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Table of contents

UNIT 6: TIME – PRESENT & PAST ...........................................................................................................3

UNIT 7: CAUSE & CONSEQUENCE .....................................................................................................8

UNIT 8: HYPOTHESIS ............................................................................................................................ 16

UNIT 9: MODALITY .............................................................................................................................. 25

UNIT 10: PURPOSE & PROCESS ........................................................................................................ 32

UNIT 11: IMPERSONAL FORMS ......................................................................................................... 35

UNIT 12: COMPOUNDS: NOUNS AND ADJECTIVES ................................................................... 40

APPENDIX 1: HOW TO PRESENT RESEARCH STUDIES .................................................................. 44

APPENDIX 2: MOCK ORAL EXAM .................................................................................................. 46

APPENDIX 3: PRONUNCIATION: WORD STRESS RULES .............................................................. 50

APPENDIX 4: HOW TO EXPRESS YOUR OPINION ......................................................................... 52

APPENDIX 5: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISH ........................................ 53

APPENDIX 6 : MOCK EXAM: GRAMMAR ..................................................................................... 54

SOURCES .............................................................................................................................................. 58

Authors: Ingrid Van Lancker (in collaboration with Julie Walaszczyk for Online Quiz: Spark it) ©

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UNIT 6: TIME – PRESENT & PAST

MCSE: pp. 70-72: FUNCTIONS & GRAMMAR

Match the tense and its form.

Present simple I am studying

Present continuous I have been studying

Present perfect simple I studied

Present perfect continuous I had studied

Past simple I had been studying

Past continuous I study

Past perfect simple I have studied

Past perfect continuous I was studying

_____________________________________________________________________________________

SUMMARY: PRESENT & PASTi

1. PRESENT SIMPLE

General information - facts The newspaper says…

Water freezes at 0˚c.

Habit John smokes.

Routine - repeated events She leaves for work at 7.

She lives in Turin.

He always plays tennis on Thursdays.

Future The train leaves in 10 minutes.

Time markers: (may be implicit)

every day/week/month - usually - often – sometimes

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2. PRESENT CONTINUOUS

Action in progress now Look! It is raining.

Mary is trying to finish her work.

Temporary actions At the moment, he is working in London.

Irritation He is always talking during the lesson.

Future The train is leaving in 10 minutes.

Time markers :

now - at the moment - currently - at present - temporarily

3. PRESENT PERFECT SIMPLE

Unfinished event - still true now He has worked in Madrid since 1999.

Unfinished time I have seen him twice this week.

General information Volvo has created a safer car.

The result is important now He has broken a leg. (Result : he can’t walk)

Time markers

just - recently - already - not yet

ever - never - so far - up to now

since 1999 - for 3 years

this week - this month

4. PRESENT PERFECT CONTINUOUS

Unfinished event/time - still true

NOW

He has been working in Madrid since 1999.

Time markers

for 10 years - for a long time - since 1999

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1. PAST SIMPLE

Specific time finished He graduated last year.

I saw her a couple of hours ago.

In 1865 Pasteur discovered the theory of microbes.

Event finished She lived in Edinburgh for 13 years. (She no longer lives

there)

Time markers:

yesterday - two days ago - last week - in 1970 - in the 18th century - during the war

2. PAST CONTINUOUS (OR PROGRESSIVE)

Action in progress at a specific

time in the past

Many people were travelling by plane in the 1950s.

Simultaneous action in the past While he was washing the dishes, she was watching TV.

Action in progress as another

event happened

We were watching TV when we heard about the

earthquake.

Interrupted action While he was eating, the TV imploded.

Time markers:

while – when

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3. PAST PERFECT SIMPLE (Past of present perfect simple)

The first of 2 past events We had lived there for years when we moved.

Volvo had created a safer car. Still they went bankrupt.

Time markers:

after - as soon as - when

4. PAST PERFECT CONTINUOUS (Past of present perfect continuous)

The first of 2 past actions –

past action with duration

They had been living in Cairo for about 10 years when

the war broke out.

Past action with duration –

stress on the action

He had been working on the problem for years.

Time markers :

when - after - for a long time - during this period

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MCSE: p. 75: EXERCISES: 6.2: SPORTS THAT KILL

1st listening

Take notes of the gist.

2nd & 3rd listenings

Answer the following questions:

1. How many people practice speleology in the UK?

2. Why is speleology more dangerous than expected?

3. How was this discovered?

4. What is the annual safety limit (radiation dose)?

5. How exposed are :

- speleologists who spend 40 hours per year underground?

- speleologists who spend 800 hours per year underground?

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UNIT 7: CAUSE & CONSEQUENCE

MCSE pp. 82-83 : FUNCTIONS & GRAMMARii

Cause

Consequence

Adverbs/conjunctions

because of

owing to

due to

on account of

thanks to

because

as

since

consequently

therefore

thus

hence

as a result

thereby

Verbs to cause to

to result in

to lead to

to be responsible for

to bring about

to give rise to

to trigger (off)

to spark (off)

to come from

to result from

to arise from

to stem from

Nouns cause

reason

origin

source

consequence

result

outcome

effect

by-product

spin-off

Exercise

Fill in the gaps.

a. I think, __________________ I am.

b. Ebola is ___________________ for the death of millions of people.

c. Some people find that certain foods _____________ their headaches.

d. Illness is one of the ________________ of overcrowded housing.

