UNIVERSITE DE LOME

(TOGO)
ECOLE SUPERIEURE DES TECHNIQUES BIOLOGIQUES ET
ALIMENTAIRES
(ESTBA)

ADVANCED SCHOOL OF BIOLOGICAL AND FOOD PROCESSING

TECHNIQUES
(ASBFPT)

UE: ANGLAIS LIRE ET ECRIRE,

2CREDITS
SEMESTRE 4

CODE : ANG 200

(ANGLAIS BIOMEDICAL,
ENVIRONNEMENTAL, AGRO-
ALIMENTAIRE)
NIVEAU : SEMESTRE 4

COURS DE Dr. Damlègue LARE, Maître Assistant

1
 INTRODUCTION
In the new teaching system of the University of Lomé - the LMD system- the need for well-
planned, structurally graded materials for the teaching of English for specific Purpose (ESP)
has been widely recommended and the aim of this booklet is to provide such materials for
comprehension and composition work.

The purpose of this booklet is to provide students with adequate English language skills in
vocabulary, grammar, essay and composition writing, to communicate easily, fluently and
eloquently and be able to write in English. These skills will also guide them in their research
work especially when they have to use materials in English like computers, books, articles,
journals, etc.

Enjoyable reading is of paramount importance. This booklet includes pieces of scientific and
technological interest, incorporated with exercises of comprehension, vocabulary, grammar
and structure (linguistic competence) and essay writings. There are passages with scientific
appeal either practical or typical which will interest many a student. The passages have been
selected in response to the need of students in the school of “ESTBA” which includes three
specialities: Medical and Biologic Tests, Food Processing Industry and Water and
Environment Management. The questions and exercises are planed chiefly to offer help in
the understanding of the passages, the practise of vocabulary and the mastering of
grammatical structures. As for the multiple-choice questions, they not only provide a
convenient and quick vocabulary and comprehension test but can also be used to bring out
certain teaching points in the vocabulary and structure illustrated in the passage.
It is worth underlining that having this material only is not enough; the student must read it
through and try to practise the exercises proposed. This also does not prevent him / her from
making further researches on computer and other English documents.

The demand from adults to learn English for a Specific Purpose has increased enormously
these days, presenting an exciting challenge to educational institutions and teachers of English
all over the world.
Damlègue LARE,
Senior Lecturer,
ESP Teacher

2
COURSE DESCRIPTION
This course is English for Specific Purposes (ESP), English applied to science and
Technology. It‟s designed for Students of ESTBA (Ecole Supérieure des Techniques
Biologiques Alimentaires; Advanced School of Biological and Food Processing
Techniques). It is essentially scientific English covering the three (3) majors of the school:
Medical and Biological Tests, Food Processing Industry, Water and Environment
Management. The course comprises reading comprehension passages, vocabulary exercises,
grammar and structure, essay writings and sometimes translations.

PEDAGOGICAL OBJECTIVES OF THE COURSE

A. GENERAL OBJECTIVES
 Develop students‟ English Language knowledge in general and their scientific English
competences in particular.
 Enable them to write easily in English and communicate fluently with English
interlocutors.
 Create an interest in the English language to help students make researches with
English materials

B. SPECIFIC OBJECTIVES

 Provide students with the ability skills to read and understand English Texts of
their various majors or research fields;
 Increase the vocabulary and language knowledge;
 Develop their linguistic competence through a good mastery of grammar and
structure;
 Broaden students‟ speaking ability through personal English presentations;
 Deepen their listening skills through tape recorder listening.

C. MODES OF EVALUATION
Evaluations include in-class tests and exams at the end of the semester. They can take several
forms and include the following:
 In-Class evaluations: written tests, oral tests, multiple-choice questions, class
presentations on scientific topics, etc
 .End-semester exam: written test with questions of comprehension, vocabulary,
linguistic competence, translation, essay writing, etc

3
UNIT 1: WATER TREATMENT, BY CHLORINATION
READING SELECTION

People need water which is clear and free from disease-causing organisms. They also
desire water which is soft, free from tastes and odours, and does not discolour
plumbing fixtures or corrodes metals. Industry requires water that will not interfere
with its processes. Recently there has been increasing concern about the presence of
minute quantities of organic material, particularly chlorinated hydrocarbons, which
are thought to be causative agents of a variety of diseases. Such contaminants are
known to be present in many water supplies although their effect upon health is
unknown. Standard disinfection practice using chlorine contributes to the production
of these compounds.

Chlorine in water
Disinfection of water is the killing of disease-causing micro organisms that it may
contain. In the process, bacteria are reduced in number. Complete sterilization,
however, is not ordinarily obtained or necessary. Chlorine in its various forms has
been widely used in disinfecting water. It is cheap, reliable and presents no great
difficulty in handling.
Chlorine is a very active element and when added to water as free chlorine it will
combine with organic and inorganic matter and oxidize some organic and inorganic
compounds. Free available chlorine reacts with ammonia and many organic amines
to form chloramines. The chlorine in water in chemical combination with ammonia
or other nitrogenous compounds which modify its rate of bactericidal action is
known as the combined available chlorine. The chlorine demand of water is the
difference between the amount of chlorine present as a residual, either free or
combined, after some designated period.
Chlorine is used in water treatment for disinfection, prevention and destruction of
odours, iron removal and colour removal. While its principal use is as a disinfectant
the mechanism of its bactericidal action is uncertain. It is likely that the chlorine
destroys the extra cellular enzymes of the bacterial cells, and possible that it actually
passes through the cell wall to attack intracellular systems. The bactericidal efficiency
of chlorine is reduced by increased pH values and low temperatures.

Chlorination
Chlorination of water is practised for the purposes listed above and the various
needs may be satisfied simultaneously. Chlorine is classified according to its point of
application and its end result.
Plain chlorination. In some cities surface waters are used with no other treatment than
chlorination, although in some of these cities long storage is also given. In such cases,
chlorination is extremely important as the principal if not the only safe guard against
disease. Such otherwise untreated waters are likely to be rather high in inorganic
matter and require high dosages and long contact periods for maximum safety. The
chlorine may be added to the water in the pipe leading from an impounding
reservoir to the city. For disinfection alone a dose of 0.5 mg/l or more may be
required to obtain a combined available residual in the city distribution system.

4
Prechlorination. This is the application of chlorine before many other treatments. The
chlorine may be added in the suction pipes of raw-water pumps or to the water as it
enters the mixing chamber. Its use in this manner has several advantages. It may
improve coagulation and will reduce tastes and odours caused by organic sludge in
the sedimentation tank. By reducing algae and other organisms it may keep the filter
sand cleaner and increase the length of filter runs. Its range of effective action will, of
course, depend upon the maintenance of a residual through the units of the plant.
Frequently the dosage is such that a combined available residual of 0.1 to 0.5 mg/l
goes to the filters.
The combination of prechlorination with postchlorination may be advisable or even
necessary if the raw water is very highly polluted.

Postchlorination. This usually refers to the addition of chlorine to the water after all
other treatment. The chlorine may be added in the suction line of the service pump,
but it is preferable to add it in the filter effluent pipe or in the clear well so that an
adequate contact time will be assured. This should be at least 30 minutes before any
of the water is consumed if only postchlorination is given. Dosage will depend upon
the character of the water and may be 0.25 to 0.5 mg/l in order to obtain a combined
available residue of 0.1 to 0.2 mg/l as the water leaves the plant. Greater residuals
will probably be needed if it is desired to hold a disinfecting effect throughout the
distribution system. This is considered desirable since it affords protection against
contamination from cross connections and prevents organic growths in main and
their resulting odours.

B. Check your understanding

Now read the text more carefully. While you read, look for the answers to these
questions

1. What can happen as a result of chlorination?

2. What are the four main purposes of chlorinating water?
3. Do we know for certain how chlorine acts on bacteria?
4. What is meant by the terms: (a) plain chlorination; (b) prechlorination; (c)
postchlorination?
5. What properties should a good water supply have?
6. What is one kind of organic material, present in many water supplies, which is
thought to cause disease?
7. What two factors can reduce the efficiency of chlorine as a bactericide?
8. If chlorine is the only water treatment used, what must be done to ensure that
the water is safe?

5
 9. What is the combined available residual referred to in the text? Can you
explain in your own words?
10. What are the three main advantages of prechlorination?
11. What action is recommended if the raw water is highly polluted?
12. How much contact time is needed before water can be drunk if only
postchlorination is given?
13. In postchlorination, what combined available residual should the water have
as it leaves the treatment plant?
14. Are greater residuals than this sometimes needed? Why?

C. Increase your Vocabulary

1. Find the words in the text which can be used to replace those underlined
below:
● The public requires that water supply be clean and safe to drink.
 There has been some anxiety about organic materials which could cause
disease.
 Chlorine kills the extracellular enzymes of bacterial cells.
 Prechlorination in combination with postchlorination is often
recommended if the raw water is very polluted.
 It is better to add chlorine to the filter effluent pipe rather than in the
suction line of the service pump.
 Greater residuals provide a safeguard against contamination from cross
connections.

2. Correct the sentences below by replacing the underlined words with a word
or words from the text which will have the opposite meaning.
 Industry requires water that will have an effect on its processes.
 Large quantities of organic material are found in mains water.
 Chlorinated hydrocarbons are absent in the water supply.
 Standard disinfection practice prevents the production of these
compounds.
 The bactericidal efficiency of chlorine is increased by increased pH values.
 Chlorine is used in water treatment for disinfection, destruction of odours
and iron addition.

