diminish / fall / drop = ridurre
To cut = tagliare
To appear / seem = sembrare
To assess / evaluate = valutare
To lead = condurre
To develop = sviiupparsi
To rise = aumentarsi
To involve = coinvolgere
To identify = individuare
To find = trovare
Pagina 14 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Here are some extracts from an article in the British Medical Journal that illustrate
another procedure commonly followed by medical researchers. Work out the
procedure by identifying the extracts.
a)
Comparison of barium swallow and ultrasound in diagnosis of gastro-oesophageal
reflux in children
b)
Fifty one infants and older children with suspected gastro-oesophageal reflux
entered a study comparing the diagnostic accuracy of a standard barium swallow
examination with that of ultrasound scanning. All children were examined by both
techniques.
In 40 cases there was unequivocal agreement between the examinations. Of the
remaining patients, four had definite reflux by ultrasonic criteria but showed no
evidence of reflux on barium swallow examination, four had positive findings on
ultrasound but showed only minimal reflux on barium swallow, and one showed
minimal reflux on ultrasound but had a negative barium meal result. In two
children the ultrasound study was inconclusive. Ultrasound has an Important role
in the diagnosis and follow up of patients under the age of 5 years with gastrooesophageal reflux.
c)
Both ultrasound and barium swallow examinations have an important part to play
in patients with symptomatic gastro-oesophageal reflux. Barium examinations are
useful in the diagnosis of complications of reflux and in detecting uncommon
conditions. We emphasize that most children do not require barium meal
examination for diagnosis or during the subsequent management of reflux.
d)
Results of barium swallow and ultrasound examinations
Barium swallow result
Ultrasonic appearance
Positive
Negative
Minimal
positive
Positive
15
4
4
Negative
24
Minimal positive
1
1
Inconclusive
2
Total
17
29
5
Inconclusive
23
24
2
2
51
Pagina 15 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
Epileptics should not attempt a weight loss diet that requires drinking vast
amounts of water, warns a doctor from Stanford University School of Medicine.
Three of his patients with previously well-controlled epilepsy had seizures while
on these diets. At the time of the seizures the patients had been drinking two
to six quarts of water daily. Since excessive fluid intake is one of the oldest
recognized methods of inducing seizures in susceptible people, doctors should
never allow an epileptic to follow this diet plan.
In Time, November 24, 1985,
VOCABULARY
1. Paroxysmal = adj.
Pagina 16 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
Table 1. Caffeine Consumption during a 72-Hour Period among 173 Men and 228 Women.
CAFFEINE SOURCE
MEN
CAFFEINE
CONSUMPTION
mg
Coffee
Tea
Soft drinks
Chocolate beverages
Bar chocolate
Over-the-counter- drugs
Total caffeine intake
914.86
111.75
65.79
2.43
7.19
48.32
WOMEN
% WHO REPORTED
USE DURING STUDY CAFFEINE
PERIOD
CONSUMPTION
% of total
caffeine
intake
79,2
9.7
5.7
0.2
0.6
4.2
mg
79.29
34.7
28.9
10.4
23.7
21.4
970.07
125.58
75.82
4.32
5.73
92.17
1237.6
% WHO REPORTED
USE DURING
STUDY PERIOD
% of total
caffeine
intake
76.2
9.9
6.0
0.3
0.5
7.2
83.8
40.8
28.1
18.0
22.4
26.8
by Gerdi Weidner, in The New England Journal of Medicine, Vol. 313. November 28, 1985, p. 1421.
Pagina 17 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
Pagina 18 di 19
UNIVERSIT DI FERRARA
CORSO DI INGLESE
Prof. E. Jenkins
Va c ci n e s
Prevention is better than cure.
HIS LIFE IS IN YOUR HANDS
Beautiful, isn't he? The sort of child any parents would be proud of.
Hard to imagine that until a few months ago this little boy was in mortal danger and nearly
lost his life.
Without proper vaccination he was at the mercy of every germ, virus bacterial disease
around.
Don't take the risk! Make sure your child is fully inoculated. Today!
GIVE YOUR CHILD A FAIR CHANCE - TO LIVE!
Every man, woman, and child at some time In life suffers illnesses caused by infection. The
severity of infection results from such factors as the inherent properties of the specific germ,
the number of germs, and the ability of the body to fight them.
The ability of the body to resist infection is termed immunity. It may be natural or acquired.
Natural immunity is the sum total of the defenses in all normal people which enable the body
to resist infection under ordinary conditions. These defenses include, among many others,
intact skin and mucous membranes which act to bar the entrance of germs; the tissue fluids
and blood which contain cells and other substances which engulf and destroy foreign objects;
and the ordinarily harmless population of bacteria and viruses found in the body which prevent
or interfere with the growth of harmful bacteria or viruses.
Acquired immunity is that defense against infection which an individual develops through
exposure to germs or their products. Each germ acts as a specific antigen. An antigen is a
substance foreign to the body which stimulates the body to form antibodies. Antibodies are
protective proteins which the body forms in response to an antigen. For instance, when
measles viruses enter the body they cause the body to form antibodies because the measles
virus is a foreign substance. These antibodies are for specific use against the measles virus,
and help the body fight and kill the virus. They do not help to fight other viruses such as the
poliomyelitis, however.
The body forms antibodies against each germ that invades it. Until the body has had at least
one encounter with the germ, no antibodies can be formed against it. Immunity may be
acquired naturally, that is, by actually developing the disease.
In the course of an illness, antibodies appear and the patient begins to recover. These
antibodies then persist in the blood stream and protect the individual from developing the
same illness again. Not many years ago this was the only way people could develop immunity.
Today, however, modern medicine has developed vaccines by which we can develop immunity
artificially. Vaccines are antigens which cause the body to build antibodies against a particular
disease without becoming ill.
The definition of a vaccine is: "A preparation which on injection will induce an active immunity
in the body. Vaccines are made up of dead or attenuated infectious agents, bacteria or viruses,
and each one is specific: the intracutaneous inoculation of tetanus vaccine protects the
individual against tetanus, and rabies vaccine protects against rabies, etc..
Some vaccines contain living germs, such as the smallpox, yellow fever, measles, and oral
polio vaccines. These living vaccines have been rendered harmless in the laboratory, so that
they do not cause the harmful effects of the disease. But they still provoke the formation of
antibodies.
Pagina 19 di 19