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HND Year 2 Common Texts New
HND Year 2 Common Texts New
HND Year 2 Common Texts New
GENERAL
KNOWLEDGE
(GRAMMAR POINTS)
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 1
CHAPTER ONE : TENSES
LESSON1 : PRESENT SIMPLE
A/ GENERALITY
In english grammar, we put „s‟ at the end of verb in present simple , affirmative form and third person of
singular ( he/ she / it ).
Eg : to eat : Iris eats hamberger.
*VERBS ENDING BY o,s,ch , sh, x ,z
We put es in present simple , affirmative form and third person of singular ( he/ she / it ). Eg :to do / to
clash
Dago does his homework. Syntich clases her mother
B/ FORMS OF SENTENCES
B.1. Negative form
To build the present simple negative we need the auxiliary verb do/does and the particle not.
Important to understand!
The auxiliary verb "does" takes the ending -s in the third person singular (he, she, it) from the main verb.
The main verb becomes an infinitive again:
he likes → he doesn‟t like she goes → she doesn't go
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 2
LESSON 2 : PRESENT PROGRESSIVE AND PRESENT SIMPLE
In the present, the French language has only one form “ils jouent” whereas in English there is a
fundamental opposition between the present simple “they play” and the present progressive “they are
playing”.
Examples:
– They play tennis very well. (Timeless aspect (aspect atemporel): the action is not precise in the period/
moment.)
– They play tennis on Saturday afternoons. (Frequentative aspect: the action is repeated.)
– What are they doing now? They are playing tennis (progressive/ imperfective aspect)
The progressive aspect is used to express an action in progress, an action that is not finished yet. We know
it is started but is not finished yet. The present progressive is therefore, the present par excellence.
For the other tenses (past simple / past progressive; future simple / future progressive etc), the fundamental
opposition between the two forms (they played / they were playing) obeys the same principles and is used
to show differences of aspect.
There is another fundamental opposition between the unfinished / uncompleted actions (progressive aspect:
I’m doing my work) and the finished / completed, accomplished actions (perfective aspect: I’ve done my
work.)
When I use a present perfect (perfective aspect of the present) I don’t account for / describe the action. I
only declare that it has been accomplished. In the sentence “they have played tennis at Wimbledon”, it is
not really about an accomplished / a definite fact (there is no look / gaze toward the past to relocate the
action, to account for / describe it), but about an aspect of the present: at the moment when I am
pronouncing this sentence, I can affirm that the action has been accomplished before the present, that it is
done.
If I talk about actions previously accomplished but in the context of the past or future, I use the past perfect
or future perfect.
NB: The present perfect also expresses at times uncompleted/ unfinished actions when they are introduced
by time complements in a period that is not entirely over / finished (this morning, this year, today……) or
else, a time complement or a time adverb shows that what I’m saying concerns a period that goes up to the
present (so far, already, all my life, lately, yet…..).
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 3
LESSON 5 : PRESENT SIMPLE
• We use the present simple to talk They aren’t arriving until Tuesday.
about actions we see as long term or permanent. a - Here, we are talking about regular actions or events.
• They drive to the office every day.
• Do you usually have bacon and eggs for breakfast? b - Here, we are talking about facts.
• We have two children.
• Water freezes at 0° C or 32° F.
c - Here, we are talking about future facts, usually found in a timetable or a chart.
• Christmas Day falls on a Monday this year.
• The plane leaves at 5.00 tomorrow morning.
d - Here, we are talking about our thoughts and feelings at the time of speaking. Although these feelings
can be short-term, we use the present simple and not the present continuous.
• They don't ever agree with us.
• I think you are right.
LESSON 6 : PAST SIMPLE
We use the past simple to talk about actions and states which we see as completed in the past. a - We can
use it to talk about a specific point in time.
• She came back last Friday.
• I saw her in the street.
b - It can also be used to talk about a period of time.
• She lived in Tokyo for seven years.
• They were in London from Monday to Thursday of last week.
You will often find the past simple used with time expressions such as these: Yesterday, three weeks ago,
last year, in 2002, from March to June, for a long time, for 6 weeks, in the 1980s, in the last century, in the
past.
LESSON 7 : PAST CONTINUOUS
We use the past continuous to talk about past events which went on for a period of time.
a - We use it when we want to emphasize the continuing process of an activity or the period of that activity.
(If we just want to talk about the past event as a simple fact, we use the past simple.)
• While I was driving home, Peter was trying desperately to contact me.
• I was just making some coffee.
b - We often use it to describe a "background action" when something else happened.
• I was walking in the street when I suddenly fell over.
• The company was declining rapidly before he took charge.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 4
LESSON 8: PRESENT PERFECT
We use the present perfect when we want to look back from the present to the past. a - We can use it to
look back on the recent past.
• I've broken my watch so I don't know what time it is.
• They have cancelled the meeting.
NB: When we look back on the recent past, we often use the words 'just' 'already' or the word 'yet' (in
negatives and questions only).
• We've already talked about that.
• She hasn't arrived yet.
• I've just done it.
b - It can also be used to look back on the more distant past.
• We've been to Singapore a lot over the last few years.
• She's done this type of project many times before.
NB: When we look back on the more distant past, we often use the words 'ever' (in questions) and 'never'.
• Have you ever been to Argentina?
• I've never met Jim and Sally.
LESSON 9: PRESENT PERFECT CONTINUOUS
This tense is used to talk about an action or actions that started in the past and continued until recently or
that continue into the future:
a - We can use it to refer to an action that has finished but you can still see evidence.
• Oh, the kitchen is a mess. Who has been cooking ?
• You look tired. Have you been sleeping properly? b - It can refer to an action that has not
finished.
• I've been learning Spanish for 20 years and I still don't know very much.
• I've been waiting for him for 30 minutes and he still hasn't arrived. c - It can refer to a series
of actions.
• She's been writing to her regularly for a couple of years.
• He's been phoning me all week for an answer.
NB: The present perfect continuous is often used with 'since', 'for', 'all week', 'for days', 'lately', 'recently',
'over the last few months'.
• He hasn't been talking to me for weeks.
• I've been looking at other options recently.
• He's been working here since 2001.
NB: Often there is very little difference between the present perfect simple and the present perfect
continuous. In many cases, both are equally acceptable.
• They've been working here for a long time but Andy has worked here for even longer.
• I've lived here for 10 years and she has been living here for 12 years.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 5
LESSON 10 : PAST PERFECT
We use the past perfect simple to talk about what happened before a point in the past. a - It looks back from
a point in the past to further in the past.
• I hadn't known the bad news when I spoke to him.
• I checked with the supplier and they still hadn't received the contract.
b - The past perfect simple is often used when we report what people had said/thought/believed.
• He told me they had already paid the bill.
• He said he believed that John had moved to Italy.
LESSON 11:PAST PERFECT CONTINUOUS
a - We use the past perfect continuous to look back at a situation in progress.
• It was a good time to invest. Inflation had been falling for several months.
• Before I changed jobs, I had been working on a plan to reduce production costs. b - We use it
to say what had been happening before something else happened.
• It had been snowing for a while before we left.
• We had been playing tennis for only a few minutes when it started raining. c - We use it when
reporting things said in the past.
• She said she had been trying to call me all day.
• They said they had been shopping.