3. Verbs and nouns. Write the missing forms into the table.
_______________________________________________________________________
Verb Noun
 Add
 Apply

6
  Destruction
 Treat
 Action
 Combination
 Consume
 Corrosion

4. Double noun forms.

There are often two noun forms which have the same stem but rather different
meanings. Decide which form is correct in each of the following sentences:

 Chlorine is commonly used as a DISINFECTION / DISINFECTANT.

 For DISINFECTION / DISINFECTANT, a DOSE / DOSAGE of 0.5 mg/l
of chlorine must be added to the water supply.
 A high DOSE / DOSAGE may be required to prevent CONTAMINATION
/ CONTAMINANT throughout the distribution system.
 In the SEDIMENTATION / SEDIMENT tank, particles of
SEDIMENTATION / SEDIMENT are removed by horizontal scrapers.

D. Check your grammar

1. CAUSE/AFFECT

Look at these examples:

 Chlorinated hydrocarbons may cause a variety of diseases.
 Increased pH values affect the bactericidal efficiency of chlorine.

Now complete these sentences:

1. Contaminants in the water
Supply ………………… the health of people who
drink it.
2. Using chlorine as a disinfectant ………………… the production of harmful
compounds.

3. Low water temperatures ………………… the efficiency of chlorine as a

bactericide.

4. Prechlorination ………………… the reduction of algae and other

organisms

5. The chlorine dosage ………………… the combined available residual in

the

7
 water distribution system.

1. POSSIBILITY, PROBABILITY AND CERTAINTY

Notice these ways to express different degrees of possibility and certainty:

i. Certainty: It is certain that dirty water causes disease.
It is known that dirty water will cause disease
ii. Probability: It is likely that untreated water is high in organic matter.
Untreated water will probably be high in organic matter.
iii. Possibility: It is possible that prechlorination improves coagulation.
Prechlorination may possibly improve coagulation.
iv. Improbability: It is improbable that highly polluted water can be effectively
treated by prechlorination alone.
Highly polluted water will probably not be treated effectively by
prechlorination alone

Now express the following sentences in the same way. The number given with each
sentence indicates whether you should express certainty, probability, possibility or
improbability.

 Effective water treatment results in a decrease in disease. (ii)

 Chlorine destroys the extracellular enzymes of bacterial cells. (ii)
 Chlorine also attacks the intracellular systems of bacteria. (iii)
 Complete sterilisation of water can be obtained. (iv)
 The use of lead pipes to carry drinking water can lead to lead poisoning. (i)
 Both prechlorination and postchlorination will be need if the water is highly
polluted. (ii)
 Prechlorination helps to keep the filter sand clean. (iii)
 A cure for all diseases will be found. (iv)

2. GIVING ADVICE AND RECOMMANDATIONS

Look at these examples:

 The combination of prechlorination and postchlorination is advised/is recommended
Or less certain: /may be advisable
 It is recommended that chlorine is added to the suction line.
It is recommended that chlorine should be added to the suction line.
Or less certain: It is preferable to add chlorine to the suction line

Now express each of the following as a recommendation:

8
  Filtration should be used in water treatment.
 Fourteen filter units should be built to treat 23,000 m3/day.
 Chlorine gas treatment should replace the old chlorinated lime method.
 Where chlorine gas is stored, adequate ventilation should be provided.
 Store gas cylinders at temperatures below 15°C
 Use chloramines as a bactericide in water treatment.

ESSAY WRITING EXERCISE

Pipeline Water adduction, medical laboratory equipment, food policy development.
Which of the three projects would you like your government to develop in your
country. Justify your choice through convincing arguments.

9
UNIT 2: ENVIRONMENTAL APPROACH TO MICROBIOLOGY

READING SELECTION

Epidemiology
The prevalence of infectious diseases varies markedly throughout the world
and depends on climatic conditions, sanitation, the quality of the water
supply, and to some extent the specific disease resistance of the ingenious
population at risk. The continuance of the infectious diseases in a human
population requires:
 Reservoir of infections
 Effective modes of transmission

Reservoirs
Human reservoirs are necessary for the agents of those diseases which
(under natural conditions) exclusively afflict humans. Specific examples of
such diseases are hepatitis A and B, cholera, shigellosis and smallpox, the
last of which has now been eliminated following aggressive vaccination
programmes.
Many sites in the body are used by microorganisms to gain a permanent
hold on the host. The skin and nasopharynx are populated by a wide variety
of non pathogenic and sometimes pathogenic micro-organisms; for example,
meningococci and coryne-bacteria may be found in the nasopharynx.
The intestinal tract serves as an important reservoir for enteropathogens
such as Giardia, Entamoeba histolytica and Salmonella, all of which may
continue to be excreted in the stool despite clinical recovery from an acute
infection.
Viruses may remain in the body for many months or years, notable examples
being hepatitis B virus and the neurotropic herpesviruses.
Helminths may remain in the circulation (e.g. schistosomes in the portal
vein) or lymphatic system constantly producing millions of ova, a high
proportion of which are deposited back into the environment.
Animal reservoirs of human disease are also important both in the Western
and third World. The following are common examples of zoonoses (infections
which can be transmitted from animals, except arthropods, to man):
 From nattery-farmed chickens – Salmonella or Campylobacter
infection.
 From domestic cats – Toxoplasma gondii infection
 From domestic and wild animals – Giardia infection
 From cattle – Cryptosporidium infection

Diseases which rely on arthropods for their transmission include malaria,

yellow fever, Dengue fever and rickettsial infections.
Environment reservoirs may also act as a temporary lodging place for some
bacteria, viruses and parasites.
Water contaminated with enteropathogens is a constant cause of concern in
the tropics; water may also be a reservoir of hepatitis A virus. Cysts of some
protozoa, notably Giardia, may remain viable despite apparently effective
water purification procedures.

10
Soil is also a source of the agents of human disease, particularly spore-
forming bacteria such as clostridium and baccilus anthracis, whose spore
can remain viable under suitable clinic conditions for many months.
Transmission
Airborne spread. Some viruses bacteria and bacterial spores can be carried
directly by the wind Some are generally spread by droplets in the air, e.g.
influenza viruses, and other microorganisms such as legionella are spread
by aerosol, characteristically from air-conditioning units.
Spread by direct contact. This includes:

 Person-to-person spread, e.g. skin infections (impetigo, ringworm and

scabies) and sexually transmitted diseases
 Faecal-oral spread, particularly amongst children in residential
institutions, e.g. shigellosis, giardiasis and hepatitis A
 Inoculation of infection, e.g. transfusion of blood or blood products
containing hepatitis B, non-A non-B or AIDS viruses or by
contaminated needles (drug abusers, medical and paramedical
personnel)
 Insect bites, e.g. mosquitoes (malaria), sand fly (leishmaniasis), ticks
(babesiosis) and bugs (Chagas‟ disease)
 Entry through the skin, which occurs with the larval forms of some
helminths which can survive in soil or water e.g. Schistosoma,
Strongyloides and hookworm.

Spread by food and water. Contaminated food and water is the usual mode
of transmission of enteropathogens. Some bacteria, such as shigella, require
as few as 10 organisms to initiate infection, whereas others like Vibrio
cholerae require approximately 108 organisms. Cysts of parasites such as
Giardia and Entamoeba histolytica can survive in water for many months
and are relatively resitant to water treatment procedures.

B. Check your understanding

Now study the text carefully. As you do so, look for the answers to the
following questions.

1. Look at the following statements. Tick those which are correct

according to the text:
(a) Measles is more common than malaria.
(b) Morbidity in general exceeds mortality.
(c) The number of cases of malaria in the UK has remained fairly
constant.
(d) The production of vaccines has been facilitated by advances in genetic
engineering.
(e) Scattered outbreaks of smallpox occasionally occur.
(f) Cryptosporidium infection can be transmitted from arthropods to man.
(g) Water purification procedures do not always kill protozoal cyst.
(h) Bacillus anthracis cannot survive outside the human body.
(i) Babesiosis is spread by the faecal-oral route.

11
 (j) Fewer organisms are needed to initiate infection with Shigella than
with Vibrio cholerae.

2. Now answer the following question:

 Which disease is a common problem amongst immigrants?
 For what can monoclonal antibodies be used?
 What is an important characteristic of filarial worms?
 What are zoonoses?
 What is the characteristic mode of spread of legionella?

D. Increase your vocabulary

WORD STUDY
(Infectious diseases)

Cholera: 1- An acute, infectious bacterial disease of humans caused by

Vilirio comma; characterized by diarrhoea, delirium, stupor, and coma. 2-
Any condition characterized by profuse vomiting and diarrhoea.

Smallpox: an acute, infectious, viral disease characterized by severe

systemic involvement and a single crop of skin lesions which proceeds
trough macular, popular, vesicular, and pustular stages.
Aso Known as variola.

Coryne – bacteria: genus of gram-positive, straight or slightly curved rods in

the coryne-form group of bacteria; club-shaped swellings are common;
includes human and animal parasites and pathogens, and plant pathogens.

Helminths: Any parasitic Worm

Enteropathogens: a disease – producing agent; usually refers to living

organisms.
Portal vein, vein pertaining to the porta hepatis

Dengue fever: an ocute viral disease of human characterized by fever, rash

prostration, and lymphadenopathy transmitted by the mosquito.

Aedes aegypti: Also known as breate-bone fever.

Rickettsial infections: infections caused by rickettsiales (prokaryotic

microorganisms. Gram-negative, obligate, intracellular animal parasites.)

Droplet: A Ainy drop of matter consisting of water, mucus, and bacterial

products released through the nasal passage or expectorated.
A water droplet in the atmosphere; there is no chefined size limit separating
droplets from drops of water, but sometimes a maximum diameter of 0.2
millimeter is the limit for droplets.