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ONLINE QUIZ: SPARK IT UP

1. Match the words / phrases with the pictures.

a wind turbine - a household - an alkaline battery - to roast a chicken - heating oil

a football stadium - a laptop - a merry-go-round - a set of dishes - a bottle of whisky

enriched uranium - an air conditioning unit - a mobile phone - a Google search

a car battery - an eel - a solar panel - a small electric car - a police helicopter

coal - to make a slice of toast - lightning bolt

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2. Give the superordinate item for each series of words.

e.g. : ‘Vehicle’ is the superordinate for ‘car’ and ‘truck’

eel, cod, bass :

wind turbines, solar panels :

coal, oil :

to make a slice of toast, to roast a chicken :

a laptop, a mobile phone :

a small electric car, a police helicopter :

3. Circle Countable (C) or uncountable (U). Fill in the gaps as appropriate: ‘How much’, ‘how

many’, ‘some’…

a. Toast? C / U

- __________________________________________________ toast would you like?

- 5, please.

b. Search? C / U

_______________________ searches did the police conduct?

c. Coal? C / U

_______________________ coal do you need to warm a 2-bedroom flat?

d. Chicken? C / U

Would you like _______________________ roasted chicken?

4. The guessing game: What is the relationship between … Think creatively!

whisky and a mobile phone ?

car batteries and a football stadium ?

lightning bolts and Google searches ?

heating oil and a roast chicken ?

5. Take the following online quiz.

http://www.open.edu/openlearn/science-maths-technology/spark-it

http://www.open.edu/openlearn/science-maths-technology/spark-it

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VIDEO: HUMANS TO LIVE ON MARSiii

I – COMPREHENSION

General

What is the video about? Take notes.

Specific

Fill in the blanks.

The search has begun for volunteers for _________________________________________________. The

only slight ____________ is that if you go, you can't ____________________.

It's part of a plan by a ___________________________ Dutch company called Mars One who wants

to establish a permanent human colony on the Red Planet. “Today, the Mars One

________________ starts to search for ___________________________, the search for people from all

nations who want to ___________ on Mars. Mars One is a not-for-profit organization. It is working on

____________________________________ in ___________ and another crew every two years after that.”

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____________, _______________, and various parts of the mission will be ________________ on

__________________________ with Mars One claiming an ________________________________________

of ___________________.

Successful applicants will have to undergo ___________________________ before the ___________

which will take ______________________.

The _________________ nature of the mission has _________________________ from some over

whether or not it's _________________. Any big step that you take will always mean that there is risk.

_______________________ always include _____________ and this mission will not be different.

“When you send humans to Mars, there will be risks. But we will select the people and we will tell

those people the risks. They will understand the risks and they will have to __________ the risks. Do I

want to take these risks to ___________________________________ or do I not?

And it's up to the people who are going to determine if it's _________________for them.”

II – VOCABULARY

Fill in the blanks with the words below. You may need to adapt the word (plural, conjugate…).

catch – crew – inhabitant – (to) land – (to) settle – (to) undergo – volunteer – (to) weigh

1. All that money for two hours' work - what's the _________________?

2. Schools need _________________ to help children to read.

3. Belgium has roughly 11 million _________________.

4. She _________________ in Vienna after her father's death.

5. The pilot _________________ the plane safely.

6. None of the passengers and _________________ were injured.

7. It is the employees' responsibility to continue to _________________ training.

8. Be sure to _________________ the risks and benefits of each.

III – DISCUSSION

1. What do you think about this mission? Is it ethical or not?

2. Would you like to volunteer for this mission? Why or why not?

3. What do you think are the pros and cons of living on Mars? Name a few.

4. In your opinion, will this mission be successful? Explain your answer.

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VIDEO: COULD WE ACTUALLY LIVE ON MARSiv

LISTENING COMPREHENSION

1st listening


14


Answer the following questions.

1. What do you need to live on Mars?

2. What type of accommodation are you looking for?

3. Why is there no ocean?

4. What might Mars look like today if it had surface water?

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5. What are the similarities and differences between the Earth and Mars?

6. What are the special features on Mars?

MCSE p. 88: EXERCISES: 7.4 CHECKPOINTS: BACK TO BASICS: RAISE/RISE – TO LAY/LIE

See:

. to lay/lie: http://www.grammar-quizzes.com/lie-lay.html (Practice 1)

. to raise/rise: http://www.grammar-quizzes.com/rise-raise.html (Practice 1)

http://www.grammar-quizzes.com/lie-lay.html

http://www.grammar-quizzes.com/rise-raise.html

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UNIT 8: HYPOTHESIS

MCSE pp. 92-93: FUNCTIONS & GRAMMAR

1. PAY ATTENTION TO THE DIFFERENCE BETWEEN IF AND WHEN

If I have time, I will go to the movies.

→ It is not sure I will have time

When I have time, I will go to the movies.

→ I will have time but I don’t know when

2. RULES

Example When

Used for

Timeless cond. If water boils, it produces steam.

Always true Scientific fact, logical link

1st cond. If I have enough money, I will go to

London next week.

Potential future events

and situations

Predictions, potential

consequences, warnings

2nd cond If I had enough money, I would go to

London next week.

