Sentence transformation 1B

1. It isn’t necessary to finish the work today.

You don’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Sally finally managed to get a job.
Sally finally succeeded . . . . . . . . . . . . . . . . . .
3. That’s the last time I go to that restaurant.
I certainly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. “I advised you to take a holiday” The doctor said.
“You’d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. If you don’t rest your self you really will be ill.
Unless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. The doctor told him that he worked too hard.
You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. Those pictures are beautiful.
How . . . . . . . . .
8. It was an interesting film.
What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. What’s the weight of your suitcase?
How. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10. How tall is Peter?
What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence transformation 2B
1. We arrived too late to see the first film.
We didn’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. “I’m sorry that I broke the glass” said Peter.
Peter apologized . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. I was downing, but he saved me.
If he . . . . . . . . .
4. Sally is the cleverest student in the class.
Nobody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. I have never read such a romantic story before.
This is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. We can’t afford to buy the car.
The car . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. His parents made him study hard for the exams.
He was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. We started cooking for the party four hours ago.
We have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. He has never behaved so violent before.
He is behaving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10. We couldn’t get nearer because of the police.
The police. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence transformation 3B
1. Somebody repaired her car yesterday.
She . . . . . . . . . . .
2. You must see the manager tomorrow morning.
You’ve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. I’ve warned you not to go near the dog.
I’ve warned you about . . . . . . . . . . . . . . . . . . .
4. She can meet him if he arrives before eleven.
So . . . . . . . . . . . . .
5. There was never any answer when I rang.
Every . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. She knows more about it than I do.
I don’t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. Although he had a good salary, he was unhappy in his job.
In spite. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. He prefers golf to tennis.
He’d rather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. The garden still needs digging.
The garden hasn’t . . . . . . . . . . . . . . . . . . . . . . . . . .
10. Susan felt sick, because she ate four cream cakes.
If Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence transformation 4B
1. She couldn’t afford to buy the car.
The car. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. She didn’t say a word as she left the room.
She left. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. They think the owner of the house is abroad.
The owner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. You remembered to post the letter, didn’t you?
You didn’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. Speaking English fluently is not easy.
It . . . . . . . . . . . . . .
6. I’m sorry that I didn’t finish my homework last night.
I wish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. She asked John how he liked her new dress.
“How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. A train leaves at eight o’clock every morning.
There is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. Nobody can deny that she has a beautiful voice.
It . . . . . . . . . . . . . .
10. I would like you to help me to put the chair away.
Do you mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