12
Aerosol: A gaseous suspension of ultramicroscopic particles of a liquid or a
solid.

Ringworm: a fungus infection of skin, hair nails producing annular lesions

with elevated margins. Also known as tinea

Hookworm: the name for parasitic round-worms composing the family

ancylostomidae.

Roundworm: the name applied to nematodes (a group of unsegmented

worms which have been variously recognized as an order, class and phylum)

Scabies: a contagious skin disorder caused by the mite. Sarcopes Scabiei

burrowing beneath the skin causing the formation of multiform lesions with
intense itching
Giardiasis: presence of protozoon Giardia lamblia in the human sural
intestine.

Bugs: any insect in the order Hemiptera

Chagas disease: An acute and chronic protozoan

1. Match the following types of organism to the appropriate definition:

A. viruses a. invertebrates with jointed limbs

B. bacteria b. parasitic worms
C. protozoa c. very small microbes composed of a protein coat around
a central
nucleic acid core
D. helminths d. very small unicellular organisms
E. arthropods e. larger unicellular organisms

2. There are four terms in the text for immature forms of organisms in
the above list. Can you find them?
3. Use a dictionary to make sure you understand the meaning of these
words from the text:
 Affliction ● manipulation ● pathogen
 Estimate ● virulent ● excrete
 Vaccines ● vary ● transmission
 Antibodies ● indigenous ● viable
 resistance ● eliminate ● contaminated

4. Which words the above list have the following meanings?

 Expel from the body
 Get rid of completely
 Harmless forms of organisms used to stimulate resistance to
harmful forms of organism
 Cause of suffering

13
  Substances formed in the blood which attack elements foreign to
the body

5. Which words from the above list have the opposite meaning to the
following?
 Harmless organism ● incapable of surviving
 Foreign to ● free from impurity or
infection
 Remain unchanged

6. ● What are the singular forms of the nouns bacteria and protozoa?
● What is the plural form of larva?

D. Check your grammar

1. COMPARISONS OF NUMBER

Remember
 As any as : more than : the most
 As few as: fewer than: the fewest

Using the information in table 1.1 (above), we can say:

 There are more deaths from the respiratory disease than from
schistomiasis.
 There are fewer deaths from schistosomiasis than from respiratory
disease.
 Diarrhoeal diseases cause the most deaths.
 There are as many cases of schistosomiasis as of whooping cough.

Construct six more sentences from the information given in table 1.1. Try to
use each of the above forms once.

2. DEFINING

There are several ways of expressing what words or ideas mean, e.g.:
 Immunoglobulin are molecules containing antibodies
are defined as

 Molecules containing antibodies are termed

are known as immunoglobulin
are called

 Immunosuppression is the incapacitation of the body‟s

is defined as defence against disease

Match the following nouns with the correct definition. Join the two in the
ways shown above:

14
A. medicine a. a person trained in medical science
B. paediatrics b. the art and science of the prevention and cure of
disease
C. death c. a doctor who performs operations
D. a doctor d. the branch of medicine concerned with illnesses
of children
E. a surgeon e. the end of life.

ESSAY WRITING EXERCISE

1. What are in your opinion the best way of fighting against
microbes and parasites? Describe the process in a good English.
2. You are a medical agent: You have been appointed by the
ministry of health of your country to sensitize the population
about the hygienic means to adopt to fight against microbes and
parasites. Write your address (speech) to the population.

15
UNIT 3: BIOMEDICAL PROCESSES AND THEIR APPLICATIONS TO CELL
FUNCTIONING

Reading Selection
The cell is not a homogeneous mass. It is divided into smaller structures,
called organelles. Various biochemical processes take place at the same time
within an active cell. Each process involves a series of complicated chemical
reactions.
The cell synthesizes large polymers from simple molecules.
These simple molecules are called precursors of the complex molecules. The
large molecules synthesized by the cell are characteristic of living organisms
and necessary for life.

They are classified as proteins, polysaccharides, nucleic acids, and lipids.

The total synthetic processes of the cell are known as cellular anabolism.

Anabolism is not the only cell activity. In addition to synthesis, the cell is
also capable of breaking down large polymers to simple compounds. The
breakdown of carbohydrates, fats and proteins produces energy which is
utilized by the cell. The end result of the breakdown processes is the
opposite of anabolism and these processes are called catabolic processes.
Nevertheless, the set of chemical reactions leading to the synthesis of a
substance is not simply a reverse of the chemical reactions which lead to the
destruction of the same substance. In addition, anabolic and catabolic
processes often occur in different cell organelles. The anabolic and catabolic
processes are dependent on each other because anabolic reactions utilize the
energy released by catabolism. All the chemical processes occurring in the
cell are known collectively as cellular metabolism. The substance involved in
a chemical process is called the metabolite.

Each cell organelle is adapted to the conditions needed for a specific

chemical reaction. For example, some organelles are adapted for
photosensitive reaction; others for surface reactions. There are also cell
structures which provide the nonpolar environment required for hydrophobic
reactions.

The activities of the cell are controlled so that they take place at an
appropriate rate in response to changes in the environment. The cell is able
to respond to changing environmental conditions by adjusting the rates of
catabolism and anabolism. The cell controls the movement of metabolites
within and between various cell organelles. It also regulates the movement of
materials between the cell and the environment

Reading Comprehension Exercises

Exercise I
Select the correct answer.

3. The main idea of this selection is_______________________________

16
 A. the origin of the cell C. cell disorders
B. different types of cells D. chemical activity within a
cell
4. Which compound is not synthesized in the cell?
A. Lipids C.polysaccharides
B. amino acids D.nucleic acids
5. Which statement about cells is true?
A. Only one reaction occurs at a time. C. anabolic and
catabolic reactions
occur at the
same time
B. Only photosynthetic reactions occur D. No energy is
required for
metabolism.

6. All the synthetic processes of the cell together are called

A. Anabolism C. metabolism
B. Catabolism D. photosynthesis
7. the rate of chemical reactions
A. is fixed C. always increases
B. changes as the environment changes D.
photosynthesis
8. catabolism is defined as the
A. breakdown of large molecules C. release of energy by the
cell
B. synthesis of large molecules D. destruction of
energy by the cell
9. A hydrophobic reaction will not occur in
A. Alcohol C. daylight
B. cell organelles D. water
10. Anabolism is defined as the
A. breakdown of large molecules C. release of energy by the
cell
B. synthesis of large molecules D. destruction of
energy by the cell
11. Small structures within the cell are called
A. Metabolites C. precursors
B. Organelles D. anabolites
12. Which of the following statement is true?
A. Catabolism is the same as anabolism. C. cell activities are
not regulated.
B. Polymers are precursor molecules. D. the cell is not
homogeneous.

Exercise II
Answer each of the following questions briefly.

1. List two ways in which the cell responds to changes in its

environment.

17
 2. List two ways in which organelles are adapted to specific chemical
reactions.
3. Give two ways in which anabolism differs from catabolism.

Answer key
Vocabulary Exercises
Exercise I Exercise II
1. G 1. phototropism
2. C 2. hydrophobia
3. E 3. homogeneous
4. F 4. polymorphic
5. A 5. homeothermic

Exercise III Exercise IV

1. B 1. synergist
2. B 2. surface
3. A 3. rate
4. A 4. organelle
5. B 5. mass

VOCABULARY A

1.Homo, homeo uniform, similar

Homogeneous uniform in composition
These is no separation of materials in a homogeneous solution.
Homeothermic maintaining a constant temperature, warm- blooded
The internal temperature of a homeothermic animal such as a horse
remains the same in different external temperatures.

2.Poly many, a large number

Polymer a molecule composed of many simple units A protein is a polymer
that is composed of amino acid units.
Polymorphic exhibiting more than one form
A molecule that exists in several different structural forms is called
polymorphic.

3.syn, sym together; union; association

Synthesize to produce one product by uniting two or more substances
Proteins are synthesized by the union of large numbers of amino acids.
Synergist a substance that maximizes a reaction
Enzimes increase the rate of chemical reaction because they act as
synergists.

4.photo light
Phototropism movement toward or away from light
When a green plant grows toward a light source, it exhibits positive
phototropism.
Photosensitive reacting to light

18
Some chemical reactions occur during the day, because they are
photosensitive.

6. Phobia: abnormal fear, aversion

Hydrophobia abnormal fear of or aversion to water; scientific name for rabies
Dogs suffering from rabies exhibit hydrophobia.
Claustrophobia abnormal fear of confined areas
People suffering from claustrophobia often do not like to enter elevators or
closets.

VOCABULARY B

1. rate (n) fixed quantity; speed

The rate of chemical reactions within a cell is controlled by the cell.
2. mass (n) a quantity or aggregate of matter; the measure of the amount of
matter a substance contains
The cell is a nonhomogeneous mass of solids, semisolids, and liquids.

3. organelle (n) a specialized cell structure

The organelles within the cell are like organs within the body.
4. surface (n) the exterior or upper boundary of an object or body Chemical
reactions occur on the surface of some organelles.

Vocabulary Exercises

Exercise I
Choose a definition in Column B for each word part in column A.
A B
1. poly A. light
2. sym B. after
3. homo C. together
4. phobia D. water
5. photo E. similar
F. aversion
G. many

Exercise II

From the list below, choose the word that matches each definition on page
86.

Homogeneous phototropism polymorphic

Polymer hydrophobia synthesize
Synergist homeothermic claustrophobia

1. movement toward light

2. aversion to water
3. uniform
4. exhibiting many forms

19
5. keeping a constant temperature

Exercise III
Using yours knowledge of the word parts and words of this unit, choose the
carrect definition.

1. homologous
A. Many forms
B. Similar structure
C. Different forms
2. hydrotropism
A. similar to water
B. movement toward water
C. aversion to water
3. syntrophy
A. feeding together
B. feeding on other animals
C. feeding alone
4. photosynthesize
A. to produce using light
B. to produce without light
C. to destroy using light
5. photophobia
A. attracted to light
B. fear of light
C. together with light

Exercise IV
Give the word for each definition.