Speculation Unreal or imaginary situations

(in the future)

3rd cond. If I had had enough money, I would

have gone to London last week.

Unfulfilled conditions Events and results that did not

occur (in the past)

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EXTRA EXERCISES

1. Make sentences:

If I lived in…, I would + infinitive…

If I had been born in (1900 – the sixties – the seventies – prehistoric times – the Middle

Ages), I would (not) have + past participle…

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2. Make a list of wishes about things you want to change about the world.

eg. I wish… were/was/knew….

3. Make sentences:

If I were my parents,…

If I were a boy/girl…

4. 1st and 2nd conditional boardgame.

5. Conditionals pelmanism. (includes revision about Unit 7: Spark it)

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MCSE pp. 94-95: EXAMPLES IN CONTEXT

Conjugate the verbs correctly.

1. If the temperature ___________________ (not stop rising), the icebergs will melt.

2. If the use of private cars was restricted, the tourist industry ___________________ (collapse).

3. If there is a shortage of rain, deserts __________________ (spread).

4. If vegetation __________________ (die), the wind erodes the soil.

5. Most of the out-of-town supermarkets would close if car travel _________________

(be forbidden).

6. The albedo ___________________ (decrease) if the ice cap becomes smaller.

7. They _____________ probably _____________________ (adapt) better if their brains hadn't

been so small.

8. Would the dinosaurs have survived if the climate __________________ (not change)?

MCSE p. 98: EXERCISES: 8.2: NEAR EARTH OBJECTS


1st listening


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6. How did research into NEOs start?

7. What were the 3 main directives of the task force set up by the UK government?

8. What do asteroids and comets consist of? What do they have in common? How do they

differ?

9. When is an asteroid / a comet labelled an NEO?

10. When is an NEO classified as potentially hazardous?

11. What are the best-known NEO impacts?

12. How have NEOs influenced the universe?

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MCSE p. 100: EXERCISES: TOMORROW’S TECHNOLOGY

Prepare a short presentation with Powerpoint about one social change resulting from new

technology that might happen in the next 10-20-30 years (eg. 3-D printer, ...). You can work in

pairs if you wish. The Powerpoint should be accessible on your smartphone in class next week.

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MCSE p. 101: CHECKPOINTS: THE WORD WEB: EXTRA EXERCISES: MAKE & DO

Fill in the table below.

TO DO TO MAKE

DO YOU MAKE OR DO A MISTAKE?

AN ARRANGEMENT - AN ATTEMPT - YOUR BEST - BUSINESS - YOUR DUTY - AN EFFORT

AN EXCEPTION - AN EXCUSE - A FAVOUR - YOUR HOMEWORK - A JOB - MONEY

A NOISE - AN OFFER - A PHONE CALL - PLANS - A PROFIT - A SPEECH - A SUGGESTION

AN UPDATE - YOUR WORK - THE MOST OF STH

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VIDEO: CLIMATE CHANGEv

COMPREHENSION

1. Try and guess what the missing parts are. See below.

2. Watch the video and fill in the blanks.

Life depends on __________________________________________________________________________

__________________________________________________________________________________________.

We now produce so much of ________________________________________________________ that the

________________________________________________________, heating the world, changing our

climate and _________________________________________________________.

As the world gets hotter, the climate _____________________________________________ and some of

the extreme effects we've witnessed _____________________________________________, making our

planet a more hostile place to live.

100 degrees Fahrenheit, it’s the hottest day ever recorded in Britain. If we __________________ the

gases, the causes of the problem _____________________________________ to everyone. And if you

_____________________________________________________________________ planet, you’d do

something about it. The solutions exist, and it’s not too late to make a difference but we

___________________________________ now, today. Government, ________________________ and

______________________ acting together to ______________________________________.

For more information and to get involved visit climatechallenge.gov.uk. Tomorrow’s climate is

today’s challenge.

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VIDEO: IF I WERE … SUPERPOWERSvi

In pairs:

1. Fill in 3 different padlets (yours and the next 2): what would you do if you were …

(superpowers).

2. Watch the video you have been assigned and summarise it.

3. Read the summaries written by your fellow classmates (the 2 summaries after yours) and

give feedback (grammar, vocabulary, spelling).

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UNIT 9: MODALITY


I – EXERCISE

Read the following sentences. Can you explain the meaning of the modal verbs (in bold

characters)?

The sun will rise at 5.32 tomorrow.

There must be ice on the moon.

She is absent – she must be ill.

The volcano may erupt next year.

The volcano might erupt next year.

You should /ought to help old ladies cross the road.

You should turn off the electricity at night.

You should read this book.

The letter should arrive tomorrow.

Satellites can detect objects with a diameter of 10 cm.

He can speak German.

He can’t answer the question.

A short-circuit could be responsible for the break-down.

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II – THEORYvii

1. PROBABILITY

Example Meaning

Synonym

WILL

The sun will rise at 5.32 tomorrow.

→ it is a fact – no possible doubt

100 % probability - totally certain It is certain.

MUST - There must be ice on the moon.

→ I am convinced but I have no proof

- She is absent – she must be ill.

→ only logical explanation

90 % probability - almost totally certain

I am almost sure.

MAY The volcano may erupt next year.