LESSON 12 : GOING TO
There is no one 'future tense' in English. There are 4 future forms. The one which is used most often in
spoken English is 'going to', not 'will'.
a - We use 'going to' when we want to talk about a plan for the future.
• I'm going to see him later today.
• They're going to launch it next month.
Notice that this plan does not have to be for the near future.
• When I retire I'm going to go back to Barbados to live.
• In ten years time, I'm going to be boss of my own successful company.
c- We use 'going to' when we want to make a prediction based on evidence we can see now.
• Look out! That cup is going to fall off.
• Look at those black clouds. It's going to rain soon. We can replace 'going to go' by 'going'.
• I'm going out later.
• She's going to the exhibition tomorrow.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 6
LESSON 13 : WILL - FUTURE
Some people have been taught that 'will' is 'the future' in English. This is not correct. Sometimes when we
talk about the future we cannot use 'will'. Sometimes when we use 'will' we are not talking about the future.
a - We can use 'will' to talk about future events we believe to be certain.
• Next year, I'll be 50.
• That plane will be late. It always is.
Often we add 'perhaps', 'maybe', 'probably', 'possibly' to make the belief less certain.
• I'll probably come back later.
• He'll possibly find out when he sees Jenny. b - We often use 'will' with 'I think' or 'I hope'.
• I think I'll go to bed now.
• I think she'll do well in the job.
c - We use 'will' at the moment we make a new decision or plan. The thought has just come into our head.
• Bye. I'll phone you when I get there.
• I'll go to Issia .
• I won't tell him. I promise.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 7
LESSON 3 : THE USE OF ‘TO BE’ IN SOME EXPRESSIONS IN ENGLISH WHERE FRENCH
LANGUAGE USES ‘TO HAVE’ TO EXPRESS THEM.
ENGLISH FRENCH
To be hungry Avoir faim
To be thirsty Avoir soif
To be right Avoir raison
To be wrong Avoir tort
To be 22 Avoir 22 ans
To be cold Avoir froid
To be hot Avoir chaud
To be ashamed Avoir honte
To be sea sick Avoir mal de mer
To be afraid Avoir peur
To be sleepy Avoir sommeil
To be sick to one’s stomach Avoir mal au ventre
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 8
LESSON 4 : MODAL VERBS
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PRACTICE : Build two sentences with these modals verbs
MUST :…………………………………………………………………………..........................
…………………………………………………………………………...........................
…………………………………………………………………………............................
…………………………………………………………………………............................
………………………………………………………………………….............................
CAN : ………………………………………………………………………….............................
…………………………………………………………………………............................
…………………………………………………………………………............................
………………………………………………………………………….............................
…………………………………………………………………………….........................
HAVE TO :……………………………………………………………………….........................
………………………………………………………………………...........................
………………………………………………………………………............................
………………………………………………………………………............................
………………………………………………………………………............................
SHALL : ………………………………………………………………………...........................
………………………………………………………………………..........................
………………………………………………………………………...........................
………………………………………………………………………............................
………………………………………………………………………............................
MAY : ………………………………………………………………………............................
……………………………………………………………………….............................
……………………………………………………………………….............................
……………………………………………………………………….............................
………………………………………………………………………..............................
LESSON 5 : CONDITIONALS
Zero conditional : Condition + result
USES : facts which are generally true or scientific facts. The condition always has the same result.
First conditional :
If it trains, we will cancel the trip. If you study, you will pass the exam
IF + PRESENT SIMPLE = FUTURE SIMPLE
USES : A possible situation in the future.
Predicting a likely result in the future (if the condition happens)
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 10
Second conditional :
If I won the lottery, I would travel a lot
If they sold their house, they would be rich
Third conditional :
If you had studied , you would have passed the exam. If I hadn’t been sick, I would have gone to your
party
USES : The person is imagining a different past. Imaginary situation that did not happen.
EXERCISE
Build two sentences with each conditional:
1………………………………………………………………………………………………………………
……………………………………………...........................................................2...........................................
............................................................................................................................................................................
............................................................................................................................................................................
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………..……
………………………………………………………………3.………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4……….……………………………………………………………………….………………………………
…………………………………………………………………………….…………………………………
…………………………………………………………….…………………………………………………
……………………………………………..5…………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………........................................................................................................
7..........................................................................................................................................................................
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 11
LESSON 6 : MAKING POLITE REQUESTS IN A TELEPHONE CONVERSATION
Study the following example below carefully and write down the words expressing
politeness. Example 1: Could / May I speak to Mr. Abu, please?
Example 2: Would you put me through to Mr. Kola? Example 3: Can I help you, please?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
Note:
Note: adding ‘please’ make any gggg22222VVV
type of request more polite
Practice: the following are some conversations. Complete the dialogue with: may I- could
I- can I
Note: The caller is speaker B. Do it individually and discuss your answer with your partner.
The conversation N° 1 is an example done to help you.
Conversation 2
Conversation 1
A : Hello !
A : Hello !
B: Hello ,..........................talk to Johnson?
B: Hi this is Bob. Could I speak to Kate?
A: She „s not at home right now................
A: Hang on...
like to leave a message?
B: No, thanks. I‟ll call later.
Conversation 3
Conversation 4
A : Hello !
A: Hello!
B: Hello,..........................speak to Maria?
B: Hello. Is Daniel there?
A: She „s not here right now.
A: Yes, he is.
B: Oh............................I leave a message?
B.................................................to him?
A: Certainly. Just a minute. I have to get a pen.
A: A minute, please. I‟ll get him.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 12
LESSON 7 : MAKING SUGGESTIONS
Practice: Build five sentences expressing suggestion where we must have ‘accepting and
‘refusing’.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 13
LESSON 8 : REPORTED SPEECH OR INDIRECT SPEECH
Here are two sentences, study them. Which one is direct or indirect.
1. "I'm going to the English course"; he said.
2. He said that he was going to the English course.
What changes have occurred?
What is it used for?
It is used to communicate what someone else said. We have three types of changes:
A/ CHANGES OF ADVERBS
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 14
C/ CHANGES OF PRONOUNS
DIRECT SPEECH REPORTED SPEECH
I He/she/
Me Him/her
My His/her
Mine His/her
myself Himself/ herself
We You/ they
Us You/ them
Our Your/ their
Ours Yours/ theirs
You He/ she/ him/ her/ I/ me/ us
Yours His/ hers/mine
Yourself Himself/ herself/
Yourselves themselves
1) You do not need to change the tense if the reporting verb is in the present, or if the original
statement was about something that is still true.
e.g. „Men cannot count the stars‟ Emma says to us. Emma says to us that men cannot count the
stars.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 15
TASK : Report the following statements
1) " Workers reported the hazards to the supervisor" He said.
..............................................................................................................................................................
............................................................................
2)"Most employees will face work place hazards" He told me.
..............................................................................................................................................................
............................................................................
3) " Be safe from the dangers", he ordered us............................................
....................................................................................................................
Finally, pay attention to whether the speech you are reporting uses a modal verb. Will, can, and shall
change to would, could, and should when reported. Will is used to make statements about the future in
English. When reporting this kind of statement, will becomes would. Compare these sentences:
Caty asked, "Can you answer the phone while I'm out?"
-> Caty asked me if I could answer the phone while she was out.
