1 The Passive form with different tenses.

Tense Active Present Simple improves Present Continuous (Progressive) is improving Present Perfect Simple has improved Present Perfect Continuous has been improving Past Simple improved Past Continuous was/were improving Past Perfect Simple had improved Past Perfect Continuous had been improving Future will improve Future Continuous will be improving Modal verb should improve Passive is improved is being improved has been improved has been being improved was/were improved was being improved had been improved had been being improved will be improved will be being improved should be improved

To say what we (or people) feel or believe, we use the following expressions: -It is said that.. Or He/She/They/ Our country is said + infinitive -It is believed that. is believed + infinitive -It is thought that is thought+ infinitive Example: It was thought that a woman could never match a man in politics. Or Woman was thought not to match man in politics. The passive voice is also often used in formal scientific writing. Complete the sentences (110) by rewriting the verbs in the brackets in the passive voice and in the tense described. 1 In this paper, a structure is suggested for the salt of deoxyribose nucleic acid (D.N.A.). (suggest, present simple) 2 Plant seeds by wind and animals. (Disperse, present simple) 3 Research to discredit this theory. (carry out, present perfect simple) 4 This relationship by Smith et al. (investigate, present perfect simple) 5 The sodium hydroxide in water. (dissolve, past simple) 6 The procedure until there was certainty regarding the results. (repeat, past simple) 7 The problems encountered by the patients by the bacteria. (cause, past simple) 8 The solution to 90C for approximately 30 minutes and then allowed to cool. (heat, past simple)

Cambridge English for Scientists

TEACHING ENGLISH FOR SCIENCE AND TECHNOLOGY CRCIUN Ioana Raluca University of Oradea rcraciun@uoradea.ro Since the fall of the Tower of Babel when God decided to confound all languages and scatter mankind throughout the world, the dream of a united humanity, speaking a single universal language, has continuously haunted people all over the world, driving them into a perpetual search for unity, in terms of language, and if possible, culture,society, economics and politics. The issue of finding and imposing a common language was partially solved by the first colonizers and conquerors who spread the English language all over the world.The improvement of the commercial relations between countries, along with the increasing number of inventions and discoveries, that reached their climax during the industrial revolution of the 18th century, have made people realize that real life meant far more than everyday conversation and language. Thus, the first elements of specialized English language started to show up, supported and enriched later, in the 19th and 20 th centuries by the specialization of the different fields and branches of science and the creation of numerous universities and specialized laboratories. The awareness of the difference between general English and specialized English has generated a new branch in English teaching in the early 1960s English for Specific Purposes (ESP), that is, courses especially conceived and taught for various fields of activity, such as: commerce, law, engineering, science, medicine, politics, etc. Although this new branch is purely practical, as it deals with reality bites and situations taken from real world and communication, more attention was given to the ways in which learners acquire language 1, as well as learner needs, motivations and skills, learning methods and strategies. Part of the large Tree of ESP, English for Science and Technology (EST) has been determined by the rapid development and evolution of scientific research, which needed appropriate language to present and disseminate its revolutionary ideas and inventions. It is not an easy task to prepare and organize EST courses. This is, on the contrary, a highly challenging and stimulating job, which can be very rewarding, but it can also raise many questions and hide numerous unknowns. EST courses considerably reduce the study area to something very particular and specialized. Vocabulary and meaning should be the keywords in this field, both for teachers and learners. Teachers should offer learners specialized language through authentic situations and contexts, and not in isolation from reality and real communication. The successful formula in EST is always to combine subject matter and English language teaching. Just like a living body, EST continues to change and evolve, raising new questions and turning teachers into perpetual learners. Facilitated by the explosion of scientific breakthroughs and technological development, English for Science and Technology (EST) has been spread throughout the world by globalization, and has developed due to an increase