1. a substance that maximizes a reaction

2. the exterior
3. a fixed quantity
4. a specialized cell structure
5. a quantity of matter

20
UNIT 4: FOOD, MALNUTRITION AND OBESITY DISEASES
Malnutrition of affluent Societies
Overnutrition
Overnutrition in the sense of excessive energy (calorie or joule) intake is
virtually universal in affluent societies.
Few retain their youthful slimness and many spend their lives struggling to
control their weight. Those who fail are not necessarily big eaters. They may
simply have „thrifty‟ metabolism, that is they are efficient at utilising dietary
energy and at storing any surplus as fat. This would have survival value in
times of food shortage, but renders them susceptible to the high energy
value of modern, processed foods
2 A consistently high energy intake leads not only to obesity but also to
faster growth, earlier puberty, greater fertility and earlier ageing.
Overnutrition disturbs metabolism in many ways. Synthesis of cholesterol as
well as of triglycerides is increased, and levels of lipids rise in the blood and
bile. Insulin secretion is increased, but insulin resistance develops so that
glucose tolerance is impaired. Uric acid levels in the blood increase, and
blood pressure rises. All these changes are reversible. Unfortunately, the
tendency to develop some malignant neoplasm is also increased.

Obesity
Definition: the excess storage of fat is surprisingly difficult to define and to
measure accurately. In practice an experienced eye is a good judge of the
presence of obesity especially in the unclothed patient. To measure it one
requires data on weight and height. Life insurance companies have
published tables showing the desirable or ideal weights of men and women
of different heights, that is the weights associated with the best life
expectancy. A person with a body weight of 10 percent greater than this ideal
is said to have a relative weiths of 110 per cent. Obesity can be defined
arbitrarily as a relative weight greater than 110 per cent some; some say 120
per cent. Various obesity indices have been invented, the best being W/H2,
where W is the weight in kg and H is the height in metres.
Epidemiology
Prevalence of obesity increases with age but the very old are not often obese
because most of their fat contemporaries have already died. There is a well-
marked familial tendency. The sex and social class distribution of obesity
vary in different countries and at different times. In Britain today obesity is
commoner in the lower socio-economic classes. In developing countries it is
a disease of the upper classes.

Aetiological Factors

Aetiological factors in obesity

Genetic susceptibility („thrifty trait‟) Refined carbohydrates (high energy, low

satiety food)
Physical inactivity Carbohydrate drinks
Social pressures (or lack) Invisible, added fat in prepared foods
Sweetness addiction Constant availability of palatable, convenient food
Failure to breast feed
Eating for emotional reasons
21
 Associated Diseases
7 Obesity contributes to and aggravates many of the major diseases of
affluent, Western societies. Most cases of diabetes (type 2, or the non-insulin
dependent variety) are related to obesity, as are many cases of gallstones.
Hypersion and hyperlipidaemia are commoner in the obese, which helps to
explain why fat people are excessively prone to ischaemic heart disease and
cerebrovascular disease. These diseases are the main reason for the shorter
life expectancy of the obese. A man who reaches his 50th birthday carrying
25 lb (11.3kg) of excess fat has 25 per cent less life ahead of him than if he
were slim. The obese are also more prone to develop cancer, especially
cancer of the breast, uterus and colon. Surgical operations are more prone
difficult and more hazardous, with increased risk of venous
thromboembolism and respiratory infections. The locomotor system also
suffers, with increased osteoarthritis, especially of hips and knees, and gout.
The obese move slowly and clumsily and are accident-prone. Gross or
morbid obesity hinders respiratory movements and can lead to ventilatory
insufficiency. Finally, there are psychological problems. Fat people cannot
dress smartly or fashionably. They are often depressed by their deformity
and are afraid to go out.

B. Check your understanding

Now read the text carefully, looking up any new items in a dictionary or
reference book.
Then answer the following questions.

13. Which people get fat, other than „big eaters‟?

14. What are the consequences of consistently high energy
intake?
15. What is the best obesity index and what does it mean?
16. Why are the very old not often obese?
17. What is the social class distribution of obesity in Britain?
18. What foods do richer people eat?
19. Why do women become fatter in pregnancy,
20. Which diseases are principally responsible for obese people
dying at an earlier age?
21. What percentage less of life does a 50 year old man have
ahead of him for each pound of excess fat that he carries?
22. What difficulties do fat people have with clothes?

C. Increase your vocabulary

. WORD STUDY
Malnutrition: defective nutrition due to inadequate intake of nutrients or to
their faulty digestion, assimilation or metabolism.

Slimness: the state of something which is thin, small

22
Metabolism: the physical and chemical processes by which foodstuffs are
synthesised into complex elements (assimilation, anabolism), complex
substances are transformed into simple ones (dissimilation, catabolism), and
energy is made available for use by an organism.

Fat: Any of the glyceryl esters of neutral organic compounds

Obese: extremely fat

Cholesterol: C27 H46 O: A sterol produced by all vertebrate cells, particularly

in the liver, skin, intestine and intestine, and found most abundantly in
nerve tissue

Insulin: a protein hormone produced by the beta cells of the islets of

langerhans which participates in carbohydrate and fat metabolism blood
pressure: pressure exerted by blood on the walls of the blood vessels.

Accurately: done with precision

Life expectancy: the expected number of years organism will live based on
statistical probability.

Epidemiology: the study of the mass aspects of disease aetiological factors

Sweetness addition: the excessive consumption of sweets or sugar

Carbohydrates: Any of the group of organic compounds composed carbon,

hydrogen, and oxygen including sugars, starches, and celluloses.

To shun: to fear something and avoid it

Hypothyroidism: condition caused by deficient secretion of the thyroid

hormone.

Diabetes: any of various abnormal conditions characterized by excessive

urinary output, thirst, and hunger usually refers to diabetes mellitus.

Diabetes mellitus: a metabolic disorder arising from of defect of in

carbohydrate utilization by the body related to inadequate or abnormal
insulin production by the pancreas.

Gallstone: a nodule formed in the gallbladder or biliary tubes and composed

of calcium, cholesterol or bilirubin, or a combination of these

Hypertension abnormal elevation of blood pressure, generally regarded to be

levels of 165 systolic and 95 diastolic.

Hyperlipidaemia: excessive amounts of fat in the blood

23
Eschaemic disease: localized tissue anemia as a result of obstruction of the
blood supply or to vasoconstriction.

Cerebrovascular accident: a symptom complex resulting from cerebral

hemorrhage, embolism or thrombosis of the cerebral vessels, characterized
by sudden loss of consciousness.

Vocabulary Exercise
In this, you should use your dictionary to help you answer the questions
about the text.

1. Look at first paragraph. Which words could you replace with the
following?

 Almost
 Wealthy
 Economical
 Excess
 Vulnerable

2. Which words in the second paragraph have the following meanings?

 The combining of several different parts to make a whole

 The production and release of a substance within the body by a gland
 Remaining unaffected by something (find two different words with this
meaning)
 An inclination or leaning towards something
 a growth or tumor

3. Look at paragraph 2. which words have the opposite meaning to the

following?

 Output
 Improved
 Luckily
 Benign

4. Explain the meaning of the following words:

 (para. 2) level
 (para. 3) arbitrarily
 (para. 3) relative
 (para. 3) indices
 (para. 5) emphasise

5.

24
  What is the singular from of indices (para. 3)?
 What is the plural of synthesis (para. 2)?
6. Look at paragraph 7. What words could you replace with the
following?

 Worsens
 Susceptible to
 Particularly
 Dangerous
 Gets in the way of

D CHECK YOUR GRAMMAR

1. Definitive and indefinitive articles.

Do you remember?
Diagnosis is based on the clinical findings and a compatible dietary
history. Thiamine pyrophosphate is an essential co-enzyme in a key in
the metabolism of carbonates.

Supply or omit a ,an or the as required in the following sentences. Note

that a line does not always mean that a word is necessary.
(a) Beriberi is largely ……….. disease of technology and is associated with
………. Polished rice, it became common in …….. rice-eating countries
of ……….Est when ……..steel mills were introduced.
(b) …………… catalyst is ………..substance which aids or speeds up
……… progress of ………… chemical reaction without itself being
changed; in …………. Biological systems,……. Class of biochemical
catalysts are collectively knows as ……… enzymes.
(c) Since ……… development of …………… electron microscope………..
revolutionary new science has been born, that of ………..molecular
biology.
(d) ………problems of …..World hunger is not simply ….. unavoidable
consequence of ………….overpopulation .
(e) ……precise composition of ………intravenous feeding regimen will
obviously vary with ………….patient‟s individual needs

2. Linking sentences.

Do you remember?
Although starvation is uncommon in the developed world, cases are
occasionally encountered.
People in some developing countries are malnourished, whereas those in
developed countries are usually over nourished.
Many obese people wish to lose weight. However, they do not always find
this easy.

Complete the following sentences with however although or nevertheless

so that they make sense.

25
 (a) Dietary fibre cannot be disgested by the human gut. , it has an
important role in healthy intestinal function.
(b) sales of bran and of other unrefined foods are rising in Britain ,
some experts fear this could lead to malabsorption in vulnerable subjects.
(c) curing obesity may seem easy in theory, few people have the
necessary determination to change their eating habits.
(d) Cancer of the large bowel has been linked to a low-fibre diet. ,
direct evidence is lacking.
(e) sales of wholemeal bread are rising, sales of sugar are falling.

3. ACTIVE AND PASSIVE

Do you remenber ?
- Fibre is removed in the production of white flour.
- Further studies of this problem are being carried out.
- Many similar claims have been made.
- A new drug was developed.

