Ka-Eve - Shift-Gene. Eng - (2022-2023)

Lecturer: Eliphase Ndayikengurukiye, MA Gene. Engl-Ev.
Shift USA-KA-BATCH2023
UNIVERSITE SAGESSE D’AFRIQUE (USA)

(WISDOM UNIVERSITY OF AFRICA)
KAMENGE CAMPUS
COURSE: GENERAL ENGLISH
PROGRAMME : EVENING
LEVEL: 1st YEARS
HOURS: 45 HOURS
BATCH: 2023
LECTURER: Eliphase Ndayikengurukiye, MA

Contact: - Email: ndayikelipha@gmail.com
-Tel: (+257) 79596836 (WhatsApp) / 69199705
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Lecturer: Eliphase Ndayikengurukiye, MA Gene. Engl-Ev.Shift USA-KA-BATCH2023
COURSE DESCRIPTION
This English course briefly overviews the basic elements presented in the post basic curricula,
especially elements concerning general English in order to develop communication skills
among the freshmen at Wisdom University of Africa. Keeping in mind that students here are
false beginners in their field of study, the course presents to them some of the elementary
English Grammar points (selective parts of speech) namely tenses, nouns and pluralization,
prepositions, subject- verb agreement and conjunctions. The course also revises some of the
aspects of basic and post basic curricula such as direct and indirect speech, and question tags.
Furthermore, aiming at improving speaking among the students, the course further introduces
the students to the functions of language such as greetings, self-introduction, expressing
sympathy, apologizing, asking for an opinion, giving an opinion, making a suggestion, asking
for/ giving a direction, asking people to do things, etc.
GENERAL AIM
Improving writing and speaking skills in English.
COURSE OBJECTIVES
By the end of the course, the students of 1st years should be able:
1. To use correctly tenses in English not only in the classroom context but also in
everyday life communication.
2. To differentiate between kinds of nouns in English and pluralize them correctly.
3. To make up a grammatically correct sentence by considering subject-verb agreement.
4. To use correctly prepositions in communicative situations.
5. To report what is said directly or indirectly
6. To use correctly question tags in communicative situations
7. To use functional English while communicating with their peers, friends in the class
or outside the class.
8. To write a paragraph correctly in a written composition.
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COURSE SYLLABUS
UNIT I: LANGUAGE FUNCTIONS

1. Greetings
2. Introducing oneself
3. Apologizing
4. Making a Suggestion
5. Asking for an opinion and expressing an opinion
6. Asking for and giving directions
7. Expressing sympathy
8. Expressing wishes
9. Expressing offers
11. Asking people to repeat or interrupting politely
12. Asking people
Exercices
UNIT II: TENSES IN ENGLISH
0. Definition
1. Present Tense
a. Simple present
b. Present continuous/ progressive
c. Present perfect
d. Present perfect continuous/ progressive
2. Past tense
a. Simple past
b. Past continuous / progressive
c. Past perfect
d. Past perfect continuous/ progressive
3. Future
a. Simple future
b. Future continuous / progressive
c. Future perfect
d. Future perfect continuous /progressive
UNIT III: NOUNS
1. Kinds of nouns
a. Common noun
b. Proper noun
c. Collective noun
d. Abstract noun
2. Plural of nouns
Exercises
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UNIT IV: DIRECT AND INDIRECT/REPORTED SPEECH
UNIT V: QUESTION TAGS

UNIT VI: WRITING
1. Subject-Verb agreement
2. Written composition skills
A. What is a paragraph?
B. Topic sentence, supporting sentences and Concluding sentences
C. Types of Connectors / linking words used in a paragraph
D. The use of prepositions in Writing
E. Sample of an essay on The Importance of banks in the community development
Exercises
3. Writing a letter and a curriculum Vitae
I. Writing a letter
1.Writing a formal letter for a job application
a. Addresses and date
b. Guidelines for beginning your letter
c. How you choose to start your formal letter is very important
d. Sample I of a job application letter: Applying for a Job as an accountant
in Kenyan Commercial Bank (KCB).
e. Sample II of a letter in a left-block format: Applying for the role of
English teacher
II. Writing a curriculum Vitae / Résumé
1. Content Items
a. Contact information
b. Objective (US) or professional profile
c. Education details
d. Experience
e. Research/project (optional)
f. Skills
g. Activities / honours / affiliations
h. Reference
I. Sample of a Résumé (American Style)
Reinforcement exercises
Syllabus References
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EVALUATION MODE
The evaluation will be based on the content of the syllabus and will be as follows: -
Classroom and take-home assignments, presentations (Oral): 40%
- Final written examination: 60 %
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UNIT I: LANGUAGE FUNCTIONS

A language function also called Functional language explains why someone says something.
For example, if you have done something bad / wrong to someone, you'll have to apologize.
"Making an apology " is the language function. Language functions then require certain
grammar.
Learning functional language will give students of French Bac. I the skills to communicate
effectively in various everyday situations. Functional language contains a lot of fixed
expressions. These language Functions include:
1. Greetings 8. Expressing wishes

2. Introducing oneself and someone else 9. Expressing thanks
3. Apologizing 10. Expressing offers
4. Making a suggestion 11. Asking people to repeat or interrupting politely
5. Asking for an opinion 12. Asking people to do things
6. Expressing an opinion and Asking for an opinion
7. Expressing Sympathy
1. Greetings
There are many ways in which you can greet someone using the English language.
Depending on whether the situation is formal or informal will depend on what sort of
greeting you use. There are so many to choose from that you can truly make your greetings
diverse and interesting.
Formal Greetings
▪ Good morning/afternoon/evening/day – These formal greetings are used as a

replacement for the word ‘hello’ and are often used in a formal setting depending on the
time of day. Usually, before 12 pm, you say ‘good morning,’ after 12 pm you say ‘good
afternoon‘ and from around 6 pm you say ‘good evening.’ You can use the term ‘good
day’ at any point during the morning or afternoon.
▪ How do you do? – This is quite an old-fashioned greeting, but it is still widely used in
very formal situations. You are likely to hear a reply such as ‘very well, thank you’
when asking this question.
▪ Pleased to meet you – This is a greeting which is often used when meeting someone for
the first time. It is common in formal circumstances but may also be used in a less formal
situation on a first meeting.
▪ How are you doing? – This is a polite way of asking how someone is and is often used in
conjunction with words like ‘hello’ or ‘good morning/afternoon/evening’ etc.
E.g.1. A: Good morning/ afternoon/ evening, sir
B: Good morning / afternoon/ evening. How are you?
A: I am fine. Thank you and you?
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B: I am fine too.
E.g.2. A: Hello, John. How are you doing?
B: Hello, Nadia. I am doing well and you?
A: I am fine too.
Informal Greetings
There are many more informal greetings in English than there are formal ones and this is
because most situations call for a more laid-back tone. We are now going to take a look at
some informal greetings which you can use with English speaking friends, family or
anyone else that you are familiar with.
▪ Hi – This word, which is another word for ‘hello‘ is probably one of the most commonly
used greetings in the English language and something you will hear very frequently.
▪ Hiya – This is another take on the above mentioned ‘hi’ and is commonly used in the UK.
▪ Hey (there!) – Another variation on the word ‘hello’. this is used as a friendly, upbeat
greeting.
▪ How’s it going? -This is an informal way to ask someone how they are and is used often
in place of ‘hello.’
▪ Alright! – This is a very common greeting which is used to say hello to someone and is
very common in the UK.
▪ ‘Sup
▪ – More common in the USA, this greeting is a slang term meaning ‘what’s up?’ Many
people will use the term ‘what’s up’ but often it is shortened to ‘sup.
▪ Yo – This is another one which is more common in the USA, and is simply another way
to say ‘hey, what’s up?’
▪ How’s things/how’s life? – Rather than asking the more formal question ‘how are you?’
many people use this less formal term.
▪ Long time, no see – This greeting is usually used when bumping into a person whom you
have not seen for a long time.
Asking about Health
Asking politely about health of our addresses or their general situation is a good beginning of
any conversation. Here are some of the expressions we use when we meet people we know.
Formal Expressions: Answers

How are you? Fine, thank you, sir
How are things? Fine, thank you, Madam
Fine, Thank you. And you?
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Very well, Thank you.

