HND Year 2 Common Texts

PART ONE
GENERAL
KNOWLEDGE
(GRAMMAR POINTS)
FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 1

B’SON
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 clashes her mother
*VERBS ENDING BY ‘y’

Here, we have two cases :
-when a vowel comes before the „y‟, we put „’s’ in present simple, affirmative form and third person of
singular( he/ she / it ).
Eg : M’BAPPE plays football well.
-When a consonant comes before the ‘y’, we turn the ‘y’ into ‘ies’ in present simple, affirmative form and
third person of singular ( he/ she / it ).
Eg : Minata cries a lot because she is hungry.
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.
We often use short forms:

do not = don’t
does not =
doesn’t
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
B.2. INTERROGATIVE FORM

To create a wh-question, start with the wh-word, then add do or does, then the subject (a person or thing that does
the action), followed by the base form of the verb and only then add the rest of the sentence.
Pattern of interrogative form : AUXI+S+V+O+ ?
Eg : When do you want to meet me?
Does ZADI IRIS speak english ?
B.3. INTERRO NEGATIVE FORM

Here we combine interrogative and negative form and we contract the auxiliary.
We use the auxiliary ‘DO’ when we don‟t have verbe „TO BE‟ in the sentence. „does not’ =doesn’t
(he/she/it) or do not = don’t (I/we/you/they) in present tense.
Pattern of interro negative form : CONTRACTED AUXI+S+V+O+ ?
Eg : Doesn’t YEO RAISSA wear a new skirt ?
NB : In past simple or preterit we turn ‘DO’ or ‘DOES’ into ‘DID’
It is only in present simple and past simple or preterit that we use „DO’ when the verb is not „BE’
B’SON
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.
LESSON 3: PRESENT PROGRESSIVE AND PRESENT PERFECT
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…..).
LESSON 4 : PRESENT CONTINUOUS

The present continuous is used to talk about present situations which we see as short-term or temporary.
a - The action is taking place at the time of speaking.
• It's raining.
• Who is Kate talking to on the phone?
b - The action is true at the present time but we don't think it will be true in the long term.
• I'm looking for a new apartment.
• He's thinking about leaving his job.
c - The action is at a definite point in the future and it has already been arranged.
• I’m meeting her at 6.30.

B’SON
• They aren’t arriving until Tuesday.
LESSON 5 : PRESENT SIMPLE

We use the present simple to talk 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.

B’SON
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.

B’SON
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.

B’SON
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.
CHAPTER TWO : LA TRADUCTION DE ‘ON’ ET ‘IL Y A’ EN ANGLAIS
LESSON 1 : TRADUCTION DE ‘ON’

Pour traduire "ON" en anglais, on utilise :
They , we .
"ON" = tout un groupe, we , they selon le sens ou people. We (simplement si on peut dire « nous » en français)
We people drink a lot of milk in England . On boit beaucoup de lait en Angleterre.
LESSON 2 : LA TRADUCTION DE "IL Y A"
Pour traduire "il y a"en anglais, on utilise :
 There is + singular nouns
 There are + plural nouns
Examples :
There is a mango on the table.
There are many pens in my bag.

B’SON
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

B’SON
LESSON 4 : MODAL VERBS

B’SON
PRACTICE : Build two sentences with these modals verbs
MUST :…………………………………………………………………………..........................
…………………………………………………………………………...........................
…………………………………………………………………………............................
…………………………………………………………………………............................
………………………………………………………………………….............................
CAN : ………………………………………………………………………….............................
…………………………………………………………………………............................
…………………………………………………………………………............................
………………………………………………………………………….............................
…………………………………………………………………………….........................
HAVE TO :……………………………………………………………………….........................
………………………………………………………………………...........................
………………………………………………………………………............................
………………………………………………………………………............................
………………………………………………………………………............................
SHALL : ………………………………………………………………………...........................
………………………………………………………………………..........................
………………………………………………………………………...........................
………………………………………………………………………............................
………………………………………………………………………............................
MAY : ………………………………………………………………………............................
……………………………………………………………………….............................
……………………………………………………………………….............................
……………………………………………………………………….............................
………………………………………………………………………..............................
LESSON 5 : CONDITIONALS
Zero conditional : Condition + result
Present simple + present simple

If you stand in the rain , you get wet.
If you heat ice, it melts
USES : facts which are generally true or scientific facts.