The above are examples of the passive verb form. This is frequently used in
scientific writing because this form is impersonal and objective. The passive
tense is formed with the verb „to be‟ followed by the past participle of the
verb in question; e.g. to be developed.

Rewrite the following sentences, replacing the active form in italics by the
passive from:

(a) A group of Japanese surgeons performed the operation.

(b) Watson and Crick proposed the double-helix model of DNA, while
pauling described the alpha-helix of giant protein molecules.
(c) They discovered the layout of bases, sugars and phosphates within the
molecules during the1930s and 1940s.
(d) You can split the atom into smaller particles such as protons,
electrons and neutrons.
(e) You can ascertain the presence of obesity from an examination of the
patient, but you need a weighing machine or scales to measure their
weight accurately.

ESSAY
Write an essay entitled: “Food dietetics, how to avoid obesity”. In this article
enumerate and explain why we must be selective in what we eat. Explain the
dangers of not controlling our diet. Insist on the possible diseases that the
excessive consumption of sugar, oil, fat, salt or alcohol can generate in
people‟s lives.

26
UNIT 5: FOOD PROCESSING TECHNIQUES THROUGH REFRIGERATION

READING SELECTION

1Why is quick-frozen food almost as good as fresh food?

The micro-organisms which spoil food cannot grow or multiply at sub-zero
temperatures Most of our food consists of animal or plant cells containing a
high proportion of water. If the food is frozen gradually, the water expands
and forms large crystals of ice. These crystals burst the cell membranes and
destroy the structure of the food. When the ice melts, the water runs out and
most of the essential vitamins and proteins are lost. If the food is frozen
quickly, smaller ice crystals are formed and the cell membranes are not
broken. The greater the water content of food, the more difficult it is to freeze
successfully.

2 How is food frozen?

There are three ways of freezing food quickly. It can be done by placing the
food on metal plates which have been cooled below -30°C. It can be frozen by
placing it in an insulated container and blasting it at high speed with air
cooled below -30°C. Or it can be cooled in a salted liquid such as brine at
temperature between -30°C and -40°C. It must then be stored at a
temperature below freezing point until it is needed. This is why insulated
containers must always be used for the transport of frozen food.

3 How long can frozen food be kept?

Most packets of frozen food carry information about maximum safe storage
periods. Most refrigerators and freezers have stars on them to show the
minimum temperature they can reach. These can be seen in the following
illustration:

Food should never be re-frozen after it has been thawed out as it can never
be quick-frozen in a home refrigerator. The table below gives the safe storage
periods for various food products.

Food Period in months

At -18°C (0°F) at -12°C (10°F)
Fruit juices, beef 12-15 6-8
Fruit, vegetables 10-12 3-6
Lamb, poultry, eggs 8-10 3-4
Butter, cheese 6-8 2-3
Beef-liver, cooked foods 2-4 1-2

4 How does a refrigerator work ?

Many modern homes have refrigerators and freezers. They work on a
principle of heat absorption. Certain gases, such as ammonia, condense and
re-evaporate quickly when the pressure on them varies. These gases can be

27
used as cooling agents in refrigerators. They are contained in a partial
vacuum inside the evaporator.
Compression causes the cooling agent to evaporate, to boil and to absorb the
heat of the food in the refrigerators. The air and the metal walls of the
evaporator act as conductors of heat in the course of the absorption. The
cycle of evaporation and condensation continues as long as the refrigerator
is switched on. The temperature is controlled automatically by a thermostat
switch.

Now cover up the text, look at the diagram of the circuit in a refrigerator, and
describe how a refrigerator works!

WORDS

WORD STUDY

Proportion (1): the relation of one part to another or to the whole. There is a
high proportion of nitrogen in the atmosphere. (see the exercise on GRAPHS
in this unit for ways of expressing proportion.)
Burst (1): break open by force. You can burst a car tyre by sticking a nail in
it.
Essential (1): vital, very important. Proteins and vitamins are essential to
good health.
Insulated (2): an insulated container is encased in a material that is a poor
conductor of heat, so that the temperature inside remains unaffected by the
temperature outside.
Blasting (2): blowing very hard with high-pressure air.
Brine (2): salt water. Vegetables and meat can be preserved in brine.
Freezer (3): sometimes called a deep freeze. It is a refrigerator which keeps its
contents at temperatures well below freezing point.
Thawed out (3): unfrozen. Frozen food is thawed out simply by raising its
temperature over 0°C. when snow thaws, it melts.
Poultry (3): domestic birds such as hens, ducks, geese and turkeys. Poultry
can usually be eaten. N.B. poultry is a collective word which is uncountable
and has no plural.

Cooling agent (4): a substance which cools other substances. An agent is the
active substance in a process. Certain chemicals are used as drying agents.
Cycle (4): a continuing process in which certain actions and reactions are
repeated over and over again, e.g. the water cycle:
Thermostat (4): an instrument which maintains a constant temperature. It
usually consists of a bimetallic strip and two contact points, one to a heater
and one to a cooler. The heater is switched on when the temperature falls
below the required level and the cooler is activated when the temperature
rises above the required level. Brass and iron are the two metals usually
used.

WORD BUILDING AND DICTIONARY WORK

1 look at these examples
A scientist – a non-scientist essential – non essential
28
It is possible to make a basic classification of all the people in the world as
„scientists‟ and „non-scientists‟: the few who are scientists and the many who
are not. The word „non-scientist‟ may be used in a sentence like this:
It is difficult for non-scientist to understand scientific texts.

Now make pairs of words like those above to name the following groups. You
may need a dictionary to help you
a) the few elements which are metals and the many which are not
b) the few compounds which are ferrous (i.e. contain iron) and the many
which are not
c) the few snakes which kill by poison and the many which do not
d) the few substances which contain toxins (poisons) and the many
which do not
e) the few substances which conduct electricity and the many which do
not

2 Answer these questions with the help of a dictionary

a) What is a blast furnace for?
b) why are astronauts interested in blast-off?
c) Name some substances which can be used as insulators (i) in an
electric circuit and (ii) for water pipes in a house.
d) What is the cooling agent in a car engine?
e) What is the lubricating agent in a car engine?

WORDS IN COMBINATION
3 Look at these examples of nouns used to describe nouns

A B
′heat absorption a metal ′plate
′temperature control a brass ′strip
a ′plant cell iron ′oxide

The phrases under A carry stress on the first word and express what the
object is made of, e.g. the plateCELLS
is made of metal.

Plant cells Animal cells

Now read these aloud and say whether they are like A or B above

a) storage period g) a plastic beaker

b) copper oxide h) a food container
c) a cell membrane i) sodium bicarbonate
d) a rubber pipe j) temperature control
e) the water cycle k) food technologists
f) an ice crystal l) a glass tube

QUESTIONS ON THE TEXT

29
4 Answer these questions

a) How do sub-zero temperatures affect harmful micro-organisms?

b) What does most food consist of?
c) Why is food spoilt if it is frozen gradually?
d) What do the stars on a refrigerator indicate?
e) Which property of ammonia makes it a suitable cooling agent?
f) What would happen if the temperature in a refrigerator rose too high?

5 Make questions for these answers

a) it is the wall between cells.

b) At a temperature below -30°C.
c) It must be transported in insulated containers.
d) Because a domestic refrigerator cannot freeze food quickly enough.
e) Beef keeps longer than lamb.
f) As long as the refrigerator is switched on.

6 Say whether these statements are true and correct the false

a) The faster food is frozen, the bigger the ice crystals formed.
b) The freezing point of brine is the same as that of water.
c) If you have a freezer you can pick strawberries in summer and eat
them fresh in mid-winter.
d) Any gas can be used as a cooling agent in a refrigerator.

SENTENCES AND PARAGRAPHS

THE PASSIVE WITH SHOULD AND MUST

7 Look at these sentences

Food must be frozen quickly. (it is necessary)

Food should never be re-frozen. (a piece of advice)

Now look at these examples

A It is necessary to switch off all electrical apparatus after use.

All electrical apparatus must be switched off after use.
B It is advisable to change the engine oil in a car every 5,000 km.
The engine oil in a car should be changed every 5,000 km.

Now rewrite these sentences like A or B above

a) It is necessary to heat up many pre-cooked foods before they are eaten

b) It is advisable not to boil vegetables for too long.
c) It is advisable to thaw out frozen poultry slowly.

30
 d) It is necessary to heat up non-acidic foods to 120°C during canning or
bottling.
e) It is advisable to defrost a refrigerator regularly.

RELATIVES

8 Look at these two sentences

A The micro-organisms which spoil food cannot grow at sub-zero

temperatures.
B Refrigerators have stars on them to show the minimum temperature they
can reach.

Sentence A cannot be shortened; sentence B can be shortened to

Refrigerators have stars on them to show the minimum temperature they

can reach. (this is more informal than the original sentence B.)

Look at these sentences. Say whether they are like A or B above and shorten
all those which are like B

a) The catalysts which help digestion are called digestive enzymes.

b) Fast-freezing is a process which preserves food.
c) A thermostat is an instrument which controls temperature.
d) A freezer is a type of refrigerator which we use for long storage.
e) Vitamins are substances which everybody needs.
f) Beef is the meat which keeps longest when frozen.
g) Farm birds which we eat are known as poultry.
h) Yeast and mould are fungi which grow on food.

9 Look at this example

Most of our food consists of animal or plant cells containing a high

proportion of water.

This could also be written with a relative clause.

Most of our food consists of animal or plant cells which contain a high
proportion of water

Rewrite these sentences using relative clauses

a) Ships carrying lamb and butter from New Zealand have refrigerated
holds.
b) Bottles containing beer or wine are generally made of dark glass.
c) Student arriving late missed the start of the experiment.
d) Food can be kept longest in freezers bearing three stars.