Informal Expressions Answers
How’s it going? Fine/ great/ thanks
How are you doing? Ok
What’s up?
So-So, fifty- fifty
All right
Not too bad
It could be worse
Mustn’t grumble
I don’t complain
2. Introducing oneself
Introducing oneself means telling people your name and sometimes adding little information
about you depending on the situation.
The following examples show how to introduce yourself:
- Can I introduce myself? My name is Alice.
- May I introduce myself? My name is Eric.
- Let me introduce myself. My name is Paul
- I’d like to introduce myself. I am / I’m Donavine
- I don’t think we’ve met. I am/ I’m Joel.
a. Introducing someone else
The following expressions can be used when introducing someone else:
- I would like to introduce a good friend of mine. This is Jane. Have you met her/ Jane?
- I would /I’d like you to meet Jessica
- I want you to meet Jessica.
- Steve, do you know Kanyana? Kanyana, this is my friend Steve.
e.g. Kabura = Good morning, Jessika. I would like you to meet Kana
Jessika: Good morning Mr. Kana. How are you?
Kana: I am fine Mrs. Jessika. Nice to meet you.
Jessika: Nice to meet you too. Mr. Kana.
b. Making contact with someone you don’t know
People sometimes find it difficult, if not uncomfortable, to speak to people they get in contact
with, especially for the first time. However, there are some expressions which one may use so
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as to create a good atmosphere between them and the unknow person or the person they are
not sure of. The expressions are:
-Excuse me, are you Mrs Smith?
Mrs Smith: Yes, that’s right or No, I am sorry, am not.
-Hello, you must be Mr Bean, aren’t you?
- Have we met before?
3. Apologizing
Apologies are expressions used before interrupting or disturbing somebody and after doing
so. Here are some of the apologies used in English.
Examples = - Excuse me. Do you speak English?
- Excuse me, could you tell me the way to the station?
- Oh sorry, did I step on your foot?
- Sorry to disturb you- could I speak to you for a moment.
- We are sorry for the noise we made last night; it was my daughter’s birthday.
- I’m sorry to tell that you failed the Exam
- Sorry to keep you waiting
- I’m sorry to have woken you up
- I’m very sorry about the delay
- I’m extremely sorry for breaking your glasses.
- I apologize for keeping your money for many days.
4. Making a suggestion
People interact in the society and their interaction is usually based on issues/ topics about their
everyday. In the course of communication / interaction, it usually happens that one wants to
give a suggestion about what to do. The following expressions are used when making
suggestion in English:
- How about going to the Cinema tomorrow? There is no class, James
- Why don’t we go to the Zoo?
- Shall we meet tomorrow, instead?
- Let’s have dinner together tonight, Shemsa.
- Would you like to go out tonight?
- We could go to the market tomorrow.
Accepting a suggestion:
-Yes, that sounds like a great idea.
-Yes, that’s not a bad idea
- Yes, that’s a good idea, John.
- Great! I’d love too.
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Rejecting a suggestion:
I am not sure about it.
I am not keen on that idea.
No, let’s not …
No, I’d rather not… (go to the zoo today).
No, I don’t feel like it.
That’s a good idea but…
I don’t think this would work
Your suggestion sounds good but …
5. Asking for an opinion and expressing / Giving an opinion

A. Asking for an opinion
The following are the expressions which can be used when asking some to give his/her opinion
in English:
- Do you think … (smoking is good)?
- How do you feel about … (helping street children)?
- In your opinion, … (would you marry a divorced woman)?
- Please tell me your opinion on … (unemployment in Burundi)
-What do you think about… (the university scholarship in Burundi)?
- What’s your opinion on … (paying a dowry)?
-Do you (also) think that … (girls who commit abortion should be imprisoned)?
-Do you have an opinion on …?
-Do you have any opinions on/about … (changing Burundian constitution)?
-What’s your view on … (democracy in East Africa)?
-Would you agree that …?
-Can you give me your thoughts on … (Higher education in Burundi)?
-Do you have any views on …?
-I’d like (to hear) your views on …
-What are your feelings about …?
-What are your views on …?
- What is your point of view on…?
B. Giving an opinion
-As far as I’m concerned… (abortion should not be seen as a crime)
- In my opinion…in my view… (teacher’s salary should be increased)
- From my point of view…
- The way I see it is (that)… (each student has to contribute for the picnic)
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- To my mind …
- I (strongly)believe that …
-I (honestly) think that…
- I (really) feel(that)…
- Personally speaking …
- As for me, I reckon …
Agreeing on an opinion or with someone:
-I (totally) agree with you / that ... -Absolutely/ Exactly/ definitely
-I couldn’t disagree more. -No doubt about it
-I’d go along with you/that. -That’s a good point / I see your point
-You are absolutely right.
Disagreeing with someone
I am afraid I disagree
I don’t agree with you/ that
That’s not the way I see it
I don’t think so/ I don’t feel the same
That is okay but I see it otherwise
6. Asking for and giving directions
People move from one place to another for different purposes. This may be: visiting,
attending ceremonies, doing business, going to administrative offices, etc. It is not always
that one knows wherever they go and consequently, they need to ask for a direction to avoid a
delay in their programme and/or getting lost.
a. Asking for directions:

Before asking for direction, it is better to start the conversation kindly with the person you
want to ask. The following expressions may be used:
- Excuse me / Excuse me sir or madam. - I am sorry
- I am new here. - Sorry, am not from around here
- I’m lost.
- I am sorry to interrupt you, but… - Excuse me madam, I seemed to be lost
- Excuse me, could you help me, please? - Hello sir/ Madam, may I interrupt your
conversation
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e.g.:
- I am new here; can you give me directions to the nearest hospital?
- Sorry to interrupt you, sir …Are we on the right road for London?
- Excuse me sir/ Madam, how do you get to the bus stop?
- Where is the carnival?
- I am sorry, I am not from around here. Where can I find the nearest car park?
- How do I get to library?
- Is there a pet shop near here?
- Where is the nearest post office?
- Do you know where the shopping centre is?
- Is there a sports shop around here?
- Can you tell me how to get to train station from here?
- How can I get to the pub?
- What’s the best way to get to the amusement park from here?
- What’s the quickest way to get to the airport from here?
- What’s the easiest way to get to the nearest drugstore from here?
- How do you get to the supermarket from here?
- Can you tell me the way to the Nature Hotel?
- I am trying to find an exchange office. Could you tell me how to get there?
b. Giving a direction:
Here are some of the expressions that can be used:
- Go straight - Go straight at the lights / at the roundabout /at the junction
- Go along the road. - Continue straight ahead for about a mile
- Keep going down this Street
- Go down or walk down the street. - Keep on the straight road
- Go straight along this road. - Follow the road until you get to the bank
- Go past the bus stop. - Turn right/ left
- Go toward the church. -Turn left after the bridge
- Go ahead until currency exchange building
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- Go straight ahead
- Go straight on until you come to the crossroad.
- Go straight on left / right.
-Follow the road until you get to the bank
- Turn right after you pass the market, then on the left.
- When you get to Paris Street, take your next right.
- After you pass the restaurant on your left, take a right at the next crossroad.
- If you take the road on the left, you’ll come to the post office.
* It is …:
- on the left. - Opposite
- on left. - Opposite the bank
- on the right. - Opposite side of the street
- on right side. - Across the road
- on the straight ahead. - near BRARUDI
- on left after the gas station. – Next to the mall.
- straight ahead on the right. – In the centre of the town
- straight ahead of you.
- straight ahead on the left next to the book shop.
7. Expressing Sympathy
Sympathy expressions are words which are addressed by someone to another in order to show
that they feel sorry for them or are worried about something bad that happened to them. The
following expressions can be used when expressing sympathy:
- Sorry to hear about …. (your father’s death)
- I was very sorry to hear … (that you spent two days in prison)
- I was terribly sorry …
- Please, accept my deepest sympathy
- Sorry to hear...
8. Expressing Wishes
This section is concerned with common ways of wishing good journey, good holiday,
compliments about food, sleep, etc.
a. Wishing people a good journey
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E.g. -Have a safe journey →Thank you