→ perhaps it will erupt, perhaps it won’t

50 % probability - reasonable chance

Perhaps… maybe…

MIGHT The volcano might erupt next year.

→ it is possible but I would be rather surprised

25 % probability - reduced probability vs. ‘may’

Perhaps but… it is just possible

SHOULD /

OUGHT TO

- You should /ought to help old ladies cross the

road.

→ if you are a good person

- You should turn off the electricity at night.

→ if not, you will waste electricity

- You should read this book.

→ it is a good book, it would be a mistake not

to read it

- The letter should arrive tomorrow.

→ if nothing abnormal happens

what is right, good, normal It would be a good idea…

It is advisable/desirable…

It is to be expected.

If nothing goes wrong…

Normally/theoretically/in

principle…

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2. FEASIBILITY (technically, physically, intellectually)

CAN - Satellites can detect objects with a diameter

of 10 cm.

→ feasible, technically possible

- He can speak German.

→ he has the capacity, the knowledge

- He can’t answer the question.

→ it is too difficult

feasibility : 100 % To be able to…

To succeed in…

COULD A short-circuit could be responsible for the

break-down.

→ several possible causes, this is just one of

them

feasibility (technically, physically or

intellectually) : but will not necessarily happen,

just 1 hypothesis

It is a possibility … perhaps…

maybe…

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III – THEORY: SUMMARY IN FRENCHviii

Modal Nature Contraire Exemples

be able to possibilité cannot ou be

unable to

I was able to prevent the theft but I was

unable to arrest the thief.

can

possibilité, capacité cannot Birds can fly; monkeys cannot.

permission cannot ou may not Can I watch TV? No, you can't.

could

possibilité, capactié could not Could there be a virus in this file? No,

there couldn't; I ran the anti-virus.

possibilité (passé) could not Could dodo birds fly? No, they couldn't.

permission cannot ou may not Could I open the window? No, you may

not.

had better conseil had better not

You had better get moving, if you don't

want to be late. You had better not be

late.

have to,

have got to

obligation

(origine externe) must not

I have to pay my taxes before the end of

March.

Origine externe: les lois de l'état.

must

nécessité, forte

probabilité cannot

A is bigger than B which is bigger than C,

so A must be bigger than C. C cannot be

bigger than A.

obligation

(origine interne) must not

Teacher to pupil: "You must come to

school on time; you must not be late".

Origine interne: le professeur qui parle

décide.

may

possibilité cannot It may rain. It can't possibly be 8 PM, I'm

only half ready.

permission, requête cannot May I speak to Mrs X, please? No, you

can't, she's not in.

might

possibilité (faible) cannot I might come to your party if I can get off

work on time.

permission may not Might I borrow your laptop?

ought to

devoir, conseil ought not to You ought to apologize to your sister for

having hurt her feelings.

déduction logique cannot, could not That ought to be enough petrol to last us

until we get to Lyons.

should

conseil should not You should spend more time on your

homework.

déduction logique cannot, could not €5 should be enough to leave as a tip.

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MCSE pp. 109-110: EXERCISES: 9.2: OF MICE, MONKEYS AND MEN

I – BRAINSTORMING

1. What vocabulary do you associate with genetic modification?

2. What examples of genetic modification have you heard of?

II – COMPREHENSION: GENERAL

Listen for the gist of the information.

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III – COMPREHENSION: SPECIFIC


§1.

a. Who is ANDi?

b. Who produced ANDi?

c. How was the name ANDi invented?

§2.

a. Which gene was used?

b. Is ANDi fluorescent?

§3. According to S., of what use could GM monkeys be?

§4-§5. Do all scientists agree? Justify your answer. (3 opinions)

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IV – VOCABULARY

1. Fill in the gaps with the following words:

fluorescent - geneticist - headed - mankind - raises - subject - surge

a. A team from Oregon, _____________________ by Professor Schatten, produced the first

genetically modified primate.

b. _____________________ armbands are worn by cyclists so that they can be seen in the dark.

c. A scientist who studies genetics is a _____________________.

d. The landing on the moon in 1969 was a major moment in the history of __________________.

e. The success will lead to a _____________________ in experiments on primates.

f. This sort of work should be _____________________ to strict monitoring for any potential

harmful effects.

g. The genetic engineering of primates _____________________ serious ethical issues.

2. List the terms that have a positive / negative connotation.

Positive Negative

V – DISCUSSION

1. How do you feel about this example of genetic modification?

2. How do you feel about genetic modification in general? According to you, when is

genetic modification justifiable?

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UNIT 10: PURPOSE & PROCESS


Purpose

Process

Nouns

purpose

function

use

aim

goal

target

objective

process

Verbs it is designed to + inf /for + noun

it is devised to+ inf /for + noun

it is planned to+ inf /for + noun

it is aimed to+ inf /for + noun

it is responsible for + noun

it functions as…

it operates as…

it provides…

it supplies…

to enable

to make (it) possible for

to allow

to permit

Other expressions in order to + inf

so as to + inf

so that + clause

by means of

through

thanks to

via

therefore

thus

thereby + -ing verb

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MCSE p. 120: EXERCISES 10.2: SLEEPING PILOTS AND CHAOS THEORY


1st listening


34



1. What is the main cause of accidents?

2. What is the primary aim of the aircraft industry?

3. How frequent is fatigue in pilots?

4. Why are pilots affected by fatigue?

5. What does ENRI stand for?

6. What solution is ENRI designing?

7. How does it work?

8. What are the advantages of this system?

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UNIT 11: IMPERSONAL FORMS

I – LIST OF TENSES

Tense Active Passive

Present simple

I watch.

