1

Table of contents

UNIT 8: CAUSE & CONSEQUENCE ............................................................................................ 2

UNIT 12: HYPOTHESIS ................................................................................................................ 11

UNIT 11: MODALITY .................................................................................................................. 15

UNIT 9: PURPOSE & PROCESS .................................................................................................. 23

UNIT 4: INFORMATION FOCUS ................................................................................................ 28

UNIT 3: COMPOUND FORMS .................................................................................................. 44

GRADUATE FAIR ....................................................................................................................... 50

APPENDIX 1: HOW TO PRESENT RESEARCH STUDIES ............................................................. 51

APPENDIX 2: PRONUNCIATION: WORD STRESS RULES ......................................................... 56

APPENDIX 3: HOW TO EXPRESS YOUR OPINION ......................................................................... 58

APPENDIX 4: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISH ..................................... 59

SOURCES ................................................................................................................................... 60

Author: Ingrid Van Lancker ©

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UNIT 8: CAUSE & CONSEQUENCE

MCME pp. 135-136: CHECKLISTi

Cause

Consequence

Adverbs/conjunctions

because of

owing to

due to

on account of

as a result of

thanks to

since

as

so(+adj.) that

such (a +noun) that

consequently

as a result

hence

thereby (+ -ing V)

therefore

thus

Verbs to cause to

to be responsible for

to bring about

to induce

to lead to

to produce

to provoke

to result in

to give rise to

to trigger (off)

to spark (off)

to arise from

to come from

to derive from

to originate from

to result from

to stem from

Nouns cause

(on the) grounds

origin

reason

root

source

stimulus

consequence

complication

by-product

(side)effect

(final) outcome

result

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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MEDICAL SYMPTOMS

1. In groups, brainstorm and fill in the boxes.

INJURY AND TRAUMA

I have hurt my

I have been

I think I might have

ILLNESS

I have pain in my

I feel

I can’t

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LIST OF MEDICAL SYMPTOMSii

INJURY OR TRAUMA

I have hurt my:

abdomen

back

chest

head

limb - arm, hand, foot or leg

neck

I have been:

assaulted

hit by a bomb

in a traffic accident

shot

stabbed

I think I might have:

a broken bone or fracture

a sprain

a torn cartilage (of the knee)

ILLNESS

I feel pain in my:

abdomen

stomach

back

chest

ear

head

pelvis

teeth

I have got:

backache (U)

earache (U)

a stomachache

a headache

a toothache

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My back aches

My stomach / head / foot / chest… hurts

I feel:

cold

feverish - hot

light-headed

dizzy

o dizzy - about to black out

o dizzy - with the room spinning around me

nauseated

sick

like I have the flu

like I have to vomit

short of breath

sleepy

sweaty

thirsty

tired

weak/knackered/exhausted

down

I can't:

breathe

hear

move one side - arm and/or leg

pass a bowel action (number 1 vs. number 2)

stop passing watery bowel actions

pass urine

remember

see properly

o blindness

o blurred vision

o double vision

sleep

smell things

speak

stop scratching

stop sweating

swallow

taste properly

walk

write

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2. Medical problems role playsiii: In pairs or in groups of 3: in turn, pick one card and tell your

partner(s) what your symptoms are. They have to guess your problem.

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ILLNESSESiv

Match the diseases and their symptoms.

1. flu A.

swollen glands in front of ear

earache

pain on eating

2. pneumonia B. burning pain in abdomen

pain or nausea after eating

3. rheumatism C. throbbing headache

sensitivity to light and noise

nausea (feeling sick)

vomiting (being sick)

lethargy (lack of energy)

4. chickenpox D. extreme tiredness (fatigue)

mild fever

headache

loss of appetite, nausea, and vomiting

constant discomfort on the right side of the

belly under the rib cage. (that's where the liver

is located)

diarrhea or constipation

muscle aches or joint pain

skin rash

jaundice

5. mumps E. rash starting on body

slightly raised temperature

6. ulcer F. dry cough

high fever

chest pain

rapid breathing

7. hepatitis G. headache

aching muscles

fever

cough

sneezing

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8. appendicitis H. swollen, painful joints

stiffness

limited movement

9. migraine I. fever

severe, persistent headache

neck stiffness and pain that makes it difficult to

touch your chin to your chest

nausea and vomiting

confusion and disorientation (acting "goofy")

drowsiness or sluggishness

sensitivity to bright light

poor appetite

more severe symptoms include seizure and

coma

can be confused with the flu

10. meningitis J. dull pain near the navel or the upper or lower

abdomen that becomes sharp as it moves to

the lower right abdomen; this is usually the first

sign, but it occurs in less than half of __________

cases.