- Have a good trip →Thank you
- Did you have a good journey (When they return)
- How was the flight → Wonderful
b. Wishing people Good holiday(s)
E.g. - Have a good holiday → Thank you
- Have a good time → Thanks
- Have good holidays →thank you
- Did you have a good holiday (vacation)? (when they return)
c. Wishing people good meals
We do not have fixed expressions for the beginnings and ends of the meals. It is common for
guests and family members to say something complimentary about the food during and after
it.
E.g. -This is very nice
- That was lovely
- That was delicious
- Thank you very much. This was delicious.
Some religious people say “grace” (short prayer) before and after meals. Waiters often say
“Enjoy your meal” after serving a customer.
d. Expressions for drinking
When people begin drinking alcoholic drinks socially, they often raise their glasses and say:
- Cheers!
- Your frailty!
When they drink to celebrate an occasion such as birthdays, wedding or a promotion, they
often say:
- Here’s to …!
- Here’s to Betty!
- Here’s to the new job!
- Here’s to the happy couple!
e. Sending Good Wishes
Common expressions are:
- Give my best wisher to x
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- Give my regards to x
- Give my best greeting to x
- Remember me to x
- Say hello to x for me
When the wishes are passed on, common expressions are:
- X sends his / her best wishes
- X sends his /her best greetings
- X sends his /her best regards
- X says hello
- X extends his greetings
f. Wishing a good sleep
When somebody goes to bed, people often say:
- Sleep well
- Did you sleep well? (in the morning)
- How did you sleep? (in the morning
- Have a good night
- Have a good sleep.
9. Expressing thanks
Thanks replies
Thank you Not at all
Thank you very much don’t mention it
Thank you very much indeed you’re welcome
Thanks a lot that’s alright
E.g. - Would you like some bananas? → Yes, please
- May I offer you some pens? → Yes, please
- Can I offer some wine? → No, thank you / thanks
- Would you like me to ride you to school? → That’s very nice. Thanks
11. Asking people to repeat or interrupting politely
If people do not hear or understand what is said, they may say: sorry? What? (I), I beg your
pardon, pardon, pardon me (American English).
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E.g. A: Bring it to me. B: Sorry? A: I said bring it to me.

12. Asking people to do things
- Help me, would you? → Yes, of course.
- Would you mind opening the door? → Not at all
- Would you mind switching on the T.V? → Not at all, I’m afraid, I am studying
- Would you mind if I opened the windows? → No
- Do you mind if I use your car? No
- Do you mind waiting a few minutes? Not at all
- Do you mind if I look at your paper? No, please do, that’s ok, sure.
- Do you mind the smell of tobacco? Not at all.
Exercise
I. What are the language functions expressed in the following sentences?
1.You should shut the door.
2. Sorry to hear about your cousin’s death.
3. Give my regards to John, please.
4. Good afternoon, sir. How are you?
5. I would like to apologize for the fuss my brother made yesterday. He was very drunk.
6. Excuse me, are you Mr. Kabura? My friend told me it is the one in red.
7. I am sorry to interrupt you, Madam …how do I get to Kanyosha bus station?
8. In your opinion, do you think students should go on strike?
9. Go straight until USA and turn left to the house in red.
10. I was terribly sorry to hear that you failed this year.
11. Sleep well!
12. Can I give you a lift?
13. Have good holidays.
14. Have a good journey.
15. We are very sorry for the noise we made last night. We were having a party.
16. Kathy, I would like you to meet my friend John.
17. How about going to the zoo this evening?
18. We could invite him to your birthday tomorrow.
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19. As far as I am concerned, we shouldn’t have cancelled the exam.

20. Yes, that’s a good idea Mark.
21. To my mind, every candidate should do a selection test before employment.
22. Excuse me, where is the nearest KCB branch here?
23. Would you like some beer?
24. Have a good night!
25. Your suggestion sounds good, but I am afraid I have much work on Thursday.
26. What is your view on abortion in the twenty-first century?
27. I am sorry about the delay. My car’s tyre got punched while coming.
A short song on language functions to be sung in the class
Practice
II. In groups of 10 students for each, make a dialogue in which you express all the language
functions as seen in the class. Prepare the dialogue to be presented and enacted in the class.
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UNIT II: TENSES IN ENGLISH: A REVIEW

Definition
In grammar, tense is a category that expresses time reference with reference to the moment of
speaking. Tenses are usually manifested by the use of specific forms of verbs, particularly in
their conjugation patterns. The main tenses found in many languages include the past,
present, and future.
1. Present tense
a. Simple present
e.g.: 1. He goes to school by bus. (go)
2. I usually eat meat. (eat)
3. The professor is rich. (be)
Note 1.: The above verbs in bold are conjugated in simple present tense. we use simple
present when we are referring to an action which takes place at the present time, or when it
happens regularly (or unceasingly, which is why it's sometimes called present indefinite). It
is also used to a habit, general truth, making statements, ability to do something, etc.
Depending on the person (I, You, he/She/ we, You, They), the simple present tense
is formed by using the root form or by adding -s or -es to the end.
Examples with the conjugation of some verbs:
a. Auxiliaries
Be Do Have
I am I do I have
You are You do You have
He/She/It is He / She / It does He/ She/ It has
We are We do We do have
You are You do You have
They are They do They have
Remarks: On the third person in singular
1. On the third person in singular, we add -s to the verbs with ending consonants like /b, c, d,
g, h, k, l, m, n, p, k, r, t, etc./
e.g.: -he kicks the ball.
-She kills the bird.
- This student swims well.
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2. For the verbs which end in sibilant like - sh ,- s, - x, etc. We add – es to the root of the
verb.
e.g.: - She kisses her two times.
- The man pushes the soldier.
- He annexes the letter the document.
3. For verbs which end in-y preceded by a consonant, we change the consonant into ‘i’ and
add an-s.
e.g.: - The baby cries when his mother is not at home. (cry)
- The bird flies fast. (fly)
- Elsa tries hard to speak English fluently. (try)
❖ Simple Present tense is expressed by time expressions / adverbs of frequency such as
often, usually, rarely, never, always, occasionally, sometimes, etc.
e.g: -He never goes to school on foot
- Anitha always has lunch at 1PM.
- They usually learn English.
b. Present Continuous
E.g. - They are learning English now
- He is studying English just now.
- The students are taking notes
- The baby is crying because she missed her mother.
The above underlined verb forms are in present continuous. We use present continuous when
we are talking about an action that is happening now and still progressive.
Structure:
Sub. +Is/ are+ verb in -ing form.

e.g. They+ are+ build-ing a new house
- We can also use the Present Continuous tense to talk about the future - if we add a future
word!! We must add (or understand from the context) a future word. "Future words" include,
for example, tomorrow, next year, in June, at Christmas etc. We only use the Present
Continuous tense to talk about the future when we have planned to do something before, we
speak. We have already made a decision and a plan before speaking.
e.g.-We are visiting our grandmother tomorrow.
- We are eating at Joe’s Café tonight.
- When are you starting your new job?
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Present continuous tense expressions: now, Just now, at the moment, at present, today,
tonight, this morning/afternoon/evening, this week/month/year & while.
c. Present perfect
E.g. -He has already gone home.
- They have just left.
- The man has spoken well in the meeting.
- They have revealed the secret.
The above underlined verb forms are in present perfect tense. The latter is used to describe an
action which took place sometime before now. The present perfect is also used to indicate a
link between the present and the past. The time of the action is before now but not specified,
and we are often more interested in the result than in the action itself.
Structure:
Sub+ has/ have+ past participle+ Object

e. g: She+ has + forgotten+ everything she studied.
d. Present perfect continuous

- He has been studying since 8AM
- They have been learning English for three years.
- The soldiers have been working out since yesterday. Therefore, they feel exhausted.
Present continuous is used to show that something started in the past and has continued up
until now.
Structure:
Sub.+has/have+been+V+ ing
e.g. He +has+ been +sleep+ing for the last three hours.
Time expressions: Since, for, lately, recently, ever, never, always, seldom, rarely, often,
already, yet, today, this week/ month/ year, etc.
2. Past Tense
a. Simple past
E.g. - He graduated from Ecole Normale Supérieure (ENS) in 2016.
- Despite the fire inside the house, the woman managed to run out yesterday.
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- All the students succeeded in his course last year.

