A

Université Thomas Sankara

MPCI L1-S2

Anglais de Base

Chargée du cours : Mme Bandaogo/Ouédraogo Mamouna

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 Programme du semestre 2

Part1 : Anglais de base

1. The different coordinating conjunctions and their meanings

2. The different subordinating conjunctions and their meanings
3. The subordinating conjunctions of time, cause consequence, manner, condition,
concession and place
4. The different relative pronouns and their meanings
5. The different adverbs
Part 2: Anglais scientifique
Text studies
A. Bibliographie:
1. S Berland Déléphine, Grammaire pratique de l’anglais, Paris, édition Ophrys, 1974.
2. Raymond Murphy et William R Smalzer, Grammar in Use, Cambridge, Cambridge
University Press, second edition, 1998.
3. Michael SWAN, Practical English Usage, third edition, Oxford University Press,
2005.
4. Aduse Poku Achampong , A guide to English Grammar and Usage, Dutan
Publishing Company, Accra-North Ghana, 2005.

Dictionnaire bilingue Anglais-Français/Français-Anglais, Robert & Collins

Dictionnaire monolingue : Anglais-anglais/Français -français
B. Webographie
www.anglaisfacile.com.

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 Part1 : Anglais de base

Chapiter 1. The different coordinating conjunctions and their meanings

A coordinating conjunction is a word that joins two elements of equal grammatical
rank (2 subjects, 2 prepositions, 2 adverbs, etc.).and syntactic importance (words,
phrases, and clauses)
When a coordinating conjunction joins together 2 sentences, the resulting sentence
is called a “compound sentence”.
Example: I went online but did not do any research.
There are seven (7) coordinating conjunctions which are: and, but, for, nor, or, yet
and so.
1. And: it expresses two elements to be taken together or in addition to each
other. It is used to connect two similar words or phrases.
Example 1: Joe and Paul went to the library yesterday. (2 nouns/subjets linked
by and).
Example2: Every day he learns his lessons and does his exercises. (2 clauses
linked by and).
2. But: It presents a contrast or exception. It connects statements that express
opposite ideas.
Example 1: He is poor but honest.
Example 2: Gorillas are timid but when they feel attacked they become
aggressive.
3. For (car): It means “because” when it acts as a conjunction.
Example 1: We listened to him eagerly, for he brought news of our families.
4. Or: It presents an alternative, a choice.
Example: I’ll go shopping, or I’ll go camping.
Example 2: You can call or send an E-mail.
5. Nor: It is used in negative phrases, especially after “neither”, to introduce the
second member in a series, or any subsequent member.
Example 1: Neither he nor I will be there.
Example 2: They will not wait for you, nor for me, nor for anybody.
6. So: “So” is used to show the result of something.
Example 1: He is poor, so he cannot spend his holidays abroad.
Example 2: I was hungry, so I made myself a sandwich.
7. Yet: It means “nevertheless” or “however”. It usually carries a negative
meaning.
Example 1: He has a job, yet he never seems to have any money.
Example 2: Kelly was a convicted criminal, yet many people admired him.
NB1: When a coordinating conjunction connects two words, there is no need
for a comma (,).
Example: Joe likes cookies and milk.
But if we add another item to the list such as “bananas”, we use commas to
separate them.

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Example: Joe likes cookies, milk, and bananas.
NB2: When a coordinating conjunction is used to connect two phrases, there is
no need for a comma. But if it is used to connect a series of phrases, they must
be separated by commas.
Example1: The bird is hiding in the roses or in its net.
Example2: The bird is hiding in the roses, in its net, or in the oak tree.