loss of appetite

nausea or vomiting soon after abdominal pain

begins

abdominal swelling

temperature of around 37.8 degrees celsius

constipation or diarrhea with gas

inability to pass gas

MCME: pp.197-198: EXERCISES 11.9: SHINGLES (HERPES ZOSTER)

A. BRAINSTORMING

What type of information do you expect to hear?

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B. LISTENING COMPREHENSION

1st listening

What is the gist? Take notes of what you understand.

2nd – 3rd listenings

Answer the following questions.

1. Is shingles infectious or contagious?

2. Why are those undergoing chemotherapy at a higher risk?

3. What is the probability of developing shingles?

4. What accounts for the characteristic pattern that the shingles rash has?

5. What do antiviral drugs do?

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6. What is ‘postherpetic neuralgia’? What are the chances of getting it?

7. Why is it so important to treat eyes at an early age?

11

UNIT 12: HYPOTHESIS

MCME pp. 209-210: CHECKLIST

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

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

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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. Medical moral dilemmasv (cards).

4. Make sentences:

If I were my parents,…

If I were a boy/girl…

5. 1st and 2nd conditional boardgame.

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6. Conjugate the verbs correctly.vi

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)?

MCME pp. 215-216: EXERCISES: 12.8: ACUTE MOUNTAIN SICKNESS

1. What do you know about acute mountain sickness?

2. Do the exercise on pp. 215-216.

3. Listen and check your answers.

4. Write 5 questions about the content of the text:

a.

b.

c.

d.

e.

PRESENTATION: TOMORROW’S TECHNOLOGY & SOCIAL CHANGES

Prepare a short presentation with Powerpoint (accessible in class on your smartphone next

week) about one or two interesting social/medical changes resulting from new technology that

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

pairs if you wish.

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UNIT 11: MODALITY

MCME pp. 104-105: CHECKLIST

I – EXERCISE

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

characters)?

The metastases will spread.

There must be a cause for the disease.

She has got a high temperature – she must be ill.

She may have been contaminated by the Chernobyl cloud.

She might have been contaminated by the Chernobyl cloud.

Doctors should /ought to report cases of child abuse.

You should eat less saturated fat.

You should go and see this film.

The blood results should be ready this evening.

Hearts can be transplanted.

He can play the piano.

He can’t answer the question.

It could be a nosocomial infection.

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II – THEORYvii

1. PROBABILITY

Example Meaning

Synonym

WILL

Metastases will spread.

→ it is a fact – no possible doubt

100 % probability - totally certain It is certain.

MUST - There must be a cause for the disease.

→ I am convinced but I have no proof

- She has got a high temperature – she must be ill.

→ only logical explanation

90 % probability - almost totally certain

I am almost sure.

MAY She may have been contaminated by the Chernobyl

cloud.

→ perhaps she was, perhaps she wasn’t

50 % probability - reasonable chance

Perhaps… maybe…

MIGHT She might have been contaminated by the Chernobyl

cloud.

→ it is possible but I would be rather surprised

25 % probability –

reduced probability vs. ‘may’

Perhaps but… it is just possible

SHOULD /

OUGHT TO

- Doctors should /ought to report cases of child abuse

→ moral obligation

- You should eat less saturated fat.

→ if not, you will put on weight

- You should go and see this film.

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

to see it

- The blood test should be ready this evening.

→ 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 - Hearts can be transplanted

→ feasible, technically possible

- He can play the piano.

→ 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 It could be a nosocomial infection

→ several possibilities, 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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II – 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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AUDIO: OF MICE, MONKEYS AND MENix

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

Answer the following questions.

§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? Use modal verbs.

