Unit 4 Pre-Reading Vocabulary PDF

## Unit 4 ### Part I. Pre-reading #### A. Pronunciation Practice | English | Persian | |---|---| | association /ə'səusı'eıfn/ | ارتبطا - بهاد | | behavior/br'heıvıə(r(/ | رفتار | | complication/komplı'kersn/^~ | ه عوارض | | consequence /kpnsıkwəns/ | 2-2 | | contribution /kontrr'bjun/ | همکاری م...

## Unit 4 ### Part I. Pre-reading #### A. Pronunciation Practice | English | Persian | |---|---| | association /ə'səusı'eıfn/ | ارتبطا - بهاد | | behavior/br'heıvıə(r(/ | رفتار | | complication/komplı'kersn/^~ | ه عوارض | | consequence /kpnsıkwəns/ | 2-2 | | contribution /kontrr'bjun/ | همکاری مشارکت | | cranky/krænkı/ | بد اخلان کم خرو | | damage / demid3 | /(nature /'nertsə(r طبیعت - ماهیت | | disorder /diso:da(r(/ | اختلال - بالعمى | | distinguish /distingif | تمایز قرار دادن | | dosedǝus/ | مقدار دارو | | dull/dAll | کند ز من کند | | durable /djuərəbl/ | با دوام | | establish/'stablis | تاسیس کردن | | fever/fi:və(r)/ | <img src="" width="100%" height="100%"> | | identify /'aidentifai/ | شناسایی کردن | | injury /'ındzərı/ | محت | | institution / Instı'tju:fn/ | کیجیدلی | | isolate /aisǝlert/ | مجزا | | measles/'mi:zlz/ | سرخک | | mental /'mentl/ | ذهنی - روانی | | outbreak /'autbreık/ | شیوع - همه گیری | | personality /'p3:sə'nælətı/ | شخصیت | | pneumonia /nju:məuniə/ | ذات الريه | | polio /pəulıǝu/ | تلج المفال | | process/prǝuses/ | پردازش | | recover /rrkavə(r(/ | بهبو;د یافتن | | remote /rı'mǝut/ | راه دور | #### B. Word Study: Definitions - booster dose: دوز دعویی later dose of a vaccine given after the original dose in order to continue immunity - disorder: اختلال - بی نظمی : disturbance of the normal working of the body or mind: illness - dose: دور quantity of medicine prescribed to be taken at one time #### C. Word Study: Definitions and Exemplifications |English | Persian | Definition | Example | |---|---|---|---| |acquire| بردن | gain by or as a result of effort | As a result of attending university classes regularly, Reza acquired a good knowledge of English. | | association| انسانی | be with someone or something; friendship or companionship | As a result of my friend's long association with the native speakers of English, his verbal skills have improved a great deal. | | behavior| <img src="" width="100%" height="100%"> | one's actions or manners | The nurse was on her best behavior because she wanted to be kind to the patient. | | complication| مجرلی | something that causes some difficulty, problem, or change; new illness, or new development of an illness that makes treatment more difficult | Brain damage is considered as one of the complications of measles. | | consequence| پیامد - نتیجه | something that follows from an event: result | Failure is often the consequence of laziness. | | contribution| داشتن | act of giving (money, help, time, etc.) | The student made a generous contribution to charity. | | cranky| بد اخلاق - عن | bad-tempered | The cranky old man kept complaining about being in pain. | | distinguish| <img src="" width="100%" height="100%"> | see or recognize the difference | People who cannot distinguish between colors are said to be color-blind. | | dull| مدت خواندنی | make mentally slow, stupid | Ear disorders dull people. | | durable| مدت خواندنی | lasting a long time | As I walk a lot, I always wear durable shoes. | | establish| مواد | set up; put on a firm foundation | They have established a new medical school in this town. | | identify| <img src="" width="100%" height="100%"> | recognize as being a particular person or thing | The linguist could easily identify the foreign accent. | | minute| <img src="" width="100%" height="100%"> | very small; tiny | Microbes are minute organisms that cannot be easily seen. | | nature| <img src="" width="100%" height="100%"> | qualities or characteristics of a person or a thing | Human beings act differently because they have different natures. | | personality| <img src="" width="100%" height="100%"> | character of a person as shown by his appearance, behavior, etc. | As my brother has a pleasing personality, he has got a lot of friends. | | process| <img src="" width="100%" height="100%"> | treat or prepare by some particular method; make ready to use | In order to produce vaccines, the druggists process viruses. | | remote| <img src="" width="100%" height="100%"> | far away | Stone age is a remote period in human history. | | slight| حرفی | small in amount, force, or degree; of little importance | The patient is still suffering from a slight headache. | #### D. Grammatical Points to Be Explained 1. Two simple sentences can be joined to form a complex sentence by using the relative pronoun _who_. Follow the model pattern as you construct sentences with the relative pronoun _who_. - Pattern: a. The first scientific description of the disease was written by Razi. Razi described both measles and smallpox. - Pattern: b. The first scientific description of the disease was written by Razi who described both measles and smallpox. 