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Exercise: fill in the gaps with the appropriate coordinating conjunction
1. He looked…and..smiled at me. (so, and, or)
2. Mr Nana is generous…so….I respect him. (yet, so, but)
3. You must tell me the truth……or….I can’t help you. (so, or, and)
4. I appreciate the internet,…for…….it enables to do some research
5. J'apprécie l'Internet car il me permet de faire quelques recherches.(yet, for,
but)
6. Anna made the cakes and……Sonia brought the juice. (for, yet, and)
7. Anna a fait les gâteaux et Sonia a apporté le jus.
8. Doctors, farmers and teachers give essential services to society…but…are
poorly rewarded. (and, or, but)
9. The pupils used to read in the library …or.. play in the school yard during
the break. (but, so, and)
10. He looks poor…yet……he owns many houses. (and, yet, so)
11. Il paraît pauvre cependant il occupe plusieurs maisons.
12. You can neither drink alcohol nor……smoke in this school. (but, or, nor)
13. Vous ne pouvez ni boire de l'alcool ni fumée dans cette école.
14. I am not sure whether Helen will get the job…or……she will have to
continue teaching. (nor, or, so)

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Chapter2: The different subordinating conjunctions and their
meanings

Subordinating conjunctions are words or group of words (phrases) which

are used to join clauses of unequal rank. They show relationships between
ideas related to time (when, while, as, etc.) and also help compare and
contrast ideas (although, because…)
Subordinators can be divided into 2 groups: simple subordinators and
compound subordinators.
1. Simple subordinators
Simple subordinators include words such as all the relatives (who,
whom, whose, which, that…) and also if, after, once, though/although,
whereas, because, lest, since, before, while, whether, unless, etc.
Example1: I admire the person who discovered this software.
Example2: After we had had diner at a restaurant, we went to the
cinema.
Example3: we cannot go to school since the risk of contamination is
still high.
2. Compound subordinators
Compound subordinators include phrases like now that, in that,
provided that, even if/though, as though, in order that, so that, granted
that, except that, if only, just as, as far as, as if, as soon as, so long as,
on condition that, etc.
Example1: You can go provided (that) you pass your exam.
Example2: Even though it is raining we cannot wait any more.
Example3: We wonder how the world economy will survive now that
almost all the countries are struck by covid-19.
NB: There is a third group of subordinators called “correlative
subordinators. They are the marks of comparatives and superlatives (-
er/more/less…than, the….the…), so…that, such….that, no sooner…
than, hardly….when, if….then, etc.
Example1: Fred speaks more clearly than Eva.
Example2: Mr. Sawadogo worked so hard that he won the Sweden
alternative Nobel Prize
Example 3: The higher you go, the cooler it becomes.
Example 4: he drank such a large quantity of alcohol that he could
hardly walk back home.

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 Practice
Choose the appropriate conjunction and fill in the gaps.
1. (although, in case, since) it was so cold, he went out without
an overcoat.( Bien que, malgré que...)
2. You will fail (unless, if, so that) you work harder.
3. Tu échouera sauf si tu travailles dur
4. John fell asleep (as far as, as though, while) he was reading
his grammar book.
5. (since, though, until) we have no money, we cannot buy it.
6. Puisque ou étant donné que nous n'avons pas d'argent nous
ne pouvons pas acheter ça.
7. I saw him (until, as, unless) he was going to his work place.
8. We shall wait (until, if, in case(au cas où ?) the rain stops.
9. Nous attendons jusqu'à ce que la pluie sèche.

Chapter3: The subordinating conjunctions expressing time, cause, consequence,

manner, condition, concession, place

Depending on their meaning, subordinators can be used to express time, cause, place, manner,
etc.

1. Subordinating conjunctions expressing time

Time clauses are dependent clauses used to indicate when something happened. The
most common subordinating conjunctions that introduce time clauses are: after,
before, as soon as, since, until/till, when, whenever, while and as/as long as.
Example1: we arrived after they had left
Example2: the poor man died before his family sent him to hospital.
Example3: I saw Mary as she was getting off the bus.
Example4: We have not seen John since he came back from China.
Example5: I don’t care what you do as long as you are happy.
2. Subordinating conjunctions expressing cause

These are conjunctions meant to show a cause-and –effect relationship between a

subordinate clause and a main clause. They are: because, as, since.

Example1: I was late because I missed the bus.

Example2: as we were absent, we couldn’t get all the information.

Example3: I can go to bed since I have done all my exercises.

3. Subordinating conjunctions expressing consequence/result

The conjunctions introducing consequence or result are the following: that, so…that,
so that and such…that.
Example1: The spread of the disease is so rapid that churches, mosques and markets
are closed.

