This is the first quiz of this semester. The aim of the quiz is to get students to understand how to make questions in English. Exercices débutant anglais: poser des questions. Posez des questions entre les crochets: Exemple: The students play <soccer>. => What do the students play?

Section 1: Listen to part of the podcast and fill in the gaps in the text below. Section 2: Please select the word which is not a correct synonym for the words from Q13 - 22.

Section 1: Fill the gaps using the following comparative or superlative forms. (some forms are used more than once): times as much [noun] as / equivalent to / while / more [noun] than / the same / the biggest / times hotter than / larger / lower / closer to / You may also want to read more about this groundbreaking event at Science - https://www.science.org/content/article/european-fusion-reactor-sets-record-sustained-energy Section 2: Choose the correct word(s) to complete the comparative sentences. NB - The final question (Q23) is different from the others - please choose the single incorrect answer

As you read, select the correct verb form to use in each situation. You may read more about the story at Science - https://www.science.org/content/article/electric-jolt-salvages-valuable-metals-waste If you have trouble with choosing the right verb form to use read the helpful grammar advice at https://online-english-quiz.herokuapp.com/grammar/learnGrammar/#ing_to_pp

=>>>Writing a good figure legend: Most of all the text of the figure legend must describe the information illustrated and allow interpretation of the results shown and their significance without referring to the main text. interpret and understand the significance of a figure without reading the main text. The following are typically included components: 4 Features of a Good Figure Legend: (1). Title: A brief title that applies to the entire figure, including all panels A title may be descriptive, stating the type of experiment(s) “Flow cytometry analysis of US6-expressing cells” or declarative, asserting the overall finding “The viral protein US6 decreases MHC I surface expression” (2). Materials and methods: A description of the techniques used This description could include the system or source of data and experimental approaches used as well as (where appropriate) statistical tests applied, and the numbers of replicates and repeats. (3). Results: A statement of the results This may be short if a declarative title has been used, if not it should briefly describe the key significant finding of the figure - sometimes it may be necessary to describe results from individual panels but this should be minimized by including only results relevant to one finding in one figure. (4). Definitions: An explanation of features in the figure Include an explanation of all symbols, patterns, lines, colors, non-standard abbreviations, scale bars, and error bars (standard deviation or standard error), as well as any other potentially non-intuitive features, in the figure itself. Other considerations: In all cases, the content of a figure caption should be succinct (100-300 words is typical) yet comprehensive, touching upon each panel, if applicable. Beyond conciseness, two additional stylistic features may also help to maximize the efficacy of a figure legend: appropriate verb tense use and consistency. In particular, the past tense is frequently used to describe completed experiments (e.g., “US6-expressing cells were analyzed for MHC I surface expression by flow cytometry analysis”), whereas the present tense may be used to convey a statement of fact based on your results (e.g., “The viral protein US6 decreases MHC I surface expression”) and to highlight traits of the current figure (e.g., “The gray line indicates the control cells”). Regarding consistency, nomenclature, units, and abbreviations should match those in the main text. adapted from https://www.aje.com/arc/writing-effective-figure-legend/

Thesis statements and modal verbs

The passive voice (this is form of expression may use any of several tenses so it is a voice) Form the passive with be + past participle. The law was changed. (past simple) Lots of clubs are being set up. (present continuous) More funding will be needed. (future with will) Most teenagers joined the clubs that had been set up. (past perfect simple) It's also possible to use a modal verb before be. They realised that funding for teens needed to be increased. These new rules must be obeyed. Some verbs can use get instead of be, particularly in informal speech, e.g. get paid, get fired, get caught, get told off, get damaged, get promoted, get elected, get notified. You and your parents got told off. Use the passive when the doer (the person or thing which does the action) is not important or already known. A teen curfew was introduced. Parents were encouraged to attend classes. When a sentence starts with a person or thing that is already known to the listener, the passive form is more likely. Compare: Parents set up a sports club for teens. It was run by teachers at the school. (passive form more natural – It is known information) Parents set up a sports club for teens. Teachers at the school ran it. (passive form less natural – Teachers is new information)

Almost 90% of people in the UK recycle. But more than a tenth of everything we put out for recycling in this country is being burned. Why is this happening? Josh Toussaint-Strauss explores how local authorities have ended up incinerating so much of our recycling and what impact this is having on the environment