The condition always has the same result.
First conditional :
If it rains, 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)

B’SON
Second conditional :
If I won the lottery, I would travel a lot
If they sold their house, they would be rich
IF +PAST SIMPLE = PRESENT CONDITIONAL

USES :Hyothetical or unlikely situations.
Unreal or improbable situation now or in the future.
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
IF +PAST PERFECT = PAST CONDITIONAL
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.....................................................................................................................................................................................
............................................................................................................................... ....................................................

B’SON
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.

B’SON
LESSON 7 : MAKING SUGGESTIONS
Practice: Build five sentences expressing suggestion where we must have ‘accepting and
‘refusing’.

B’SON
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
DIRECT SPEECH REPORTED SPEECH

Now Then, at that moment
Just then
Today That day
Yesterday The day before, the previous day
Last (night, day; week, month...) The night before, the previous night...
Tomorrow The next day/ the following day
Next( day, week, month...) The next( day,week,month/the following
day, week, month)
Here There
Ago before
Hence thence
B/ CHANGES OF TENSES
Present simple Past simple
Present continuous Past continuous
Present Perfect Past Perfect
Past Simple Past Perfect
Present Perfect Continuous Past Perfect Continuous
Future Present Conditional
Future Continuous Conditional Continuous
Future Perfect Conditional Perfect
Imperative Infinitive

B’SON
C/ CHANGES OF PRONOUNS
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.
2) IF / WHETHER is used after the reporting verb.

Changes in tenses, pronouns, demonstratives, adverbs of place and time.
e. Reporting verbs: ASK, ENQUIRE, WONDER, WANT TO KNOW,…
Ex.: “Did you speak to John last night?” she asked.
She asked if / whether I had spoken to John the night before.
“Are you working these days?” He enquired.
He enquired if / whether I was working those days.
3)IN WH-QUESTONS:
Same changes as in yes/no questions but with the question word used in the question. ( We need to report
them
) Ex.: “Who did you speak to last night?” she asked.
She asked who I had spoken to the night before.
“Where are you working these days?” he asked.
He wondered where she was working those days.
“Who told you this story?” he asked.
He asked who had told us that story.

B’SON
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............................................
....................................................................................................................
4) Reporting speech with modals
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:
Kelly said, "I will pick up the sandwiches."

-> Kelly said she would pick up the sandwiches.
Modal verbs may appear in questions, as well:
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.
George stated, "I would not do that."

-> George said he would not do that.
CHAPTER THREE: NUMBERS, WEIGHTS, AND MEASURES

LESSON 1: CARDINAL AND ORDINAL NUMBERS IN
ENGLISH
I - Cardinal numbers
A number is a mathematical object used to calculate, count and measure. It is composed of digits. E.g.: 10 (two
digits: 1 and 0). A number may be written either in numerals/ figures or in words. E.g.:10: ten.
1.1 - Numbers from 0 to 20
NUMBERS IN FIGURES NUMBERS IN WORDS

Oh (telephone); zero (measures);
0 nought (Brish English); nil (result
in sport); love (in tennis)
1 One
2 Two
3 Three

B’SON
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
1.2 - Numbers bigger than 20

Use a hyphen between compound numbers
Number Word
21 Twenty-one
55 Fifty-five
99 Ninety-nine
1.3 - Numbers bigger than 100

Use a hyphen between compound numbers and the and. Use either the definite article a or one for 100
Number Word
121 a/one hundred and twenty-one
356 three hundred and fifty-six
999 nine hundred and ninety-nine
1.4 - Numbers bigger than 1,000

Use a hyphen between compound numbers and the and. Use either the definite article a or one for 1,000. Then
separate three digits with a comma 5,000.
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
1,000,000,000 a/one billion

B’SON
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
th th th th
with the spelling of the words for 5 (fifth), 8 (eighth), 9 (ninth), 12 (twelfth), and the words ending in Y.
Cardinal numbers Ordinal numbers