Now rewrite these sentences using –ing to replace relative clauses

31
 e) Vegetables which contain a very high percentage of water do not freeze
well.
f) Most freezer manufacturers produce booklets which list safe storage
periods for frozen foods.
g) The thin wall which surrounds a cell is called a membrane.
h) Scurvy and beriberi are diseases which result from vitamin shortages.

ADJECTIVES AND ADVERBS

10 Look at these pairs

Quick – quickly gradual – gradually automatic – automatically

And at this example

Temperature control in a refrigerator is automatic
The temperature in a refrigerator is controlled automatically.

Now rewrite these sentences to include an adverb without changing the

meaning. Take the verb from the word in italics

a) There has been a gradual improvement in the weather over the last
week.
b) There was a sharp rise in temperature yesterday.
c) Most metals are good conductors of electricity.
d) The beat of a heart should be regular.
e) There was a violent reaction between the two compounds.
f) Hydro-electric plants make full use of the power of water

GUIDED WRITING
11 Look at these notes about carbohydrates and the description which
follows

Carbohydrates/carbon, hydrogen and oxygen

Bodies/need/make/sugar/produce/energy
Bread, potatoes, sugar, cereals

Carbohydrates consist of carbon, oxygen and hydrogen. Our bodies need

them to make sugar which is used to produce energy. Our chief sources of
carbohydrates are bread, potatoes, sugar and cereals

Now here are some notes about the other five basic food groups needed by the
body. Write a little paragraph about each one.

a) Fats/ carbon, oxygen and hydrogen

Bodies/need/produce/energy
Large/amounts/stored/body
Butter, margarine, cheese, vegetable oils
b) Proteins/amino acids
Bodies/need/produce/energy
32
 Proteins/essential/growth/replace/cells
Meat, fish, cheese, eggs, milk
c) Mineral element needed by body/include/sodium, magnesium,
calcium, iron
Bodies/need/strengthen/teeth and bones/replace/blood cells
vegetables, fruit
d) Vitamins/various organic substances
Bodies/need/all functions
Also needed/growth/ bones and skin
Shortage/disease
Many different foods, particularly fruit and vegetables
e) Water/hydrogen and oxygen
Bodies/need/all functions
Need/one litre/daily
Drinking water, liquid, fruit and vegetables

GRAPHS
12 There are different kinds of graphs or diagrams showing proportions.
Look at this diagram showing the proportion of water in various foods
% of water 95

90 88 Vegetable foods
80
80 74 Animal foods

70 Animal and vegetable foods

60

50 40

40

30
16
20

5
10

0
tomatoes

bread
potatoes
apples

beef
eggs

biscuits
margarine

33
Make a sentence like this for each food
Tomatoes have a water content of 95%

13 now use this table to make a similar graph for the average protein
content of various foods. Use different colours to indicate vegetable
and animal foods

Animal food % protein Vegetable foods % protein

(dry weight) (dry weight)
Cheese 25 Soya flour 40
Raw meat 23 Peanuts 28
Raw fish 16 White bread 8
Eggs 12 Rice 6
Milk 3 Potatoes 2
Butter 1 Bananas, 1
oranges

14 Look at your graph, then read this statement

Animal proteins are rich in amino-acids whereas vegetable proteins contain

comparatively small amount of these essential substances.

Why do you think your graph might give the wrong impression,
especially to a non scientist?

ESSAY WRITING PRACTICE

Discuss the advantages and disadvantages of modern food preservations:
smoking, canning, drying, salting, etc

34
UNIT 6: VURUSES AND PARASITES

READING SELECTION

The agent of parasites that cause communicable diseases vary greatly in

size. Some parasites, like viruses, are so small that they cannot be seen
under a light microscope. Other parasites, like the tape worm, may be more
than a meter long.
Some common parasites are described below:

1. Viruses are the smallest living micro-organisms known. They

cannot be seen under the light microscope but only under the
electron microscope. Viruses can pass through a fine filter that
can hold bacteria. Viruses cannot live for very long outside living
cells. Some examples of virus diseases are smallpox, rabies, and
the common cold.
2. Rickettsiae are larger than viruses and can be seen with the
light microscope. The most widespread disease caused by
rickettsiae is typhus.
3. Bacteria can be seen under the light microscope and can be
separated by fine filters. Some bacteria can live freely in the soil
and some, like tetanus, can form resistant spores that are not
easily killed by heat or disinfectants. Many bacteria are
harmless and some are even helpful. However some bacteria
cause diseases, such as pneumonia, boils, tuberculosis, and
whooping cough.
4. One-celled organisms, or protozoa, are easily seen under the
microscope. Some of them can even be seen with the naked eye.
Several diseases are caused by protozoa, including malaria,
amebiasis, and trypanosomiasis (sleeping sickness).
5. Fungi are simple living organisms composed of more than one
cell. Moniliasis (thrush) is a fungal infection of a baby‟s mouth.
6. Helminths, or worms, are composed of many cells and are visible
to the naked eye. They are common parasites of humans and
animals. Some worms have complicated life cycles; different
stages develop in insects or animals. Some examples of worm
infection are ascariasis (roundworms), schistosomiasis, and
bancroftian filariasis.

Prevention of communicable diseases depends on knowing how they are

transmitted. There are three main ways in which diseases can be controlled:

1. Remove the source of Infection

Finding and curing all cases of active lung tuberculosis prevents
further infection. Isolating all cases of smallpox prevents further
spread of the disease.
2. Prevent the Transmission of the Disease
(a) If all anopheline mosquitoes in the area are killed, malaria
cannot be transmitted. Killing freshwater snails prevents the

35
 spread of schistosomiasis, and killing tsetse flies prevents the
spread of trypanosomiasis.
(b) Safe food, sanitary water supplies and control of flies help
prevent the spread of diseases.
3. Protect Each Individual Person
(a) immunization is very effective against some diseases. Including
smallpox, poliomyelitis (infantile paralysis), measles, tetanus,
and diphtheria.
(b) Drugs are used to protect individuals from diseases.
Pyrimethamine (Daraprim), for example, prevents malaria.
(c) The use of netting protects against mosquitoes and files and
therefore against malaria and trypanosomiasis.

Reading Comprehension Exercises

Exercise I
Select the correct answer

1. Which of the following will not pass through a fine filter?

A. rabies virus C. bacteria

B. cold virus D. smallpox virus

2. Which of the following is a disease transmitted by protozoa?

A. schistosomiasis C. trypanosomiasis
B. tuberculosis D. the common cold

3. Viruses can be seen with the

A. naked eye C. fine filter

B. electron microscope D. light microscope

4. Which of the following diseases is not caused by bacteria?

A. Boils C. rabies
B. Pneumonia D. whooping cough

5. Which of the following diseases is not caused by worms?

A. Amebiasis C. schistosomiasis
B. Ascariasis D. bancroftian filariasis

6. Immunization is very effective against which of the following diseases?

A. Malaria C. moniliasis
B. Measles D. schistosomiasis

7. A disease caused by rickettsiae is

36
 A. Tuberculosis C. typhus
B. Malaria D. diphtheria

8. A disease caused by roundworms is

A. Trypanosomiasis C. ascariasis
B. bancroftian filariasis D. monoliasis

9. Moniliasis is caused by a

A. Virus C. fungus
B. Bacteria D. worm

10. Pyrimethamine is a drug used to prevent

A. Schistosomiasis C. diphtheria
B. Tetanus D. malaria

Exercise II
Choose the agent in Column B that causes each communicable disease in
Column A. The same agent may be used more than once.

A B

_____ 1. thrush A. protozoa

_____ 2. tetanus B. fungi
_____ 3. malaria C. virus
_____ 4. rabies D. bacteria
_____ 5. smallpox E. worms
F. rickettsiae
Exercise III
Identify each statement as true or false

1. Viruses are smaller than rickettsiae.

2. Moniliasis is a fungal infection.
3. Isolation is an important method of controlling communicable disease.
4. immunization is effective against malaria.
5. Bacteria can be trapped filters.

VOCABULARY A

1. micro very small

Microscope instrument used to see small objects
The microscope is used to observe things that are very small.
Microbiology study of small living organism
Bacteria and viruses are studied in microbiology courses.
2. re back, away from
Resistance to disease is common in healthy people.

37
Remove to take away
Disinfectants remove diseases-causing organisms
3. pre before
Prevent to keep from happening
Good diet helps prevent deficiency diseases.
Prescribe to order medicine or other treatment
The doctor prescribes medicine.
4. trans across
transmission passing on to another, transfer
Transmission of communicable diseases can be direct or indirect.
transfusion transfer of blood lost during an accident or an operation.
5. iso alone, separate
Isolate to separate from other persons or things
In hospitals, patients with communicable diseases are isolated.
isolation keeping apart from others
Isolation of smallpox patients prevents the spread of this communicable
disease.
6. itis inflammation
Poliomyelitis inflammation of the spinal cord
Paralysis due to the inflammation of the spinal cord is called poliomyelitis.
Gastroenteritis inflammation of the stomach and intestines.
When the stomach and the intestines are inflamed, the condition is called
gastroenteritis
7. infect cause disease
Infectious able to cause disease
People with measles and diphtheria are isolated from healthy
people because these diseases are infectious.
Infection invasion of harmful micro-organisms
Medication is often prescribed to fight infection.
8. dis away from, separate
disinfectant something that kills germs
Disinfectants are used to destroy diseases-causing viruses and bacteria.
Discoloured away from the normal color
A bruise causes the skin to become discoloured.
9. immune protected
Immunization protection against disease
Breast feeding provides immunization for infants
Immunity resistance to disease
One attack of measles usually gives a person immunity to the disease.