3 in vocational training around the world, and a growing number of occupational contexts. Gatehouse, Kristen, Key Issues in English for Specific Purposes (ESP) Curriculum Development, AI (Artificial Intelligence) DNA (Deoxyribonuclic Acid) HIV (Human Immunodeficiency Virus) H2O (Dihydrogen Monoxide = Water) C02 (Carbon Dioxide) Words used in Biology Plant Leaf Root Earth Mouse Habitat Virus Experiment Words used in Chemistry Liquid Chemicals Solution Acid Test Tube Experiment Virus Words Used in Maths Addition Equation Subtraction Division Solution Root

Indirect questions
a Look at the pairs of sentences and answer the questions. 1 a What does human genome mean? b I was wondering what human genome means. 2 a Is methanol a suitable solvent for cleaning lab glassware? b Does anyone know if methanol is a suitable solvent for cleaning lab glassware? 1 Do the questions have the same meaning? 2 Which question is more polite? 3 Which words have been added to make sentence b more polite? 4 How has the word order changed? 5 Why is the word does used in 1a but not 1b? 6 Why is the punctuation different in 1b and 2b? 7 Why has the word if been added to the question in 2b but not in 1b? b Match the beginnings and endings of the sentences to make polite questions. 1 Can anyone tell me if a a hydrogen bond can also act as an ionic bond. 2 Id like to know if b there is a simple experiment to distinguish between NaOH and KOH? 3 Im trying to find out what c I can make a good quality ferrofluid? 4 Could anyone tell me how d the best make of microscope is. c Underline the phrases in Exercise b which are used to make the questions polite. d Make the questions ad more polite. Begin with the word/phrase given.

4 a How do you find electro negativity of an element? Could b Whats the best way to store agarose gels? Im trying c Where can I buy an inexpensive distillation set? I was wondering d Is it true that no two fingerprints are the same? Does 5 Ethics Committee Approval a Check the meaning of the following words and phrases. l confidentiality l informed consent l privacy l risk of harm b Read the following extract from an ethical review of human research. Think of examples of research activities which would be unethical according to the information in sections AC. Ethical Issues Checklist for Research Involving Humans The aim of an ethical review of human research is to ensure that the subjects are not put at risk of harm, are not disadvantaged and are made aware that they may withdraw at any time. The process of ethical review concentrates on three main areas: A Gathering informed consent Research subjects must be fully informed of relevant aspects of the research before agreeing to participate. Researchers should ensure that individuals are not pressured into participation through unequal power relationships, payments or inducements. B Protection of privacy and confidentiality of records The research must protect the privacy and confidentiality of subjects and the data obtained from them. C Risk of harm to subjects or to groups in the community Individuals could be put at risk through the use of new or invasive procedures. They could also be harmed through damage to their cultural security or through processes which might expose them to discrimination or misrepresentation. adapted from: Ethics Checklist [.doc 113kB] Professional English Cambridge English for Scientists Cambridge University Press 2011 Ethics Committee Approval c Now read the questions in the Ethics Approval Committee checklist below. Then match a question (110) to the section of the text in Exercise b (A, B or C) it is connected to. The following checklist is designed to alert you to the major types of ethical issues in your research. Does this proposal involve: YES NO

