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Table of Contents

UNIT 1: MEASUREMENT ...................................................................................................................... 3

UNIT 2: FREQUENCY.......................................................................................................................... 11

UNIT 3: COMPARISON ..................................................................................................................... 19

UNIT 4: MODIFICATION .................................................................................................................... 25

UNIT 5: LINK WORDS ......................................................................................................................... 30

UNIT 6: TIME – PRESENT & PAST ...................................................................................................... 43

APPENDIX 1: PRONUNCIATION AND GRAMMAR: SIMPLE PAST ........................................... 48

APPENDIX 2: PRONUNCIATION: WORD STRESS RULES ............................................................. 49

APPENDIX 3: HOW TO EXPRESS YOUR OPINION ....................................................................... 51

APPENDIX 4: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISH ....................................... 52

SOURCES ............................................................................................................................................. 53

Authors: Ingrid Van Lancker & Julie Walaszczyk ©

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UNIT 1: MEASUREMENT

MCSE: pp. 14-16: FUNCTIONS & GRAMMAR

KEY POINTS 1-4

1. In pairs or in groups of 3, prepare a mind map about measurement (weight, height, width,

length, speed).

eg.

4

5

2. Fill in the table.

Verb Noun Adjective

to widen

measurement

(wide-)ranging

shortness

weak

to equip

to weigh

3. Answer the following questions.

a. What can be odd or even?

b. How many kilometres is a mile? 1 mile = ………. km

c. To span = …………………….. (synonym)

eg. A series of bridges span the river.

d. To speed up >< ……………………………..

eg. They have speeded up production of the new car.

4. Write sentences to describe the following landmarks. [1 ft = 0.3m]

a. Big Ben

Height: 316 ft

Length: 50 ft

Width: 50 ft

Weight (bell): 14.8 tonnes

Weight (pendulum): 660 pounds

Length (pendulum): 13 ft

Depth (below ground): 13 ft

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b. Forth Rail Bridge

River: Firth of Forth

Length: 8,296 ft (2,528 m)

Height: 330 ft (100 m)

Weight (steel structure): 55,000 tonnes

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KEY POINT 5

1 ft (one foot, 2 feet) = 0.3m

1m = 3.28 ft

1 + 1 = 2

10 – 9 = 1

10 x 9 = 90

10/10 = 1

→ 1 PLUS 1 EQUALS 2

→ 10 MINUS 9 EQUALS 1

→ 10 TIMES 9 EQUALS 90 (TIMES or MULTIPLIED BY)

→ 10 DIVIDED BY 10 EQUALS 1

How do you say:

9² = 81

5³ =125

10 km² = 1 km x 10 km

√3

216 = 6

34

= 81

4−5

= 1

1024

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KEY POINT 7

Look at the pictures and write questions.

Picture 1:

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Picture 2:

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Picture 3:

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Picture 4:

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Picture 1 Picture 2 Picture 3 Picture 4

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MCSE: pp. 16-17: EXAMPLES IN CONTEXT: DEAD DUCKS FROM DOWN UNDER

A. LISTENING COMPREHENSION

Formulate the questions correctly and then answer.

1. What do we already know about dromornis stirtoni?

. what kind of animal was it?

. where did it live?

. when?

. weight?

. wingspan?

. height?

. diet?

2. Why couldn’t dromornis stirtoni fly?

3. Why do we know so much about the bird?

4. How do we know it’s not the same species as an ostrich?

5. What makes it possible for an ostrich to run so fast?

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B. VOCABULARY

Find words in the text that have the same meaning.

a. approximately, more or less:

b. a number of, quantity:

c. to estimate, to calculate, to assess:

d. to get, to receive:

e. extremely large, enormous:

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UNIT 2: FREQUENCY

MCSE: pp. 26-27: FUNCTIONS & GRAMMAR

KEY POINT 1

1. Place the following adverbs on the frequency line.

always – never – frequently - now and then - hardly ever - steadily

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2. Make statements using the adverbs in 1.

eg. Your English teacher is always right.☺

3. Find synonyms for each adverb.

steadily =

frequently =

hardly ever =

4. How often…

do you exercise?

do you take public transport?

do you take your English book to study?

do you watch TV programmes in English?

do you use the Internet?

5. Your turn! Write 3 more questions and ask a colleague.

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KEY POINTS 3-4

1. What do these pictures refer to?

2. Fill in the gaps. You may need to adapt the word. (1 word/word root per exercise a-d)

a. - We discussed a wide _________________ of subjects.

- Prices _________________ between $50 and $250.