- He was ill two days ago.
- They saw three lions in the bush last week.
We use simple past when we are talking about an action which took place and ended in the
past. The time of the action can be in the recent past or the distant past and action
duration is not important.
Structure: - To form the past form of a verb, we add – d as in ‘terrorised’ and- ed as in
‘added’. This depends on the form of the infinitive verb. However, there are some irregular
verbs whose past forms are memorized as they are as per English language grammatical
rules.
Note:
1. For verbs like study/ Carry, the ‘y’ changes into ‘I’ and then we add -ed
e.g.: He studied Physics and Technology in U.K.
2. For verbs which end in C=consonant= V=vowel C=consonant with the last syllable
stressed like stop, hop, etc. the last letter is doubled.
E.g. -He stopped playing football in January.
- The frog hopped fast because of the children’s noise.
Some irregular verbs and their forms:
Infinitive Verb Simple Past Past participle
be was been
bear bore borne
beat beat beaten
become became become
begin began begun
bend bent bent
bet bet bet
bid bid,bade bid,bidden
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
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break broke broken

breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burnt burnt
bust bust bust
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt s dealt
dig dug dug
dive dived /dove dived
draw drew drawn
dream dreamt dreamt
drink drank drank
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
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find found found

flee fled fled
fly flew flown
forget forgot forgotten
forsake forsook forsaken
freeze froze frozen
have had had
hurt hurt hurt
keep kept kept
leave left left
make made made
pay paid paid
put put put
read read read
ring rang rung
seek sought sought
sell sold sold
send sent sent
shake shook shaken
speak spoke spoken, etc.
Time expressions: Yesterday, one day/ week/year ago, last day/week/month/year, etc.
b. Past continuous
e.g. -I was studying when he came to the class.
-The baby was eating while her mother was making bed.
- All the students were taking notes when the headmaster beat James.
Past continuous is used to describe actions that began in the past and often continued for a
short period of time after the action started. This tense describes actions or events that
happened at a specific time in the past.
Structure:
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Sub.+ was/ were + verb+ ing

E.g. The cat +was +meow+ing hard when the dog barked.
Time expressions: When, as, while, a certain time specified: yesterday at 9AM, last week
on Sunday, three years ago in May
c. Past perfect
e.g.: - He had already left when we arrived.
- They hadn’t yet visited the museum when the accident happened.
- When I arrived to the party, Tom wasn’t there. He had gone home.
- When I got home, I found that someone had broken into my apartment and had
stolen my fur coat.
- John didn’t want to come to the movies with us because he had already seen the
movies twice.
- It was my first time in an airplane. I was very nervous because I had not yet
flown before.
We use the past perfect to say that something had already happened before a given time in the
past.
Structure:
Sub. +had+ past participle

The students+ had+ left when I arrived in the class.
Time expressions: before, after, by the time

d. Past perfect continuous
e.g. -Yesterday in the morning, I got up and looked out the window. The sun was
shining, but the ground was wet. It had been raining.
-Last Friday, I went to see Joseph at 6 PM but he was asleep. I woke him up but he
couldn’t hear me. His mother told me that he had been working hard all day.
- When the boys came into the house, their clothes were dirty and their hair was a
mess, and one had a black eye. They had been fighting.
Past perfect continuous can be used to say how long something had been happening before
something else happened in the past.
Structure:
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Sub.+had+been+V+ing
He was out of breath. He+ had+ been +runn+ing.
Time expressions: Before, after, by the time,etc

3. Future
a. Simple future
- He will visit you tomorrow.
- The students of French Bac. I will be in bac II next year.
- We shall come together next July.
We use simple future when we are talking about something that will happen in the time to
come. i.e. future.
Structure:
Sub.+ Will/Shall+ verb (bear infinitive)

The Team+ will+ be in Italy for Soccer next month.
Time expressions: Tomorrow; Next day / week/month/ year; in a few days/ weeks/ months/
years, etc.
b. Future continuous/ progressive
- She will be waiting for me when I reach her home.
- What will he be doing when you visit him?
- Get home once. Your mother will be wondering where you are.
- Probably, it will be raining when you reach Nyanza-lac.
Future continuous tense is used to express an action that will be in progress with the point of
time in future.
Structure:
Sub.+will+be+V+ing
They + will+ be+ hav+ing breakfast by that time.
c. Future perfect
e.g. -She will have already prepared food when I reach home
- He will have rung up his wife before he arrives
- I think the news will not have been published so far.
- I will have finished the work by the time you reach home.
This tense is used when out of two actions it is necessary to emphasize that the preceding
action will be completely finished before the succeeding action starts in the future.
Sometimes, the preceding action is implied and indicated by the use of ever, just, already,
recently, yet, so far, till(time), before, (by), by the time, after, etc.
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Structure 1
Sub.+ will have+ past participle

They +will have +gone before I arrive
d. Future perfect continuous/ progressive

- Oh, I am sure the baby will have been crying hard before her mother arrives.
- In November, I will have been working at my company for three years.
- At five o’clock, I will have been waiting for thirty minutes.
- When I turn thirty, I will have been playing piano for twenty-one years.
The future perfect continuous, also sometimes called the future perfect progressive, is a verb
tense that describes actions that will continue up until a point in the future. When we
describe an action in the future perfect continuous tense, we are projecting ourselves forward
in time and looking back at the duration of that activity. The activity will have begun
sometime in the past, present, or in the future, and is expected to continue in the future.
Structure:
Sub.+ will +have +been +V+ ing
She +will+ have+ been+ study+ ing at the school for three years.
3. If…….Clause
Exercise
I. Put the verbs in brackets in the appropriate /right tense
1. She ……...in England for three years. (study)
2. you ever………...to Italy before? (be)
3. She ….me for ten years by next month (know)
4. The kid rarely …fatty food. (eat)
5. She …. her teeth every night. (brush)
6. The wind …. the paper away yesterday around ten AM. (blow)
7. When I wanted to buy the smart phone, I found that they …...me. (rob)
8. My sister …...to England for higher study a month ago. (go)
9. The hen …...an egg now. (lay)
10. It ……...all the day before the night club started. (rain)
11. Jimmy ……...happy two days ago. (not be)
12. The bird often…. Butterflies. (catch)
13. We ……our grandfather tomorrow. (visit) (expresses a plan)
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14. Melissa ……………since 9 AM today. (sleep)

15. When the visitor finished the story, everyone ……. into laughter. (burst)
16. I guess the police …………. him by tomorrow 11 AM before we arrive at the station.
(catch)
17. Eric was so sad when I saw him in the morning that day. He told me that he ……. about
his parents’ death the night before. (dream)
18. You just ………a mistake, but leave it! (make)
19. Never, I …………. such a man before. He talks big. (see)
20. Kathy usually …………tea and milk while having breakfast. (mix)
21. If the bank had opened his account, he…….his salary this month. (get)
22. He…….if he studied hard. ( succeed).
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28
UNIT III. NOUNS