2. Two simple sentences can be joined to form a complex sentence by using the relative pronoun _that_. Follow the model pattern as you construct sentences with the relative pronoun _that_. - Pattern: a. It is quite possible. We have never seen a child with severe brain damage. - Pattern: b. It is quite possible that we have never seen a child with severe brain damage. ### Part II. Reading Passage #### The Search for Measles Vaccine As far as it is known, measles has caused suffering to mankind for thousands of years. However, the first scientific description of the disease was not made until just a little more than a thousand years ago. It was written by an Iranian physician, Zakarya Razi, who described both measles and smallpox. He distinguished between them, but he considered them to be varieties of the same illness. The idea that measles is related to smallpox continued long after the time of Razi. However, by the sixteenth century, physicians were beginning to realize that measles is a separate disease from smallpox. By the seventeenth century, the distinction between the two was well established. The nature of the organism causing measles remained unclear until 1911, when it was proved to be a virus. Unfortunately, as interesting as this knowledge was scientifically, it was of no help in preventing children from getting measles. Years of work and the contributions of many scientists were necessary before enough was learned about identifying, growing and testing viruses to produce a vaccine that could protect children from measles. The search for an effective measles vaccine lasted two hundred years and has finally ended in success. Now, for the first time, measles is a preventable disease. You may ask. “How is this important to children?" Every year measles kills twice as many people as polio now does. More children die from measles than from any other common childhood disease. Also, complications of some degree occur in about one child out of six. The more common complications include pneumonia and ear disorders. Another aftere-ffect of measles-brain damage is less common, but it can have such serious consequences that it deserves special attention. Brain damage due to measles sounds like something remote from our experience. In reality, it is not. Like any other injury, damage to the brain can be very slight or very severe. It is quite possible that we have never seen or heard of a child who has severe brain damage – the child would either have died or would likely be in an institution. However, in medical research a relation has been found between measles and such things as behaviour problems, personality changes, and dulling of mental ability. For example, a child may be cranky or a little slower to learn after he has recovered from measles. Sometimes children react this way because they miss the extra attention they got while they were ill. However, it is very important to realize that this sort of reaction may be the result of brain damage. This damage to the brain and nervous system is not just a result of high fever. Several other childhood diseases cause fever that is just as high or even higher than that associated with measles, but they are less likely to cause brain damage. Now doctors can vaccinate children against measles. For the first time in history it is possible to prevent outbreaks of measles. If children are immunized with live vaccine, measles can become a thing of the past like smallpox. Measles vaccine is prepared from specially processed and weakened measles virus. Although the virus has been weakened, it is still capable of producing durable immunity – durable like the immunity acquired after having natural measles. Booster doses are not necessary. This measles vaccine has been prepared to protect against regular "ten-day measles," known medically as rubeola. The illness known as “German measles," or "Three-day measles" is as entirely different disease with much milder symptoms. This measles vaccine does not protect against German measles. It has been only a relatively short time since scientists were able to isolate viruses and to identify them. As better techniques for studying these minute organisms are developed, scientists may some day be able to rid mankind of other virus-caused diseases. #### Comprehension Questions A. Read each statement and decide whether it is true or false. Write "T" before true statements and "F" before false statements. Base your answers on the information in this passage only, even if you disagree with what the author has said. 1. There is some relationship between measles and mental disorder. **T** 2. Virus caused diseases produce everlasting immunity. **F** 3. Not all childhood diseases cause brain damage. **T** 4. German measles is a more serious disease than rubeola. **F** 5. After recovering from measles, some children become bad-tempered. **T** B. Circle a, b, c, or d which best completes the following items. 