Sentence transformation 5B
1. Reading scientific books is one of my interests.
I’m . . . . . . . . . . .
2. Unless he phones her immediately, he won’t get any information.
If . . . . . . . . . . . . . .
3. The garage is going to repair the car for us next week.
We are going to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. The news was wonderful that she decided to have a celebration.
It was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. It’s very difficult to leave here after such a long time.
It isn’t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. I always see him working in the garden on Sundays.
He takes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. 18 people came although we had expected only 16.
Two extra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. Jerry’s salary as an accountant is two thousand dollars a month.
Jerry makes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. We need a week to think about it.
We need. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10. The owners of newspapers are usually very rich.
The people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Oxytocin
The positive and negative effects of the chemical known as the ‘love hormone’
A. Oxytocin is a chemical, a hormone produced in the pituitary gland in the brain. It was through
various studies focusing on animals that scientists first became aware of the influence of oxytocin.
They discovered that it helps reinforce the bonds between prairie voles, which mate for life, and
triggers the motherly behaviour that sheep show towards their newborn lambs. It is also released by
women in childbirth, strengthening the attachment between mother and baby. Few chemicals have
as positive a reputation as oxytocin, which is sometimes referred to as the ‘love hormone’. One
sniff of it can, it is claimed, make a person more trusting, empathetic, generous and cooperative. It
is time, however, to revise this wholly optimistic view. A new wave of studies has shown that its
effects vary greatly depending on the person and the circumstances, and it can impact on our social
interactions for worse as well as for better.
B. Oxytocin’s role in human behaviour first emerged in 2005. In a groundbreaking experiment,
Markus Heinrichs and his colleagues at the University of Freiburg, Germany, asked volunteers to
do an activity in which they could invest money with an anonymous person who was not
guaranteed to be honest. The team found that participants who had sniffed oxytocin via a nasal
spray beforehand invested more money than those who received a placebo instead. The study was
the start of research into the effects of oxytocin on human interactions. ‘For eight years, it was
quite a lonesome field,’ Heinrichs recalls. ‘Now, everyone is interested.’ These follow-up studies
have shown that after a sniff of the hormone, people become more charitable, better at reading
emotions on others’ faces and at communicating constructively in arguments. Together, the results
fuelled the view that oxytocin universally enhanced the positive aspects of our social nature.
C. Then, after a few years, contrasting findings began to emerge. Simone Shamay-Tsoory at the
University of Haifa, Israel, found that when volunteers played a competitive game, those who
inhaled the hormone showed more pleasure when they beat other players, and felt more envy when
others won. What’s more, administering oxytocin also has sharply contrasting outcomes depending
on a person’s disposition. Jennifer Bartz from Mount Sinai School of Medicine, New York, found
that it improves people’s ability to read emotions, but only if they are not very socially adept to
begin with. Her research also shows that oxytocin in fact reduces cooperation in subjects who are
particularly anxious or sensitive to rejection.
D. Another discovery is that oxytocin’s effects vary depending on who we are interacting with.
Studies conducted by Carolyn DeClerck of the University of Antwerp, Belgium, revealed that
people who had received a dose of oxytocin actually became less cooperative when dealing with
complete strangers. Meanwhile, Carsten De Dreu at the University of Amsterdam in the
Netherlands discovered that volunteers given oxytocin showed favouritism: Dutchmen became
quicker to associate positive words with Dutch names than with foreign ones, for example.
According to De Dreu, oxytocin drives people to care for those in their social circles and defend
them from outside dangers. So, it appears that oxytocin strengthens biases, rather than promoting
general goodwill, as was previously thought.
E. There were signs of these subtleties from the start. Bartz has recently shown that in almost half
of the existing research results, oxytocin influenced only certain individuals or in certain
circumstances. Where once researchers took no notice of such findings, now a more nuanced
understanding of oxytocin’s effects is propelling investigations down new lines. To Bartz, the key
to understanding what the hormone does lies in pinpointing its core function rather than in
cataloguing its seemingly endless effects. There are several hypotheses which are not mutually
exclusive. Oxytocin could help to reduce anxiety and fear. Or it could simply motivate people to
seek out social connections. She believes that oxytocin acts as a chemical spotlight that shines on
social clues – a shift in posture, a flicker of the eyes, a dip in the voice – making people more
attuned to their social environment. This would explain why it makes us more likely to look others
in the eye and improves our ability to identify emotions. But it could also make things worse for
people who are overly sensitive or prone to interpreting social cues in the worst light.
F. Perhaps we should not be surprised that the oxytocin story has become more perplexing. The
hormone is found in everything from octopuses to sheep, and its evolutionary roots stretch back
half a billion years. ‘It’s a very simple and ancient molecule that has been co-opted for many
different functions,’ says Sue Carter at the University of Illinois, Chicago, USA. ‘It affects
primitive parts of the brain like the amygdala, so it’s going to have many effects on just about
everything.’ Bartz agrees. ‘Oxytocin probably does some very basic things, but once you add our
higher-order thinking and social situations, these basic processes could manifest in different ways
depending on individual differences and context.’
True/ False question
1. Oxytocin is produced in the pituitary gland in the brain.
2. Oxytocin was first discovered through experiments on humans.
Choose the correct answer.
3. What was the significant finding in Markus Heinrichs’s 2005 experiment?
A. Oxytocin caused participants to become more competitive
B. Participants who inhaled oxytocin invested more money in a trust game
C. Oxytocin increased fear responses
D. Participants showed no change in behavior after taking oxytocin
4. According to studies, how does oxytocin affect people in competitive situations?
A. It reduces envy and rivalry
B. It makes people more passive
C. It increases pleasure in winning and envy in losing
D. It promotes cooperation
5. What is Jennifer Bartz’s theory about how oxytocin works?
A. It directly causes aggression
B. It functions as a chemical spotlight for social cues
C. It increases intelligence
D. It eliminates emotional bias
Fill in each blank a suitable word
The earliest findings about oxytocin and bonding came from research involving
6……………….. It was also discovered that humans produce oxytocin during 7………………. An
experiment in 2005, in which participants were given either oxytocin or a 8………………,
reinforced the belief that the hormone had a positive effect.
However, later research suggests that this is not always the case. A study at the University of Haifa
where participants took part in a 9 ………..revealed the negative emotions which oxytocin can
trigger. A study at the University of Antwerp showed people’s lack of willingness to help 10
…………….while under the influence of oxytocin. Meanwhile, research at the University of
Amsterdam revealed that people who have been given oxytocin consider
11……………..that are familiar to them in their own country to have more positive associations
than those from other cultures.

