Inovace bakalaacuteřskeacuteho

studijniacuteho oboru Aplikovanaacute

chemie

Reg č CZ1072200150247

ANT2 ndash Course plan

1 English for Specific Purposes

Technical English

2 Useful nouns verbs adjectives

adverbs

3 Useful grammar

4 Types of texts

5 Scientific texts

6 Plagiarism

7 Useful reading strategies

8 Useful skills

9 Specialised vocabulary in use

(eg numbers graphs and charts

laboratory equipment elements

and periodical table nanoparticles

chemistry and the environment)

Textbook

Making Connections Intermediate

by Jo McEntire and Jessica

Williams (Cambridge University

Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Worksheets (ANT2 Worksheets

prepared or selected by Eva

Karaskovaacute)

Requirements

bull Attendance

bull Final test

bull Oral examination (based on a

science paper 10-20 pages +

worksheets)

1 English for specific

purposes Definition of ESP (Dudley-Evans

1997)

bull Absolute Characteristics

1 ESP is defined to meet specific

needs of the learners

2 ESP makes use of underlying

methodology and activities of the

discipline it serves

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

ANT2 ndash Course plan

1 English for Specific Purposes

Technical English

2 Useful nouns verbs adjectives

adverbs

3 Useful grammar

4 Types of texts

5 Scientific texts

6 Plagiarism

7 Useful reading strategies

8 Useful skills

9 Specialised vocabulary in use

(eg numbers graphs and charts

laboratory equipment elements

and periodical table nanoparticles

chemistry and the environment)

Textbook

Making Connections Intermediate

by Jo McEntire and Jessica

Williams (Cambridge University

Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Worksheets (ANT2 Worksheets

prepared or selected by Eva

Karaskovaacute)

Requirements

bull Attendance

bull Final test

bull Oral examination (based on a

science paper 10-20 pages +

worksheets)

1 English for specific

purposes Definition of ESP (Dudley-Evans

1997)

bull Absolute Characteristics

1 ESP is defined to meet specific

needs of the learners

2 ESP makes use of underlying

methodology and activities of the

discipline it serves

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

6 Plagiarism

7 Useful reading strategies

8 Useful skills

9 Specialised vocabulary in use

(eg numbers graphs and charts

laboratory equipment elements

and periodical table nanoparticles

chemistry and the environment)

Textbook

Making Connections Intermediate

by Jo McEntire and Jessica

Williams (Cambridge University

Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Worksheets (ANT2 Worksheets

prepared or selected by Eva

Karaskovaacute)

Requirements

bull Attendance

bull Final test

bull Oral examination (based on a

science paper 10-20 pages +

worksheets)

1 English for specific

purposes Definition of ESP (Dudley-Evans

1997)

bull Absolute Characteristics

1 ESP is defined to meet specific

needs of the learners

2 ESP makes use of underlying

methodology and activities of the

discipline it serves

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

Textbook

Making Connections Intermediate

by Jo McEntire and Jessica

Williams (Cambridge University

Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Worksheets (ANT2 Worksheets

prepared or selected by Eva

Karaskovaacute)

Requirements

bull Attendance

bull Final test

bull Oral examination (based on a

science paper 10-20 pages +

worksheets)

1 English for specific

purposes Definition of ESP (Dudley-Evans

1997)

bull Absolute Characteristics

1 ESP is defined to meet specific

needs of the learners

2 ESP makes use of underlying

methodology and activities of the

discipline it serves

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

Requirements

bull Attendance

bull Final test

bull Oral examination (based on a

science paper 10-20 pages +

worksheets)

1 English for specific

purposes Definition of ESP (Dudley-Evans

1997)

bull Absolute Characteristics

1 ESP is defined to meet specific

needs of the learners

2 ESP makes use of underlying

methodology and activities of the

discipline it serves

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

1 English for specific

purposes Definition of ESP (Dudley-Evans

1997)

bull Absolute Characteristics

1 ESP is defined to meet specific

needs of the learners

2 ESP makes use of underlying

methodology and activities of the

discipline it serves

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

3 ESP is centered on the

language appropriate to these

activities in terms of grammar

lexis register study skills

discourse and genre

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

bull Variable Characteristics

1 ESP may be related to or

designed for specific disciplines

2 ESP may use in specific

teaching situations a different

methodology from that of General

English

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

3 ESP is likely to be designed for

adult learners either at a tertiary

level institution or in a professional

work situation It could however

be for learners at secondary

school level

4 ESP is generally designed for

intermediate or advanced

students

5 Most ESP courses assume

some basic knowledge of the

language systems

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

Features

bull Clarity and precision

bull Specialised meaning of everyday

words (eg discipline)

bull Typical word combinations (eg

primary concern)

bull Use of rather formal language (eg

primarily instead of mostly)