5 1 Any form of physically invasive procedure on volunteer participants? 2 Ionising radiation (X-rays, fluoroscopy or radioisotopes)? 3 Minors, i.e. under the age of 18? 4 Payments, other than reasonable recompense, to participants for their participation? 5 Persons with an intellectual or mental impairment? 6 Separate identification of, or focus on, specific racial groups? 7 The administration of any form of drug, or placebo? 8 The use of any participants with whom the researcher has a relationship such as teacher-student; employer-employee? 9 Use of human tissue samples? 1 0 Use of questionnaires or interviews which may be linked to the participant at any stage of the research, including the obtaining of data? Science Quiz Read the following questions and circle the correct answer 1. What percentage of the worlds inventions in the past 100 years have been British? A. 44% B. 54% C. 34% B. 54% 2. How many Nobel Prizes have UK scientists received in the last 50 years? A. 36 B. 26. C. 46 C. 46 3. How many out of Europes top 50 technology companies are in the UK? A. 15 B. 21. C. 25 B. 21 4. Marie Curie was A. a Chemist B. a Biologist C. a Physicist C. a Physicist (The worlds most famous female physicist, she discovered radium with her husband Pierre and coined the term radioactivity) 5. Alexander Graham Bell invented the A. Radio B. Telephone C. Door Bell B. Telephone 6 Alexander Fleming discovered Penicillin in A. 1898 B.1908 C.1928 C.1928 Now get the students to discuss the following points with their partner(s) Do you think studying science is important? Why or Why not? Who do you think are the worlds most famous scientists? What did they discover or invent? Can you name any famous scientists from your country or from the UK? Do you think girls and boys have equal opportunities to study science at school and at University? Science and Modern Life Which of the following scientific discoveries do you think have been the most important for modern life? Individually rank the following scientific achievements from 1 to 10 in order of importance. Number one being the most important, number 10 being the least important: Atomic Bomb Wireless technology Computers

6 Cloning Penicillin/Antibiotics Solar Power Air Travel Plastic Electricity Robots Debate A debate is a contest, similar to a game, where two or more speakers present their arguments intent on persuading one another over to their viewpoint. Topic 1 Scientific experiments on animals are cruel and should be banned. Topic 2 Young Children and Teens spend too much time using computers and playing video games. Children and Teens should be restricted to using computers for a maximum of 2 hours per day. Topic 3 Nuclear energy is better than solar or wind energy. Topic 4 Mobile Phones and hand-held electronic games are noisy and disruptive and should be banned in public places. Topic 5 Less government money should be spent on defence and more money should be spent on protecting the environment. Topic 6 Science should be a compulsory subject at school for all students at all levels. Topic 7 Global warming is not a serious threat to human survival.

A project summary
NSF Grant Proposal for Stabilization and Optimal Control of Dynamic Shell Models [1]. We intend to investigate problems related to stabilisation and optimal control of dynamic shell models where control actions and sensing are put into place via smart materials technology. [2]. The principle model considered in this proposal is a three dimensional structural acoustic interaction with curved walls, which is modeled by shell equations. This model occurs in the context of decreasing noise or pressure entering an acoustic chamber (e.g. airplanes cabin) and generated by an exterior source. [3]. Thus mathematical investigation related to control problems of shell equations is challenging from a mathematical point of view and calls for the introduction of new tools and new techniques for the analysis and computations connected to the problem. [4]. Two approaches will be considered. First, piezoelectric shells modeling tracked by past researchers and a second centre on piezoelectric patches attached to the curved wall. These approaches will result in two different control models. Rigorous mathematical analysis of the

7 problem, including comparative analysis, followed by numerical computations and experimental verification of the models will represent the essential part of the project. [5]. Thus we wish to combine the teams expertise to generate results leading to progress in the field. 1 a A team of researchers have written a project summary for a grant proposal to the National Science Foundation of the United States. Ignoring the words in bold, read the first sentence of each of the five paragraphs from the project summary (ae). Then say what you think the best order is: 1.. 2.. 3.. 4.. 5.. a Both teams for this project already have knowledge in various features of the problems described. b However there are very few outcomes and the methods that were developed have broken down. c The need for mathematical analysis of shell models is in response to a variety of technological demands, which call for more complex models. d This project will focus on stabilization and optimal control, particularly with boundary controls, of systems concerning dynamical shells. e We propose to carry out collaborative research between the French National Institute of Computer Science Research and the University of Ottawa in the general area of control theory for models illustrated by partial differential equations (PDEs). b Ignoring the words in bold, check your answers to Exercise 1a by matching a sentence (ae) to the correct paragraph (15) of the full project summary.
1 Photocopiable