1 One 1st First
2 Two 2 nd Second
3 Three 3 rd Third
4 Four 4th Fourth
5 Five 5 th Fifth
6 Six 6 th Sixth
7 Seven 7 th Seventh
8 Eight 8 th Eighth
9 Nine 9 th Ninth
12 Twelve 12 th Twelfth
20 Twenty 20 th Twentieth
21st twenty-first
22nd twenty-second
23rd twenty-third
24th twenty-fourth
25th twenty-fifth
26th twenty-sixth
27th twenty-seventh
28th twenty-eighth
29th twenty-ninth
30th Thirtieth
31st thirty-first
LESSON 2: USES OF NUMBERS

I– Fractions and decimals
1.1 Fractions
Use the Ordinal number for the denominator:
1/3 one Third

3/5 three fifths
Exceptions:
½ One half
¼ One quarter
In statistics: 1/5: one of five / one out of five
1/2: one of two
3/3: three of three (the whole)
Example: one of two (1/2) patients suffers from malaria.
1.2 Decimals
Use the Cardinal number for decimals:
3.8 Three point Eight
4.25 Four point two five

B’SON
2 – Roman numbers
Roman numbers are seldom used. They are used for the names of kings and queens. Use the ordinal number:
Elisabeth II Elisabeth the Second

Louis XIV Louis the Fourteenth
LESSON 3: THE DATE IN ENGLISH

3.1 Generality
You write You say
1900 nineteen hundred
nineteen hundred (and) one
1901
nineteen oh-one
1995 nineteen ninety-five
two thousand
2000 twenty hundred
two thousand (and) two
2002
twenty oh-two
two thousand (and) ten
2010
twenty ten
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
3.4. Sample sentences and the correct prepositions:
- I was born in 1999. (Use in with the year).

- I was born in August. (Use in with the month)
- I was born on 12th May, 2000. (Use on/ in the complete date.)
3.5. Abbreviations BC, AD, BCE, CE
Sometimes BC or AD is added after the year

Example:
1060 BC (ten sixty Before Christ)
1060 AD (ten sixty Anno Domini) - This is Latin for in the year of the Lord.
The abbreviations BCE or CE are becoming more and more common today.
1060 BCE (ten sixty Before the Common/Current/Christian Era)
1060 BCE (ten sixty Common/Current/Christian Era)
1060 BC = 1060 BCE
1060 AD = 1060 CE

B’SON
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)
4.1 - Saying floor numbers

There are two major schemes in use across the world:
- In one system, used in the majority of European countries, the ground floor is the floor literally at ground level,
usually having no number, and identified sometimes as "G" or "0". The next floor up is assigned the number 1
and is the first floor, and so on.
- The other system used primarily in the United States and Canada, counts the bottom floor as the first floor, the
next floor up as the second floor, and so on. In Norway this is also the standard
4.2 - Saying hotel room numbers

- 12 is read room one two and means first floor room two
- 612 is read room six twelve and means sixth floor room twelve
4.3 - saying street numbers

In American English, there are several ways to say street numbers.
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
Possiblity 4: 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
4.4 – Saying the time

6.00 am: six o’clock am /ei em/.
6.10 am: ten (minutes) past six am (British); (US)/ six ten.
7.15 pm: fifteen past seven pm, quarter past seven pm.
10.30 am: thirty past ten am, half past thirty
3.45 pm: fifteen to four pm, quarter to four pm (British); quarter of three pm (US).
13.10: thirteen ten
24.30: twenty four thirty hours
06.00: (oh) six hundred hours
Note: AM: Ante Meridiem; PM: Post Meridiem
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
Addition: 4 and 3 are / make; 4 plus 3 are 7

Subtraction: 7 minus 4 is / equals 3; 4 from 7 is 3
Multiplication: 4 threes are / make 12; 4 times 3 is / are 12
Division: 12 divided by 4 is 3; 4 into 12 is 3
6.2 – Mathematic symbols
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
LESSON 5: MEASURES AND WEIGHTS
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.
1.3 Area measurement

Are is basic unit of area in the metric
system. 1 are = 100 m2 (square metre) =
0.0247 acre 1 hectare = 100 ares
1.4. Temperature
Main measure: Centigrade/Celsius (Celcius, US) (metric)-----------› Fahrenheit (US, UK and Canada).
FAHRENHEIT CELSIUS
F 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
6. Weights (avoirdupois weight)

The main measures of weight are: gram (g) (metric) and pound (lb) (Britain; but, pound & stone US)
1 grain (gr) = 0.065 g
1 dram (dr) = 27.3438 grains = 1.772 g
1 ounce (oz) = 16 drams = 28.35 g
1 pound (lb) = 16 ounces = 453.59 g
LESSON 6: DESCRIPTION OF DOCUMENTS
6.1. Pie chart