If the modal verb is already in its past form, it does not change when reported.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 16
4 Four
5 Five
6 Six
7 Seven
8 Eight
9 Nine
10 Ten
11 Eleven
12 Twelve
13 Thirteen
14 Fourteen
15 Fifteen
16 Sixteen
17 Seventeen
18 Eighteen
19 Nineteen
20 twenty
Number Word
1,121 a/one thousand one hundred and twenty-one
2,356 two thousand three hundred and fifty-six
9,999 nine thousand nine hundred and ninety-nine
1,000,000 a/one million
1,000,000,00 a/one billion
0
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 17
II– Ordinal numbers
Add th to the cardinal number to form the ordinal number: six sixth Add the last two letters of the
written word to the figure.
Numbers in words: The ordinal numbers 1st first, 2nd second and 3rd third are irregular. Be
careful with the spelling of the words for 5 (fifth), 8 (eighth), 9th (ninth), 12th (twelfth), and the words
th th
ending in Y.
1.2 Decimals
Use the Cardinal number for decimals:
3.8 Three point Eight
4.25 Four point two five
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2 – Roman numbers
Roman numbers are seldom used. They are used for the names of kings and queens. Use the ordinal
number:
You normally split up the year in tens. 1985 is split up in 19 and 85 and you say nineteen eighty-five. From
2000 until 2009 the year is normally not split up.
2000: two thousand
2001: two thousand (and) one
The word is often left out. From 2010 onward the year is split up again. 2010 is split up in 20 and 10 and
you say twenty ten.
3.2 Writing and saying the date in British English Rule: day - month - year
You write: 1st January, 2010
You say: the first of January twenty ten
3.3. Writing and saying the date in American English Rule: month - day - year
You write: January 1st, 2010
You say: January (the) first twenty ten
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 19
LESSON 4: SAYING PHONE NUMBERS
Say the figures one by one but in pairs: 05 23 79 65 (oh five, two three, seven nine, six five)
3.9.1. If the street number has one or two digits, say it as a normal number (3 = three; 22 = twenty-two).
3.9.2. If the street number has three digits, there are three ways to say it:
Possiblity1: digit - digit - digit: 923 = nine - two - three Possiblity2: digit - double-digit: 923 = nine -
twenty-three This pattern is not used if the middle digit is 0:
Possiblity3: If the middle digit is 0, say the number as digit - oh - digit: 903 = nine - oh - three
3.9.3. If the street number has four digits, there are four ways to say it:
Possiblity1: digit - digit - digit - digit: 9234 = nine - two - three - four Possiblity2: double-digit - double-
digit: 9234 = ninety-two - thirty-four This pattern is not used if the third digit is 0:
Possiblity3: If the third digit is 0, one way to say it is digit - digit - oh - digit: 9204 = nine - two - oh - four
If the third digit is 0, the other way to say it is double-digit - oh - digit: 9204 = ninety-two - oh - four
Possiblity4: If the street number has more than four digits, say it as digit - digit - digit - digit - digit (etc.). If
any digit is 0, say it as oh: 14278 = one - four - two - seven - eight
NB: The streets have got odd numbers (e.g 3,5,7) on the left and even numbers (4,6,8) on the right
5 - Percentages
100% a hundred per cent;
½% half a per cent;
0.5% oh point five per cent,
1.234 one point two three Four
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6– Operations and mathematic symbols
6.1 - Operations
Examples
Symbol Name Arithmetic Literary spelling
+ addition sign, plus sign 1+2=3 One plus two is three
- subtraction sign, minus sign 2-1=1 Two minus one is one
x or ⋅ multiplication sign 2x3=6 Two times (multiplied by) three is six
÷ or / division sign 6/3=2 Six divided by three is two
= Equals / is 4+4=8 Four and four equals (is equal to) eight
< less than 2<4 Two is less than four
> greater than 4>2 Four is greater than two
≤ less than or equal to a+2≤b-1 a plus two is less than or equal to b minus one
≥ greater than or equal to b-1≥a+2 b minus one is greater than or equal to a plus two
% Per cent 90% Ninety per cent
π pi Π=3.14 Pi is three point one four
√ square root of 2√4=4 Two square root of four is four
² Squared /'skweəd/ a2 a /ei/ squared
³ Cubed /'kju:bd/ b3 b /bi/ cubed
4 to the fourth; to the power
c4 c to the fourth, c to the power of four
four
5.1 MEASURES
A measure is a particular system used to determine the dimensions (m), area (m 2), volume (m3), or weight
(g) of something. The international conventional measures are: metre (m), gram (g), litre (l).
1.1. Linear measures
The main linear measure is the inch /intʃ/ and mile /mail/
1 inch (in) = 2.54 cm
1 foot (ft) = 12 inches = 30.48 cm
1 mile (mi) = 1760 yards = 1609.344 m/1.609344km
1.2. Measures of Capacity
1.2.1 Capacity
● Liquid measures of capacity: litre/litre (l) (metric) in Britain 1 gill = 0.142 l
1 pint (pt) = 4 gills = 0.568 litres (l) 1 quart (qt) = 2 pints = 1.136 litres
● Apothecaries’ Fluid Measure millilitre/ millilitre (ml) (metric)
Used by pharmacists for measuring medicines
60 minims = 1 fluid dram (GB, US) = 3.552 millilitres (ml)
8 fluid drams = 1 fluid ounce (GB, US) = 2.841 centilitres (cl) 20 fluid ounces = 1 pint (GB, US) = 0.568
litres.
1.2.2 Volume
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The base unit of volume in the International system is the cubic meter. There are 1000 liters per cubic
meter, or 1 liter contains the same volume as a cube with sides of length 10cm. A cube with sides of length
of 1 cm or 1 cm3 contains a volume of 1 milliliter. A liter contains the same volume as 1000 ml or 1000
cm3.
1.4. Temperature
Main measure: Centigrade/Celsius (Celcius, US) (metric)-----------› Fahrenheit (US, UK and Canada).
FAHRENHEI CELSIUS
TF C
Boiling
212° 100°
point
194° 90°
176° 80°
158° 70°
140° 60°
122° 50°
104° 40°
86° 30°
68° 20°
50° 10°
Freezing
32° 0°
point
14° 10°
0° 17.8°
Absolute
zero 459.67° 273.15°
To convert Fahrenheit temperature into Celsius: subtract 32 and multiply by 5/9 (five ninths) To convert
Celsius temperature into Fahrenheit: multiply by 9/5 (nine fifths) and add 32
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1st 1st 1st
Qtr Qtr
The first quarter is students in Mining and Oil Engineering The second quarter is in Civil engineering
The third quarter is in Accountancy The fourth quarter is in technology.
6.2. Graphs
7. Tables
A table is a set of facts or numbers that are arranged in rows and columns on a page. Example:
Number of students
Classes Total
Girls Boys
1ABTS MSP/C 08 43 51
1ABTS GCV/B 12 45 57
1ABTS FCGE/F 33 25 58
2ABTS RIT/O 30 30 60
2ABTS GTH/C 15 20 35
Commentary: In 1ABTS MSP/C girls are less than boys, in 1ABTS FCGE/F girls are more than boys and
in 2ABTS RIT/O the number of girls is equal to that of boys.