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TRANSCRIPT:. OF MICE, MONKEYS AND MEN

A team from Oregon University, headed by Professor Schatten, has produced the first genetically

modified primate, a rhesus monkey called ANDi ("Inserted " spelled backwards). The gene used was

a green fluorescent protein from a jelly-fish. So far, ANDi has not shown any signs of fluorescence,

but this is not totally unexpected; the most likely explanation being that the expression of

fluorescence has been delayed because of problems of manipulation or maturation. The new gene,

however, ought to pass on the fluorescence to any future offspring.

According to Schatten, "we are at an extraordinary moment in the history of mankind". He and his

team are confident that GM monkeys will provide valuable experimental models for a range of major

diseases. As monkeys are genetically closer to humans than mice, he believes that this research may

speed up the development of new treatments for diseases such as HIV and Parkinson's. In the

immediate future, Schatten hopes to insert other types of genetic markers that can be tracked with

magnetic resonance or PET scans.

Other scientists, however, are more sceptical, fearing that this success will lead to a needless surge

in experiments on primates. According to Patrick Bateson, chairman of a Royal Society Committee,

"there is no reason to assume that this type of research will provide the bridge between mice and

men. Although it is possible that medical benefits might result from producing genetically modified

monkeys, it is important that this sort of work should be subject to strict monitoring for any

potential harmful effects".

While most people seem to have few problems with genetically altered mice, "monkeys are a little

closer to home", says Terri Lomax, an Oregon State University plant geneticist. The genetic

engineering of primates raises serious ethical issues and many people must be wondering exactly

where this is leading us. David King of the campaign against human genetic engineering in London,

fears that it could end up in a new form of eugenics where we start "designing our own children

according to our caprices".

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UNIT 9: PURPOSE & PROCESS

MCME pp. 152-154: CHECKLIST

Purpose

Process

Nouns purpose

function

role

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 targeted to/at + noun

it is indicated for + noun

it provides…

it supplies…

it functions as…

it operates as…

it prevents

it avoids

it inhibits

it impedes

it obstructs

it forbids

to enable

to make (it) possible for

to allow

to permit

Other expressions in order to + inf

so as to + inf

so that + clause

so as not to + clause

in an attempt to + inf

in an effort to + inf

by means of

through

thanks to

via

therefore

thus

thereby + -ing verb

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MCME pp. 161-162: EXERCISES 9.10: RESEARCH ON BREASTFEEDING

A. PRE-LISTENING

1. The word ‘breastfeed’ is made of a noun and a verb. Can you identify the two parts?

2. What is the past form of this verb?

3. What is the noun related to the verb?

4. There are many words for young human beings in the text: baby, infant, child and toddler.

Find the definition of these words.

Baby:

Infant:

Child

Toddler:

B. LISTENING COMPREHENSION

1st listening

Take notes of the gist.

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2nd & 3rd listenings

Answer the following questions.

1. What advice is given to mothers/women?

2. What are the benefits of breastfeeding for babies?

2. What are the benefits of breastfeeding for mothers?

4. What are the advantages?

5. What has recently been discovered in this field of research?

6. Why is further research under way?

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C. DISCUSSION

1. Breastfeeding rates vary enormously in Europe. Can you suggest reasons why they vary so

much?

Norway 98%

Swtitzerland 92%

Great Britain 63%

Ireland 42%

France 62%

Belgium 64%

2. How do you feel about breastfeeding? Would you consider it? Use modals to reply.

27

MCME pp. 163-164: EXERCISES 9.13: FLEXING THE LEXIS: 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 PHONECALL - PLANS - A PROFIT - A SPEECH - A SUGGESTION

AN UPDATE - YOUR WORK - THE MOST OF STH

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UNIT 4: INFORMATION FOCUS

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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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.x

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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3) Passives dominoes.

4) Passives Memory Test and Grammar Practice. ix

1. In 2005, more than 390 million children under 5 _____________________ against polio.

2. More than 80 million doses of influenza vaccine _________________ annually in the USA.

3. More than 350 million people in the world __________ chronic carriers of Hepatitis B.

4. 20.8 million Americans ____________ with juvenile and adult-onset diabetes.