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

Formality (basic realisations of the

techno-scientific linguistic code)

according to Halliday and Martin

(1996)

bull Use of specialised terminology and

notation

bull Use of nominalisations

bull Syntactic complexity

bull Use of the passive voice

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

Resources

httpitesljorgArticlesGatehouse-ESPhtml

httpwwwantlabsciwasedaacjpabstractsESParticlehtml

Dudley-Evans T and St John M J (1998) Developments in English

for specific purposes A multi-disciplinary approach Cambridge England

Cambridge University Press

Halliday MAK (1996) lsquoOn the Language of Physical Sciencersquo In MAK

Halliday and JR Martin (eds) Writing Science Literacy and Discursive

Power (pp54ndash68) London The Falmer Press

Technical English

Academic English

English of Science and Technology

Our focus

Ideas

Research

Science and technology

Chemistry

Resources

httpwwwpacttpaorg Making

Good Choices

httparbnzcerorgnzsupportmateri

alslanguage_of_sciencephp

Dictionaries glossaries

textbooks

Paper dictionaries on-line

dictionaries glossaries

databaseshellip

Oxford dictionary

of chemistry

bull John Daintith

Our focus

Ideas

Research

Science and technology

Chemistry

Resources

httpwwwpacttpaorg Making

Good Choices

httparbnzcerorgnzsupportmateri

alslanguage_of_sciencephp

Dictionaries glossaries

textbooks

Paper dictionaries on-line

dictionaries glossaries

databaseshellip

Oxford dictionary

of chemistry

bull John Daintith

Resources

httpwwwpacttpaorg Making

Good Choices

httparbnzcerorgnzsupportmateri

alslanguage_of_sciencephp

Dictionaries glossaries

textbooks

Paper dictionaries on-line

dictionaries glossaries

databaseshellip

Oxford dictionary

of chemistry

bull John Daintith

Dictionaries glossaries

textbooks

Paper dictionaries on-line

dictionaries glossaries

databaseshellip

Oxford dictionary

of chemistry

bull John Daintith

bull The Facts on File dictionary of

chemistry

bull John Daintith

bull American Heritage Dictionary an

excellent dictionary with pronunciation

sound clip

bull Merriam-Webster Dictionary and

Thesaurus

usable gives etymology and

pronunciation sound clips

bull Wordsmyth Dictionary and Thesaurus

very usable although definitions are

brief identifies parts of speech

2 Some useful nouns

verbs adjectives and

adverbs

Academic word list (AWL)

Averil Coxhead

the Victoria University of Wellington

New Zealand

Resources

httpwwwexamenglishcomvoca

bularyacademic_wordlisthtml

Resources

httpwwwexamenglishcomvoca

bularyacademic_wordlisthtml

3 Useful grammar

Latin and Greek plural

Relative clauses

Linking words

Passive

Latin and Greek plural

Some pluralsmdashrules of Greek and

LatinmdashEnglish pronunciation

Latin words

alga algae radius radii

Exception corpus corpora

curriculum curricula

Greek words analysis analyses

phenomenon phenomena

Some have double plural form

formula formulae formulas

Some follow the English rules

dogma dogmas

Relative clauses

Whatrsquos the difference

Lucy visited her brother who lives in London

Lucy visited her brother who lives in London

Defining ndash essential information

This is the compound (that which)

he has synthesised recently

Non-Defining ndash additional information

This compound which has been

synthesised recently has a great

potential

Linking words

Chlorine and fluorine are halogens

These elements are called halogens

because they form salts

Link ideas within a ldquoone-clauserdquo

sentence

Link two clauses in one sentence

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Latin and Greek plural

Some pluralsmdashrules of Greek and

LatinmdashEnglish pronunciation

Latin words

alga algae radius radii

Exception corpus corpora

curriculum curricula

Greek words analysis analyses

phenomenon phenomena

Some have double plural form

formula formulae formulas

Some follow the English rules

dogma dogmas

Relative clauses

Whatrsquos the difference

Lucy visited her brother who lives in London

Lucy visited her brother who lives in London

Defining ndash essential information

This is the compound (that which)