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 Example2: I am speaking slowly so that you can understand.
Example3: He is such a good man that all the villagers respect him.
4. Subordinating conjunctions expressing manner
Subordinating conjunctions expressing manner are used to say how someone does
something, or how something is done. This something is expressed in the main clause
and no comma is used. Some of them are: as if, as though, as, as –adverb-as, etc.
Example1: He behaved as if nothing had happened.
Example2: she cried as though she was a baby.
Example 3: Good students come to class on time as the teacher tells them to.
Example 4: Our instructor asked us to fill out the questionnaire as carefully as we
could.
5. Subordinating conjunctions expressing condition
They are the following: if, in case, unless, provided (that), etc.
Conditional clauses are dependent clauses used to describe the conditions under which
something may or may not happen.
Example1: If Mr. Johnson cannot raise enough money, he will drop out of the
presidential race.
Example2: Employees should use the stairs to exit the building in case there is a fire
emergency.
Example3: This disease can’t be eradicated unless the Government take more
measures.
6. Subordinating conjunctions expressing place
Subordinating conjunctions expressing place are: where, wherever, etc.
Example1: You must take care of the environment wherever you live.
Example2: He has hidden the treasure where no one will find it.
7. Subordinating conjunctions expressing concession
Subordinating conjunctions introducing concession are: though, although, even
though, even if, etc.
Example1: The men managed to survive even though they spent three days without
water.
Example2: Although the population is complaining, the Government is imposing new
taxes.

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 Practice

Use the conjunction between brackets to make meaningful subordinating clauses .

Example: Do it again and you will be punished.

If you do it again, you will be punished.
1. I lost my job and I was sick. (because)
2. I lost my job because l was sick.
3. He spoke clearly and they could understand him. (so
that)
4. I spoke clearly so that they could understand.
5. They are very poor and they are always neatly
dressed. (although)
6. Althought they are very poor,they are Always neatly
dressed.
7. Once take an aspirin and you’ll feel better. (once)
8. They thought she was lying whereas she was telling
the truth. (whereas)
9. Beth was dressed in brown while her sister was
dressed in blue. (while)
10. She won’t leave the TV set even though we are
waiting for our supper. (even though)
11. You can join the group provided you respect its
rules. (provided)
12. Tu peux rejoindre le groupe à condition que tu
respectes les règles.
13. This father is working hard and he misses his family
(so…..that)

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This father is working so hard that he missed his family.

Ce papa travaille si dur qu'il manque à sa famille

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Chapter 4: The relative pronouns and their meanings

The relative pronouns function in sentences as pronouns and connectives at once.

They have antecedents to which they connect groups of words that describe those
antecedents. They stand at the beginning of such groups of words and act as either
subjects or objects in place of their antecedents. The most common relative pronouns
are: who, whom, which, and that.
Example1: the man who hired Linda last month gave us a warm welcome.
- “who” is a relative pronoun in this sentence and acts as subject.
- The group of words describing the man is “who hired Linda last month”
- The relative pronoun stands at the beginning of it.

Example 2: He is a writer whom most children appreciate. (“whom” acts here as

object)

Example3: The bag which is on the table is mine. (“which” here is subject).

Example4: The lawyer whispered something which I could not hear. (“which” in this
sentence acts as object)

NB: The relative pronoun “that” can be omitted in some sentences. Example: The
book I read yesterday is about science.

Whose, why, how, as, when, where, what, whatever, whoever, etc. are also relative
pronouns.

 Whose indicates possession. When its antecedent is not a person, it is

generally replaced by “of which”.

Example1: The student whose marks are good is delighted.

Example2: Medicines the taste of which is bitter are rejected by most children.

NB: When “whose” does not indicate possession, it is translated by of + relative

pronoun or another preposition + relative pronoun.

Example: The students, a group of whom had met, agreed on a common date.

Example: the computers about which we are talking are made in Japan.

 Why: the common antecedent of why is reason.

Example: In his letter, he revealed the reason why he resigned.
 How: It means the way in which and has a hidden antecedent.
Example: She showed me how she made the hats. (the way in which)
Example: Paul came by the same bus as you did.
 What: It has a hidden antecedent.
Example: I know what I am allowed to do.
 Where: The antecedents of where include place, locality, the internet, etc.