Pie chart is a circle divided into sections, used in order to show how something is divided into different amounts.
Examples:

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1st 1st 1st
Qtr Qtr
2nd Qtr 2nd Qtr Qtr
3rd Qtr 3rd Qtr 2nd 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.
LESSON 7:TRANSLATION OF DIZAINE, VINGTAINE, CENTAINE, MILLIER
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
Forms of adjectives Comparatives Superlatives

Généralités
Less + adj. + than/not so
The least + adj. + in/of
- long adj (more than 2 +adj+as
InferioritY
Féa is the least tall of

syllables) Méa is less intelligent than
the boys
- Adj. court (one or 2 Ahui.
She is the least beautiful
syllables) Amon is less tall than Séa
in the family
Amon is not so tall as Séa
- as + adj. + as
Stella is as beautiful as her
- long adj. (more than 2 mother (Both Stella and her
syllables) mother are beautiful)
Inexistant
- Short adjective (one or - not as + adj. + as
Equality
two syllables) Ami is not as fat as her sister

(Both Ami and her sister are
not fat)
long adj ((more than 2 more + adj. + than The Most + adj. + of/in
syllables) Jack is more generous than his Cynthia is the most
Superiority
brother. beautiful in this city.

The + adj. (-est) + of/in
Short adjective (one or two Adj.(-er) + than
Séka is the tallest of the
syllables) Kossua is taller than Kpin.
students.
Règles Particulières
This is the longest story
Adj + –er et –est. Mary is taller than Max.
Adj. of one syllabe
I've ever heard.

Max is the wisest person
Ended by –e: add –r et –st. Max is wiser than his brother.
I know.
Consonnant + vowel +
My dog is the biggest of
consonnant- - -> last My dog is bigger than your
all the dogs in the
consonnant doubled + –er dog.
neighbourhood.
and –est.
Yesterday was more peaceful My home is the most
(adjectives of 2 syllables
than today. peaceful in the world.
ended with ful)
Bamba is more joyful than Lago is the most joyful
more et the most + adj
Kouman. person I‟ve ever met.
syllabes
Adj. of
Brou is the
John is happier today than he
- y----> -ier et -iest. happiest boy in the
two
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
farthest from Abidjan.

Bintou is the least
Little: less, least There is less than ten. beautiful lady of the
students
She is the most
Many: more, most Four is more than two beautiful lady in the
family
Centaine
3.1 (= 100) hundred
3.2 (= environ 100)
Une centaine de livres : About one hundred books
Des centaines voitures : hundreds of cars
5 – Millier
4.1 (= 1000) thousand
4.2 (= environ 1000)
Un millier de savons : About one thousand soaps
Des milliers personnes : thousands of people
LESSON 8: COMPARATIVES AND SUPERLATIVES
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
Qu’est ce que traduire?

Selon le dictionnaire de linguistique de Jean DUBOIS, traduire c’est „énoncer dans une autre langue ou langue
cible, ce qui a été énoncé dans une langue dite langue source, en conservant les équivalences sémantiques et
stylistiques’. Il faut préciser que la traduction est un exercice universitaire qui requiert beaucoup d‟habilités et de
subtilité. Il apparait donc important pour celui qui traduit ‘le traducteur‟ de s’assujettir à ses règles et procédés et
d‟en savoir ses différents types.
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)
Version : Anglais Français

(Langue source) (Langue cible)
Une bonne connaissance de l‟anglais et du français s‟avère nécessaire pour réussir ces exercices.
II- LES PROCEDES DE TRADUCTION
Il existe plusieurs procédés de traduction. Ceux qui ont été retenus dans le cadre de notre étude en
constituent l’essentiel. Ils s‟imposent comme un gage de réussite dans cette épreuve pour le moins
capricieuse ; car la traduction mot à mot, appelée „calque‟ quoi que faisant parti des procédés, ne donne
toujours pas le résultat idéal. Si certains s‟assimilent vite, d’autres en revanche requièrent davantage de
pratique et de savoir-faire pour en maitriser l‟utilisation.
1- Les procédés simples