A noun is used as the name of a person, thing, place, idea and quality of a person, thing,
place, idea and qualify of a person, a thing and a place.
1. Kinds of nous
a) Common Noun: it is the name given in common to every person or a thing of the same
kind. It is not a name of any particular person or thing or place.
e.g. – boy, girl, teacher, soldier, etc.
b) Proper noun: It is the name given to some particular person, thing, or place.
E.g. Makamba, Burundi, Bujumbura, Divine, Jonathan, etc.
c) Collective noun: It is the name of a collection of persons and things treated and spoken
together as a whole.
E.g. fleet, audience, class, committee, crowd, mob, etc.
d) Abstract noun: It is the name of quality, idea, concept or state.
E.g. beauty, democracy, youth, honesty, death, etc.
2. Plural of nouns
Rule 1. For nouns that end in a consonant, we add-s except for irregular nouns:
E.g. book → books a cup→ cups
hen→ hens a ring→ rings, etc.
letter → letters
Rule 2. For nouns which end in the vowel “o”, we add -es or s depending on the noun.
E.g. mango → mangoes mosquito→ mosquitoes/ mosquitos
tomato →tomatoes
Rule 3. For nouns which end in “y”, the latter changes into “I” and we add – es
E.g. baby →babies
lorry → lorries
puppy → puppies, etc.
Rule 4: For nouns which end in sibilants such as ch, sh, s, etc., we add – es
E.g. touch →touches dish → dishes lash → lashes
bush → bushes kiss→ kisses
Rule 5: Some irregular nouns take on the plural form by first changing the last letter of the
word before adding “s.” Words that end in “f” are a good example of this case. To make such
a word plural, you change the “f” to “ve” and add an “s”
Irregular plural nouns that end in- ves:
elf→ elves
calf → calves
knife → knives
loaf → loaves
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shelf = shelves
wolf → wolves
Note: Some irregular nouns make plural by changing vowels, changing the word, or
adding a different ending. A student is required to study the plural of these irregular
nouns as they are in order to be a good speaker of English. Here is a list of some
irregular nouns:
man → men Criterion →criteria
person → people Phenomenon→ phenomena
mouse → mice Formula →formulae
child → children Oasis →oases
foot → feet erratum →errata
goose → geese Alumnus →Alumni
tooth→ teeth memorandum →memoranda
louse → lice Alumnus →Alumni
appendix→ appendices Syllabus →Syllabi
ox→ oxen Addendum →Addenda
datum →data Analysis →Analyses
Forum →Fora, forums antithesis →antitheses
Stadium →Stadia diagnosis →diagnoses
Bacterium →bacteria Hypothesis →Hypotheses
Ovum →ova
Phylum →phyla
Referendum →referenda woman →women
Sheep →sheep Summons→ summonses
Synopsis →synopses
Thesis →theses
Vita →vitae
Formula → formulae, formulas
Rules about uncountable nouns and other particularities in sentence construction
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This subtopic is concerned with uncountable nouns and the way they are used in terms of
subject- verb agreement. Moreover, it will discuss the use of these nouns with other parts of
speech.
Rule 1: - Uncountable nouns are used in the singular forms only
- Indefinite articles is not used before them though there are some exceptional cases.
- They are not used with plural verbs
- ‘Much’ or ‘some’ are used in place of many for denoting plurality.
some of the important Nouns of this kind are: advice, information, hair, luggage,
business, work, word (in the sense of promise, message, discussion) mischief,
bread, abuse, vacation, evidence, employment, alphabet, poetry, food, furniture,
baggage, fuel, paper, equipment, machinery, etc.
E.g. He gave me an information ( omit ‘an’)
You should be true to your words ( Use ‘ word’ in place of ‘ words’ )
He was punished for committing many mischiefs. (Use ‘much mischief’ in place of ‘many
mischiefs’)
Young people dislike the advices of the elderly people ( use ‘advice’ in place of ‘the advices’
)
The above nouns may be used to denote singularity as follows:
-a piece/ a word of advice - a piece / loaf of bread
- a word of abuse - an article of luggage
- an act of mischief
They may be used to denote plurality as follows:
- much / some advice
- a lot of/many words/ many pieces of advice
- two pieces / loaves of bread
- words of abuse
Rule 2. - A few collective nouns, though they look singular in a form, are always used as
plurals. Examples: ‘Cattle, gentry, peasantry, poultry, clergy, people, folk, police, etc.’
- Some collective nouns are used with both singular and plural verbs. The nouns include
‘majority, committee, jury, ministry (in religion), family, mob, crowd, audience, team,
board, staff, public’ are used with singular verbs when they are used as a body or group and
not as members.
Note: In American English, most of collective nouns are mostly used with singular verbs
but in British, they are often used with both singular and plural verbs.
Examples:
- cattle are grazing in the field
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- Majority is /are in favour of his proposal

- The committee is /are unanimous on this issue ( correct)
- The average Hindu family in India consists of four members (Correct)
- The police have become insensitive (correct: used as a group/ body )
- The policeman was accused of raping the girl.
Rule 3. ‘offspring, deer, fish, sheep’ are expressed as singular or plural only by the use of
verb. Both in singular and the plural they have the same form.
-Sheeps are economically useful (use ‘sheep’ in place of ‘sheeps’)
- A sheep is grazing in the field (Correct)
Note: ‘Fishes’ may be used in the sense of different number and kind.
Rule 4. Some of the nouns ending in ‘s’ or ‘es’ are used with singular verbs.
a) Branches of learning: Mathematics, Physics, Mechanics, Politics, Statics, Economics,
etc.
b) Diseases: Mumps, Measles, Rickets, etc.
c) Titles of books: Three Musketeers, Gulliver’s Travels, Arabian Nights, War and Peace,
Tales from Shakespeare.
d) Games and Sports: Billiards, Aquatics, Gymnastics, Athletics, etc.
e) Description of names of countries: United States, United Arab Emirates, etc
f) Some other nouns are Innings, series, news, Summons, etc.
Examples:
- The measles have* broken out in the town (use ‘has’ in place of ‘have’)
- Politics are* a dirty game (use ‘is’ in place of ‘are’)
- These news are* disappointing (Say ‘this news is’)
- A/the summons has been solved (correct)
- A series of matches are being played (use ‘is’ in place of ‘are’)
- Two series of matches was played last year (use ‘were’ instead of ‘was’)
Rule 5. Some nouns are generally used in the plural form with plural verb.
a) Articles of dress: Trousers, breeches, Jeans, etc.
b) Names of instruments: Scissors, spectacles, shears, etc.
Other nouns include: Alms, thanks, proceeds, riches, contents, credentials, orders,
refreshments, requirements, customs, rations, archives, annals, ashes, arrears (money that
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someone owes), assets, stairs, spirits, statistics(data), quarters, earnings, manners, outskirts (
parts of the town or the city that are furthest from the centre), savings, auspices (support), surroundings. For
examples:
-My scissors is not sharp (use ‘are’ in place of ‘is’)
- My spectacles is very costly (use ‘are’ in place of ‘is’)
- A pair of spectacles has been bought by me (correct)
- Orders (strict instructions from authorities) for his transfer have been issued. (correct)
Exercises
I. Spot error, if any, in the following sentences and rewrite them correctly
1.Cattles are not allowed to enter this ground.
2.The enemy has received many informations regarding the activities of the army of our
neighbouring country.
3. Order has been issued for his transfer to another district but he has not received them so
far.
4. There are many child in the ground.
5. I am not attending the meeting since I have many works to do.
6. Sheeps are so nice to watch when they are grazing.
7. You should always be true to your words.
8. Most of Human Sciences students believe that Mathematics are difficult.
9. Thanks is due to all those who worked so hard for so many months.
10. Ten dollars are enough for today’s meeting
II. Group the following nouns into common nouns, proper nouns, collective nouns and
abstract nouns
Love, band, telephone, battery, glass, Kenya, liberty, bouquet, jury, ruler, pen, Rumonge,
Japhet, council, church, chalk, stapler, staff, Lake Tanganyika, gang, Ruyigi, Eric, heap,
swarm, teacher, choir, lie, class, etc.
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IV. DIRECT AND INDIRECT/REPORTED SPEECH
Direct speech refers to the use of the speaker’s actual words by way of quoting
directly by another speaker or person. It is very important to use quotation or speech mark,
when the closing marks are preceded by:
• a comma or full stop if it is a statement or declarative sentence;