I am watched.

Present continuous I am watching. I am being watched.

Present perfect simple I have watched. I have been watched.

Present perfect continuous I have been watching. -

Past simple I watched. I was watched.

Past continuous I was watching. I was being watched.

Past perfect simple I had watched. I had been watched.

Past perfect continuous I had been watching. -

Be going to

Future simple

I am going to watch him.

I will watch.

He is going to be watched

(by me).

I will be watched.

Future continuous I will be watching. -

Future perfect simple I will have watched. I will have been watched.

Future perfect continuous I will have been watching. -

Imperative Watch ! Be reassured !

Conditional I would watch. I would be watched.

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II - EXTRA EXERCISES: PASSIVE

1. Put the auxiliary ‘be’ in the same tense as the verb in the first column.

VERB IN ACTIVE VOICE AUXILIARY ‘BE’

I study evidence Evidence…

I had studied evidence

I will study evidence

I will have studied evidence

I am going to study evidence

I am studying evidence

I studied evidence

I have studied evidence

I was studying evidence

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2. Change the sentences from active to passive.ix

eg. Active: Fleming discovered penicillin.

Passive: Penicillin was discovered by Fleming.

1. Work carried out in the USA has influenced the development of the serum

Passive: ………………………………………………………………………………………………….

2. They injected the patient with morphine.

Passive: ………………………………………………………………………………………………….

3. The doctor is using a bronchoscope to inspect the inside of the lungs.

Passive: ………………………………………………………………………………………………….

4. The police arrested him for misuse of drugs.

Passive: ………………………………………………………………………………………………….

5. They are going to refer the patient to a consultant.

Passive: ………………………………………………………………………………………………….

6. The lab had found traces of the drug in the blood sample.

Passive: ………………………………………………………………………………………………….

7. A blood clot blocked the artery.

Passive: ………………………………………………………………………………………………….

8. Refuse from the factories contaminated supplies of drinking water.

Passive: ………………………………………………………………………………………………….

9. They can treat a high proportion of cancers by surgery.

Passive: ………………………………………………………………………………………………….

10. If gangrene sets in, they will have to amputate his toes.

Passive: ………………………………………………………………………………………………….

11. His doctor has banned him from drinking alcohol.

Passive: ………………………………………………………………………………………………….

12. Therapists sometimes hypnotize their patients.

Passive: ………………………………………………………………………………………………….

13. That hospital is developing a new procedure for dealing with Parkinson’s disease.

Passive: ………………………………………………………………………………………………….

14. You should heat the solution to 25ºc.

Passive: ………………………………………………………………………………………………….

15. The police rejected him because of his medical record.

Passive: ………………………………………………………………………………………………….

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MCSE p. 132 : EXERCISES : 11.3 : LOOKING AFTER MUMMY


1st listening


39



1. How long have Egyptian mummies survived?

2. Why did they survive so well so long?

3. What damages mummies?

4. Where is most of the damage done?

5. A solution has been found:

a. By whom?

b. Where?

c. What is it?

d. How does it work?

e. What are its advantages?

f. Is it successful?

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UNIT 12: COMPOUNDS: NOUNS AND ADJECTIVES


Compounds: Sciencex By Keith Kelly

Here below are examples of language used in forming complex noun and

adjective phrases from the area of science, which contain a mixture of

nouns, verbs, adjectives, adverbs and prepositions.

1. COMPOUND ADJECTIVE PHRASES It is rare to find more than two or three adjectives placed in sequence together in everyday speech.

There is a standard word order for multiple adjectives: opinion, size, age, shape, colour, origin,

material.

These phrases occur more frequently in technical and scientific language and they are frequently

very close in meaning and category and so less easy to order according to the rule above (e.g. Pure

aluminium is a light, nontoxic, nonmagnetic and non-sparking, silvery-white metal. It is

reflective, malleable, easily machined and cast, and is soft, weak and decorative.).

As a general rule, the adjective which is closest to the related noun in meaning comes first. It is usually describing a permanent characteristic, while other more variable characteristics come last.

Using multiple adjectives Enzymes are complex three-dimensional globular proteins which speed up the organism’s

metabolism without being changed by the reaction.

Adding a noun phrase to a present participle (-ing) with a hyphen

energy-demanding: People who lead sedentary lives may take up some form of sport or energy-

demanding activity to boost their energy use.

oxygen-carrying: This results in an increase in the number of red blood cells and the oxygen-

carrying capacity of the blood.

Adding the adverb well to a past participle(-ed) well-established: In the budding process a dormant bud is removed from one plant and attached so that it will grow on another plant that has a well-established root system. well-labelled: The safe chemistry lab should have well-labelled chemical storage bottles that have secured caps.

Adding to an adjective adjective + noun: There is a much higher risk for a teenage mother of giving birth to a low-

weight baby.

noun + adjective: A brick-red precipitate indicates the presence of a reducing sugar.

adjective + adjective: The ventricles contract, forcing atrioventricular valves to close and blood

passes into arteries. (1)

41

Linking a number phrase with a noun phrase (single-, five-) single-celled: Yeast is a single-celled fungus reproducing asexually, by a process known as

budding.

five-minute: At five-minute intervals for a total of 60 minutes, use a ruler to measure the distance moved by the solution from the original mark.