VOCABULARY B

1. agent (n) someone or something that acts

Bacteria are agents that cause disease.
2. tapeworm (n) worm that has the form of a ribbon
Tapeworms are parasites that live in human intestines.
3. common cold (n) viral infection of respiratory tract
Cold sore (n) lip infection during a cold
There is no known cure for the common cold.

38
Cold sores cause pain when eating or drinking.
4. help (v) to aid, to assist
Helpful (adj) giving assistance
Helpless (adj) weak, unable to help
Doctors help the sick by prescribing treatment.
Medicine is helpful in curing illness
Sick people are often helpless in protecting themselves from further
infection.
5. naked eye (n) eye unaided by a lens
Micro-organisms cannot be seen with the naked eye.
6. complicate (v) to make difficult
Complicated (adj) difficult
Not knowing the cause of a disease complicates its prevention.
Diagnosis of the disease was complicated because of the many symptoms.
7. control (v) to regulate
Some diseases are controlled by immunization through drugs.
8. freshwater (adj) water low in salt content
Freshwater fish are found in lakes and rivers.
9. filter (n,v) separated out, to separate out
The scientist filtered the solution to obtain a sample of bacteria.
10. spore (n) an asexual reproductive cell
A single spore develops into a new organism.

Vocabulary Exercises

Exercise I
Choose a definition in column B for each word in column A

A B
______1. re A. very small
______2. immun B. inflammation
______3. infect C. not
______4. dis D. protected
______5. iso E. alone
______6. pre F. away from, back
______7. trans G. before
______8. itis H. cause disease
______9. micro I. across

Exercise II
Choose the word that correctly completes each statement.
1. Students use a (microscope, microbiology) to see bacteria and
fungi.
2. The use of (disinfectant, infection) may prevent transmission of
disease.
3. (Transfusion, isolation) of germs may help scientist discover the
cause of disease.
4. Immunization may (remove, prevent) disease.

39
 5. Protection from infection is known as (resistance, immunity).

Exercise III
From the list below, choose the word that matches each definition.

Microscope transmission prescribe

Discoloured microbiology immunization
Infectious infection remove
Resistance disinfectant isolation
Transfusion prevent poliomyelitis

1. to take away
2. inflammation of the spinal cord
3. transfer of blood
4. able to cause disease
5. to order or recommend medicine
6. protection against disease
7. something that kills germs
8. study of small living organisms
9. to keep from happening
10. invasion of harmful micro-organisms

Exercise IV
From the list below, choose the word that matches each definition.

filter complicate control

cold sore agent common cold
help helpless helpful
spore freshwater complicated

1. viral infection of respiratory tract___________________________

2. to assist_______________________________________________
3. to make difficult________________________________________
4. to separate out__________________________________________
5. weak_________________________________________________
6. water low in salt content__________________________________
7. giving assistance________________________________________
8. difficult_______________________________________________
9. an asexual reproductive cell_______________________________
10. to regulate_____________________________________________

Exercise V
Define the following words.

1. agent_________________________________________________
2. tapeworm_____________________________________________
3. cold sore______________________________________________
4. naked eye_____________________________________________
5. complicated___________________________________________

40
ESSAY WRITING PRACTICE

What would you do to help people fight against Ebola and AIDS viruses?

UNIT 7: EFFECTS OF POLLUTANTS ON ENVIRONMENT

READING SELECTION

Pollutants will, if present in sufficient quantity, have adverse effects on

animals and plants. Many of these compounds do, of course, break down so
rapidly that there is little risk of toxic concentrations. But compounds such
as the organochlorine insecticides and polychlorinated biphenyls (PCBs) can
persist long enough for living organisms to acquire considerable
concentrations within their bodies. It is commonly believed that such
persistent substances accumulate or concentrate as they pass along or up
the food-chain. This idea of concentration developed from field observations
on the occurrence of organochlorine insecticides in wildlife specimens, and
most of our evidence still relates to these insecticides. There is, however,
little good evidence that pollutants in general, or organochlorine insecticides
in particular, do concentrates along the food-chain. It is common knowledge
that animals are selective in what they eat - one man‟s meat is another
man‟s poison. The energy that animals obtain from their food is derived
ultimately from the sun‟s radiant energy, some of which is utilized by green
plants for photosynthesis. The first link in the food-chain, or food-web as it
is now usually thought of, is the herbivores. These may be preyed on by
carnivores, which may themselves be eaten by other predators. It is then
easy to assume that persistent compounds will accumulate along the food-
chain.

If 10 herbivores all have, and retain, equal amounts of a persistent

substance, then the carnivore that eats these 10 herbivores will contain 10
times as much of this substances as did anyone of the herbivores.
But this is not a real situation, and the confusion comes possibly from the
unappreciated difference between persistence in the physical environment
and persistence within organisms. Organochlorine insecticides last a long
time in soils - given suitable conditions 50 percent may remain for well over
10 years. And elemental pollutants such as the heavy metals obviously
persist indefinitely, either in the elemental form or in a variety of
compounds. But we do not yet know of any pollutants that remain
indefinitely within a living organism.
In general terms, there are two processes by which animals can remove
foreign substances from their bodies: metabolism and excretion. Metabolism,
or chemical change, can by itself remove some compounds from the body. It
is sometimes a necessary preliminary too before a substance can be
excreted. This is particularly true of compounds such as the organochlorine
insecticides that are the residue left unaffected by metabolism and excretion.
Considerable studies have been made of the quantitative relationships
between rate of intake and rate of loss of drugs, and we can probably use

41
the same mathematical models for studies on the kinetics of pollutants.
Such analyses have been made for organochlorine insecticides. It is
appropriate to use the compartmental model - so called because the body
is considered as a series of compartments, each defined as a quantity of
insecticide with uniform and distinguishable kinetics of metabolism and of
transport to the other compartments. In biological terms these
compartments usually correspond to specific tissues or organs. The data
available are mostly
for mammals, but the little information we have for other groups, principally
birds and fish, suggests that they are similar.
These quantitative relationships can usefully be summarized in four simple
statements:
The concentration of insecticide in a tissue depends on the rate of intake.
The higher the rate of intake, the higher the concentration in the body.
Eventually, if the rate of intake is constant, and continues for long enough,
the
concentration of insecticide in a tissue reaches a plateau level. Sometimes,
months after
a plateau concentration has been reached with constant rates of insecti-
cide intake, the tissue
concentrations may change again, either up or down.
One can deduce from the above two relationships that the concentrations
in different tissues should be correlated. They are. In general terms,
adipose (fat) tissue usually contains by far the highest concentrations.
This is presumably related to the fat-soluble nature of the organochlorine
insecticides.
The existence of a plateau level implies that the animal is excreting and/or
metabolizing the absorbed insecticide at the same rate as it is being
absorbed. ln order words, the concentrations of insecticide in the various
.compartments are in a steady state. One would expect, therefore, that if
the rate of exposure to insecticide decreases or ends, the tissue concen-
trations will drop. They do. Sometimes when exposure ends there is a
simple exponential decline. But sometimes, in some tissues, the rate of
decline is more rapid at first than later on.
These results appear to be consistent with a model in which insecticide
can be excreted directly from the blood, whereas insecticide in other
tissues has to pass into the blood first. .
[Extract from Moriarty, Frank. Principal Scientific Officer at Monks Wood
Experimental
Station. Faringdon. "Pollutants and Food-chains" in New Scientist? 6.3.72.]

EXERCISES
1 Skimming
Read through the passage very quickly. Do not try to understand every word;
just try to get a general idea of the topic under discussion. Now choose a new
title for the passage, from this list:
(a) ln defence of insecticides
(b) The dangers from insecticides
(c) How organisms reject foreign substances
(d) The concentration of insecticides in animal tissue
(e) Concentration and elimination of pollutants
(f) Research into the dangers from chemicals

42
3 Understanding sentence structure
Fill! in the blanks with the appropriate word.
After careful scrutiny, the……..that organochlorine insecticides
and………pollutants concentrate along the food………..proves to be
suspect. The amounts of such………retained by different
organisms………depends more on differing………of metabolism and
excretion.
4 Understanding sentence structure
Match an element from column A with an element from column B
in order to form sentence

A B
1 changes associated with age all of their ingested insecticide

2 this experiment showed that plateau concentrations have

clearly been reached
3 analyses of various Is less important than rate of
organisms elimination
4 it is an implicit assumption Are little understood

(a)there is little risk of toxic concentration =

(i) no real danger of toxic concentration
(ii) some danger of toxic concentration
(iii) a good chance of toxic concentration
(b) there is little good evidence :=
(1) some good evidence
(ii) a small amount of good evidence
(iii) not really any good evidence at ail

(c) adipose tissue contains by far the highest concentration =

(i) concentrations in adipose tissue are much higher than in
other tissue
(ii) concentrations in adipose tissue are nearly the highest
of ail tissues
(iii) concentrations in adipose tissue are a little higher than
in other tissue
(d) the little evidence we have =
(i) some of the evidence we have
(ii) the small amount of evidence we have
(iii) part of the evidence we have

(e) it is common knowledge that animal are selective =

(i) it is obvious that animal are selective
(ii) everybody knows that animal are selective
(iii) most people think that animal are selective
(f) one man's meat is another man's poison =
(i) different animal like different kinds of food
(ii) some men can eat poison
(iii) some meat is poisonous to men 43
5 Terrestrial predators do not Showed a higher concentration

6 Position in the food-chain The importance of metabolism

5 Understanding the text: True or False?

Decide which statements are true, and which are not, according to
what you have read i n the text.
(a) All organochlorine insecticides break down rapidly.
(b) Animals cannot eliminate any pollutants from their bodies.
(c) Only herbivores ingest pollutants. ..
(d) Organochlorine pesticides can stay in the soil for more than 10 years.
(e) It has been established which pollutants persist indefinitely in living
organisms.
(f) Some unwanted compounds can be eliminated by metabolism.
(g) Carnivores are regarded as the first link in the food-chain.
(h) Most of the information available about the kinetics of pollutants refers to
mammals. .
(j) There is a correlation between concentrations of insecticides in different
tissues.
(j) Once a plateau level of concentration has been reached, the level can
only decrease
.