c Read the completed project summary. Then, decide if the following statements are true (T) or false (F). 1 The summary includes information on what research will be done and who will do it. 2 The summary does not mention any possible commercial applications of the research. 3 Members of the team have worked on projects in similar areas in the past. 2 a The table below includes useful verbs and nouns you can use in your own project summary. Match a word in bold from the texts in Exercises 1a and b to a word with a similar meaning in the left-hand columns of the tables. Verbs Describe Fail focus on Implement lead to result in (will result in) plan to produce generate Require Nouns Answer Aspect research Result Technique response investigation

b The adjectives in the first column are taken from the project summary. Complete the second and third columns in the table below as in the example. Adjective Noun(s) Verb collaborative collaboration collaborate collaborator Comparative Complex Different Various 2 Asking for more information a Divide the words in the box into two groups, those which are living things and those which are not. Use a dictionary to help you. inflammable / pacemaker / Resurrection Fern / sea sponge / termite mound / whale / wound healing b Match the beginnings and ends of the sentences. 1 Am I right in thinking a you said about sea sponges and making glass. 2 I still dont quite see how b have been the inspiration for pacemakers. whales 3 Im afraid I didnt understand what c that we could mimic the beetle to make white paper even whiter? 4 Im not really clear on d animal cells have inspired inflammable materials. 5 Im still not sure I understand how e the connection between flies and wound healing. c What is the function of the phrases in bold in Exercise b? Which phrases are followed by a noun and which by subject + VERB? d When we speak, instead of pausing between every word, we divide our words into groups and pause between the groups. There are no rules about where to pause; instead, we pause to help the listener follow our message. In pairs, say the two sentences below, pausing at the //. Which one sounds better? a Im // not really // clear on the // connection // between flies and // wound healing. b Im not really clear // on the connection // between flies // and wound healing. e Look at the sentence below. In pairs, say the sentence and decide where you would pause. I still dont quite see how whales have been the inspiration for pacemakers. f Look at the situations below. Write a suitable sentence for each one to ask for clarification or a further explanation. Then, work in pairs to practise saying the sentences paying attention to where you pause. a A student tells you he is designing solar cells which look like leaves and keeps talking about making the cells heliotropic. You dont know what this word means.

9 b A researcher in your lab has just visited a building which somehow mimics a termite mound in its design. Youre not sure what feature of a termite mound is being mimicked. c A new student at your lab is looking at mimicking the Resurrection Fern to keep vaccines alive without refrigeration. Youve heard of the resurrection plant but dont know how it could be useful. a Look at the following nouns. See if you can remember what they mean. approach device hypothesis application dimension outcome brittleness evidence research characteristic exposure solubility b We can divide nouns into two groups. Those we can count the number of, like electrons in an atom or species in a wood, are called countable nouns. Nouns we cant count the number of, like physiology or oxygen, are called uncountable nouns. Look at the nouns in Exercise a. Which ones are countable nouns and which are uncountable? c Countable nouns have two forms; singular and plural. For example, we say 1 enzyme (singular) but 2 enzymes (plural). Uncountable nouns do not have a plural form. Look at the countable nouns you found in Exercise b. What is the plural form of each one? d Complete the sentences by choosing the correct word in italics. 1 A semi-automated device/devices for measuring the solubility/solubilities of compounds in solution volumes as low as 1 mL was developed for pharmaceutical application/applications. 2 We investigated the brittleness/brittlenesses and characteristic/characteristics of the fracture of titanium alloys. 3 Research/Researches on a number of animal species has led us to the hypothesis/ hypotheses that exposure/exposures to solvents may cause lung disease. e Whenever we use a noun in English, we need to decide whether we need to use an article with it, and if we do, which article to use. The table below shows how to choose an article. Complete the space in each box (18) with an example from sentences 13 in Exercise d. Countable nouns Uncountable nouns Singular Plural General use a/an no article no article 1 ________ 2 _______ 3 _______ 4 _______ Specific use the the 5 _______ 6 _______ the 7 _______ 8 _______

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f Complete the description of a procedure for making Carbon Nanotubes by putting the correct article (a/an, the or no article) in the gaps. 0.006g of iron dendrimer and 8ml methanol were mixed and placed in (1) tube wrapped with (2). copper wire. (3). tube was placed in (4). beaker containing 3ml carbon tetrachloride and then (5) beaker was put in (6). CO2 reactor at 1200 psi, 125oC for 24 hours. After the reaction, (7). tube contained (8) black solid. Transmission electron microscopy revealed the presence of (9). CNTs in the reaction product.