• a question mark if it is an interrogative sentence;
• an exclamation mark if it is an exclamatory sentence.
Examples:
- “We are tired”, they complained.
- She said, “I am satisfied with your answer”.
- “Why are you late today?” asked the teacher.
- “What a brilliant pupil are you!” exclaimed the headmaster.
Indirect or reported speech refers to using words that are not the exact words the
speaker used, that is, we report what someone said indirectly.
Examples:
- They complained that they were tired.
- She said that she was satisfied with his answer.
- The teacher asked why he was late that day.
You will have noted that in changing from direct speech to indirect speech, there are
changes that have taken place.
a) Change in punctuation
A part from the capital letter at the beginning of a sentence and the full stop at the end,
the rest of the punctuation marks are dropped when changing from direct to indirect speech.
The comma, the question marks and the exclamation mark are not used in indirect speech.
b) Change in pronouns and possessive adjectives
This is not automatic. It depends on who is reporting and to whom he or she is reporting.
Examples:
“I am tired,” he said → He said that he was tired.
“I am tired,” she said → She said that she was tired.
“I have left my hat in your hut,” she said → She said that she had left her hat in his hut.
a) Change in demonstrative pronouns
- He said that that pen was his.

“This pen is mine”, he said
- He said that the pen was his
So, this changes to that or the and these changes to those or the
b) Change in adverbs
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Direct Indirect
now then
ago before
today that day
tomorrow the next day, the following day
yesterday the previous day, the day before
Here there
last night the previous night, the night before
last….. the previous
f) Change in commands, orders, instructions
The verb in the indirect speech takes the preposition to, making it change from an
imperative to an infinitive.
Examples:
“Sit down”, said the teacher to the pupils.
→ The teacher told the (students) pupils to sit down.
“Stop and be checked”, the policewoman ordered the travellers.
→The policewoman ordered the travellers to stop and be checked.
g) Change in questions
As mentioned earlier, the question mark is dropped (from direct to indirect speech),
making it an indirect question: we normally use words such as: asked…. wanted to know….
asked whether/asked if…... etc.
Examples:
“Have you had your lunch yet?” Mother asked.
→ Mother asked whether we had had our lunch.
→ Mother wanted to know whether we had had our lunch.
h) Change in exclamations
“What a bright day this is!” he exclaimed.

→ He exclaimed how bright the day was. He was surprised at the brightness of the day.
i) Change in the modal verb must
Must changes to had to if it is used for the actual present indirect speech.
Examples:
“We must go there today”, they said.
→ They said that they had to go there that day.
Must changes to would have if it is used for the future in direct speech.
Ex: “ I must fly to Naïrobi next Friday”, He said.
→ He said that he would have to fly to Naïrobi next Friday.
a) Changes in the tenses
Simple Present Simple past

Present continuous Past continuous
Present perfect Past perfect
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Present perfect continuous Past perfect continuous

simple past Past perfect
Past continuous Past perfect continuous
Simple Future Present conditional
It should be noted that changing sentences/statements from direct speech to indirect

speech, you can either use the conjunction that to join the speech verb/speech tag to the
spoken words or not use it at all.
V. Question Tags
These are expressions used after a given statement to give emphasis to or confirmation
of what is already known. Generally, question tags are divided into three categories: the
statement, the tag and the response. In the statement, there is always an auxiliary verb from
which we derive the tag. If the statement has no auxiliary, we use the verb do and its elements
to form the question tag.
• When the statement is affirmative, the tags is negative and the response is affirmative
Examples:
- He is tired, isn’t he? Yes, he is.
- They are brothers, aren’t they? Yes, they are.
- We shall visit our aunt tomorrow, shan’t we? Yes, we shall.
- Susan will come with us, won’t she? Yes, she will.
- She goes to school on foot, doesn’t she? Yes, she does.
• When the statement is negative, the tag is affirmative and the response is negative.
Examples:
- He isn’t tired, is he? No, he isn’t.
- They aren’t brothers, are they? No, they aren’t.
- We shan’t visit our aunt tomorrow, shall we? No, we shan’t.
- Susan won’t come with us, will she? No, she won’t.
- She doesn’t go to school on foot, does she? No, she doesn’t.
Note: The verbs need, dare and used to, much as they are modal auxiliaries, are not repeated in
the tag if used affirmatively. They take the verb do in the tag.
Examples:
- You need some assistance, don’t you?
- He used to go to the cinema, didn’t he?
- They dared to attack the police station, didn’t they?
When a statement is in the form of an imperative, ie a command, the tag is more of a request
and in the affirmative.
Examples:
- Send me the dish please, will you?
- Shut the door, Peter, will you?
- Let’s go out, shall we?
The form amn’t I is not correct. Better to use aren’t I?
Example:
36
- I am sick, aren’t I?
- I am not sick, am I?
For words such as nobody, no one, etc., use the subject “they”.
Example:
- Nobody can stop reggae, can they? No, they can’t.
Exercises
On page 55
37
UNIT IV. WRITING
1. SUBJECT- VERB AGREEMENT
This unit emphasizes the notion of Subject-verb agreement which has been shortly discussed
earlier in Unit III. As seen, Subjects and verbs must agree with one another
in number (singular or plural). Thus, if a subject is singular, its verb must also be singular; if
a subject is plural, its verb must also be plural.
1. When the subject of a sentence is composed of two or more nouns or pronouns connected
by and, use a plural verb.
E.g.: She and her friends are at the party.
2. When two or more singular nouns or pronouns are connected by or or nor, use a singular
verb.
E.g.: The book or the pen is in the drawer.
Neither John nor Cynthia is sick.
3. When a compound subject contains both a singular and a plural noun or pronoun joined
by or or nor, the verb should agree with the part of the subject that is nearer the verb.
E.g.: -The boy or his friends run every day.
-His friends or the boy runs every day.
4. Doesn't is a contraction of does not and should be used only with a singular
subject. Don't is a contraction of do not and should be used only with a plural subject. The
exception to this rule appears in the case of the first person and second person
pronouns I and you. With these pronouns, the contraction don't should be used.
He doesn't like it.
They don't like it.
5. Do not be misled by a phrase that comes between the subject and the verb. The verb agrees
with the subject, not with a noun or pronoun in the phrase.
One of the boxes is open
The people who listen to that music are few.
The team captain, as well as his players, is anxious.
The book, including all the chapters in the first section, is boring.
The woman with all the dogs walks down my street.
6. The words each, each one, either, neither, everyone, everybody, anybody, anyone, nobody,
somebody, someone, and no one are singular and require a singular verb.
38
Each of these hot oranges is juicy.