5. ___________ about 5.5. million stroke survivors alive in the USA

6. In the USA, more than 400,000 patients ____________ knee and hip replacements in 2005.

7. The vaccine for smallpox ____________ in 1796.

8. The malarial life cycle __________________ in 1902.

9. Penicillin ____________ first ___________ in 1945.

10. The anti-depressant Lithium ________________ by the FDA in 1970.

11. Louis Pasteur _______________ his first rabies patient in 1885.

12. The transmission of diseases by bacteria ________________ in about 1880 by Koch.

13. In Europe in the Middle Ages barber- surgeons were the commonest form of doctor, as

they ________________ the sharpest knives.

14. In developed countries only 50% of patients who suffer from chronic diseases

______________ to treatment recommendations.

15. Up to a third of prescriptions written in the UK ___________ never __________ to a

pharmacist for dispensing.

16. The first picture of plants being _____________ as medicine is more than 13,000 years old,

in the cave paintings in Lascaux, France.

17. The FDA- (American) Food and Drug Administration ___________________ in 1906 as

part of the “Pure Food and Drug Act”.

18. In 1938 the FDA ___________ first _____________ the power to pre-approve all new drugs.

19. In 1990 doctors accepting of “gifts of substantial value” _______________ by the FDA.

Minor gifts __________ still _________________.

20. 60% of all new drugs _______________ onto the market in the USA before anywhere else

in the world.

21. A large increase in drug sales in the USA ________________ by the freeing up of drug

advertising in 1997.

32

MCME pp. 76-77: EXERCISES: 4.9: ADENOTONSILLECTOMY

LISTENING COMPREHENSION

1st listening

Take notes of the gist.

33

2nd & 3rd listenings

Answer the following questions.

1. What is adenotonsillectomy ?

2. Who usually receives the procedure?

3. When should patients get it?

4. Where is it performed?

5. What are the different techniques?

6. What is the procedure before and after the operation?

Before After

7. What are the potential complications?

34

VIDEO: THE POWER OF THE PLACEBOxi

A. BRAINSTORMING

1. What do you associate with the following topics?

MEDICATION PLACEBOS

EXPERIMENTS/STUDIES

35

2. Associate the word and its definition.

condition – disorder – dopamine - dummy pill - flare-up – neurotransmitter - opiate - receptor

to alleviate/relieve – to randomise - to spur s.o. into doing - to tap into – trial – trigger

a. a substance containing no medication and prescribed or given to reinforce a patient's expectation to get well

______________________

b. to remove or reduce an unpleasant feeling or pain

______________________

c. the process of testing the ability, quality or performance of somebody/something, especially before you make a final decision about them

______________________

d. an illness or a medical problem that you have had for a long time because it is not possible to cure it

______________________

e. a chemical that carries messages from nerve cells to other nerve cells or muscles

______________________

f. a chemical produced by nerve cells which has an effect on other cells

______________________

g. to encourage someone to do something

______________________

h. a drug derived from opium

______________________

i. something that is the cause of a particular reaction or development, especially a bad one

______________________

j. to make use of a source of energy, knowledge, etc. that already exists

______________________

k. a sense organ or nerve ending in the body that reacts to changes such as heat or cold and makes the body react in a particular way

______________________

l. an illness that causes a part of the body to stop functioning correctly

______________________

m. a sudden painful attack, especially after a period without any problems or pain

n. to use a method in an experiment, a piece of research, etc. that gives every item an equal chance of being considered

______________________

______________________

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B. GENERAL COMPREHENSION

Section by section. What is the gist of this section?

37

C. SPECIFIC COMPREHENSION

Answer the questions and give a title to each section.

0’00’’ – 1’00’’: ____________________________________________________________________________

1. What are placebos? Can you give synonyms?

2. What is the subject of this programme?

38

1’01’’-8’10’’: ____________________________________________________________________________

1. Where?

2. Scientist in charge of the experiment?

3. Aim of the experiment?

4. What reaction did the scientist get when he started his experiment?

5. Participants?

6. How is the experiment carried out (procedure)?

7. Results?

39

8’11’’-15’43’’: _____________________________________________________________________________

1. Where?

2. Scientist in charge of the experiment?

3. Aim of the experiment?

4. Participants?

a. How many?

b. What do you know about B.?