 L’emprunt
Il consiste à utiliser en français le terme anglais. Il s‟agit en général de noms d‟institution ou d’endroits célèbres.
Boy- friend au lieu de „petit ami‟, amoureux. C’est son boy- friend.
Lay out au lieu de „ maquette‟
Punching ball au lieu de ‘ballon de frappe’(propre) „tête de turc’(figuré)

La city au lieu de la „cité‟ / Le British Museum au lieu de „Musée britannique‟
 Le calque (word- for word)
Le calque est l‟emprunt d‟un syntagme étranger avec traduction littérale de ses éléments :
Week- end traduit par „ fin de semaine‟
Skyscraper traduit par „ gratte-ciel‟
Honeymoon traduit par „lune de miel‟
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’.
2- Les procédés complexes

 La transposition (transposition)
a-Cas général
La transposition consiste à changer la catégorie grammaticale d‟un mot ou d‟un groupe de mot sans changer le
sens du message.
Verbe Substantif
What economists do : La conduite des économistes
Substantif verbe
The assumption is that: „On suppose que...‟
Verbe préposition
The British Premier thinks that : „Selon le Premier minister britannique‟
Participe passé Substantif

Improved tax collection : „L’amélioration du recouvrement de l‟impôt‟
Adjectif Substantif
The speculative property boom: La flambée de speculation immobilières
Adjectif adverbe
They have generated sufficient interest : „Ils ont suscité suffisamment d‟intérêt‟
Préposition Participe passé

Patients over the age of 40 : „Les maladies ayant dépassé l‟âge de 40 ans‟.
Verbe Expression adverbiale

He strode into the house : „Il entra à grands pas dans la maison‟.
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
Il traversa la rivière à la nage

NB : Les structures résultatives sont des structures de phrases dans lesquelles le verbe exprime un moyen, le
résultat (déplacement, transformation). Les structures résultatives permettent d‟exprimer le rapport entre un
moyen et un résultat.

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En français, on envisage d‟abord le résultat et on précise ensuite comment il a été obtenu, alors qu‟en Anglais, on
décrit les faits dans leur ordre temporel.
Exemple : They hurried back home : Ils rentrèrent chez eux à la hâte.
We‟ll drive to London tomorrow: Demain, nous irons à Londres en voiture.
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 : Wariswrenchingeffects 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 competion‟: John Mayor aassuré
que le défi de la completion 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 grammar schoolnow : 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.
c) Cause / effect essay

It explains why or how some events happened or what resulted from the event. This essay is a study of the
relationship between two or more events or experiences. Such an essay could discuss both causes and effects or
could simply address one the other.
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.
e)The expository essay

An expository essay is devoted to present an idea to the audience. This may be
accomplished by explaining a process, comparing or contrasting two items,
identifying a cause effect relationship, explaining with examples, classifying or
defining. Such an essay seems to be an eclectic one, since it gathers many types of essays.
II- Parts of an essay

An essay has three parts:
- The introduction
- The body
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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 writes 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.
III- Writing process techniques
Writing may be described as five-step process:
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.
3- Writing a draft. A good way to organize your paragraph is:

- Stating the topic
- Explaining details
- Giving examples
- Concluding the paragraph.
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

B’SON
IV- Analysis of a piece of writing
Topic :
Task A : Matching
The following writing is the production of two students from IESO; match it with the phrases in the box.
Conclusion- Introduction - Body (Development)
We notice a rapid evolution of corruption in the whole Africa, and namely in our country. Many alibis are give
1- …………………
What is important to know is that corruption affects all the different

social strata. It ranges from the luxurious office to the level of the shop
floor worker. But globally speaking its reasons are common: poverty and
the illegal acquisition of wealth. Indeed, some people are obliged to do it to
face their daily problems. Let take the case of the policemen, they force the
drivers who do not respect the regulations or do not have their papers to
give them money; instead of fining them. And this is done openly without
any punishments from the leaders. The reason is that it may happen that
the leaders themselves are involved in this practice. So since those leaders
do not set the good examples, the ordinary people are encouraged to do so.
It clear that, in a society where there are no tough regulations to punish
the misconducts and where the greed for money have blinded 2.…………………
everybody, no one will respect the rules. But as it can be seen the problem
of corruption is a social fact. Thus, solutions can be found.
In order to stop corruption, the African nations should choose rulers who
care about the people. Those rulers must morally be acceptable. They must
respect the country's laws themselves. In addition, sensitizing campaign
about corruption and its impacts on the country's economy must be
conducted by people known as models. And after that, tough sanctions like
fines and imprisonments must be applied or enforced. Even, illegally rich
people should be deprived from their wealth. As we can see only good
exemplarity and tough regulations will be helpful to face with corruption.
At the end of our work, we can notice corruption is, of course a social puzzle, but ) can be solved by the me
3.…………………
By Bankouly Djoman Mesmine & Kovablan A. Edwige (2A GEC Group 9 - 9012-9013)