Everybody knows Mr. Jones.
Either is correct.
7. The word dollars is a special case. When talking about an amount of money, it requires a singular
verb, but when referring to the dollars themselves, a plural verb is required.
Five dollars is a lot of money.
Dollars are often used instead of rubles in Russia.
8. In sentences beginning with "there is" or "there are," the subject follows the verb. Since
"there" is not the subject, the verb agrees with what follows.
There are many questions.
There is a question.
9. Expressions such as with, together with, including, accompanied by, in addition to, or as
well do not change the number of the subject. If the subject is singular, the verb is too.
The President, accompanied by his wife, is traveling to India.
All of the books, including yours, are in that box.
Exercise
Put the verbs in brackets in the correct form as per the rules of subject-verb agreement. Use
simple present tense.
1.Me and my friend usually (eat) a lot at the party.
2. Neither Jimmy nor Shemsa (be) present
3. The cooks or their boss often (sing) in the morning.
4. Their boss or the cooks often (sing) in the morning.
5. Keza (not like) eating alone.
6. Look! One of the pupils (fall) down.
7. The police agents who got punished (be) still few.
8. The car, including all its parts, (be) damaged.
9. The boy with all his belongings (leave) the house today.
10. Everybody (know) that she is pregnant.
11. No, John! Either (not do) help.
12. Each of the students (have) to submit the homework individually.
13. The news (be) sad.
14. Most of Arts students believe that Mathematics (disturb) people’s brain.
15. Don’t worry dear Sandra. Ten dollars (be) enough for the feast.
16. There (be) many students in the class.
17. There (be) still one more pen.
18. Our family usually(visit) prisoners on Sunday.
19. The Prime Minister, accompanied by his wife, (be) travelling to Kenya this week.
20. All the students, including your teachers (look) nice.
21. The police (have) caught the thief.
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22. Aquatics (be) not liked by many people in Burundi.

23. Measles (have) already infected many children in the city.
24. The peasantry (be) on strike.
2. WRITTEN COMPOSITION SKILLS
In any professional life, writing is an inevitable act. People (workers/ employees) need to
exchange among themselves about their business, work, etc. This exchange may be between
employees of the same work place or their partners from outside their institution. In doing
this, they need some writing skills (Written composition skills) about how to write a
paragraph i.e. how to start it, how to proceed and how to conclude it. Not only is this
involved at workplace, but also in their academic life. For example, they may need to write
for publications on different topics of their interest or career. This is what this section is
going to discuss.
A. What is a paragraph?
A paragraph is a self-contained unit of discourse in writing dealing with a particular point

or idea. A paragraph consists of one or more sentences. Though not required by the syntax of
any language, paragraphs are usually an expected part of formal writing, used to organize
longer prose/essay. A composition/ essay is written from letters → Words →sentences
→paragraphs →Essay/ text.
B. Topic sentence, supporting sentences and Concluding sentences.
In order to be successful in writing, a writer should decide what to come at the beginning, in
the middle and at the end. This requires having writing skills as readers are much likely to
like more your writing depending on how you have organized your ideas. There are three
parts which mainly consist a good paragraph namely, topic sentence, supporting sentences
and concluding sentences.
1.The topic sentence is the first sentence in the paragraph. It opens it and is a sentence which
states the main idea of the paragraph. That is, it shows what the whole paragraph is about.
This sentence tells the main idea of a paragraph. It tells the reader what the paragraph will be
about, and then the rest of the paragraph is built around this topic.
2.Supporting sentences are used to develop the topic sentence. In other words, they give
more information about the topic sentence. Supporting sentences can give facts, statistics,
details, or examples.
3.The concluding sentence is the last sentence in the paragraph. It usually restates the topic
sentence in different words or summarizes the main points of the paragraph.
Sample of a good paragraph about internet
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The Internet has become very important across the world for three main reasons. First, it
enables people to access more information than ever before. That is, people can read books,
newspapers, or magazines online and for free. Second, thanks to the Internet, people can
easily communicate with others in every part of the world via social media such as email,
Facebook, WhatsApp, WeChat, Twitter, Skype, Viber, Gasape, Snapchat, LinkedIn, Reddit,
etc. Third, the Internet is a perfect tool to study and get certificates from well-known top
universities outside your country. In other words, now more than ever, anyone can do free
online courses in a variety of subjects. In short, the Internet is, beyond doubt, an essential and
valuable tool nowadays.
writing format in the above paragraph is as follows:
• The topic sentence: The Internet has become very important across the world for three
main reasons.
• The supporting sentences: All the ideas used to support the topic sentence. (What comes
between the topic sentence and the concluding sentence)
• The concluding sentence: In short, the Internet is, beyond doubt, an essential and
valuable tool nowadays.
As you can see in the paragraph above, good transition words (linking words) are used to
help readers understand the connection and relationship between the ideas/sentences of the
paragraph. These transition signals also help students achieve coherence in paragraph writing.
That is, the movement from one sentence to another is smooth and logical.
Note: It should be noted that writings such as assay, article, report, etc. are composed of
three parts, namely introduction, development or body and conclusion.
C. Types of connectors Used in a paragraph
To introduce an additional idea: In addition, additionally, moreover, besides,

1.
furthermore, also, and, too, as well, not only …but also, an additional (+noun), another
(+noun), etc.
E.g.: -In addition to the homework I gave you, do the exercises on page 45.
-Besides the chickens, we have several other animals, namely goats, sheep and cows.
2. To introduce an example: For example, for instance, an example of (+noun), like, such as
(+noun), namely, to give an example, a great example is, a similar example is, an
additional example is, another example is, a different example is, a better example is, a
common example is, etc.
E.g.: Proper nouns are names given to people and particular things. For example, Lake
Tanganyika, Kilimanjaro, Claude, etc.
3. To express contrast or introduce an opposite idea: In contrast, on the other hand, however,
yet, but, nevertheless, nonetheless, notwithstanding, although, though, even though,
whereas, while, conversely, on the contrary, still, in spite of (+noun), despite (+noun), etc.
E.g.: Although he was sick, he went to the cinema.
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Jeanette loves him, but he doesn’t love her.

4. To list in order: First and foremost, First, second, third, next, last, finally, the first, the
second, the third, the next, the final, first of all, etc.
E.g.: - First, the course reviews tenses in English. Second, it discusses functions of
language and finally, the course introduces students to how to write a letter and CV in
English.
5. To introduce a choice or alternative: or, otherwise, if, unless, etc.
E.g: - You can do the exercise alone, otherwise you can seek a help from your classmates.
6. To introduce a statement or explanation: In fact, as a matter of fact, indeed, that is, …
E.g: The conference will last a fortnight, that is, two weeks.
7. To summarize or introduce a conclusion: In brief, in short, clearly, in summary, in
conclusion, in summary, to sum up, as a conclusion, indeed, all things considered, all in all,
to conclude, in a nutshell, overall, at last, finally, last but not least, etc.
E.g: In brief/ short, banks play a great role in the community development.
8. To express cause: For, because, since, as, because of, due to, owing to, thanks to, to be the
result of, one effect of, one consequence of, as a result of, as a consequence of, etc.
E.g.: -Because of the combination of many students from different faculties at USA, the
English teacher has to use a microphone.
- Most of the Bank of the Republic of Burundi (BRB) employees have their own
houses thanks to the bank’s house-construction credit.
9. To introduce a result: As a result, as a consequence, accordingly, consequently, therefore,
thus, hence, so, cause, thereby, etc.
E.g.: FIDA is helping a lot in Burundian agriculture. Therefore, people expect a decrease
of food price at market by August this year.
D. The use of prepositions in Writing

A preposition is a word that expresses a relationship between a noun or pronoun and another
word in a sentence so as to show position, time or movement.
1.Types of preposition
a. Prepositions of time
These are prepositions that express both periods/durations of time.
- for: used to express a period or duration of time
Ex: - For two hours, for three weeks, etc
- We stayed in Kenya for four years
- since: used to express a particular point of time: since yesterday, since last week, since
ten o’clock.
- at: exactly at that time, e.g, at 10:00 pm, at noon, at midnight, at lunch time.
- at: time of the day: e.g: at 2:00’ o’clock
Ex: The bomb exploded at midnight.
- by: used to express that at that time, something will have been done or something
happened or will happen. e.g: by room, by yesterday, by nine o’clock
Ex: - You are wanted here by nine o’clock today.
- By noon, we shall have finished our work.
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- in: used with the part of the day in question and with longer periods and period of time
in the future.
Ex: - We are meeting in two weeks’ time.
- on: used with a day or special event or with dates. e.g: on Monday, on Saturday, on
Monday morning, on 23rd November, 2021.
- in time: early enough, within the framework of the appointed time.