Linking a past participle to a preposition with a hyphen built-in: Some plants have a built-in mechanism allowing seeds to be scattered when the dry fruit suddenly bursts open.

2. COMPOUND NOUN PHRASES Nouns are modified using other words such as adjectives, other nouns or present (ing) or past (-ed)

participles. Modifying nouns function in a similar way to adjectives, and they are created with new

ideas, as new needs arise for new terms.

These nouns can be standalone items, connected with a hyphen or compounded into one word.

Nouns linked to other word forms by a hyphen

noun + noun

liquid-in-glass: The liquid used in a liquid-in-glass thermometer is usually either alcohol or

mercury.

cross-section: A tooth cross-section shows that the tooth consists of three layers.

noun + past participle

insect-pollinated: Flowers such as roses and dandelions are mainly insect- or animal-

pollinated. air-borne: Some flowers have feathery stigmas to catch air-borne pollen grains.

noun + adjective

water-soluble: Water-soluble vitamins are easily assimilated by the body because they dissolve in

water and mix easily with the blood.

Several ideas compounded into a one-word phrase backbone: All fatty acids are lipids and have a long hydrocarbon chain forming a pleated

backbone of carbon atoms with hydrogen atoms attached, and a carboxyl (COOH) group at one

end.

photosynthesis: The cotyledons get into the light quickly and have chlorophyll for

photosynthesis so they can make food. (2)

42

Standalone items in multiple mixed-word strings

multiple noun strings - Explain the difference between systolic and diastolic blood pressure measurement readings.

(3)

- Living organisms have special waste produce excretion mechanisms that result in excretion of

by-products from the body.

- Glycogen is the only carbohydrate energy store found in animals.

- The resistance of negative temperature coefficient thermistors decreases as the temperature

increases.

mixed strings – noun, adverb, participle, adjective - There are about twenty commonly occurring amino acids in protein.

adjective and noun strings

- The cell nucleus is found in all eukaryotic cells except red blood cells and mature phloem sieve

tubes.

Notes (1) (2) There are many compound phrases like these in science – too many to cover here! They can

be studied in a similar way as prefixes, infixes and suffixes.

(3) It is very common to find multiple word strings used in science to describe devices, machines and

instruments.

Recap:

1. A week that lasts 5 days:

2. An insect that has four wings:

3. Temperatures that rise:

4. A rate that increases fast:

5. A text that is well-written:

43

EXTRA EXERCISES

1. Identify 5 compounds in your portfolio and give a definition to explain them.

a.

b.

c.

d.

2. In pairs: Read the definitions to your partner. He/she needs to find the compounds.

Note: Can be done on flashcards instead of in coursebook.

44

APPENDIX 1: HOW TO PRESENT RESEARCH STUDIES

RESEARCHERS & TOPIC

- This research study was carried out by X from Y University in (country). It investigates (the topic).

conducted

- Scientists

Researchers

X

from Y University (have) carried out

conducted

a study on (the topic).

about

PUBLICATION

- It was published in (name of the journal) in (January) 2015.

- They published their work in “

- The work appeared in “

PROCEDURE / WHAT WAS EXAMINED

Sequence

First,

Second,

Third,

…

First of all,

Then,

Finally,

The first step was

The second step “

The third step “

…

Verbs

The researchers

scientists

team

tested …

carried out an experiment about/on …

analysed…

observed…

examined…

claimed that…

reported that…

said that…

45

CONCLUSIONS

- The researchers

scientists

team

(have) found (evidence)

demonstrated

discovered

that …

- This suggests that…

- The results

findings

showed

suggested

that…

- The researchers

scientists

team

(now) believe

concluded

found out

discovered

that…

- The researchers’

scientists’

team’s

discovery implies that…

REMAINING QUESTIONS

- Several challenges remain including how…

- Further studies will focus on + noun / -ing verb

- It is still unclear how…

46

APPENDIX 2: MOCK ORAL EXAM

ANALYSIS TABLE ABOUT THE STUDY

Researchers?

Published in? when (if

mentioned)?

General topic

Procedure/

what was examined

Conclusions/

discovery

Remaining questions

47


Researchers?


mentioned)?

General topic

Procedure/

what was examined

Conclusions/

discovery

Remaining questions

48


Researchers?


mentioned)?

General topic

Procedure/

what was examined

Conclusions/

discovery

Remaining questions

49

Date: …………….

Course: FS

Name: ……………………………………………….

Topic: …………………………………………………

EVALUATION CRITERIA

ACCEPTABILITY

Grammar

Poor 1 2 3 Excellent

Vocabulary


Pronunciation


Clarity of speech

(ability to communicate clearly)


Fluency

(ability to communicate smoothly)


Clarity of ideas

(ability to communicate ideas and be understood)


Effort

(inclusion of details beyond the minimum predictable

response)


Comprehension/Interaction

(ability to understand aural cues and respond

appropriately)


Overall impression/ mark & comments as necessary:

50

APPENDIX 3: PRONUNCIATION: WORD STRESS RULESxi

Go to https://www.englishclub.com/pronunciation/word-stress.htm to find this

information with sound files.