Read and translate the text

The production and sale of drugs is a big business in many countries. Drugs affect
and alter health. So they play a prominent role in society, as well as drug industry
as a whole. This role includes discovery of new drugs, their development into
useful therapeutic tools and production and distribution of existing medicines.
Nowadays most drugs are prepared by pharmaceutical manufacturers and are
distributed to the chemist’s shops or hospitals in suitable dosage forms. A
chemist’s shop is a specialized shop where drugs are compounded, dispensed,
stored and sold. An average chemist’s shop has a hall for visitors, departments for
selling drugs and proper working rooms. There are usually two departments in a
large chemist’s shop. At the chemist’s department one can have a medicine
immediately, other drugs have to be ordered at the prescription department. A
chemist’s shop also has an assistant room, a room for washing, drying and
sterilization, an analytical laboratory, a room for dispensing medicines, a room for
storing. There are some requirements for the storage of drugs. The drugs for
immediate use should be kept in refrigerators. Some drugs should be stored in cool
places and protected from light. At the chemist’s medicines are distributed
according to the therapeutic effect: drugs for cough, cardiac medicines, drugs for
headache, flu and cold, antihypertensive and antihypotensive remedies. Because of
his knowledge the pharmacist should provide information required for the safe and
effective use of both prescription and over - the - counter medications when
supplying them to patients. The pharmacist serves as an information source of all
aspects of drugs to his colleagues in the medical, dental and nursing professions.
The personnel of a chemist’s shop consists of a manager, who is the head of it, a
dispensing pharmacist, who takes prescription and delivers drugs, a chemist
controlling the prescription, a chemist – analyst controlling the effectiveness of the
drugs prepared. There is also a pharmacist who is in charge of the supply of the
necessary medications and its replenishing.
Task. Find the synonym
1) drug a) to produce
2) big b) consumers
3) to distribute c) suitable
4) to include d) at once
5) to affect e) to write out
6) to prepare f) as well as
7) to manufacture g) to demand
8) visitors h) to apply
9) proper i) spot
10) immediately g) medicine
11) to prescribe k) large
12) also l) to spread
13) to require m) to consist of
14) to use n) to have impact on
15) place o) to get ready
16) to supply p) to run
17) source q) origin
18) to be in charge of r) to provide
Knowledge in medicine
A
What counts as knowledge? What do we mean when we say that we know something? What is the
status of different kinds of knowledge? In order to explore these questions, we are going to focus
on one particular area of knowledge - medicine.
B
How do you know when you are ill? This may seem to be an absurd question. You know you are
ill because you feel ill; your body tells you that you are ill. You may know that you feel pain or
discomfort but knowing you are ill is a bit more complex. At times, people experience the
symptoms of illness, but in fact, they are simply tired or over-worked or they may just have a
hangover. At other times, people may be suffering from a disease and fail to be aware of the illness
until it has reached a late stage in its development. So how do we know we are ill, and what counts
as knowledge?
C
Think about this example. You feel unwell. You have a bad cough and always seem to be tired.
Perhaps it could be stress at work, or maybe you should give up smoking. You feel worse. You visit
the doctor who listens to your chest and heart, takes your temperature and blood pressure, and
then finally prescribes antibiotics for your cough.
D
Things do not improve but you struggle on thinking you should pull yourself together, perhaps
things will ease off at work soon. A return visit to your doctor shocks you. This time the doctor,
drawing on years of training and experience, diagnoses pneumonia. This means that you will need
bed rest and a considerable time off work. The scenario is transformed. Although you still have the
same symptoms, you no longer think that these are caused by pressure at work. You know have
proof that you are ill. This is the result of the combination of your own subjective experience and
the diagnosis of someone who has the status of a medical expert. You have a medically
authenticated diagnosis and it appears that you are seriously ill; you know you are ill and have the
evidence upon which to base this knowledge.
E
This scenario shows many different sources of knowledge. For example, you decide to consult the
doctor in the first place because you feel unwell - this is personal knowledge about your own body.
However, the doctor's expert diagnosis is based on experience and training, with sources of
knowledge as diverse as other experts, laboratory reports, medical textbooks and years of
experience.
F
One source of knowledge is the experience of our own bodies; the personal knowledge we have of
changes that might be significant, as well as the subjective experiences are mediated by other forms
of knowledge such as the words we have available to describe our experience, and the common
sense of our families and friends as well as that drawn from popular culture. Over the past decade,
for example, Western culture has seen a significant emphasis on stress-related illness in the
media. Reference to being 'stressed out' has become a common response in daily exchanges in the
workplace and has become part of popular common-sense knowledge. It is thus not surprising that
we might seek such an explanation of physical symptoms of discomfort.
G
We might also rely on the observations of others who know us. Comments from friends and family
such as 'you do look ill' or 'that's a bad cough' might be another source of knowledge.
Complementary health practices, such as holistic medicine, produce their own sets of
knowledge upon which we might also draw in deciding the nature and degree of our ill health and
about possible treatments.
H
Perhaps the most influential and authoritative source of knowledge is the medical knowledge
provided by the general practitioner. We expect the doctor to have access to expert knowledge.
This is socially sanctioned. It would not be acceptable to notify our employer that we simply felt
too unwell to turn up for work or that our faith healer, astrologer, therapist or even our priest
thought it was not a good idea. We need an expert medical diagnosis in order to obtain the
necessary certificate if we need to be off work for more than the statutory self-certification period.
The knowledge of the medical sciences is privileged in this respect in contemporary Western
culture. Medical practitioners are also seen as having the required expert knowledge that permits
them legally to prescribe drugs and treatment to which patients would not otherwise have
access.
However, there is a range of different knowledge upon which we draw when making decisions
about our own state of health.
I
However, there is more than existing knowledge in this little story; new knowledge is constructed
within it.
Given the doctor's medical training and background, she may hypothesize 'is this now pneumonia?'
and then proceed to look for evidence about it. She will use observations and instruments to assess
the evidence and
- critically - interpret it in light of her training and experience. This results in new knowledge and
new experience both for you and for the doctor. This will then be added to the doctor's medical
knowledge and may help in the future diagnosis of pneumonia.