1 - Dizaine
1.1 (= 10) ten
1.2 (= environ 10)
Une dizaine : about ten, ten or so
⇒ Une dizaine de jours : about ten days, ten days or so Une bonne dizaine : at least ten
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⇒ Une bonne dizaine de personnes : at least ten people Une petite dizaine : just under ten
Par dizaines / des dizaines (Dozens of)
⇒ Des morts par dizaines : dozens of deaths
2 – Douzaine
a dozen eggs: une douzaine d‟œufs
I bought two dozen: J‟en ai acheté deux douzaines.
3 - Vingtaine
2.1 (= 20) twenty
2.2 (= environ 20)
Une vingtaine : about twenty, twenty or so
⇒ Une vingtaine de jours : about twenty days, twenty days or so Par vingtaines / des vingtaines
(Scores of)
⇒ Parlant à vingtaine de personnes: Speaking to scores of people
Brou is the
John is happier today than he
- y----> -ier et -iest. happiest boy in the
was yesterday.
party.
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–er, -le, or –ow ----> –er Pathways are narrower than This road is the
4 – et –est roads. narrowest in this city.
Italian food is My dog is the
Good/well: better, best
better than American food. best dog in the world.
Indian cooking Of all the students in the
Bad: worse, worst is worse than our country's class, Kanga is the
cooking. worst.
Of all the cities of Côte
Far: farther/further, Daloa is further from Abidjan
d‟Ivoire Ouangolo is
farthest/furthest than Yamoussoukro
the
Irregular adjectives
5 – Millier
4.1 (= 1000) thousand
4.2 (= environ 1000)
Un millier de savons : About one thousand soaps Des milliers personnes : thousands of people
Generality
Comparative and Superlatives are special forms of adjectives used to compare two or many things. They
are:
1 - Comparative
1.1 Comparative of inferiority: less + adj + than (moins +adj+que), ou not so + adj. + as (pas si + adj. +
que)
1.2 Comparative of equality: as + adj. +as (aussi +adj. + que)
1.3 Comparative of superiority: more + adj. + than, ou Adj. –er + than (plus + adj. que)
2 - Superlative
2.1 Superlative of inferiority: the least + adj. + in/of (le moins + adj. + dans/parmi/de)
- Superlative of superiority: the most + adj. + in/of, ou the adj.-est + in/of (le plus + adj. + dans/parmi/de)
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LESSON 9: MAKE vs DO
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PART TWO
TRANSLATION
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TRANSLATION TECHNIQUES
I- TYPES DE TRADUCTION
Il existe deux types de traductions : le thème et la version. Dans le cadre de notre étude de la
langue anglaise, la version consiste à traduire une phrase ou un texte de l’Anglais au Français
et le thème du Français à l’Anglais. Le thème et la version sont donc deux types de traduction
inverses.
Traduction
Langue source Langue cible
A Traduire B
(Equivalents sémantique, stylistique et culturels)
Thème : Français Anglais
(Langue source) (Langue cible)
Comme l‟emprunt, et pourles mêmes raisons, le calque n‟est pas considéré par certains auteurs
comme un véritable procédé de traduction.
La traduction littérale ( literal translation )
La traduction littérale désigne une traduction mot -à- mot aboutissant à un texte à la fois
correct et idiomatique :
What time is it? „Quelle heure est il’?
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Facts are stubborn ‘ Les faits sont têtus’
Elle n’est acceptable que si la langue cible garde la même syntaxe, le même sens et le même
style que la langue source :
He had always dreamed of going to Irland. ‘Il avait toujours rêvé d’aller en Irland’.
Substantif verbe
The assumption is that: „On suppose que...‟
Verbe préposition
Adjectif Substantif
The speculative property boom: La flambée de speculation immobilières
Adjectif adverbe
They have generated sufficient interest : „Ils ont suscité suffisamment d‟intérêt‟
Adverbe Verbe
He nearly got arrested: „Il faillit se faire arrêter‟.
Préposition Relative
The people around him: „Les gens qui l’entourent’.
b-Cas particuliers
Cas particulier 1 : Chassé-croisé
Il consiste à permuter des mots de vocabulaire et à changer leurs catégories. Le chassé – croisé concerne
essentiellement deux domaines d‟expression de déplacement et structures résultatives.
Exemples : He swam accross the river
Cas particulier 2:
a-L’étoffement (expansion)
Il consiste à ajouter les éléments sous-entendus. Il peut s‟agir d‟un verbe ou de certains termes de
liaisons plus fréquents en français qu‟en anglais.
Exemples : According to a report in „European policy‟... Selon un rapport publié dans le„European
policy‟...
The big overseas economies … : Les grandes puissances étrangères To exits : „accès aux sorties‟
b-La modulation
Elle consiste à changer le point de vue pour contourner une difficulté de traduction ou pour faire
apparaitre une façon de voir les choses, propre aux locuteurs de langue d‟arrivée :
Exemple : War is wrenching effects on ordinary lives: Les effets dévastateurs de la guerre sur le
commun des mortels.
John Mayor has promised there will be „no hiding place from the challenge of competition‟: John Mayor
aassuré que le défi de la competition frappera partout.
Who knows? You may be right: Qui sait? Tu n‟as peut-être pas tort. c-La modulation de syntaxe
Elle consiste à changer l‟ordre de mots pour rendre la phase ou la syntaxe plus fluide.
By 2 years, according to the latest Newsweek report, 17% of all the sales will be transacted over the
internet: Selon le dernier rapport source Newsweek, l‟internet verra passer 17% des ventes mondiales,
d‟ici deux ans.
d-l’équivalence
L‟équivalence est un procédé par lequel on rend compte de la même situation que dans l‟original, en ayant
recours à une rédaction entièrement différente :
-Ouch : Aie ! (Ou encore „Ouille‟)
Un proverbe anglais est rendu par le proverbe correspondant en français.
- Birds of feather flock together: Qui se ressembles’assemble
- Too many cooks spoil the broth: Deux patrons font chavirer la barque
Une expression toute faite (ou idiotisme) en anglais est rendue par l‟expression toute faite équivalente en
français. To court disaster (litt. Courtiser la catastrophe) Jouer avec le feu
Idem pour une institution : Hannah goes to grammarschoolnow : Hannah va au lycée maintenant.
The Blue Berets:Les casques bleus.
e-L’adaptation
L‟adaptation tient compte de la différence entre les réalités de chaque société pour exprimer le même effet.
Blend 1 tsp(„teaspoon‟) white truffle past and 15 cc (Cubiccentimeter H) of Brandy: Mélange une cuillère
à café de beurre aux truffes à 15 millitres d‟eau de vie .
L‟adaptation porte ici sur teaspoon( ful), qui devient cuillerée à café et cubiccentimeters, qui devient
„millitres‟ Autre exemple : Bread and butter pudding: Gâteau de riz au caramel.
Conclusion
On entend souvent dire qu‟il n‟ya pas de traduction parfaite. Ce point de vue est même renforcé
par cette expression commune italienne « traduttore- traditore » (traducteur- traite ou traducteur est une
traite). Toutefois une bonne maitrise sémantique, grammaticale et culturelle aussi bien de la langue
source que de la langue cible est de nature à aider le traducteur à rendre presqu’avec exactitude les idées à
traduire.