- Go to Snowdonia National Park, the most acidified mountain ___________________ in

Wales.

b. - It's still not possible to __________________ the occurrence of earthquakes accurately.

- The weather there can be a bit __________________ - one minute it's blue skies and

the next minute it's raining hard.

- No one believed her __________________ that the world would end on November 12.

c. - I love watching the smooth ___________________ surface of the snow.

- The next 36 hours will be _______________ colder, with snow showers just about

everywhere.

- We would like to be able to ________________the workload more fairly.

d. - I have left my ______________ of keys somewhere – I can’t open the door!

- Do three __________ of the exercises I gave you last week.

- Have they _______________ a date for the wedding?

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MCSE: pp. 27-28: EXAMPLES IN CONTEXT: COMPETITION RUNNING: 800 METRES

LISTENING COMPREHENSION

1st listening

Take notes of the gist.

2nd & 3rd listenings

Formulate the questions correctly and then answer.

1. Aerobic running =?

2. Aerobic running = crucial to which sport?

3. Ideal frequency of training?

4. What must be varied and why?

5. Ideal frequency of AT training?

6. Hill session =?

7. Training schedule at the gym =?

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VIDEO: HOW A HURRICANE IS BORNi

A. BRAINSTORM: VOCABULARY

1. What do you know about hurricanes?

2. What vocabulary do you expect to hear?

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B. LISTENING COMPREHENSION

1st viewing

1. What is the gist of the video?

2. Which words expressing frequency can you hear?

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2nd & 3rd viewings

Answer the following questions.

1. Where do most hurricanes in the Atlantic start?

2. What is the easterly wave?

3. What can trigger a hurricane in the USA?

4. When does a storm develop an eye?

5. What is an eyewall?

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6. Explain how a hurricane is born using this world map.

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UNIT 3: COMPARISON

MCSE: pp. 36-37: FUNCTIONS & GRAMMAR

KEY POINT 1

1. Make statements about the weather using the superlative

Cold / place / I / to be:

Hot / place / I / to be:

Bad / storm / I / to see:

Strange / weather / I / to experience:

2. Make a similar questionnaire about:

emotional experiences

musical experiences

life experiences

places in your life

Ask your peers.

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3. Make noun phrases with –like and –shaped for these pictures.

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VIDEO: TED ED: THE ARCTIC VS THE ANTARCTICii

A. BRAINSTORMING

What do you know about the Arctic and the Antarctic.

The Arctic The Antarctic

B. LISTENING COMPREHENSION

1st viewing

What is the gist of the video?

2nd & 3rd viewings

Fill in the table (see next page)

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The Arctic The Antarctic

Name

Animals

Geography

Depth

Winter tº

Life

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The Arctic The Antarctic

Why is the

Antarctic colder

than the Arctic?

Advantages

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C. GRAMMAR

In pairs, write 8 sentences comparing the Arctic vs the Antarctic using comparatives and

superlatives.

1. ……………………………………………………………………………………………………………………

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2. ……………………………………………………………………………………………………………………

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3. ……………………………………………………………………………………………………………………

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4. ……………………………………………………………………………………………………………………

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5. ……………………………………………………………………………………………………………………

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6. ……………………………………………………………………………………………………………………

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7. ……………………………………………………………………………………………………………………

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8. ……………………………………………………………………………………………………………………

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UNIT 4: MODIFICATION

MCSE: pp. 48-49: FUNCTIONS & GRAMMAR

KEY POINT 1

1. In small groups, with your book closed, create lists of adjectives following the pattern below.

Importance Hierarchy

Dimension

Aptitude & Utility

Intensity

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2. Find possible collocations for the following adjectives.

eg. sharp → a sharp decline

significant →

acute →

appropriate →

standard →

widespread →

minute →

KEY POINT 2

Make sentences using the adverbs in key point 2 (MCSE, p. 49). Use the pictures below.

Ben Nevis (1344m) Snowdon (1085 m)

BELGIUM 36 – GERMANY 0

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KEY POINTS 1 & 2

1. Fill in the table.

Adjective Adverb Noun

significantly

useful

accuracy

efficient

carefully

2. In pairs, choose at least 5 adjectives, nouns and adverbs from the key points and make

sentences.

1. ……………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

2. ……………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

3. ……………………………………………………………………………………………………………………

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4. ……………………………………………………………………………………………………………………

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5. ……………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

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MCSE: pp. 52-53: EXERCISES: 4.2: MAPS, MEDICINE AND CHOLERA

A. LISTENING COMPREHENSION

1st listening

Listen to the recording and write down as many adjectives and adverbs in context as you can.