6 Making a summary
The text is divided into six paragraphs. Decide which paragraph each of the
following sentences refers to, then arrange them in the right order to form a
brief summary.

(a) Chemical persistence in soil is different from its persistence in organisms.

(b) Metabolism and excretion are important factors in the elimination of

pollutants.

(c) Different animals eat different types of food.

(d) Research in other areas can help present studies on pollutants.

(e) There is a relationship between intake of insecticides and concentration

in tissues.

(f) Chemical pollutants can become concentrated in organisms.

44
UNIT 8 : COMPREHENSIVE APPROCHES TO WATER MANAGEMENT
READING SELECTION
For a number of years now already existing but ever-more threatening
shortage of quality fresh water has been an issue of global importance. A
World Bank prognosis suggests that more than half the world‟s population
will encounter a shortage of good quality water in the next century (Saeijs,
1995). This is a direct consequence of the way we currently deal with water.
In Tunisia, for example, groundwater is being extracted ten times faster
than it can be replaced with rain water. Another example is the use of
groundwater in and around Beijing : between 1950 and 1997 the
groundwater level has dropped by as much as 45 metres (Terpstra, 1997), a
drop of one metre per year! The seriousness of these developments explains
the substantial annual rise in publication regarding this subject. Similarly,
many authors explicitly stressed the necessity for a change in the way we
deal with water during the “Living the water” (1994) and future water
Quality Management in Europe (1996) congresses (De Jong et al., 1995 ;
Jagtman, 1997).
According to many experts, a different approach to dealing with water is
necessary in order to tackle physical as well as cultural bottlenecks.
Examples of physical bottlenecks are eutrophication, pollution and
desiccation. Examples of cultural bottlenecks are the excessive use of
resources and inadequate co-operation between water managers among
themselves and between water managers and other organizations involved
in water management. The attention given to cultural bottlenecks has risen
enormously , especially in recent years. On a world-wide scale we seem to
have reached the stage where we increasingly connect our awn role and
attitude to quality of our environment.
One thing about water is certain – it has been around on our planet for
billions of years. For virtually all of this time water systems existed without
the involvement of a single human being. The existence of the current
human being (Homa sapiens) can be dated to around 40.000 years ago.
Until approximately 3.000 years ago the use of water by these people had
almost no consequences for water systems. Population density was low.
Man lived in a certain harmony with his environment and any pollution was
dealt with by the self-purification ability of water. A natural equilibrium
existed which had no need for water management. But around 3.000 years
ago this situation began to change in Europe (especially in southern areas).
A large increase in and greater concentration of the population meant the
user-capacity of the physical surroundings was exceeded and the necessity
to deploy techniques arose. Thus came the first provisions for drinking
water and sewerage as well as hydrological interventions aimed at, for
example, agriculture.

I/ COMNPREHENSION QUESTIONS
1- What is the World Bank‟s prognosis of the availability of water in the
next century ?
2- Describe the overuse of groundwater in Tunisia.
3- What can explain the substantial annual rise in publications regarding
the shortage of quality fresh water ?
4- Give examples of physical bottlenecks and cultural bottlenecks.
5- Propose a suitable title for the first paragraph.
II- INCREASE YOUR VOCABULARY
A- Look at the first paragraph and find words and expressions which can be
replaced by the following:
a- lack of ; b-effects / results ; c- accounts for ; d- increase in ; e- likewise.

45
B- What is the opposite of the following words in the second paragraph :
a- same (approach) ; b- unnecessary ; c- old ; d- fallen.
C- Give the meaning of :
a- bottlenecks ; b- pollution ; c- sewage ; d- eutrophication.
II- GRAMMAR POINT :
A- Put into active or passive form
1- Groundwater is being extracted (villagers)
2- Scientists are distilling groundwater
3- Pipeline water will be provided with the villagers next year (our
government)
4- Water scientists should teach villagers the water reuse and waste
material management
5- In order to disinfect polluted water it should be treated with chlorine
(scientists)
B- Put the same sentences into reported speech beginning each
sentence by “the government announced that …”
III- SKIMMING AND SCANNING
A- Skim the above passage and find the following words (remember you do
not have to read the passage word by word) :
a- water ; b- development ; c- eutrophication ; d- bottlenecks ; e- planet.
B- Scan the passage and find these expressions :
a- a drop of one metre ; b- according to many experts ; c- a historical
perspective.

46
 BIBLIOGRAPHY
- Bolitho, A.R & Sandler, P.L., Study English for Science. England: Nelson. 1989.
- Beitler, Lorraine & McDonald, Barbara, English for the Medical Professions. New
York: McGraw Hills. 1982.
- Parkinson, Joy, English for Doctors and Nurses. UK: Thomas Nelson and Sons Ltd.
1978.
- Adow, Patience A.; Daaku, Thodora; Daaku, Victoria; Ofosu, Comfort T., Food and
Nutrition for Senior Secondary Schools. Accra: Ministry of Education. 1993.
- O‟Brien, Tony with Jameson, Jeffrey and Kirwam, David, English for Science and
Technology. England: Nelson. 1990.
- James, David V., Medicine. London: Cassell Publishers Ltd. 1989.
- Murphy, Raymond, English Grammar in Use. Cambridge: Cambridge University
Press. 1985.
- Delépine, S. Berland, Grammaire Méthodique de l’Anglais Moderne. Paris : Ophrys.
1982.
- Horby, AS, Oxford Advanced learner’s Dictionary of Current English. London :
Oxford University Press.1980.
- Hawker, Sara and Hawkins, Joyce M., the Oxford Popular Dictionary & thesaurus.
London: Parragon. 2000.

47
ANNEE UNIVERSITAIRE 2013-2014
-------------------------------
ECOLE SUPERIEURE DES TECHNIQUES
BIOLOGIQUES ET ALIMENTAIRES
E.S.T.B.A
EXAMEN DE FIN DE SEMESTRE MOUSSON
EPREUVE D’ANGLAIS
NIVEAU : SEMESTRE IV DUREE 2H

SECTION ONE: COMPREHENSION AND VOCABULARY

Read the following text carefully and answer the questions that follow :
Text:
Meningitis is an acute inflammation of the protective membrane covering the brain and spinal
cord, known collectively as the meninges. The inflammation may be caused by infection with
viruses, bacteria, or other microorganisms, and less commonly by certain drugs. Meningitis
can be life-threatening because of the inflammation„s proximity to the brain and spinal cord:
therefore, the condition is classified as a medical emergency. The most common symptoms
of meningitis are headache and neck stiffness associated with fever, confusion, or altered
consciousness, vomiting and an inability to tolerate light (photophobia), or loud noise
(phonophobia). Children often exhibit only nonspecific symptoms, such as irritability and
drownsiness. If a rash is present, it may indicate a particular cause of meningitis; for instance,
meningitis caused by meningococcal bacteria may be accompanied by a characteristic rash.
In adults, the most common symptom of meningitis is a severe headache, occurring in almost
90% of cases of bacterial meningitis followed by nuchal rigidity (the inability to flex the
neck forward passively due to increased neck muscle tone and stiffness). The classi triad of
diagnostic signs consists of nuchal rigidity, sudden high fever, and altered mental status;
however, all three features are present in only 44-46% of bacterial meningitis causes. If none
of these three signs are present meningitis is extremely unlikely. Small children often do not
exhibit the aforementioned symptoms, and may only be irritable and look unwell.

Questions: (5pts)
1. Suggest a suitable title for the text.
2. What are meninges?
3. What is phonophobia?
4. Choose from the list of words underlined in the text those whose synonyms are:
display, happening
5. Choose those having as antonyms (opposite) the following: scarecely, flexibility.

SECTION TWO: LINGUISTIC COMPETENCE: (10pts)

 Choose a suitable word from the following list to complete each of the
following sentences:
That, although, and, until, lest, whether, when, if, since, unless, than, because.

Ada came here …1… removed the book. He bought the car…2… he had enough
money. She is so ill…3… she cannot come. Wait for her…4... The rain stops.
5…… Eze was late, he finished all the sums. They will never obey…6... they are
punished. Elima is more beautiful…7... Rose. I am not sure…8... Thomas will

48
 come. I have not been well…9... I saw you last week. He came…10… everybody
had gone.

 Turn the first sentence into Direct speech and the second one into Indirect
Speech:
11. The carpenter said that we were tired.
12. “What are you doing?” She asked her son.
 Add the appropriate question tag:
13. It is very wonderful.
 Fill in the gaps with the appropriate article: a, an or the where necessary in
each of the following sentences:
14 …. man who came here is ..15.. driver. He bought …16… Pen and…17…
umbrella. 18… Earth moves round…19… Sun.
…20… Nile flows from Lake Victoria.

SECTION THREE: TRANSLATION (3pts)

Translate
I. Into English:
a. Transfusion sanguine b. cellule sanguine c. anémie sévère d. gonococcie

II. Into French :

e. paludism f. virus du SIDA g. la faune et la flore h. industrie agro-alimentaire.

SECTION FOUR: ESSAY WRITING (2pts)

Write an essay entitled “The Importance of Biomedical Tests”.
NB: Note more than 150 words

49