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PART
THREE
TEXT STUDY
METHODOLOGY AND
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A.TEXT STUDY METHODOLOGY
How to read a text ?
There are two ways of reading a text. There are skimming and scanning.
1. Skimming
It is reading a text quickly in order to find out its main idea. The techniques are :
Look at the title or heading
Study the first paragraph ( introduction to the text)
Study the last paragraph ( conclusion to the text)
Study the topic sentences ( generally the first sentence of each paragraph)
Notice words connected to a particular topic.
Eg 1 : mouse- screen- keyboard- print- printer : the text is about the computer.
Eg 2 : Price- place- promotion- product : the text deals with the marketing mix
2.Scanning
Scanning is reading a text carefully to find out the details , facts. It is carried out through a set work
activities such as :
1. Multiple choice question (MCQ)
2. Matching
3. Gap filling
4. True or false statements
5. Wh- questions
6. Summarizing
7. Yes or no questions
3. Guidelines
When reading a text , whether skimming or scanning :
Keep in mind the context
Don‟t think to know the meaning of all the words
Guess the meaning of unknown words through the context
When answering questions about the text, identify the type of questions. Is it Yes or No question or
wh- questions ?
4. Types of questions
a) Wh-questions
Most Wh-questions begin with a question word + an auxiliary verb + the subject. An auxiliary verb
is a form of BE or HAVE or modal verbs.
Examples : can- should- could … What is Judith doing ?
Where has miss Bamba put the map? When can we eat safely?
NOTE : with the ordinary verbs, we use a form of « do » in the present simple and past. Eg : Where
do people meet ?
How does the radio work, What did they give you ?
b) Yes/ No questions
Yes/ No questions is one that we can answer with yes or no. Eg : A : Do you go to school on
Sundays? B : No.
Don‟t copy the text blindly , try to understand and answer them directly.
Remember that comprehension questions are specific, and to specific questions, specific
answers.
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B. ESSAY WRITING
Writing is a way of communicating with another person (who is your interlocutor). The art of good essay is
to have something to say and express ideas clearly and concisely.
I- What's an ESSAY
1 –Definition
An essay is a short piece of writing that discusses, describes or analyses one topic. It can discuss a subject
directly or indirectly, seriously or humorously. It can also describe personal opinions or just report
information.
2 - Types of essays
There are many different kinds or types of essays. The following are some of the most common one:
- Descriptive essays
- Definition essays
- Compare / contrast essays
- Cause / effect essays
- Narrative essays
- Argumentative essays
- Expository essays
a) Descriptive essay
It provides details about how something looks, tastes, smells, makes one feel or sounds. It can also describe
what something is or how something happened.
b) Compare/contrast essay
The compare / contrast essay discusses similarities and differences between two things, people, concepts,
ideas or ideologies, places, etc. A comparison essay usually discusses the similarities between two things
while the contrast essay discusses the differences.
d) Argumentative essay
An argumentative essay is the one that attempts to persuade the reader to the
writer's point of view. The writer can either be serious or funny but always tries to convince the reader
of the validity of his or her opinions.
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- The conclusion
1) Introduction
It presents a general description of the context of the topic and indicates why the topic is significant. It also
presents the main argument of the topic or gives an
indication of the writer's position. Finally, it gives an indication of the main points to focus on in the rest of
the writing.
The introduction can move from generality (general facts/ observation/ bringing the subject); Topic (stating
the problem) to the plan (main parts of the rest of the
writing)
2) The body
In this part, students should demonstrate their depths of knowledge about the
topic. That's to say analyze the matter with care, to show their understanding of the subject content, use
examples to back up their points. Students should use
appropriate concept and terminology, state concise and relevant arguments. It is
recommended to make a summary sentence at the end of each paragraph to make paragraphs sound
complete. By using authentic facts, proper examples and details, you will make the essay clear and
convincing. Connectors must be used to move from an idea to another.
3) Conclusion
It is the closing paragraph of an essay. It must be shorter than the introduction. In it the students write the
summary of the ideas developed in the body. Each idea is to be summarized within a sentence. After that, if
possible, the student can give his/her viewpoint or suggest another debate.
1- Generating ideas: keep a sheet of paper at hand to jot down your own ideas as they come to your
mind. 2- Organizing your ideas: select the most useful relevant information you have accumulated.
4- Revising and rewriting : as you read through your essay, ask yourself the following questions
- Are all the paragraphs related to the main topic ?
- Is there a smooth transition from one paragraph to the next?
- Have I answered all the sections of the questions ?
5- Proofreading: it consists in reading again your essay in order to self-correct errors and probable
mistakes as far as vocabulary, grammar, spelling and punctuations are concerned.
Conclusion
Writing an essay is a very complex activity that should be well-organized and informative. A solid
structure or plan is the key to successful essays. Students should revise vocabulary and grammar in order to
make themselves understood.
NB: Long sentences create misunderstandings. Avoid creating words or using French in your essays
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IV- Analysis of a piece of writing
Topic :
Tas A : Matching
The following writing is the production of two students from IESO; match it with the phrases in the box.
We notice a rapid evolution of corruption in the whole Africa, and namely in our country. Many alibis are give
1- …………………
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Task B : Matching
Here is the writing's introduction. Read the methodology about it and match its sentences to the right
features. N°3 is an example.
We notice a rapid evolution of corruption in the whole Africa, and namely in our country (1). Many alibis
……………………………………………………………….
Some argurments ……………………………………………………………….
……………………………………………………………….
…………………………………………………………………
Summary Sentences …………………………………………………………………
…………………………………………………………………
…………………………………………………………………
Terminologies …………………………………………………………………
…………………………………………………………………
…………………………………………………………………
Details …………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
Examples
…………………………………………………………………
…………………………………………………………………
Some connectors …………………………………………………………………
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Task D: Matching
Read the conclusion of the writing and fill in the table with the right information from it.
Writing features Information from the writing
…………………………………………………………
Summary of the essay …………………………………………………………
…………………………………………………………
…………………………………………………………
The student's position …………………………………………………………
…………………………………………………………
…………………………………………………………
Suggested debate …………………………………………………………
…………………………………………………………
Task E: Practice
Choose one of the topics and write a short paragraph about it following the writing guidelines above.
1 - We should recreate a society in which women are regarded as equals and not playing second fiddle to
men'
Is this equality possible in the world of economy and finance? Why or why not? (BTS 2013)
2 - The former ADB president Babacar N'Diaye challenges African leaders to show some morality and
spirituality, not religion and to stop enriching themselves at the expense of their people. What does this
assertion mean? What is your opinion about it ?.(BTS 2015)
3 - Do you agree with Kofi Anan that: good governance is perhaps the single most important
factor in eradicating poverty and promoting development? Justify your opinion (12 lines) (BTS 2016)
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PART FOUR
TEXTS STUDY AND TASKS
(Full activities)
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TEXT 1: Means of payment
A payment is the trade of value from one party (such as a person or company) to
another for goods, or services, or to fulfill a legal obligation.
Payment can take a variety of forms. Barter, the exchange of one good or service for
another, is a form of payment. The most common means of payment involve use of money,
cheque,
or debit, credit or bank transfers. Payments may also take complicated forms, such as stock
issues or the transfer of anything of value or benefit to the parties. In US law, the payer is
the party making a payment while the payee is the party receiving the payment. In trade,
payments are frequently preceded by an invoice or bill.