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 Example: we went to the office where my father worked for 3 years.
 When: The antecedents of when include time, day, period, week, month, year,
occasion, season,etc.
Example: This is the day when everybody remembers our country’s
independence.

NB: The antecedents of the relative pronouns who, whom and whose are normally
human beings (man, woman, boy, girl, student, teacher, computer scientist,
researcher…) but the antecedents of which, what and their compound forms are
animals, things or ideas.

NB: When, where, why and how are actually relative adverbs.

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Practice
Choose the appropriate relative pronoun and fill in the gaps.
1. I know the people…who…..live in this house. (which, who, whom)
2. This is the book which……you wanted to read. (which, who, whose)
3. The books …which…………………………..I bought last term are very
useful. (who, which, of which, whose)
4. The students…whose…………………….marks are not satisfactory are
repeating the exam. (who, whom, whose, which)
5. Let me know ……what………….you want to do. (who, what, whose, of
which)
6. We ignore the reason……why………… he has stopped his studies. (Who,
which, why, what)
7. Can you tell us ………how………you welcome people in your village?
(What, which, how, who)
8. I would like to live in a country ……where………it is not too hot. (when,
where, why, which)
9. We admire the teacher …who……………taught us Mathematics. (who,
which, whom, whose)
10. People are grateful to the computer scientist whom…….invented this
software (who, whom, whose, which)
11. .He cannot forget the year…which……he got his first job. (which, where,
when, how)
12. He is a writer…whose……….most children appreciate. (who, whose,
whom, of which)

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Chapter5: The adverbs of time, place, manner, consequence…

Adverbs are words which modify the meaning of a verb, an adjective or

another adverb. There are 8 types of adverbs which are the following:

1. The adverbs of manner

The adverbs of manner are used to show how something is done or
happens. They answer the question “how?” They are: quickly, bravely,
happily, hard, fast, well, clearly, soundly, probably, possibly, etc.
Example1: They lived happily.
Example2: She speaks fluently.
2. The adverbs of place
They are used to show where an action is done. They answer the question
“where?” Some examples are here, there, up down, near, below, above
backward….
Example1: He was standing near the gate.
Example: Do not urinate here.
3. The adverbs of time
They are used to show when an action happened. They answer the question
“when”. They are: now, then, today, tomorrow, yesterday, early, soon,
before, lately, daily, already, never, since, formerly, etc.
Example1: They came late yesterday.
Example2: He is leaving today.
4. The adverbs of frequency
They show how often an action is done or happens. They answer the
question “how often?”. They are: once, twice, often, never, always, again,
frequently, seldom, sometimes, etc.
Example1: We visit the zoo twice a year.
Example 2: He never eats dog meat.
5. The adverbs of certainty
They show definiteness of the action. Some of them are certainly, surely,
definitely and obviously.
Example: You definitely need a holiday.
6. The adverbs of degree
They are used to show “how much” or in “what degree” or to what extent
an action is done. Some of them are very, rather, fairly, quite, too, almost,
hardly, fully, enough, so, altogether, no, pretty, any and partly.
Example: He is very intelligent.
Example: She is quite talkative.
7. The interrogative adverbs
The interrogative adverbs are used to ask questions. They are: where,
when, why, how, etc.
Example: When is your birthday?
Example: Why are you late?
8. The relative adverbs
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 Relative adverbs are used to relate two clauses or statements. They are:
when, where, why, how, etc.
Example: Nobody knows why he left the village.
NB: Some adverbs and adjectives have the same meaning.
Examples: Saly is a fast driver. (fast here is an adjective)
She drives too fast. (fast in this sentence is an adverb).
He likes hard work. (hard is an adjective)
I tried hard to know her name. (hard is an adverb)
 Position of some adverbs
 Adverbs of frequency are generally placed between the subject and the verb
and if the verb includes several words, adverbs are placed after the first word.
They are also placed before full verbs but after auxiliaries.
Examples: He never tells lies.
He has never been to a European country.
 Adverbs of manner are commonly placed after the verb or object.
Example: Bukola walks gracefully.
Example2: I hit the ball hard.
 Adverbs of place and time may also be placed after the verb or object.
Example: She went there on foot.
Example: I watched a film yesterday.
NB: with “have to” and “used to”, adverbs must be placed before them.
Example: I often have to attend music classes.
Example: He always used to sit in the garden.
NB: The word “only” should be placed before the word it modifies.
Example: He only directed the film. (only modifies directed)
He directed only the film. (only here modifies “the film”)
NB: “enough” should be placed after the adjective or adverb it modifies.
Example: The house is large enough.