he has synthesised recently

Non-Defining ndash additional information

This compound which has been

synthesised recently has a great

potential

Linking words

Chlorine and fluorine are halogens

These elements are called halogens

because they form salts

Link ideas within a ldquoone-clauserdquo

sentence

Link two clauses in one sentence

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Greek words analysis analyses

phenomenon phenomena

Some have double plural form

formula formulae formulas

Some follow the English rules

dogma dogmas

Relative clauses

Whatrsquos the difference

Lucy visited her brother who lives in London

Lucy visited her brother who lives in London

Defining ndash essential information

This is the compound (that which)

he has synthesised recently

Non-Defining ndash additional information

This compound which has been

synthesised recently has a great

potential

Linking words

Chlorine and fluorine are halogens

These elements are called halogens

because they form salts

Link ideas within a ldquoone-clauserdquo

sentence

Link two clauses in one sentence

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Relative clauses

Whatrsquos the difference

Lucy visited her brother who lives in London

Lucy visited her brother who lives in London

Defining ndash essential information

This is the compound (that which)

he has synthesised recently

Non-Defining ndash additional information

This compound which has been

synthesised recently has a great

potential

Linking words

Chlorine and fluorine are halogens

These elements are called halogens

because they form salts

Link ideas within a ldquoone-clauserdquo

sentence

Link two clauses in one sentence

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Defining ndash essential information

This is the compound (that which)

he has synthesised recently

Non-Defining ndash additional information

This compound which has been

synthesised recently has a great

potential

Linking words

Chlorine and fluorine are halogens

These elements are called halogens

because they form salts

Link ideas within a ldquoone-clauserdquo

sentence

Link two clauses in one sentence

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Linking words

Chlorine and fluorine are halogens

These elements are called halogens

because they form salts

Link ideas within a ldquoone-clauserdquo

sentence

Link two clauses in one sentence

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Classification by their

function

Time Order Conditional

Comparison Generalisation

Contrast Giving examples

Addition Cause and effect

Concession SummaryConclusion

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Passive

To be + past participle

Whatrsquos the difference

The tests were done last Friday

Two of my colleagues did the tests last Friday

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

Resources

httpelcpolyueduhkcilleap

httpwwwenglisch-hilfendeen

httpwwwunamnacentreslanguag

elinking_wordshtml

4 Types of texts

bull Literary (fiction)

bull Factual (non-fiction) text types

Fiction Text Examples

Fairy tales novels poetry fantasy

mystery sci-fi

Literary Non-Fiction

Examples Essays journals diaries

documentaries histories

biographies textbooks technical

documentation scientific papers

user manuals travel books

diagrams

Types of Factualnon-

fiction texts

bull Narrative Non-fiction

bull Expository Non-fiction

bull Persuasive Non-fiction

bull Descriptive Non-fiction

bull Procedural Non-fiction

Narrative Non-fiction

bull To give a true story about a

person event or place involves

some research on the writerrsquos part

Expository Non-fiction

bull To explain or inform about a

certain topic it needs research

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Fiction Text Examples

Fairy tales novels poetry fantasy

mystery sci-fi

Literary Non-Fiction

Examples Essays journals diaries

documentaries histories

biographies textbooks technical

documentation scientific papers

user manuals travel books

diagrams

Types of Factualnon-

fiction texts

bull Narrative Non-fiction

bull Expository Non-fiction

bull Persuasive Non-fiction

bull Descriptive Non-fiction

bull Procedural Non-fiction

Narrative Non-fiction

bull To give a true story about a

person event or place involves

some research on the writerrsquos part

Expository Non-fiction

bull To explain or inform about a

certain topic it needs research

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Literary Non-Fiction

Examples Essays journals diaries

documentaries histories

biographies textbooks technical

documentation scientific papers

user manuals travel books

diagrams

Types of Factualnon-

fiction texts

bull Narrative Non-fiction

bull Expository Non-fiction

bull Persuasive Non-fiction

bull Descriptive Non-fiction

bull Procedural Non-fiction

Narrative Non-fiction

bull To give a true story about a

person event or place involves

some research on the writerrsquos part

Expository Non-fiction

bull To explain or inform about a

certain topic it needs research

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Types of Factualnon-

fiction texts

bull Narrative Non-fiction

bull Expository Non-fiction

bull Persuasive Non-fiction

bull Descriptive Non-fiction

bull Procedural Non-fiction

Narrative Non-fiction

bull To give a true story about a

person event or place involves

some research on the writerrsquos part

Expository Non-fiction

bull To explain or inform about a

certain topic it needs research

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Narrative Non-fiction

bull To give a true story about a

person event or place involves

some research on the writerrsquos part

Expository Non-fiction

bull To explain or inform about a

certain topic it needs research

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Expository Non-fiction

bull To explain or inform about a

certain topic it needs research

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Persuasive Non-fiction

(Hortatory)