2nd and 3rd listenings

Listen again and this time, take notes of the gist:

what?

when?

why ?

problems faced and consequences?

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B. WRITING

1. Summarise the text in 75 words. Swap with a partner and correct his/her summary.

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2. Compare your summary with the text and graph p. 52 (MCSE). Check any word that you do

not understand.

VIDEO: TED ED: THE PAST, PRESENT FUTURE OF THE BUBONIC PLAGUEiii

A. BRAINSTORMING

You are going to watch a video about the bubonic plague. In pairs, make a list of:

- 5 words that you think you will hear.

- 5 pieces of information you might hear

B. LISTENING COMPREHENSION (in language lab)

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UNIT 5: LINK WORDS

MCSE: pp. 58-59: FUNCTIONS & GRAMMAR

I - VOCABULARY

Link words (or connectors or discourse markers or conjunctions) are cohesive devices, used

mainly to relate one sentence to another or to signal the speaker’s attitude or style. They can

be used in conversation to indicate agreement, contradiction, surprise, etc. Intonation is

important as it helps to convey meaning.

1. SIMILARITY

AND

I study and I work.

NOT ONLY/BUT ALSO

Not only do I study, but I also work.

He is not only funny, but also he is intelligent.

AS WELL AS

Please proofread for spelling mistakes as well as grammatical errors.

IN ADDITION

In addition, they can be taught to feed themselves if you allow them access to your

pantry.

FURTHERMORE

Furthermore, they make wonderful walking buddies.

MOREOVER

Moreover, they’ll show you the way home when you’re drunk.

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BESIDES

Besides not eating much, they won’t ever chew on your electric cords.

I'm not ready to get married yet. Besides, I enjoy living alone.

APART FROM

Apart from their house in London, they also have a villa in Spain.

2. CONTRAST

BUT

His mother won't be there, but his father might.

HOWEVER

This restaurant has the best kitchen in town. However, their staff are quite rude.

NEVERTHELESS

I was in so much pain I didn’t want to get up in the morning. Nevertheless, I went to football practice as usual.

YET

I’ve asked you not to leave your dirty socks on the floor. Yet, you keep doing it.

ALTHOUGH

Although the sun was shining, it wasn't very warm.

(EVEN) THOUGH

Anne was fond of Tim, though he often annoyed her.

IN SPITE OF THIS/DESPITE

In spite of his age, he still leads an active life. Despite his age, he leads an active life.

WHEREAS

Some of the studies show positive results, whereas others do not.

ON THE ONE HAND/ON THE OTHER HAND

On the one hand, England has the best language schools. On the other hand, it has the worst weather.

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3. CONTRAST TO WHAT PEOPLE THINK

ACTUALLY

Most people think that Fleming was the father of penicillin, but actually most of the work was done by Florey.

IN FACT

I used to live in France; in fact, not far from where you're going.

IN ACTUAL FACT

I thought the work would be difficult. In actual fact, it's very easy.

IN REALITY

In reality, human beings and dinosaurs never lived on earth at the same time.

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4. INTRODUCING A CAUSE/CONSEQUENCE

BECAUSE

I did it because he told me to.

AS

As you were out, I left a message.

SINCE

We thought that, since we were in the area, we'd stop by and see them.

CONSEQUENTLY / AS A CONSEQUENCE

Many parents today do not have time to cook healthy meals for their children.

Consequently/As a consequence, many children grow up eating too much junk food.

THEREFORE

We’re going to experience some meteor showers in the next few days. Therefore, the

number of miraculous self-healings will rise.

THUS

You didn’t tell me you wanted to come. Thus, we won’t be taking you with us.

HENCE

We suspect they are trying to hide something, hence the need for an independent

inquiry.

AS A RESULT

I’ve done a pranic healing course. As a result, I’ve been able to cure my neighbour’s sick

cat.

THEREBY ( + -ing verb)

The arteries became gradually blocked, thereby reducing the oxygen supply.

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5. INTRODUCING SOMETHING OBVIOUS / GENERALLY ACCEPTED

OBVIOUSLY

Obviously, unless the birth rate decreases, there will be a major food crisis.

NATURALLY

Naturally, I get upset when things go wrong.

OF COURSE

Of course, there are other ways of doing this.

CLEARLY

Clearly, this will cost a lot more than we realised.

DOUBTLESS

You will doubtless find a solution.

6. MAKING A GENERAL STATEMENT

IN GENERAL

In general, Japanese cars are very reliable and breakdowns are rare.