B’SON
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
(1) : ……………………….……….. (3) : ……………………………………

(2) : ………………………………… (4) : ……………………………………
Task C : Scanning
Read the body of the writing and fill the table with the right information from it.
Writing features Information from the writing
……………………………………………………………….
Some argurments ……………………………………………………………….
……………………………………………………………….
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Summary Sentences …………………………………………………………………
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Terminologies …………………………………………………………………
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Details …………………………………………………………………
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Examples
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Some connectors …………………………………………………………………

B’SON
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)

B’SON
PART FOUR
TEXTS STUDY AND TASKS
(Full activities)

B’SON
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
Activity 2 :Word study

Read the text again and find in it words whose meanings are given.
Example : 1. payment

B’SON
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?
Activity 4 : Language in use

1) Prepositions
They situate the noun in the space and time.

a) Prepositions of place
At- in-under-on-behind of –between-ahead-above-below-over-in front of –near-from-onto-into-out
of
Eg :I come from the bank.
My friend was ahead of me in the queue.
b) Belonging
s For –by-of –to
Eg : The money belongs to me.
This receipt is for you.
He is free to choose his method of payment.
c) Prepositions of time
B’SON
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.
By+ month/ year

Eg : by December 14th we will have finished with the first trimester.
d) Prepositions of long actions (time

duration) Since-for-until-till-before-after
Eg : The accountant has paid the salaries since this morning.
Any payment won‟t be done until next week.
Task: Complete the sentence with the suitable preposition.

1) A payment is a trade…………….. value……………..one party…………… another........................goods.
2) ……………………example………………. A Sunday ………………….or..............................banking
hours.
3) The shopkeeper tore a receipt…………………………. The block and give it................................the
Customer.
4) The bank won't open….............................next month.
5) We were sitting.............................the accountant‟s office to be paid.
Activity 5 : Language in use

2) The past simple passive
D.O+ Was / were + p.p+by+S
Form:
Eg : The creditor refused the payment. (Active Voice)
The payment was refused by the creditor. (Passive Voice)
An invoice preceded payment. (Active Voice)
Payment was preceded by an invoice. (Passive Voice)
Task
Rewrite the sentences below starting with the underlined words.
1) The accountant paid the salaries.
…………………………………………………………………………………………
2) The Bank gave loans to the company.
B’SON
…………………………………………………………………………………………
3) My friend lent me some money yesterday.
…………………………………………………………………………………………
4) Traders took credits from the Banks.

…………………………………………………………………………………………
5) People used money as means of exchange.
………………………………………………………………………………………..
Activity 6 : Consolidation
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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B’SON
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.
Adapted by Houghton Mifflin : Accounting/concepts/ procedures/ applications
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
B’SON
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 ?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5) What is reporting financial information based on ?
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
6) What is revenue ?
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
7) When is revenue recognized in accounting?
B’SON
………………………………………………………………………………………………………
………………………………………………………………….......................................................
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
Basic principles Descriptions
……………………….. This is the concept that, once you adopt an accounting
principle or method, you should continue to use it until a
………………………..
demonstrably better principle or method comes along.
………………………..
……………………….. This is the concept that a business will remain in operation for
the foreseeable future. You would have to recognize all
………………………..
expenses at once and not defer any of them.
………………………..
……………………….. This is the concept that, when you record revenue, you should
record all related expenses at the same time. Thus, you charge
………………………..
inventory to the cost of goods sold at the same time that you
……………………….. record revenue from the sale of those inventory items.
………………………..
……………………….. It is normal to act pessimistically, so that profits and assets are
not overstated or exaggerated, and expenses and liabilities
………………………..
realistically valued.
………………………..
Activity 5 : Translation
Translate this passage into French
From ‘Accounting or accountancy… „down to „…… information is recorded reported’.
………………………………………………………………………………………………………
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B’SON
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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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B’SON
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.
Finding customers is of interest to both new