In general, the payee is at liberty to determine what method of payment he or she will
accept; though normally laws require the payer to accept the country's legal tender up to a
prescribed limit. Payment is most commonly effected in the local currency of the payee,
unless if the parties agree otherwise. Payment in another currency involves an
additional foreign exchange transaction. The payee may compromise on a debt, i.e., accept
a part payment in full settlement of a debtor's obligation, or may offer a discount, for
example, for payment in cash, or for prompt payment, etc. On the other hand, the payee
may impose a surcharge, for example, as a late payment fee, or for use of a certain credit
card, etc.
The acceptance of a payment by the payee extinguishes a debt or other
obligation. A creditor cannot unreasonably refuse to accept a payment, but payment can be
refused in some circumstances, for example, on a Sunday or outside banking hours. A
payee is usually obligated to acknowledge payment by producing a receipt to the payer. A
receipt maybe an endorsement on an account as "paid in full". The giving of a guarantee or
other security for a debt does not constitute a payment.
https://en.wikipedia.org/wiki/Payment
Activity 1 : Skimming
Read the text quickly and choose the option (a-b-c-d) that best completes the statements below . The
text is about :
a) mobile money payment
b) electronic payment
c) foreign transactions
d) different means of payment
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Meaning words from the text
1) Trade of value from one party to another for goods to fulfill legal obligation (L1) payment.
2) The exchange of one goods or services for another (L 3)……………………….....
3) Medium (L4) ;…………………………………………………………...................
4) Financial institution (L5) ;………………………………………………................
5) Advantage (L7) ;…………………………………………………………...............
6) A document that lists goods that have been supplied (L9) ;…………………..........
7) Money used by a particular country (L13) ;…………………………………...........
8) Abroad (L14) ;………………………………………………………………………
9) Liquidity (17) ;………………………………………………………………………
10) People who you owe money to (L21) ;……………………………………………
11) A piece of paper that you get in a shop when you buy something /Sales slip (24)
……....................................................................................................................
Activity 3 : Comprehension
Read the text again and give short answers to the following questions.
1) What is a payment ?
2) What are the different forms of payment mentioned in the text ?
3) Can payment take complex forms ?
4) In the US law what is the payee and payer ?
5) What kind of thing is required after payment has been done in trade ?
6) Who is payment commonly done ?
7) What situation leads the creditor to refuse payment?
c) Prepositions of time
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In+ month / year Eg : In December / In 2018 At+ time / Moment
Eg : at 8 :00 clock/ at night
On + Day / date
Eg : on Monday / on 3rd December.
Task
Rewrite the sentences below starting with the underlined words.
1) The accountant paid the salaries.
…………………………………………………………………………………………
2) The Bank gave loans to the company.
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…………………………………………………………………………………………
3) My friend lent me some money yesterday.
…………………………………………………………………………………………
As a worker in a company write a paragraph to tell your American friend the means of payment
which is seen to you the most effective.
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Text 2: Accounting principles
Brainstorming
Look at these pictures and answer the questions
1) Can you see any office equipment in this picture? Name them..
2) According to you, who can use this office equipment?
3) In which field of activity do these people work?
Accounting or accountancy is a system of rules and procedures used for recording and
reporting financial information. Accounting plays a very important role in the public and
private enterprise system because its function is to keep track of financial information and
to report on profits and losses.
The accounting workers who keep records and prepare reports need rules to follow. These
rules or principles guide how accounting information is recorded and reported. Three
specific principles followed in accounting are the exchange principle, the revenue
principle and the matching principle.
In reference to exchange principle accounting workers are responsible for recording
business transactions on a day-to-day basis. The actual goods and services exchanged for
currencies is the basis for reporting financial information.
Revenue is what a business earns from the sale of goods and services. For accounting
purposes, revenue is recognized and recorded on the date of the sale even if cash has not
been received on that date.
Business must spend money to produce goods or provide services and to pay the costs of
operating the business, for example, telephone bills and rent. The cost of operating a
business is expenses. In accounting, expenses are always compared or matched to revenue
for the same period. Matching expenses to revenue provides information on the cost
expenses of producing revenue for the period. This is related to the matching principle.
Activity 1: Skimming
Read the text and choose the best alternative to complete these sentences.
The text is about : ………………………………………………………………...
a) The main principles in business c) the work of accountants
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b) The financial information report d) the main principles in accounting
Activity 2 : Word study
Read the text and find in it words or groups of words meaning. N°
:…………………………..(line2)
1- Series of actions done to
accomplish something :……………………………..(line7)
2- Be continuously informed :……………………………..(line8)
about(something) 3- Money not gained or
earned :……………………………..(line10)
4- Written financial information :……………………………..(line21)
5- Money in the form of coins and banknotes
6- Ruling or functioning :……………………………..(line24)
7- Written documents of charges to be paid :……………………………..(line24)
8- Money paid periodically to the owner of
a property(land, house, machinery) :……………………………..(line24)
9- Money spent when doing a job :……………………………..(line25)
Activity 3 : Comprehension
A) Questions and answers
Read the text once more and answer these questions:
1) What is accounting ?.........................................................................
2) Why is accounting so important to companies?
…………………………………………………………………………………
3) Point out the basic or specific principles in accounting.
………………………………………………………………………………………………
………………………………………………………………….
4) What does an accountant’s job consist in ?
……………………………………………………………………………………………
……………………………………………………………………………………………
What is reporting financial information based on ?
………………………………………………………………………………………………
…………………………………………………………………
5) What is revenue ?
………………………………………………………………………………………………
………………………………………………………………………………………………
When is revenue recognized in accounting?
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………………………………………………………………………………………………
…………………………………………………………………...............................................
Activity 4 : Skill Focus : Reading
Here are the descriptions of four (4) basic principles of accounting. Match each principle
to its description.
The Going concern principle – The prudence principle – The Matching
principle – the Consistency principle
Activity 5 : Translation
Translate this passage into French
From „Accounting or accountancy… „down to „…… information is recorded reported.‟
………………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………………………
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Activity 6 : Production
Mr. Biner, a Nigerian businessman whose company is doing badly because of the
inefficiency of the accounting department. As an expert what type of advice could you
provide to the members of the accounting staff?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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Text 4 : Finding Customers.
Brainstorming
1- What does this picture suggest?
2- Do you think that woman is satisfied?
3- Is it easy to convince people in buying new articles? 4- What do you call technique?
Activity 1: Skimming
Read text quickly, circle the letter of the option that best completes the statement below.
The text is about: …………………………………………………………………
a- Market opportunities for companies. c- the stratification of customers.
b- The companies‟ interests in customers. d- the practical techniques to win clients.
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are offered. You could either plan to track all the customers down yourself or sell your
product/ service indirectly.
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The advantage of selling directly is that you do not have to pass any of the profit on.
However, it does mean that you are likely to reach fewer prospective customers, so you
might want to consider letting someone else have the pleasure of tracking down
customers on your behalf – you may well be able to make a good living selling more
with a lower margin.
Adapted from www.marketingfile.com
CROSS
1- Very rich (ℓ11):……………………………….
Too curious about otherpeople‟s affairs (ℓ13)
……………………………………………… DOWN
a- (ℓ14)
tice or announcement (posters or in media) to promote advertises something. Clients (ℓ3)……………………….