GENERALLY SPEAKING

Generally speaking, the more you pay, the more you get.

ON THE WHOLE

On the whole, I'm in favour of the idea.

AS A (GENERAL) RULE

As a general rule, vegetable oils are better for you than animal fats.

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7. CLARIFICATION

FOR EXAMPLE / FOR INSTANCE

Wikis vary in how open they are. Some wikis, for example/for instance, allow anybody to

edit content, while others only allow registered users to do this.

E.G.

The website has a variety of interactive exercises (e.g. matching games, crosswords and

quizzes).

THAT IS TO SAY

three days from now, that is to say on Friday

IN OTHER WORDS

They asked him to leave- in other words he was fired.

I.E.

Service charge is included in all prices; i.e., you don't have to leave a tip.

SUCH AS

Web 2.0 technologies, such as wikis, blogs and social networking sites, have changed the

way that people use the Internet.

NAMELY

The quantity of heat is expressed in the same units as energy and work, namely joules.

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II - EXERCISES

1. What type of relationship do the sentence connectors below express?

Introducing a cause Making what you

say stronger

Contrast between

two separate things,

people, ideas, etc.

Unexpected contrast

(concession)

Expressing a

condition

Giving additional

information

Introducing a

consequence

Type of relationship Sentence connectors Position within

clause/sentence

Moreover,

In addition,

Additionally,

Further (to this),

Also,

Besides,

What is more,

Initial position

However,

On the other hand,

In contrast,

Yet,

Still,

Initial position

Although…,

Even though…,

Despite the fact that…,

In spite of the fact that…,

Regardless of the fact that….,

Initial position. Starts a

second/ subordinate

clause (S+V)

Because…,

Since…,

As…,

Insofar as…,

Initial position. Starts a

second/ subordinate

clause

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Type of relationship

(continued)

Sentence connectors

(continued)

Position within

clause/sentence

(continued)

Therefore,

Consequently,

In consequence,

As a result,

Accordingly,

Hence,

Thus,

For this reason,

Because of this,

Initial position

If…,

In the event of…,

As long as...,

So long as...,

Provided that...,

Assuming that...,

Given that....,

Initial position. Starts a

second/ subordinate

clause (S+V)

On the contrary,

As a matter of fact,

In fact,

Indeed,

Initial position

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2. Listen to the short recordings from The Flatmates (BBC Learning English) and fill in the missing

link words in the dialogues below.

The Flatmates Episode 64iv

Alice : Hi Tim. What are you reading, or is it private?

Tim : ____________ nothing.

Alice : ____________ it’s not a love letter ?

Tim : I’m sure ! ____________, it’s a bit strange. Remember I had to return that customer’s

watch ?

Alice : ____________?

Tim : ____________, listen to their reply. ‟ ____________ the watch you have returned is not

genuine, we are unable to repair it. ____________, this is the fourth time that this has happened

and ____________, we cannot accept further watches from you.”

Alice : ____________! You told your boss?

Tim : ____________, I should, but I’m a bit curious about this. My boss is the only other person

who sells the watches. ________________________, he might blame me.

Alice : ____________________________________. ____________. ________________________, I

____________ think you should tell him.

The Flatmates Episode 107v

Alice : ____________, what are you up to today Khalid ?

Khalid : I’m helping Helen out, by taking the cat to the vets.

Alice : ____________, Khalid, that’s so sweet of you, ____________ …

Khalid : Helen’s very worried about Bronka.

Alice : « Bronka » ? Khalid, ____________, I don’t want to talk about Helen behind her back

____________ you need to know a couple of things. ________________________, the cat’s called

Kitty or Coco. It was Michal who called her Bronka. And ____________, the last time Helen was a

bit down in the dumps she claimed the cat was sick then too but the vet said there was nothing

wrong with her.

Khalid : ___________ it might be different this time. Maybe Bronka really is ill.

Alice : Khalid !

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3. Can you put the link words in the correct category?

conversely as revealed by in particular also as with notably

likewise furthermore third like second as well as

however alternatively consequently equally for instance instead of

although Illustrated by indeed such as apart from as long as

moreover additionally meanwhile except hence too

after otherwise therefore finally next then

especially thus unless subsequently in the case of significantly

so unlike if on the other hand in the same way

Adding

Sequencing Illustrating Cause & Effect

and

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

first

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

for example

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

because

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

Comparing

Qualifying Contrasting Emphasising

similarly

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

but

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

whereas

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

above all

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

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PUNCTUATION

Punctuation helps writers and readers to communicate more effectively. However, punctuation

is only one aspect of creating and maintaining clear communication.