Preparing visual data

1 a Complete the guidelines for preparing visual data from a scientific journal, below, using the words in the box. data figure grid leading notation parentheses plotted purpose space typos 1 Make sure you use the right type of visual to represent your . 2 Choose a title that clearly defines the of the visual. 3 Units should be presented in , for example (3.5) 4 Use scientific such as 2.3 x 103 for 2,300 5 Use. zeros on all decimals, for example 0.3 or 0.55 not .3 or .55 6 Maximize the space given to presentation of the data to avoid wasted white 7 Include the. s identifying number, for example Fig. 1. 8 Scales or axes should not extend beyond the range of the data. . 9 Do not use lines. 1 0 Always check your visual and caption for spelling and., for example atmosphere() not atmopshere () Use the structure What subject + verb + is/was + noun/clause to add emphasis to the following sentences. a Im trying to put the dopant onto the sheet. b I needed to see if doping graphene could neutralise the negative change. c Ive tried using gold and nitrogen dioxide. d We add boron into the crystal structure to change its properties. Grammar I'm 'I'm' is an abbreviation for the word 'I AM.' It is used in combination with other words to tell someone about yourself or to describe something you are doing. Here are some examples: "I'm so tired." "I'm confused." "I'm happy." "I'm twenty three years old." "I'm hungry."

11 "I'm nervous." "I'm excited." "I'm leaving work." "I'm thirsty." "I'm from Seattle." You can also add descriptive words with 'I'm' such as: "I'm extremely tired." "I'm very happy." "I'm terribly hungry." "I am super excited." "I'm very nervous." I'm in/at/on Describes an action you are doing. Most commonly, you would use the word 'in' when entering a physical location such as a room or a building. Here are some examples: "I'm in the shower." "I'm in the lobby." "I'm in a car." "I'm in a house." "I'm in a school." Using the word 'at' helps tell someone where you currently are. The difference between 'at' and 'in' is that the physical location is general. Here are some examples: "I'm at the grocery." "I'm at the mall." "I'm at the doctor's office." "I'm at the park." "I'm at the airport." However, in some cases you can use 'at' and 'in' interchangeably. Here are some examples: "I'm at the mall." "I'm in the mall." "I'm at the park." "I'm in the park." "I'm at the grocery." "I'm in the grocery."

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Using the word 'on' is referring to a non physical location such as your time being utilized by something else. Here are some examples: "I'm on the phone." "I'm on my computer." "I'm on a bus." I'm good at Again, 'I'm' is used here as 'I am.' 'Good at' informs someone what you excel at and are comfortable doing. Here are some examples: "I'm good at drawing." "I'm good at video games." "I'm good at swimming." "I'm good at driving." "I'm good at reading." "I'm good at sports." "I'm good at writing." "I'm good at math." "I'm good at dancing." "I'm good at chess."

I'm + (verb) 'I'm' is a contraction of the words 'I am.' By adding a verb to 'I'm' this lets you express an action or occurrence about yourself. Here are some examples: "I'm eating lunch." "I'm brushing my teeth." "I'm scared." "I'm driving to work." "I'm crying." "I'm typing an email." "I'm cooking dinner." "I'm combing my hair." "I'm hanging a picture." "I am texting." "I am dancing." "I am interested in the job." "I am exercising."