bull To persuade to influence the

readersrsquos opinions

bull Relevant arguments

bull Editorial in the newspaper

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Descriptive Non-fiction

bull To give the reader a visual of

something

bull Sensory language rich details

and figurative language

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Procedural non-fiction

bull To give instructions on how to do

something

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

5 Scientific texts

bull Article

bull Book

bull Thesis

bull Poster

bull Blog

bull Scientific paper

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Scientific paper

bull Academic research paper ndash

academic journals original

research results reviews of

existing results

bull Thesis or disertation ndash candidature

for a degree or professional

qualification the authors research

and findings university students

scientists

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Good papers

Accurate language

Relevant data

Good organisation

Documentation of all assertions of

facts

Careful usage of generalisations

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Research papermdashusual

structure

bull Title

bull Authors

bull Abstract

bull Introduction

bull Methods and materials used

bull ResultsFindings

bull Table and graphs

bull Discussion

bull Conclusion

bull References

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

Resources

httpwwwcolumbiaeducubiology

ugresearchpaperhtml

httpwwwlibpurdueeduphysasset

sSciPaperTutorialswf

httpunilearninguoweduaureport

2bhtml

6 Plagiarism

bull Plagiarize vt to steal and pass off

(the ideas or words of another) as

ones own use (a created

production) without crediting the

source vi to commit literary theft

present as new and original an

idea or product derived from an

existing source

FROM Websters New Collegiate Dictionary 9th ed

(Springfield Ma Merriam 1981 p 870)

Resources httpowlenglishpurdueeduowlresourc

e61901

httpsciencewideneredusvbessayplag

iarhtml

httpwwwscanmyessaycomplagiarism

what-is-plagiarismphp

Resources httpowlenglishpurdueeduowlresourc

e61901

httpsciencewideneredusvbessayplag

iarhtml

httpwwwscanmyessaycomplagiarism

what-is-plagiarismphp

7 Reading skills and

strategies

Understanding vocabulary in

context pages 2-5

Finding main ideas pages 20-23

Using the Dictionary pages 41-45

Finding supporting details 60-63

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

8 Useful Skills Writing introductions to academic

essays

Correcting common mistakes

Expressing opinions

Paraphrasing

Reordering a text using context clues

Listening for unfamiliar vocabulary

Listening for main information Speaking listening and writing skills

Instant Academic Skills by Sarah Lane (Cambrige University

Press 2011)

9 Specialised

vocabulary in use bull Charts and graphs

bull Laboratory equipment

bull Periodical Table

bull Nanotechnology

Charts and graphs

bull Line graphs

bull Bar charts

bull Pictogramspictographs

bull Pie charts

bull Histograms

8 Useful Skills Writing introductions to academic

essays

Correcting common mistakes

Expressing opinions

Paraphrasing

Reordering a text using context clues

Listening for unfamiliar vocabulary

Listening for main information Speaking listening and writing skills

Instant Academic Skills by Sarah Lane (Cambrige University

Press 2011)

9 Specialised

vocabulary in use bull Charts and graphs

bull Laboratory equipment

bull Periodical Table

bull Nanotechnology

Charts and graphs

bull Line graphs

bull Bar charts

bull Pictogramspictographs

bull Pie charts

bull Histograms

9 Specialised

vocabulary in use bull Charts and graphs

bull Laboratory equipment

bull Periodical Table

bull Nanotechnology

Charts and graphs

bull Line graphs

bull Bar charts

bull Pictogramspictographs

bull Pie charts

bull Histograms

Charts and graphs

bull Line graphs

bull Bar charts

bull Pictogramspictographs

bull Pie charts

bull Histograms

Line graphs

A series of points

Straight lines

Often a trend over a period of time

Sample Line graphs

httpwwwesrlnoaagovnews2012methanehtml

httpdwb4unleduchemistrysmallscaleSS065

html

Bar charts

Heights of the bars

Frequency of the result

Sample Bar graphs

httpelmhurstedu~chmCHM110EnergyLabhtml

Grouped Bar chart

Comparisons of the Foot and Mouth (Disease) Outbreaks in 1967 and 2001 httpbdaughertytripodcomKeySkillsbarChartshtml