1. Look at the sentences. Explain the differences in terms of meaning.

o “Most of the time, travellers worry about their luggage.”

o “Most of the time travellers worry about their luggage”

o Let’s eat Grandpa.

o Let’s eat, Grandpa.

2. Look at the following pictures/posters. Explain the differences in terms of meaning.

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MCSE: p. 59: EXAMPLES IN CONTEXT: PROFESSOR HAWKING

A. LISTENING

1st listening

1. Listen to the recording. Write down as many link words as you can.

2. In pairs compare your lists.

2nd & 3rd listenings

Answer the following questions.

1. What is Stephen Hawking’s profession and what degrees does he have?

2. What does he suffer from?

3. What impact has it had on his life?

B. WRITING

In small groups, summarise the text. Each group writes the first sentence using a connector. Pass

your sheet on to the next group, which then writes the second sentence and so on. At the end,

each group should have written at least two sentences. Make sure to recycle link words.

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MCSE: pp. 61-62: SOLAR FLARES

Listen and fill the gaps.

The exact ___________ of solar flares, which constitute the most powerful ___________ of energy

___________ the solar system, is still not fully understood. They ___________ ___________ rapid and

___________ ___________ of brightness, ___________ from the liberation of ___________ ___________.

The ___________ of energy involved are ___________, with ___________ attaining typically ___________

to___________ million degrees K, but temperatures as ___________ as ___________ million K have

been ___________. The energy released consists ___________ of ___________ ___________,

accompanied by ___________ -___________ ___________. These are ___________ in the

chromosphere into ___________ ___________ ___________, releasing ___________ ___________,

including electrons, protons and ___________ ___________ into the solar system. The ___________ of

the flares is ___________, lasting sometimes several ___________. Light ___________ from the flares

reaches ___________ within 8 minutes - ___________ travel more slowly, taking ___________ to

___________ hours to arrive.

The distance involved means that only a small part of the energy ___________ Earth, but the

___________ ___________ ___________ ___________ the magnetosphere and ionosphere ___________

___________ the ___________ ___________ in ___________ different ways:

the atmosphere of the Earth facing the sun ___________ ___________ ionization from the X-

ray radiation, thus disrupting ___________ communications;

the material released ___________ magnetic ___________ and ___________ in polar regions.

The flares are also potentially ___________ to space projects:

the intense ___________ ___________ increases the temperature of the Earth's ___________

atmosphere, causing it to expand and become ___________. This means that the

___________ of low orbiting ___________ is slowed down. It was because of this ___________

that the re-entry of the ___________ ___________ in February 2001 had to be ___________;

the particles themselves are a potential ___________, as they can ___________ electronic

instrumentation and ___________ space-walking astronauts.

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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 & PASTvi

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

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

1st listening

Take notes of the gist.

47

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?

48

APPENDIX 1: PRONUNCIATION AND GRAMMAR: SIMPLE PAST

Conjugate the following technical and medical verbs in the simple past and put them in the right

column.

absorb

analyse

attach

boil

calculate

cause

certify

compress

confirm

contain

crush

cure

destroy

dial

dispose

dry

eliminate

equip

experiment

fill

flow

flush

glow

guard

guide

heat

improve

infect

insert

intoxicate

irradiate

limit

lock

poison

pour

press

process

protect

pump

purchase

reach

react

recycle

reverse

risk

search

simplify

solidify

solve

specify

spill

spray

squeeze

stretch

support

touch

transfer

transmit

unlock

use

warm

warn

wipe

worsen

-ed pronounced /d/ -ed pronounced /t/ -ed pronounced /id/

49

APPENDIX 2: PRONUNCIATION: WORD STRESS RULESvii

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

50

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

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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, “

52

APPENDIX 4: SPELLING: BRITISH ENGLISH vs. AMERICAN ENGLISHviii

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

53

SOURCES

i Source of the video: http://en.englishyappr.com/welcome/Video.action?videoGuid=AE19BE2B-A441-

43AB-92BC-7F6271159C72

ii Source of the video: http://ed.ted.com/lessons/the-arctic-vs-the-antarctic-camille-seaman

iii Source of the video: http://ed.ted.com/lessons/the-past-present-and-future-of-the-bubonic-plague-

sharon-n-dewitte

iv Source of the video: https://www.youtube.com/watch?gl=BE&v=OmzjO6NLObo

v Source of the video: http://www.youtube.com/watch?v=9T4WtqWRCZE

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

Sciences, pp. 70-72.

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

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

179-180.