1. A popular name for rubeola is a. ten-day measles b. German measles c. three-day measles d. regular measles 2. Besides pneumonia, the other common complication resulting from measles is a. ear disorders b. brain damage c. smallpox d. scarlet fever 3. About one child out of _______ suffers from complications of some degree from measles. a. three b. six c. ten d. five 4. According to the passage, a high fever a. may cause scarlet fever b. does not necessarily cause brain damage c. cannot be treated d. produces durable immunity 5. After having natural measles, a child a. becomes immune b. develops a new virus c. learns better techniques d. receives milder symptoms C. Answer the following questions orally. 1. How do scientists prepare vaccines? 2. What makes children become bad tempered? 3. How would one distinguish rubeola from German measles? 4. What would be a possible result of brain damage? 5. Why does measles kill more children than polio does? ### Part III. Homework #### Section One: Vocabulary Exercises A. Fill in the blanks with the words from the following table to complete the sentences. Base your answers on the items of the table only, even if there might be other options of parts of speech not indicated here. There are more vocabulary items in the table than required to complete the sentences. Make any changes, if necessary. |Verb | Noun | Adjective | Adverb | |---|---|---|---| |identify | identity | identical | identically | |immunize | immunization | immune | | |prevent | prevention | preventive | | |vaccinate | vaccine | vaccinated | | 1. Nowadays children all over the world can be _______ against measles and smallpox. **vaccinated** 2. I could easily recognize the author's _______ by his style of writing. **identity** 3. It is possible to prevent some diseases by artificial _______. **prevention** 4. Information regarding the causes and effects of a disease is necessary when considering how to _______ disease. **prevent** 5. The most important _______ measure against diseases is a world-wide improvement in living conditions. **preventive** 6. Why are _______ commonly used to prevent the developments of many childhood diseases? **vaccines** 7. Mental disorders were not _______ until recent times. **identified** 8. The baby has been vaccinated; therefore, she is _______ from smallpox. **immune** 9. It is widely believed that _______ is better than cure. **prevention** 10. The relationship between a physician and his patient should be _______ to that of two brothers. **identical** B. Fill in the blanks with the appropriate words from the list below. There are more options than required. Make any necessary changes, if needed. - non-productive - inoculate - onset - rash - experience - spread - acutely - sign - contagious - severity - sound - ache - DPT (diphtheria, pertussis, tetanus) - culture 1. Measles is one of the most _______ of childhood infections. **contagious** 2. Coughs and sneezes _______ diseases. **spread** 3. Has the baby had her _______ and smallpox immunizations? **DPT** 4. In any case, measles seems to have varied in _______ from one period to another. **severity** 5. On admission, the child looked _______ ill. The red spots usually appear on the face and behind the ears five days after the _______ of symptoms. **acutely, onset** 6. The physician _______ children and they developed the disease within a week. **inoculated** 7. The children with measles usually begin to feel better after the _______ appears. **rash** 8. As soon as the _______ comes back from laboratory, we can decide whether the patient's condition is serious or not. **culture** 9. On physical examinations, the vital _______ were quite normal. **signs** 10. The patient began to _______ some pain in the chest. **ache** C. Match the words in Column I with their appropriate equivalents in Column II. Insert the letters a, b, c,... in the parentheses provided. There are more choices in Column II than required. |Column I | Column II | |---|---| | 1. bout | (g) | | 2. diphtheria | (c) | | 3. immunology | (h) | | 4. persistent | (l) | | 