1)Choose words from the passage for each answer. (NO MORE THAN TWO WORDS)
Source of knowledge Examples

Personal experience Symptoms of a 1… and tiredness

Doctor’s measurement by taking 2… and
temperature
Common judgment from 3… around you

Scientific evidence Medical knowledge from the general 4 …

e.g. doctor’s medical 5 …
Examine the medical hypothesis with the previous
drill and 6 …

2) The Reading Passage has nine paragraphs A-l

Which paragraph contains the following information?
Write the correct letter A-I, in boxes 33-40 on your answer sheet.

1…the contrast between the nature of personal judgment and the nature of doctor's
2.... a reference of culture about pressure
3.... sick leave will not be permitted without the professional diagnosis
4…how doctors' opinions are regarded in society
5…the illness of patients can become part of new knowledge
6... a description of knowledge drawn from non-specialized sources other than personal
7…an example of collective judgment from personal experience and professional doctor
8…a reference that some people do not realize they are ill

2) Multiple choice : choose the correct answer:

1. What is the main focus of the passage?

A. Different ways to treat diseases
B. Different types and sources of knowledge in medicine
C. How to avoid getting ill
D. How to become a good doctor

2. According to the passage, what makes knowing you are ill more complex than just feeling
unwell?
A. Because symptoms are always obvious
B. Because feeling unwell doesn’t always mean you are actually ill
C. Because doctors cannot always diagnose correctly
D. Because people often exaggerate their conditions

3. What does the passage suggest about medical diagnoses compared to personal feelings?
A. Personal feelings are more reliable
B. Diagnoses are based only on symptoms
C. Diagnoses provide medically accepted proof of illness
D. Feelings and diagnoses are equally valid in all cases

4. Why is the doctor's knowledge considered more authoritative than that of others?
A. Because doctors are more empathetic
B. Because it is supported by professional training and legal recognition
C. Because they spend more time with patients
D. Because patients never make mistakes

5. Which of the following is NOT mentioned as a source of knowledge in the passage?

A. Personal experience
B. Family and friends
C. Popular culture
D. Social media influencers

6. Why do people sometimes misinterpret physical symptoms as stress-related?

A. Because doctors often suggest it
B. Because stress doesn’t cause real illness
C. Because of the influence of popular culture and media
D. Because they want to avoid going to the doctor

7. How does the doctor in the passage create new knowledge?

A. By talking to the patient’s family
B. By asking about the patient’s stress levels
C. By forming a hypothesis, collecting evidence, and interpreting it using experience
D. By prescribing the same treatment to every patient

8. What is required for an employee to officially take sick leave beyond self-certification?
A. A note from a friend
B. A personal journal
C. An expert medical diagnosis
D. A religious recommendation