There are two very simple rules about word stress:

1. One word has only one stress. (One word cannot have two stresses. If you hear two stresses, you hear two words. Two stresses cannot be one word. It is true that there can be a "secondary" stress in some words. But a secondary stress is much smaller than the main [primary] stress, and is only used in long words.)

2. We can only stress vowels, not consonants.

Here are some more, rather complicated, rules that can help you understand where to put the stress. But do not rely on them too much, because there are many exceptions. It is better to try to "feel" the music of the language and to add the stress naturally.

I - STRESS ON FIRST SYLLABLE

Rule Example

Most 2-syllable nouns PRESent

Export

CHIna

TAble

Most 2-syllable adjectives PRESent

SLENder

CLEVer

HAPpy

II - STRESS ON LAST SYLLABLE

Rule Example

Most 2-syllable verbs preSENT

exPORT

deCIDE

beGIN

There are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer).

More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable.

https://www.englishclub.com/pronunciation/word-stress.htm

51

III - STRESS ON PENULTIMATE SYLLABLE (penultimate = second from end)

Rule Example

Words ending in -ic GRAPHic

geoGRAPHic

geoLOGic

Words ending in -sion and -tion teleVIsion

reveLAtion

For a few words, native English speakers don't always "agree" on where to put the stress. For

example, some people say teleVIsion and others say TELevision. Another example is:

CONtroversy and conTROversy.

IV - STRESS ON ANTE-PENULTIMATE SYLLABLE (ante-penultimate = third from end)

Rule Example

Words ending in -cy, -ty, -phy and -gy deMOcracy,

dependaBIlity,

phoTOgraphy,

geology

Words ending in -al CRItical,

geoLOgical

V - COMPOUND WORDS (words with two parts)

Rule Example

For compound nouns, the stress is on the first part BLACKbird

GREENhouse

For compound adjectives, the stress is on the second part bad-TEMpered

old-FASHioned

For compound verbs, the stress is on the second part underSTAND

overFLOW

52

APPENDIX 4: HOW TO EXPRESS YOUR OPINION

Expressing an opinion

As far as I'm concerned,…

To my mind,…

As I see it, ...

In my opinion,…

In my point of view,…

From my point of view, ...

In my experience,...

As far as I understand / know /can see,…

I think/believe that...

It seems to me “

I am of the opinion “

I take the view “

My personal view is “

Agreeing with an opinion

I agree with this opinion/view.

I completely agree “ “ “

This is absolutely right.

I couldn't /can't agree more.

Disagreeing with an opinion

I'm afraid I can't agree with you.

I disagree “ “

I don't agree “ “

I'm not sure I agree “ “

I think you're wrong.

Partial agreement

I agree with this point of view, but...

This idea is right, “

I agree with you, “

53

APPENDIX 5: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISHxii

British English

American English

-ISE → -IZE to organISE

to privatISE

to theorISE

to organIZE

to privatIZE

to theorIZE

Exceptions: some words must be spelt –ISE:

eg. to advertISE

to devISE

to compromISE

-OUR → -OR behaviOUR

labOUR

colOUR

behaviOR

labOR

colOR

-TRE → -TER cenTRE

meTRE

theaTRE

cenTER

meTER

theaTER

-AMME → -AM

(and DOUBLE CONSONANTS) progrAMME

(program is used in British

English when referring to IT)

traveLLer

leveLLed

progrAM

traveLer

leveLed

54

APPENDIX 6 : MOCK EXAM: GRAMMAR

A. PASSIVE: Rewrite the sentences using the passive voice.

Example: Peter writes letters → Letters are written (by Peter)

1) Julia rescued three cats.

___________________________________________________________________________

2) The students handed in the reports.

___________________________________________________________________________

3) The girls had lost the match.

___________________________________________________________________________

4) Alex learned the poem.

___________________________________________________________________________

5) Steven has forgotten the book.

___________________________________________________________________________

6) The mechanic has not repaired the DVD recorder.

___________________________________________________________________________

7) They play handball.

___________________________________________________________________________

8) Sue puts the rucksack on the floor.

___________________________________________________________________________

B. MODALS: Complete the sentences using MIGHT – MUST – SHOULD. Positive and negative

forms can be used. Some gaps may have more than one answer.

1. Nancy said you didn't need to buy her anything for her birthday, but I really think you

_________________ at least get her some flowers or a nice bottle of wine.

2. Debbie said she was really busy this week, but I think she _________________ show up at

the party if she doesn't have to work overtime on Friday.

3. Nina said she would come over right after work, so she _________________ be here by 6:00.

55

4. Oh my God, he's unconscious. Don't move him - he _________________ have internal

injuries. Somebody call an ambulance.

5. You _________________ be kidding! That can't be true.

6. Dan: Where's the remote control? I want to change the channel.

Fiona: I don't know. It _________________ be under the couch. Or, perhaps I absent-mindedly

took it into the kitchen. I'll check in there.