13 "I am sad." "I am learning. I'm getting When combining the words 'I am' and 'getting' you are telling someone 'you' are gaining possession, being affected by or have plans to seek out and obtain a particular thing. Here are some examples: "I'm getting better." "I'm getting ready for bed." "I'm getting a tooth ache." "I'm getting a cold." "I'm getting married." "I'm getting tired." "I'm getting good at reading." "I'm getting a new car." "I'm getting a job." "I'm getting a puppy." I'm gonna + (verb) The word 'gonna' is incorrect grammatically. The equivalent in proper grammar would be 'going to.' When using the word 'gonna' you are telling someone what you are planning to do at that moment or in the near future. Here are some examples: "I'm gonna have some coffee." "I'm gonna go to work." "I'm gonna eat some cake." "I'm gonna send out my resume." "I'm gonna run a marathon." "I'm gonna ask her out for dinner." "I'm gonna stop smoking." "I'm gonna help my friends." "I'm gonna take swim lessons." "I'm gonna read a book."

Questions and Answers Here are some ways of dealing with questions when you are the SPEAKER: When you dont want to answer: To be honest, Im not really the person to ask about that. When someone interrupts you:

14 Sorry, could I just finish? When you finally understand what they want to know:

Oh I see. So what you are asking is When you realise they dont understand what you said:

Perhaps I didnt make myself clear. What I was trying to say was If you dont want to tell everyone:

Perhaps we can talk about it when I have finished. To close off the presentation:

If there are no more questions, we should stop there. Here are some ways of getting an answer when you are the QUESTIONER:

When the answer doesnt give you the information you want: Yes, that may be so, but what I want to know is When the answer is evasive:

Yes, but you still havent answered my question. If you are sceptical and want more detail:

Well, Im not so sure. Can you give us an example to illustrate that? If you dont agree:

That may be so, but I still think Answering/not answering questions Here are some useful expressions for when you are making a presentation or talk, perhaps in a meeting or in a congress or perhaps more informally in a discussion around the coffee machine. Or, if you work at Google, over the table football or going down the slide

Are there any questions? That is all I have to say. Are there any questions? Thats a good question. This is a good way of giving yourself time to think. Thats a good question. Let me think about it for a moment. As I said earlier, ... As I said earlier, we are looking at several different solutions. Im afraid I cant answer that.

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Asking for Directions When you are looking for something, it is sometimes easier to ask for directions. There are many direction terminologies. I'll cover all the common phrases. You should be able to effectively give directions and receive directions. Asking for Directions Most of the time, you should start by saying excuse me. The pronunciation for excuse me can be shortened. The shortened form sounds like 'scuse me.' "Excuse me. Do you know where the post office is?" "Excuse me. Can you point me to the nearest gas station?" "Excuse me. Can you give me quick directions to the movie theatre?" "Excuse me. Do you know how to get to the Shopping mall from here?" "Excuse me. How do I get to the freeway from here?" "Excuse me. I'm looking for Bank of America. I thought it was around here. Do you know where it is?" "Excuse me. I'm looking for the post office. Do you know how to get there?" "Excuse me. What is the best way to get to Seattle?" When you ask for directions, the person responding will usually give you quick directions. The next section is a list of common phrases used when giving directions. You should study them carefully so when someone gives you directions, you can understand them without having to say 'one more time.' Left Right and Around the Corner Take a Left/Right

16 "Take a left at the next light." "Take a right at the gas station." "When you get to Robson Street, take a left." "After you pass 7-11, take a right at the next light." "Take a left when you come to a stop sign." Turn Left/Right "Turn right on 112th." "Turn left after you pass McDonalds." "When you see a church on your left hand side, turn right on the next street. " "Turn left at the next street and immediately take another left." Just/Right around the corner "It's just right around the corner on the left side." "It's right around the corner from the Starbucks over there." "Go down the street, turn left on Williams Street, and it will be right around the corner from the gas station." Across Blocks and Miles Go for five blocks/After three blocks "After you turn right, go for five blocks and turn left. It will be right around the corner." "After three blocks, turn left. You will see it on your right hand side." "Go for four blocks and then turn right." Across the street from/Directly across "It's across the street from the library." "It's directly across from Taco Bell." "Go for three blocks, turn left at the next light. You'll see it across the street from McDonalds." "Go down the street. You'll see it directly across from the gas station." Go for 2 miles "It's pretty far from here. Go on Washington Street for about 2 miles. You'll see it next to a school." "Turn right at the stop sign and go straight for a couple of miles. At 112th turn left. You'll see it on your right hand side." "Go straight on this street for about 3 miles. You'll see it next to Wendy's." Light and 'Y' On the third light "Go down this street, after you pass two stop lights, turn right on the third light. You'll see it right around the corner." "Head down Madison Street and on the fourth light, turn left. You should see it immediately." "Turn right on Jackson. Keep going straight for three lights. When you see Burger King, turn left. It's right there.