5. pertussis | (f) | | 6. rubella | (d) | | 7. scar | (a) | | 8. tetanus | (j) | | 9. viral | (e) | | 10. widespread | (i) | a. mark remaining on the surface of skin as a result of injury b. unconscious as a result of injury c. serious contagious disease of the throat causing difficulty in breathing d. German measles e. caused by a virus f. contagious disease of children marked by short, gasping coughs g. period of illness h. study of resistance to infection i. happening over a wide area j. disease marked by hardening of muscles; lockjaw k. lessen or remove pain l. occurring again and again #### Section Two: Grammatical Exercises A. Using the model pattern number 1 given in item D of Pre-reading part change, the following sentences as in “b” and write the new sentences in the spaces provided. 1. a. The first important research on microbes was done by Louis Pasteur. b. The first important research on microbes was done by Louis Pasteur, who demonstrated that specific microbes caused diseases. 2. a. The first steps in the scientific revolution were taken in Holland by Zacharius Janssen. b. The first steps in the scientific revolution were taken in Holland by Zacharius Janssen who invented the compound microscope. 3. a. The first antiseptic principle in the treatment of a compound fracture was tried out by Joseph Lister. b. The first antiseptic principle in the treatment of a compound fracture was tried but by Joseph Lister who succeeded in devising a practical method for treating wounds. 4. a. The first important work on fermentation and putrefaction, was undertaken by Pasteur. b. The first important work on fermentation and putrefaction was undertaken by Pasteur who proved that “organized corpuscles" are everywhere present in the air. 5. a. Penicillin was discovered by Alexander Fleming. b. Penicillin was discovered by Alexander Fleming who wrote a report on his discovery and had it printed in scientific journals. B. Using the model pattern number 2 given in item D of Pre-reading part, change the following sentences as "b" and write the new sentences in the spaces provided. 1. a. It is possible. You have never carried out the experiment. b. It is possible that you have never carried out the experiment. 2. a. It is probable. A remedy will be found for cancer. b. It is probable that a remedy will be found for cancer. 3. a. It is likely. More discoveries will be made in future. b. It is likely that more discoveries will be made in future. 4. a. It is hopeful. His condition will improve. b. It is hopeful that his condition will improve. 5. a. It is understandable. Measles kills many children. b. It is understandable that measles kills many children. #### Section Three: Reading Comprehension Exercise Read the following passage carefully; then select a, b, c, or d which best completes the items. #### Meningitis Meningitis refers to any infectious disease attacking the meninges, which are the membranes covering the brain and spinal cord. In the form most commonly seen, the inflammation is caused by the meningococcus and pneumcoccus bacteria. These germs are found in the upper respiratory tract of 2% to 5% of normal individuals who may act as carriers or, under certain circumstances, they may develop the illness as the bacteria spread from the nose and throat to the brain, usually via the bloodstream. The disease is also spread by an infected person through nose and throat secretions. Meningitis may also develop as a secondary infection following acute infections of the sinus cavities or middle ear. The incubation period of this form of the disease is about one week. It occurs most often in the winter months, and generally more in males than in females. Children, young adults, and older persons are most susceptible. In regard to the symptoms, much depends on the resistance of the patient and the virulence and type of bacteria. In a severe case, symptoms may start with sudden chills, fever, violent headache, and vomiting. Coma may follow rapidly. Blood spots may appear on the skin. The patient goes into shock, and death may occur within a period of several hours. Fortunately, most cases are not so catastrophic. These begin with the signs of an upper respiratory infection, chills, fever, and headache. There is nausea. In young children, there may occasionally be diarrhoea. A blotchy red rash may or may not appear. There is wide fluctuation in temperature. The patient complains of muscle aches and severe headaches. There is marked stiffness of the neck. The more quickly the diagnosis is established, the shorter the course of the illness and the fever will be. Hydrocephalus, a deformity in which the head is enlarged, is a common side-effect in infants. At all ages visual and hearing disturbances can occur due to nerve damage. Occasionally the heart is involved. Chronic headaches are a frequent complication. The use of antibiotic drugs for carriers and persons exposed to meningitis is a most effective preventive step and should never be neglected. Infections of the nose, upper lip, ear, and sinus should be treated promptly to prevent spread to the brain. 