…………………………………………………… b- Probable, possible (ℓ6)…….........................
Market for a particular manufacturer that sells produced good (ℓ18) A result aimed at; a goal. (ℓ21)…………….
……………………………………… 5- A building used as a place of business. Industrial equipment (ℓ22)………………..
(ℓ24)
……………………………………… 6- Potential (ℓ29): The……………………………….
movable items in a room or office (chairs, desks, or cabinets) (ℓ23
Ways that lead to a particular place (ℓ25) Routes
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B – Complete the passage below using some words studied in the activity above. N°7 is in
example.
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Activity 3: Comprehension
Read the text and find in it the answers of the question that follow. 1- Why is it compulsory
for companies to find clients?
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2- How can a sales manager find a customer easily?
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3- What are the pieces of information do you have to know when you are selling to
businesses?
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……………………………………………… 4- What does IT stand for?
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a manager need to understand his customers? Justify.
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……………………………………………… 6 – Point out an advantage of direct selling?
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7 – Is there any disadvantage of indirect selling? Which one?
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ACTIVITY 4: Translation
A – Translate this passage into French
From „Finding customers is of interest‟ ………..down to.............„Wealthy, middle-class.
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……………………………………………………………………………………. B –
Translate the passage below into English.
Le client est roi. Cet adage prend tout son sens lorsqu’on voit les efforts que les entreprises
déploient pour convaincre les individus à l’achat de leurs produits. Des pancartes
publicitaires, des prospectus, les essais jusqu’aux échantillons gratuits, toutes ces
techniques de vente ont un objectif commun : attirer l’attention du client en vue d’assurer la
survie de l’entreprise. Car sans de nouveaux clients, c’est la stagnation, et gagner beaucoup
de nouveaux est synonyme de vitalité.
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ACTIVITY 6 : Production
Many sales agents are aware that finding new customers is easier than retaining them.
Do you share this position? Why or why not?
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Text 5: Job advertisement
Brainstorming
1. What is this public notice?
2. When do the company publish it?
3. What do you call people who may be interested in this notice?
ACTIVITY 1: Skimming
Read the text quickly and complete the statement below.
This passage is about...............................................................................................
although the principles apply to other media and methods. The information must be communicated
effectively one way or another to the target audience. Job adverts and recruitment processes should
follow the classical AIDA selling format: Attention - Interest - Desire - Action. This means that good job
advertisements must first attract attention (from appropriate job-seekers); attract relevant interest (by
establishing relevance in the minds of the ideal candidates); create desire (to pursue what looks like a
great opportunity), and finally provide a clear instruction for the next action or response. Job adverts
written by people who fail to follow these vital principles will fail to attract job applicants of quality in
quantity.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 54
ACTIVITY 2 : Word study
Read the text and find in it words whose synonyms or definitions are given. N°9 is an
example
1. objective.......................................................................................................(L4)
2. pertinent, significant.....................................................................................(L6)
3. response........................................................................................................(L7)
4. presentation..................................................................................................(L9)
5. transmitting..................................................................................................(L9)
ACTIVITY3: Comprehension
3 - What could happen to the ones who do not follow the job advert rules?
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EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 55
ACTIVITY 5 : Skill Focus 2 : Best job interviewing tips for job-seekers
A Job interview is a meeting during which somebody who offers a job (employer)asks
questions to another one who is looking for a job (applicant). Its planning may vary from
one company to another; still it has the same objectives. That's why the attitudes to adopt
are globally similar. Here are the descriptions of the most common ones. But, bear in
mind that succeeding in job interviews takes research, practice and persistence.
A - Study the comments below, then match them to the tips they correspond to.
1 - Success in a job interview 2 - For that, your contact 3- Dress yourself to appear professio
starts with a solid foundation of person at the organization, if
knowledge on the job-seeker's you have any will be helpful
part. You should also know your .He could figure you out the
responsibilities. type of interview to expect
7- Detrimental
6 - Once the interview starts, the key to success forms
is the quality andofdelivery
body language: slouching,Your
of your responses. looking
goal should alway
off the distance, playing with pen, fidgeting in chair,
brushing back hair, touching face, chewing gum,
mumbling. Conversely smiling, eye contact, solid posture,
active listener nodding are effective forms of body
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 56
Dress for Success
2 ..............................................................................................................................
3 ..............................................................................................................................
4 ..............................................................................................................................
5 ..............................................................................................................................
6 ..............................................................................................................................
7 ..............................................................................................................................
8..............................................................................................................................
9..............................................................................................................................
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 57
C- Interviewing
After sending her CV, Miss Kate Maxwell (KM) is being interviewing for a position by Mr. Smith
Small (SS) the Personnel Manager of a Nigerian Company. Take some information from Kate's
CV above to complete their conversation meaningfully.
KM: Good morning, Mr. Smith. I've come about the interview
SS : .........................................................................................................
(Responds, gives her a seat.)
KM: On foot, I'm not living far from here.
SS: Now, let's talk about your civil status. How old are you?
KM : .......................................................................................................
(gives her age.)
KM : .......................................................................................................
(Gives her marital status.)
SS: Right! Have you already worked as a Business Manager somewhere?
KM : .......................................................................................................
.................................................................................................................
(Says no and mentions her former jobs.)
SS : Ok! Can we come back to your qualifications? Tell me, apart from your diploma In Business
Management, what other diploma did you get?
KM : .......................................................................................................
.................................................................................................................
(Talks about her other qualifications.)
KM : .......................................................................................................
.................................................................................................................
(Gives her references.) SS: Thank you for coming. Let's keep in
touch.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 58
TEXT 1 :TRANSPORT AND TOURISM
BRAINSTORMING ACTIVITY
SKIMMING ACTIVITY: Read the text and choose the correct answer to the following questions 1 –
What is the title that best summarizes the text?
a – The text is about tourism and sea transport b – The text is about tourism and air transport
c – The text is about tourism and railway transport d – The text is about tourism and transport
2 – Say which paragraphs of the text develop the ideas below. Indicate the paragraph like this: a – P 2
TEXT1:
Travel and Transportation may be argued without considering tourism; however, the converse cannot
happen as tourism can’t prosper devoid of travel and transportation. Transportation takes central position
in tourism industry. Tourism wholly depends on transport but reverse at times might not be true. It is
mainly because of the development of transportation system that has resulted to a major expansion in
tourism Industry.5
Tourism sector is one of the main important sectors of the economy. Many countries take advantage of
covering the budget deficit with the help of profits coming from tourism. That is why tourism sometimes is
called a factory without chimney. But tourism has its own unique features that differentiate this sector from
the others. Like in the other service industries, in tourism the customers, that is, the tourists come to
the destination where the tourism services are provided. As a matter of fact it is difficult to think of
10 tourism sector without transportation. Transportation is the main means to carry passengers, that is, the
tourists to the actual site where tourism services are performed.
The people have been using transportation in order to travel from one place to another since ancient
times. At that time simple transportation forms existed. But in the 19th century the steam power engines,
and lately diesel powered engines were invented, as a matter of fact the inventions changed the
15transportation notion. The speed became one of the most important factors in transportation. In 1841
Thomas Cook realized the first organized travel using train with steam power engine. From that
timetransportation became inseparable part of tourism. Transportation in its simple meaning is to carry
passengers from one point to another. When transportation is considered from tourism frame, it simply
refers to carrying tourists from their place of living to the place where the touristic products are
20introduced to them. The travel and tourism experience of tourists and the ideas about tourism
products start and end with transportation. That is why it is impossible to consider tourism without
transportation.