17 Regular Practice For this practice session, there will be one question with a long direction. You shouldn't read the text while listening. Instead, listen to the audio, and then without looking, try to write them down. See if you can understand on the first attempt. Here are several questions for practice. Question: "Excuse me. I'm looking for a supermarket. Do you know where the closest one is?" Answer: "Yes. It is miles away. What you want to do....... go down this street .. about a mile. 112th street, . left. Stay .. 112th until you pass three lights. You .. see 56th street. right and you see the supermarket just .. the corner.")" Question: "Excuse me. Do you know where the University is located?" Answer: "Yes. Go down .. When you .. a 'T', right. At the next sign, . left. You'lla gas station . your left. University . directly across the street." Question: "Excuse me. How do I get to the airport from here?" Answer: ".. around and you'll an entrance to the freeway. south. You'll to go for about 15 miles. You see airport signs,. .. right off the ramp and it will be . ahead." Food There are many types of restaurant. In this lesson, we will cover what you need to say in fast food restaurants, regular sit down restaurants, and luxury fine dining restaurants. Fast Food McDonald's is a popular restaurant, so I will use McDonald's as an example. The only thing you do when you go to a fast food restaurant is to go to the counter and order your food, then pay for it. That's all. Let's go through some quick sentences. "Welcome to McDonald's. May I take your order?" "I'll take a Big Mac and a small coke." "One Big Mac and one small coke. Will that be all?" "Yes." "Will that be for here or to go?" "For here please." "The total comes to $3.87." A common mistake is to answer yes or no when you don't know the answer. I heard of many stories when the cashier asks, 'for here or to go', and the person says, 'yes'. It is simple to avoid this mistake by studying and being prepared. In most fast food restaurants, it is even easier to order. They have value meals and you just have to say a number. "I'll take number 2."

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But the difference is that there are sizes. "Would you like medium, large, or super size?" "Medium please." Regular Restaurant Ordering After you are seated, the first thing they ask is if you want something to drink. "Can I get you a drink?" "Can I get a drink for you?" "Would you like to order a drink now?" "Can I get a drink started for you?" "What would you like to drink?" "I'll take a coke." "I'll have an orange juice." "Water will be fine." "Can I have a glass of water?" After they bring out your drinks, they will take your order. The reason they do this is because most people know what they want to drink, but want a few minutes to decide what to eat. "May I take your order?" "What would you like to order?" "Are you ready to order?" "What would you like today?" If you need more time, you can simply say, "Can I have a couple more minutes?" When you are ready to order, just read off what you want. "I'll take the Salisbury steak with hash browns." Regular Restaurant Eating and Requesting Bill Ask how everything is: "How is everything?" "Is everything ok?" "How is your dinner?" "How is your lunch?" "Are you guys doing ok?" "Do you need anything else?" When you are almost done with your meal, they might ask if you want some dessert. "Would you like dessert today?" "Would you like our dessert menu?"

19 "Would you like to order any dessert?" "Any dessert for you today?" "Would you like to hear our dessert special?" If you are finished and want your bill, you can look for the server, make eye contact, and raise your hand. When they come by, ask them for the bill. "Can I have my check?" "Can I have my bill?" "I'm ready for my bill." "I would like my check please."