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Practice
Identify the adverb(s) in each sentence and say which type of adverb it is.
1. I never appreciate politics.
2. Never:adverb of frequency
3. Janet is obviously very clever.
4. Obviously:adverb of certainly
5. Very:adverb of degree
6. When will you leave for your holidays?
7. When :interrogative adverb
8. We did not know where she had gone.
9. Where :adverb of place
10. I am feeling much better today.
11. Today:adverb of time
12. Much:adverb of degree or quantity
13. Better : adverb of degree
14. I’ll certainly help you.
15. Certainly:adverb of certainly
16. He hardly speaks his mother tongue.
17. Hardly:adverb of degree
18. Sometimes it rains everywhere.
19. Sometimes and everywhere:adverbs of frequency
20. We have heard that story before.
21. Before: adverb of time
22. The teacher has just left.
23. Just: adverb of time
24. She opened the door carefully.
25. Carefully : adverb of manner

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 Part 2: Anglais scientifique

Université
A Ouaga 2
MPCI L1-S2

Reading comprehension

Text: The greenhouse effect

Behind the struggle to address global warming and climate change lays the
increase in greenhouse gases in our atmosphere. A greenhouse gas is any gaseous compound
in the atmosphere that is capable of absorbing infrared radiation, thereby trapping and holding
heat in the atmosphere. By increasing the heat in the atmosphere, greenhouse gases are
responsible for the greenhouse effect, which ultimately leads to global warming. Global
warming isn't a new concept in science. The basics of the phenomenon were worked out well
over a century ago by Svante Arrhenius in 1896. His paper, published in the Philosophical
Magazine and Journal of Science, was the first to quantify the contribution of carbon dioxide
to what scientists now call the "greenhouse effect."

The greenhouse effect occurs because the sun bombards Earth with enormous amounts of
radiation, which strike Earth's atmosphere in the form of visible light, plus ultraviolet (UV),
infrared (IR) and other types of radiation that are invisible to the human eye. About 30% of
the radiation striking the Earth is reflected back out to space by clouds, ice and other
reflective surfaces. The remaining 70% is absorbed by the oceans, the land and the
atmosphere, according to NASA. Greenhouse gases surround the Earth like a blanket.As we
burn more coal, natural gas, and oil, the blanket becomes excessively thick, dense, and less
likely to allow heat to escape. Heat gets trapped inside the blanket of greenhouse gases and
the Earth becomes too warm. Greenhouse gases like carbon dioxide (CO2), water vapor
(H2O), nitrous oxide (N2O), and methane (CH4), trap heat in the atmosphere. With higher-
than-natural concentrations, they lead to unnatural warming. "While oxygen (O2) is the
second most abundant gas in our atmosphere, O2 does not absorb thermal infrared radiation,"
said Michael Daley, an associate professor of environmental science at Lasell College in
Massachusetts.

Some greenhouse gases, like methane, are produced through agricultural practices, including
livestock manure. Others, like CO2, largely result from natural processes like respiration and
from the burning of fossil fuels like coal, oil and gas. The second cause of CO2 release is
deforestation, according to research published by Duke University. When trees are killed to
produce goods or heat, they release the carbon that is normally stored for photosynthesis. This
process releases nearly a billion tons of carbon into the atmosphere per year, according to the
2010 Global Forest Resources Assessment.