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 59
The development of transportation, transportation vehicles, infrastructure and using new technologies in
this sector speed up the development of tourism.
SCANNING ACTIVITIES
WORD STUDY: Read the text and find the words whose definitions are below:
–Entirely (L3)
STATEMENT ANALYSIS: Write true (T) or false (F) for the statements below: 1 – Travel and tourism
mean the same thing
5 – In tourism, the clients go to the product contrarily to other businesses 6 – Inventions of the 19th century
didn’t change transport
EKRA PAUL HENRI / Support de cours BTS 2 / ESMIT 2022-2023 /MISTER B’SON Page 60
LESSON2: WRITING PRACTICE
DBATE: Terrorism: problems and solutions for a good development of tourism in the world.
A - Translate the first paragraph of the text into French. B – Translate into English
Les touristes se déplacent vers une destination, la visitent et en reviennent en utilisant les moyens de
transport à leur disposition. Les modalités de ces déplacements peuvent varier quasiment à l’infini, mais
le transport est toujours une partie intégrale et un élément clé de l’expérience touristique. Il représente très
souvent la principale dépense qu’auront à effectuer les touristes et il est même parfois au cœur de
l’expérience touristique (ex. : croisière, cyclotourisme). Les touristes s’attendent évidemment à un
transport sécuritaire, abordable, fiable, efficace et, de plus en plus, un transport dont l’empreinte
écologique est limitée. Si l’une ou l’autre de ces facettes du transport les déçoit, cela risque d’affecter la
perception globale de leur voyage.
HOMEWORK 2:
A - Translate the second paragraph of the text into French. B – Translate into English
Le désir de mobilité est présent chez l’humain depuis des temps immémoriaux, mais l’évolution des
moyens de transport a complètement changé la nature même de nos déplacements et, en conséquence, des
voyages touristiques. On peut ainsi relier les grandes transformations dans le tourisme depuis le début du
XIXe siècle à l’évolution de la technologie des transports. Le phénomène de globalisation du tourisme,
qui s’est accéléré au cours des 20 dernières années, repose sur des réseaux de transport mondiaux de plus
en plus intégrés. Finalement, si on regarde vers l’avenir, les menaces les plus sérieuses au développement
du tourisme dans les prochaines décennies seront reliées aux changements climatiques et à la hausse
prévisible du prix de l’énergie, deux questions intimement liées au transport.
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TEXT2: TOURISM AND CULTURE
BRAINSTORMING ACTIVITY:
SKIMMING ACTIVITY: Read the text and choose the correct answer to the following questions1
– What is the title that best summarizes the text?
c – The text is about tourism and culture d – The text is about transport and tourism
2 – Say which paragraphs of the text develop the ideas below. Indicate the paragraph like this: c – P 1
a) To satisfy the customers‟ needs, the tourism industry must take their culture into account.
b) Customers are made loyal by the knowledge of their cultural background.
c) Our behavior being determined by culture, our needs also depend on our culture.
TEXT 2:
Culture relates to the norms, values and beliefs that influence and shape individuals, businesses and
destinations. It is a strong determinant of behavior.
Culture influences every aspect of our lives and often people are unaware of why they do and see things
in a particular way. Only when we step outside our cultural boundaries can we see how our actions are
5
determined by the culture in which we live. 5
One of the biggest problems in the customer service exchange within the tourism industry is the common
assumption that everyone has the same needs, expectations and behavioral patterns, when in fact the
actions and reactions of people are a result of their cultural conditioning and therefore may differ.
„Tourism service encounters take place in the context of a tourism culture which is formed by four
components: the national/regional settings of the tourist and the host region, the tourists‟ various 10
subcultures and the organizational culture of tourism enterprises in the tourism receiving region‟.
1
It is therefore important for tourism businesses to identify the specific cultural components relevant to their 0
organization, their market and their product/service offering. And to ensure that adaptations are made to
enhance the customer experience and ultimately assure customer satisfaction and loyalty.
Undoubtedly the tourism industry and culture are inextricably linked in that it is often the search for a
15
cultural exchange that is an inherent part of the motivation for the tourist to travel. As already illustrated, to
meet expectations there is a need for cultural awareness, both on the part of the individuals travelling and,
equally importantly, tourism businesses. The first step to meeting customer expectations is to ascertain and
understand them. Understanding the needs and expectations of the consumer and designing
products and services to meet these is a relatively straightforward concept, but it is also vital to consider
20
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the factors of cultural background and conditioning.
Customer loyalty is often affected by the perception of the level of service provision. It is this perception
that will ultimately affect their repeat purchase decisions. Service quality perception and satisfaction is
affected by a person’s cultural background.
In order to enhance service provision and ultimately attract and retain loyal customers, tourism businesses
25 should be aware of important cultural characteristics, including values, attitudes, language, etiquette,
SCANNING ACTIVITIES
WORD STUDY: Read the text and find the words whose definitions are below:
1 - Unconscious (L3)
2 – Models or particular ways (L7) _
3 – Parts (L10)
4 - Improve the quality (L14)
5 – Without any doubt (L15)
6 – Unable to be separated from (L15)
7 – Certify (L19)
8 – Easy to understand (L20)
9 – Capacity of being faithful, loyal (L22)
STATEMENT ANALYSIS: Write true (T) or false (F) for the statements below: 1 – Culture refers to a
set of norms, values and beliefs
2 – We all have the same needs because of our culture 3 – Tourism culture is composed of
three elements
4 – Tourism businesses must take their customers‟ culture into account to offer services 5 – The
search for a cultural exchange is what motivates a tourist to travel _
6 – The first step to meeting customer expectations is to ascertain and understand them. 7
– The perception of the level of service provision by a customer makes him disloyal 8–
Values, customs and manners are the things tourism businesses must be aware of
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7 - What is needed to meet customer expectations?8
– Define customer loyalty
HOMEWORK 1:
A - Translate the first paragraph of the text into French. B – Translate into English
Le lien de plus en plus étroit entre culture et tourisme est renforcé par un certain nombre de facteurs. Du
côté de la demande :
1 – L’intérêt croissant pour la culture, notamment en temps que source d’identité et de différentiation
face à la mondialisation.
HOMEWORK 2:
A - Translate the second paragraph of the text into French. B – Translate into English
Le tourisme culturel est particulièrement attractif car il peut avoir toutes sortes d’avantages pour les
populations locales. Selon le National Trust for Historic Preservation aux États-Unis, il peut notamment
avoir les retombées suivantes: créer des emplois et des entreprises, augmenter les recettes fiscales,
diversifier l’économie locale, susciter des occasions de partenariat, attirer des visiteurs s’intéressant à
l’histoire et à la préservation du patrimoine, augmenter les recettes engendrées par l’attrait historique,
assurer la préservation des traditions et de la culture locale, engendrer des investissements locaux dans les
ressources historiques, susciter la fierté de la collectivité vis-à-vis de son patrimoine, mieux faire connaître
l’importance du site ou de la région.
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