5. How is the experiment carried out (procedure)?

6. Results?

40

29’35’’- 35’59’’: ___________________________________________________________________________

1. Where?

2. Scientist in charge of the experiment?

3. Aim of the experiment?

4. Participant? Describe his condition and treatment.

5. How is the experiment carried out (procedure)?

6. Results?

7. Conclusions?

41

40’00’’-46’00’’: ___________________________________________________________________________

1. Where?

2. Scientist in charge of the experiment?

3. Aim of the experiment?

4. Participants?

a. How many?

b. What do you know about L.?

5. How is the experiment carried out (procedure)?

6. Results?

7. Conclusions?

8. How does L. explain this?

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D. WRITING

Summarise one study using as many impersonal forms as possible.

43

E. DISCUSSION

1. What did you think about this programme? What are your reactions?

2. What did you already know?

3. What have you learnt?

4. What do you find surprising?

5. How would you feel if you were given placebos knowingly / unknowingly?

MCME p. 81 : BACK TO BASICS: EXERCISES: 4.13: 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)

44

UNIT 3: COMPOUND FORMS

MCME pp. 53-54: CHECKLIST

Compounds: Sciencexii 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)

45

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)

46

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:

47

EXTRA EXERCISES

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

a.

b.

c.

d.

e.

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.

48

VIDEO: HOW TO PREVENT CANCER BY AVOIDING CARCINOGENSxiii

1st listening

1. Take notes of the passive forms that you hear.

2. Take notes of the compound forms that you hear.

49

2nd & 3rd listenings

STEPS TO TAKE TO AVOID CANCER JUSTIFICATION

1.

2.

3.

4.

5.

6.

50

GRADUATE FAIR

You have chosen this pharmaceutical company: ……………………………………..

The ‘pharmaceutical company representatives’:

In pairs – with PowerPoint presentation

You want to attract/recruit pharmacy students.

You should present:

o the company

o the profiles your company is interested in

o the posts available for graduates.

Ask questions to the potential applicants to see how they could fit in your company

(education, personal and work objectives, areas of interest…).

You should also ask them to send you their CV (give them your email address).

The ‘students’:

You are in your final year (Pharmacy studies).

You will be on the job market in a few months and are very motivated to join these

pharmaceutical companies. You want to make a good impression.

You will probably be asked to introduce yourself:

o Education

o Personal and work objectives

o Areas of interest…

Do not hesitate to ask questions!

51

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 “

DISCOVERY

The researchers

scientists

team

(have) found (evidence)

demonstrated

discovered

that …

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…

52

CONCLUSIONS

- 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…

53

ANALYSIS TABLE ABOUT THE STUDY

Researchers?

Published in? when (if

mentioned)?

General topic

Procedure/

what was examined

Conclusions/

discovery

Remaining questions

54

ANALYSIS TABLE ABOUT THE STUDY

Researchers?

Published in? when (if

mentioned)?

General topic

Procedure/

what was examined

Conclusions/

discovery

Remaining questions

55

ANALYSIS TABLE ABOUT THE STUDY

Researchers?

Published in? when (if

mentioned)?

General topic

Procedure/

what was examined

Conclusions/

discovery

Remaining questions

56

APPENDIX 2: PRONUNCIATION: WORD STRESS RULESxiv

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.

57

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

58

APPENDIX 3: 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, “

59

APPENDIX 4: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISHxv

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

60

SOURCES

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

Sciences, pp. 82-83.

ii Adapted from: http://en.wikipedia.org/wiki/list_of_medical_symptoms (04/11/2014)

iii Source: http://tefltastic.files.wordpress.com/2008/01/medicalproblemsroleplay.pdf , pp. 1-3.

iv 1. http://is.muni.cz/el/1411/jaro2006/VSAJ0622/REVISION_-_Medical_Vocabulary.pdf

2. http://www.webmd.com/digestive-disorders/understanding-appendicitis-symptoms

v Adapted from: https://tefltastic.wordpress.com/worksheets/medical-pharmaceutical-english/moral-

dilemmas-2nd-conditional/

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

Sciences, pp. 94-95.

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

Sciences, pp. 104-105.

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

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

pp. 109-110.

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

xi Source: BBC2 - Horizon: the Power of the placebo (Mon 17/02/14)

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

clil/compounds/compounds-science/551779.article

xiii Source of the video: https://www.englishcentral.com/video/11884

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

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

pp. 179-180.