businesses and established ones. Just because
all the companies need customers to survive and
to flourish. The key to success, is to make sure
you understand who are the most likely people to
Pay for your services or goods; and what their
likely purchasing habits are. That will help you decide how and where to sell to
them.
If you are selling to individuals you need to think about how old they are, whether they are
more likely to be men or women, how wealthy they are, where they live, how they shop,
what hobbies they might have. You might think this is a bit nosy, but if you are selling
organic food then you know that your customers are more likely to be health-conscious,
relatively wealthy, middle-class. So an advert in a local health food shop would bring you
more results than an advert in a burger bar. If you are selling fashionable clothing then the
people you want to reach are likely to be younger, female, and likely to shop in boutique
shops – so you can try and get your product listed in that type of outlet.
The same applies if you are selling to businesses. You need to have an idea of how big they
are, how many employees they have, where they are, what department they have. If you are
selling I‟T services then your target business in more likely to be small to medium sized –
and without its own IT department. If you sell coffee machines, plants, office furniture
then your target customers is more likely to be one who has recently moved premises.
Understanding your customers will help you choose the best one among many routes you
are offered. You could either plan to track all the customers down yourself or sell your

B’SON
product/ service indirectly.

B’SON
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
Activity 2: Word study

A – Read the text again and find in it the words whose definitions or synonyms are given,
then complete the puzzle below. The lines are indicated help to you. Do it individually then
discuss your answers with your partner’s. an example is given.
CROSS
1- Very rich (ℓ11):……………………………….
Too curious about otherpeople‟s affairs (ℓ13)
……………………………………………… DOWN
a- (ℓ14)
otice 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

B’SON
B – Complete the passage below using some words studied in the activity above.
N°7 is in example.
Many (1)……………………are not happy with manufacturers. They complain about

their (2)………………………….attitudes. most of them are fed up with the fact that
they are surrounded, and even overwhelmed by media of (3)…………………..
telephone, newspapers, the internet, posters etc.
Today a simple act of buying telephone makes you a (4)................................customers
for other services. They will keep on sending you messages that advertise an unending
list of products. They range from sophisticated devices to (5)……………….. to equip
your house from the bedroom to the kitchen.
Companies know that everybody is (6)………………….. to buy their products, but they
never forget their (7) target group that can be (8)............................people. Those who
are
able to afford services or products regardless their prices.

B’SON
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?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………………….
2- How can a sales manager find a customer easily?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………
3- What are the pieces of information do you have to know when you are selling to businesses?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
4- What does IT stand
for?....................................................................................................
…………………………………………………………………………………….............
5- Does a manager need to understand his customers? Justify.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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……………………………………………………………………
6 – Point out an advantage of direct selling?.................................................................................
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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’SON
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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’achet 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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B’SON
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B’SON
Text 5: Job advertisement
Brainstorming
1. What is this public notice?
2. When does 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...............................................................................................
The best techniques for writing effective job

advertisements are the same as for other forms of
advertising. The job is your product; the readers of
the job advert are your potential customers. The aim
of the job advert is to attract interest, communicate
quickly and clearly the essential (appealing and
relevant) points, and to provide a clear feedback
process and mechanism. Design should concentrate
on clarity (the text and the layout) and on conveying
a professional image. Branding should be present
but not over bearing and 10must not dominate the
job advert itself. This article relates mainly to
designing and writing job adverts to appear in
printed newspapers and magazines media,
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.
Adapted from www.quintcareers.com

B’SON
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)
6. to make consumers associate a specific product........................................(L10)

with a specific manufacturer
7. steps that are followed to recruit an employee...........................................(L16)
8. people who are looking for a job...............................................................(L19)
9. give, supply : provide (L21)
ACTIVITY3: Comprehension
Read the passage and answer the questions that follow.
1 - Can we compare writing a job advert' to 'promoting product'? Justify.