Adapted from Marc Lallanilla January 3, 2019

Note: to trap: retenir

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Questions

I. Comprehension
A. Write true or false in front of the number of each statement according to
the text (2pts)
1. Oxygen (O2) is a greenhouse gas.
2. False
3. The greenhouse effect results from the oceans, the land, and the
atmosphere.
4. False
5. The earth becomes too warm because the heat from the sun is trapped in
the blanket of greenhouse gases.
6. True
7. The greenhouse effect was first known as the contribution of carbon
dioxide.
8. True
B. Read the text and answer the following questions
1. Basing on the text, give examples of greenhouse gases. (2pts)
2. Based on thé text the greenhouse gases examples are méthane CH4 carbon
dioxide CO2 water vaper H2O and nitrous oxide N2O
3. Referring to the text, how can you explain the greenhouse effect? (3pts)
4. The greenhouse effect can be explained by the fact that the sun bombards
the earth with enormous amsunts of radiation whith strike Earth's
atmosphore in the form of visible lightning.
5. What causes the increase of methane (CH4) and carbon dioxide (CO2) in
the atmosphere according to the text? (2pts)
6. According to the text methane, carbon dioxide increase is caused by
agriculture,livestack respiration and the burning of fossil fuels like coal,oil
and gas and deforestation.
C. Essay writing
Do you think that the issue of global warming could be addressed ? Justify
your answer (60 to 70 words) (3pts)
Revewable energy
Fight deforestation encourage reafforestation
Promote recycling
Sensibilize industries to reduce the production/release of toxic gases into the
atmosphere.

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Université
A Ouaga 2
MPCI L1 S2
Reading comprehension

Text : Computer Science

Computer science is the study of processes that interact with data and that can be represented
as data in the form of programs. It enables the use of algorithms to manipulate, store, and
communicate digital information. A computer scientist studies the theory of computation and
the practice of designing software systems

Computer science began to be established as a distinct academic discipline in the 1950s and
early 1960s. The world's first computer science degree program, the Cambridge Diploma in
Computer Science, began at the University of Cambridge Computer Laboratory in 1953. The
first computer science degree program in the United States was formed at Purdue University
in 1962. Since practical computers became available, many applications of computing have
become distinct areas of study in their own rights.

Although many initially believed it was impossible that computers themselves could actually
be a scientific field of study, in the late fifties it gradually became accepted among the greater
academic population. It is the now well-known IBM brand that formed part of the computer
science revolution during this time. IBM (short for International Business Machines) released
the IBM 704 (the first mass-produced computer with floating-point arithmetic hardware) and
later the IBM 709 computers, which were widely used during the exploration period of such
devices. "Still, working with the IBM [computer] was frustrating […] if you had misplaced as
much as one letter in one instruction, the program would crash, and you would have to start
the whole process over again". During the late 1950s, the computer science discipline was
very much in its developmental stages, and such issues were commonplace.

Time has seen significant improvements in the usability and effectiveness of computing
technology. Modern society has seen a significant shift in the users of computer technology,
from usage only by experts and professionals, to a near-ubiquitous user base. Initially,
computers were quite costly, and some degree of humanitarian aid was needed for efficient
use—in part from professional computer operators. As computer adoption became more
widespread and affordable, less human assistance was needed for common usage.

Questions

I. Write true or false in front of the number of each statement (2pts)

1. A computer scientist is only in charge of designing software systems.
2. False
3. People adhered to Computer science as a field of study in the 1950s.
4. True
5. Computer science allows storing and communicating digital information.
6. True

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 7. In the modern society, computer technology is only used by experts and
professionals.

False

II. Read the text and answer the following questions (4pts)
1. What is Computer science according to the text? (2pts)
2. According to the text, computer science is the study of processes that interact
with data and that can be represented.
3. Referring to the text, why was it frustrating to work with IBM computer?
(2pts)
4. Referring to the text,its is frustrating to work with IBM computer because if
had misplaced as much as one letter in one instruction the program would
crash and you would have to start the whole again.
III. Essay writing (4pts)
Why do you study Computer science at school? Use three ideas and organize them
coherently into a paragraph to justify your answer (50 to 60 words).

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Topics for presentations
1. The issue of greenhouse gases
2. Pollution
3. Types of energy for cars: advantages and drawbacks
4. Mechanism of electricity generation
5. Mechanism of electricity conduction
6. Mechanism of solar energy to electricity
7. Scientific discoveries in the field of ICT
8. Mechanism of social media: Facebook, WhatsApp…
9. Cyber criminality
10. Water electrolysis
11. The importance of Algebra
12. The importance of geometry
13. Mechanism of sending satellite into the orbit

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