C. MODALS. Choose the correct answer for each gap below.

1. Ted's flight from Amsterdam took more than 11 hours. He ___________________ be exhausted

after such a long flight.

had better – can – must

2. The book is optional. My professor said we could read it if we needed extra credit. But we

________________________ read it if we don't want to.

must not – don’t have to - cannot

3. Susan ____________________ hear the speaker because the crowd was cheering so loudly.

might not – couldn’t - can’t

4. The television isn't working. It _________________________ damaged during the move.

must – must have been – must be

5. Kate: _______________________ hold your breath for more than a minute?

Jack: No, I can't.

are you able to – can you – might you

6. You ________________________ be rich to be a success. Some of the most successful people

I know haven't got a penny to their name.

can’t – don’t have to – shouldn’t

7. I've redone this maths problem at least twenty times, but my answer is wrong according to

the answer key. The answer in the book ____________ be wrong!

must – should – have to

56

8. You ____________________________ do the job if you didn't speak Japanese fluently.

can’t – won’t be able to – couldn’t

9. You __________________________ worry so much. It doesn't do you any good. Either you get

the job, or you don't. If you don't, just apply for another one. Eventually, you will find work.

don’t have to – can’t – shouldn’t

10. You ____________________ be kidding! That can't be true.

ought to – should – have to

11. You _______________ leave the table once you have finished your meal and politely

excused yourself.

might – would – may

12. Jenny's engagement ring is enormous! It _________________________ a fortune

must cost – must be costing – must have cost

D. CONDITIONALS: If clauses: Fill in the correct form of the verb.

1. If Jake (have)__________________ the money, he will go to America.

2. If I had a lot of money, I (give) __________________ some to charity.

3. If the girls (go)__________________ shopping, they would have bought some new shoes.

4. Jake will bring some CDs if he (find) __________________ some good ones.

5. If I (be) __________________ her, I would wear the red top.

6. If Pete was hungry, he (eat) __________________ a hamburger.

7. If we (go) __________________ to the café, we will drink tea.

8. Ben (go) __________________ to a restaurant if he had more time.

9. If the teacher corrected the tests, the pupils (know) _______________ the marks.

10. Ben will go to the club if his friend (go) _________________ with him.

57

E. CONDITIONALS: Tick the correct answer.

a. If I had gone to England, I ______ missed Rachel's visit.

had

would have

b. If I'd gone to University, I ______ liked to have studied Economics.

had

would have

c. I ______ gone to the cocktail party if I hadn't had too much work on.

had

would have

d. I ______ recognized you if somebody hadn't told me who you were.

hadn't

wouldn't have

e. I would have bought a Mercedes if I ______ been able to afford it.

had

would have

f. I ______ sent you a postcard if I hadn't lost your address.

had

would have

g. I wouldn't have told you if I ______ known that you would get upset.

had

would have

h. I'd have come in earlier if I ______ known how much urgent work there was.

had

would have

58

SOURCES

i Adapted from: Blattes, S. (et.al.). 2004. Minimum Competence for Scientific English. Grenoble: EDP

Sciences, pp. 70-72.

ii Adapted from: Blattes, S. (et.al.). 2004. Minimum Competence for Scientific English. Grenoble: EDP


iii Adapted from: http://www.englishcentral.com/video/20631/humans-to-live-on-mars

iv Source: http://ed.ted.com/lessons/could-we-actually-live-on-mars-mari-foroutan

v Source of the video: http://en.englishyappr.com/welcome/Video.action?videoGuid=F57E0927-E7DD-

4F3C-8E45-40DD15D07036

vi Source : http://blog.ted.com/what-if-superpowers-were-real-a-series-of-ted-ed-lessons-explores-the-

science-of-flight-super-speed-invisibility-and-more/

vii Adapted from : Blattes, S. (et.al.). 2004. Minimum Competence for Scientific English. Grenoble : EDP


viii Source of the table: http://www.e-anglais.com/cours/modaux.html

ix Source: Riley, D. (1995). Test your vocabulary for Medicine. Middlesex:Peter Collin Publishing, p. 16.

x Source: http://www.onestopenglish.com/clil/clil-teacher-magazine/your-clil/compounds/compounds-

science/551779.article

xi Adapted from: https://www.englishclub.com/pronunciation/word-stress-rules.htm

xii Adapted from: Blattes, S. (et.al.). 2004. Minimum Competence for Scientific English. Grenoble: EDP,

pp. 179-180.

http://www.englishcentral.com/video/20631/humans-to-live-on-mars

http://ed.ted.com/lessons/could-we-actually-live-on-mars-mari-foroutan

http://en.englishyappr.com/welcome/Video.action?videoGuid=F57E0927-E7DD-4F3C-8E45-40DD15D07036

http://en.englishyappr.com/welcome/Video.action?videoGuid=F57E0927-E7DD-4F3C-8E45-40DD15D07036

http://blog.ted.com/what-if-superpowers-were-real-a-series-of-ted-ed-lessons-explores-the-science-of-flight-super-speed-invisibility-and-more/

http://blog.ted.com/what-if-superpowers-were-real-a-series-of-ted-ed-lessons-explores-the-science-of-flight-super-speed-invisibility-and-more/

http://www.e-anglais.com/cours/modaux.html

http://www.onestopenglish.com/clil/clil-teacher-magazine/your-clil/compounds/compounds-science/551779.article

http://www.onestopenglish.com/clil/clil-teacher-magazine/your-clil/compounds/compounds-science/551779.article

https://www.englishclub.com/pronunciation/word-stress-rules.htm

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