………………………………………………………………………………………………………
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………………………………………………
2 - Give two objectives of job advert.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3 - What could happen to the ones who do not follow the job advert rules?
………………………………………………………………………………………………………
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B’SON
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
4. Being late is a disaster. There 5 - A cardinal rule of

is no excuse forever arriving interviewing: Be polite and
late for an offer warm greetings to
interview.Strivetoarriveabout15 everyone you meet. Do not bear
minutes before your scheduled rogant to any of the staff.
interview to complete Remember that having a
additional paperwork and allow positive attitude and expressing
yourself time to get settled. enthusiasm for the job and
6 - Once the interview starts, the key to success is the quality

7- Detrimental formsand
of delivery of your responses.
body language: slouching, Your goal should alway
looking
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
8 - Studies continually show that employers make a

judgment about an applicant's interest in the job by
whether or not interviewee asks questions. So you can ask
a few interesting questions that you had previously
9 - An adage in interviewing says the most qualified applicant is not always the one who is hired -
which the hired candidate is often the job-seeker who does the best job in responding to interview
questions showcasing his or her fit with the job, department, and organization.
FOFANA YACOUBA JUNIOR 2023-2024/MISTER B’SON Page 56

Dress for Success
Avoid Bad Habits
Ask Insightful Questions
Make Good First Impressions
Arrive on Time for the Interview
Get much information about the Employer
Prepare responses of possible questions
Sell Yourself Throughout and then Close the Deal
Sell Yourself Throughout and then Close the Deal
Be Authentic, Upbeat, Focused, Confident, Candid, and Concise
The nine (9) successful tips

B - Now draw up a list of the tips in a plausible order. N°1 is an example.
1-Get much information about the Employer
2 ..............................................................................................................................
3 ..............................................................................................................................
4 ..............................................................................................................................
5 ..............................................................................................................................
6 ..............................................................................................................................
7 ..............................................................................................................................
8..............................................................................................................................
9..............................................................................................................................

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.)
SS : Well, and you not married, are you?
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.)
SS : Can anyone testify your sayings?
KM : .......................................................................................................
.................................................................................................................
(Gives her references.)
SS: Thank you for coming. Let's keep in touch.
KM: Thank you Sir, goodbye

HND Year 2 Common Texts

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PART ONE

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 1

*VERBS ENDING BY ‘y’

We often use short forms:

B.2. INTERROGATIVE FORM

B.3. INTERRO NEGATIVE FORM

LESSON 3: PRESENT PROGRESSIVE AND PRESENT PERFECT

LESSON 4 : PRESENT CONTINUOUS

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 3

LESSON 5 : PRESENT SIMPLE

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 4

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 5

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 6

CHAPTER TWO : LA TRADUCTION DE ‘ON’ ET ‘IL Y A’ EN ANGLAIS

LESSON 1 : TRADUCTION DE ‘ON’

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 7

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 8

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 9

Present simple + present simple

USES : facts which are generally true or scientific facts.

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 10

IF +PAST SIMPLE = PRESENT CONDITIONAL

IF +PAST PERFECT = PAST CONDITIONAL

USES : The person is imagining a different past.

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 11

Example 2: Would you put me through to Mr. Kola?

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 12

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 13

DIRECT SPEECH REPORTED SPEECH

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 14

2) IF / WHETHER is used after the reporting verb.

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 15

4) Reporting speech with modals

Kelly said, "I will pick up the sandwiches."

Modal verbs may appear in questions, as well:

George stated, "I would not do that."

CHAPTER THREE: NUMBERS, WEIGHTS, AND MEASURES

1.1 - Numbers from 0 to 20

NUMBERS IN FIGURES NUMBERS IN WORDS

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 16

1.2 - Numbers bigger than 20

1.3 - Numbers bigger than 100

1.4 - Numbers bigger than 1,000

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 17

Cardinal numbers Ordinal numbers

LESSON 2: USES OF NUMBERS

1/3 one Third

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 18

Elisabeth II Elisabeth the Second

LESSON 3: THE DATE IN ENGLISH

3.4. Sample sentences and the correct prepositions:

- I was born in 1999. (Use in with the year).

3.5. Abbreviations BC, AD, BCE, CE

Sometimes BC or AD is added after the year

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 19

4.1 - Saying floor numbers

4.2 - Saying hotel room numbers

4.3 - saying street numbers

4.4 – Saying the time

FOFANA YACOUBA JUNIOR 2023-2024/MISTER Page 20

Addition: 4 and 3 are / make; 4 plus 3 are 7

6.2 – Mathematic symbols