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Sample Line graphs

httpwwwesrlnoaagovnews2012methanehtml

httpdwb4unleduchemistrysmallscaleSS065

html

Bar charts

Heights of the bars

Frequency of the result

Sample Bar graphs

httpelmhurstedu~chmCHM110EnergyLabhtml

Grouped Bar chart

Comparisons of the Foot and Mouth (Disease) Outbreaks in 1967 and 2001 httpbdaughertytripodcomKeySkillsbarChartshtml

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

httpdwb4unleduchemistrysmallscaleSS065

html

Bar charts

Heights of the bars

Frequency of the result

Sample Bar graphs

httpelmhurstedu~chmCHM110EnergyLabhtml

Grouped Bar chart

Comparisons of the Foot and Mouth (Disease) Outbreaks in 1967 and 2001 httpbdaughertytripodcomKeySkillsbarChartshtml

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Bar charts

Heights of the bars

Frequency of the result

Sample Bar graphs

httpelmhurstedu~chmCHM110EnergyLabhtml

Grouped Bar chart

Comparisons of the Foot and Mouth (Disease) Outbreaks in 1967 and 2001 httpbdaughertytripodcomKeySkillsbarChartshtml

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Sample Bar graphs

httpelmhurstedu~chmCHM110EnergyLabhtml

Grouped Bar chart

Comparisons of the Foot and Mouth (Disease) Outbreaks in 1967 and 2001 httpbdaughertytripodcomKeySkillsbarChartshtml

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Grouped Bar chart

Comparisons of the Foot and Mouth (Disease) Outbreaks in 1967 and 2001 httpbdaughertytripodcomKeySkillsbarChartshtml

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Stacked (Sectional) Bar chart

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

In another way

Aid money in the world 2011 httpchewychunkswordpresscompage3

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

PictogramsPictographs

Pictures

Needs a key

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Sample pictograms

Illustration by J Johnson

httpwwwscienceviewscomgeologyigneoustypeshtml

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

httpspmath81411blogspotcz201111janessas-graph-posthtml

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Pie charts

Circle

Different-sized sectors

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Sample pie charts

httpwwwrandom-science-toolscomchemistrychemical_comp_of_bodyhtm

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

httpchemnmmuaczaWhy-Study-Chemistry-Employment-trends

(in South Africa)

Histograms

Distribution of data

Sample histogram

httpwwwsciencedirectcomsciencearticlepiiS02540

5841000430X

Altogether

httpwwwbbccoukbitesizestandardmaths_ir

elationshipsdata_graphsrevision1

Laboratory equipment

httpmrwilliams6thgradescienceblogspotcz200809lab-equipment-

quiz-tomorrowhtml

httpphysicsgallaudetedu

classesGINTROHTML

The vocabulary of numbers pages

83-87

Information in graphs and charts

pages 100-124

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Sample histogram

httpwwwsciencedirectcomsciencearticlepiiS02540

5841000430X

Altogether

httpwwwbbccoukbitesizestandardmaths_ir

elationshipsdata_graphsrevision1

Laboratory equipment

httpmrwilliams6thgradescienceblogspotcz200809lab-equipment-

quiz-tomorrowhtml

httpphysicsgallaudetedu

classesGINTROHTML

The vocabulary of numbers pages

83-87

Information in graphs and charts

pages 100-124

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Altogether

httpwwwbbccoukbitesizestandardmaths_ir

elationshipsdata_graphsrevision1

Laboratory equipment

httpmrwilliams6thgradescienceblogspotcz200809lab-equipment-

quiz-tomorrowhtml

httpphysicsgallaudetedu

classesGINTROHTML

The vocabulary of numbers pages

83-87

Information in graphs and charts

pages 100-124

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

Laboratory equipment

httpmrwilliams6thgradescienceblogspotcz200809lab-equipment-

quiz-tomorrowhtml

httpphysicsgallaudetedu

classesGINTROHTML

The vocabulary of numbers pages

83-87

Information in graphs and charts

pages 100-124

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

httpphysicsgallaudetedu

classesGINTROHTML

The vocabulary of numbers pages

83-87

Information in graphs and charts

pages 100-124

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5

The vocabulary of numbers pages

83-87

Information in graphs and charts

pages 100-124

Making Connections Intermediate by Jo McEntire and

Jessica Williams (Cambridge University Press 2009)

Studentrsquos Book

ISBN 978-0-521-73049-5