1. The "incubation period" is a. the time spent for the treatment of the disease b. the period between infection and the appearance of the first symptoms c. the time spent in developing the bacteria d. the period of resistance against the disease 2. According to the passage, ______ cause the most common form of meningitis. a. two kinds of bacteria b. respiratory infection is the only cause of the disease c. nerve damage is a possible cause of the disease d. a single bacterium would likely cause the disease 3. All of the following can be the symptoms of the disease except a. nausea and vomiting b. enlargement of the head c. chills, fever, violent headache d. muscle aches and stiffness of the neck 4. The least common complication of meningitis is ______ a. chronic headaches b. infection of lips c. heart disease d. pain in the neck 5. The term “susceptible” in line 13 means ______ a. inclined to b. ready for c. interested in d. sensitive to #### Section Four: Translation Practice A. Translate the following passage into Persian. #### Measles Measles is an extremely contagious, febrile disease of high morbidity characterized by rash and catarrhal inflammation of the eyes and respiratory tract. It is principally a benign disease of childhood but may afflict with equal frequency persons of any age not previously attacked by the virus. It is a disease of cosmopolitan distribution, endemic in all but isolated populations. It may occur at any time of the year, but most outbreaks are in late winter and early spring, with a peak at the end of April. The disease recurs in epidemic cycles at two to three year intervals in most civilized communities which have been studied. This epidemic periodicity is best explained as a result of the introduction of susceptibles into the population by birth or ingress from other areas. When the proportion of non-immunes reaches a certain concentration, disease and coincident dissemination of the virus may occur to produce an epidemic. It is likely that the virus is introduced from sources external to the involved population, probably by incoming susceptibles; there is no solid evidence of subclinical infection or a post infection carrier state with unmodified measles to suggest local persistence of the virus in inter-epidemic periods. Throughout most of the world, measles is a disease of children; most adults possess acquired immunity. Beyond the age of ten, more than 90% of the population have specific antibody. Morbidity and mortality rates do not appear to be influenced by sex or race. Case fatality rates are highest in children less than five years of age and are also relatively high in the aged. Congenital infection has occurred. There is no evidence that the virus may vary in virulence in nature. The off-cited and notorious virulence of the disease in primitive, isolated or crowded populations may be explained by (1) more prevalent infection of feeble and aged adults, (2) poor environmental conditions, (3) inadequate medical care, and (4) secondary bacterial infections. Because measles per se rarely induces fatal disease, it is evident that fatalities attributable to measles may vary in incidence according to the prevalence of bacteria pathogens and the resistance of the population to their presence. Measles is one of the most contagious of infections. Demonstration of the virus in nasopharyngeal secretions is in accord with the epidemiologic evidence that infection is disseminated and acquired by the respiratory tract. Close physical proximity or direct person to person contact is the usual requisite for infection, but third person transfer has occurred. B. Find the Persian equivalents of the following terms and expressions and write them in the spaces provided. 1. afebrile: بدون تب 2. autopsy: کالبد شکافی 3. biopsy: نمونه برداری 4. cervical spine: مهره های گردن 5. conjunctivitis: التهاب چشم 6. coryza: آبریزش 7. dyspnea: تنگی نفس 8. endemic: بیماری عمومی (رایج) 9. epidemics: همه گیری 10. exanthem: جوش 11. gangrene: قان قاریا 12. intact: سالم و دست نخورده 13. mandible: فک پایین 14. maxilla: فک بالا 15. otitis media: عفونت گوش میانی 16. pandemic: گسترش بیماری جهان / بدن) 17. prodrome: پیش زمینه 18. smear: آغشته 19. toxoid: جسم مانند 20. varicella: آبله مرغان