Ex: If the meeting is scheduled for 10 AM and you arrive at 9:50 AM. Then you
are in time.
- on time: at the exact time, at exactly the right time.

E.g: He was not punished with others. He came on time.
b. preposition of Place
These prepositions show the position of something or somebody in relation to something or the
distance between something/somebody and something.
- in: inside: eg in the room, in town, in the village;
- at: outside: at the corner, at university, at the hotel;
- on: on top or surface: on the wall, on the floor;
- beside: at the side of: beside the table;
- around: being near, surrounding: around the house.
c. prepositions of movement
These show or express both the movement and direction of somebody or something. They are
placed after verbs. They include: along, into, across, over, through, onto, after, past, up,
down, towards.
d. Preposition of manner/Kind
They include by, except, for, like, of, with, as, without, as if. Some prepositions are used with
means of transport: by, on, in.
- by: by bus, by car, by bicycle, by plane, by boat;
- on: on foot, on a motorbike, on the train, on a bus.
Words which go with specific prepositions.
Verb + preposition
abstain from changed with rely on

agree with, to comment on search for
apologize to, for complain about, to suffer from
apply for concentrate on think of
accused of bump into think about
believe in dream about tend to
belong to dream of borrow from
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care about depend on warn against

abide by die of
interfere with Listen to
blame for preside over
congratulate on/upon
remind of
cope with sentence to
officiate at lay to
Adjective + preposition
addicted to afraid of
good at fond of
bat at conscious of
surprised at/by ashamed of
shocked at engaged to
famous for similar to
well known for pleased with
responsible for angry with
different from/to disappointed with/in
interested in satisfied with
proud of guilty of
tired of accustomed to
jealous of inspired with
Satisfied with
Noun + preposition
difference between decrease/increase in

victim of answer to
reason for reply to
demand for solution to
need for reaction to
cause of attitude to
difficulty in relationship with/between
Compound prepositions
on account of in a matter of
by means of in addition to
in love with in a moment of
by way of in conformity with
in accordance to in connection to
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In search of in connection with
E. Sample of an Assay on The Importance of banks in the community development

Banks play a great role in the development of any communities across the world. They are
financial institutions that provide a loan or save customer’s money. The term ‘Bank’ is
derived from the word ‘Banc’ or ‘Banque,’ which means a bench upon which the ancient day
financiers would display their coins or transact their business in the market space. This paper
discusses the importance / contribution of banks in the community development.
Banks help people secure well their money. Traditionally in Burundi before the banking
system started, people used to keep their money in some places in their homes such as pots,
under sleeping mats, at the roof corners, etc. This was not a safe way of saving money since it
was risky. First, Money could sometimes get rotten or eaten or carried away by mice. Second,
in case of robbers invading a house, money could be stolen along with other house properties.
In contrast, there is a remarkable evolution today, which is due to the beginning of banking
system in Burundi. People can now create bank accounts, save their money in banks and
withdraw how much they want later, depending on what they want to do.
Not only do banks help people save safely their money, but they also help people do their
projects or businesses in society. People who want to start any businesses or projects such as
building their houses, that is, their homes, school buildings, starting cooperatives, etc. can ask
for a loan in the banks. This may be a five-year or ten-year loan. Even though they have to
pay back the loan with some interest, it still helps people a lot in improving their life
conditions in society. Moreover, banks also provide money transfer services. For instance,
parents with children studying abroad can pay their school fees through banks and transfer
some money to their children’s accounts for living.
Banks support parents in their children’s education. Some banks in Burundi provide school
credit to people just few days before the school year starts so as to pay school fees, buy
copybooks, books, school uniforms and any other school materials. This fosters a good
atmosphere and relationship between school proprietors because they don’t need to worry
about the delay of school fee payment.
In short, banks are very important for the development of any communities in the world as
they provide multiple services which contribute a lot to the wellbeing of people in society.
People save their money safely, get loan / credit to run their own businesses, etc. Besides, the
government also benefits a lot from banks, especially in terms of taxes and then becomes able
to pay the government employees.
Exercises
I. Complete the following sentences with suitable linking words (coordinating or
subordinating conjunctions) from the following: and, although, besides, in addition to, not
45
only …but also, still, yet, first, in short, finally, second, therefore, because, that is, on the
other hand, and despite.
1. …. the rain, he went to school.
2. The report is divided into three parts. ….it presents the organigramme of FIDA. ……it
discusses FIDA’s contribution in the community development…, the report shows FIDA’s
projects in the coming five years.
3. Nadia would like to go home …. she is sick.
4.….does he understand Mathematics, ……she speaks both French and English fluently.
5. Melissa loves him,….he doesn’t love her.
6. All the freshmen ,…., the students of first years look hopeless.
7. On the one hand, the bank manager could be suspected of the robbery. …….,one shouldn’t
think of it because he has done a lot in the recent five years in supporting citizens’
cooperatives.
8. The project initiator had a lot of affairs to do in this country. …., he couldn’t finish our
project before the end of the year.
9. I don’t like fishing. …., I don’t own a boat.
10. ……, his presentation invites people to plant trees all over the country in order to protect
the environment.
11. The baby was suffering from flue, …. she had a hypertension.
II. Complete the following sentences with suitable prepositions.

1. Can you meet me tomorrow …10 AM?
2. We stayed in India …two days.
3. Who is responsible …the damage? He must pay for this!
4. We shall visit our grandfather …June this year.
5. Please, see me …noon.
6. Kelly said that he will not attend class …Monday.
7. The jury said that the meeting would start at 10 AM, and Donciella arrived at 9:45. So he
came …time.
8. That bird often flies …our house.
9. A: Where is your mother?
B: She is …the house.
10. The driver drove…the motorcyclist as he was in hurry.
11. He came to school …foot.
12. Divine is good …English.
13. Your shirt is different …Eric’s.
14. Would you agree …John on what he has just said?
15. The red pen belongs …me.
16. No, I have already realized that she doesn’t care …. him anymore.
17. Sorry, I will call you later. I am …bus now.
18. Can you listen …. them, please! Let them finish first!
19. This story reminds me …my younger brother who passed away two years ago. He was
too brave.
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20. Students have borrowed these books …those of first year.

21. Don’t put blame …me! I wasn’t there when you started the fight.
22. Are you interested …football?
23. Allan Poe was very addicted …alcohol.
24. The police were suspicious …him for wearing black clothes.
25. This teacher is never satisfied …students ‘answers.
26. What do you think will be the solution …this problem? Both sides need to sit down and
talk.
II. Write a five-paragraph assay on the following topics. Consider the following:
a. Include the three parts of an essay i.e. Introduction, body and conclusion
b. Any paragraph must include a topic sentence, supporting sentences and
concluding sentences.
c. Use linking works (coordinating and subordinating conjunctions) to maintain
coherence and cohesion in your essay.
Topic 1: The Importance of knowing English today.
Reinforcement exercises
I. Change from direct to indirect speeches or vice versa.
1. Ravi said, ‘I am doing English examination now’
2. ‘Don’t waste your money’, He said to me
3. They asked her where she had gone the previous day.
4. ‘are you a vegetarian?’, She asked her
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5. The police said to the thief, ‘Stop here!’

6. He asked me whether I had come there the day before.
7. He said to me, ‘Are you single or married?’
8. ‘let’s not wait for him’, Elias said
9. Cynthia said that she would meet Keza two days later.
10. ‘Have you done your homework?’, The teacher said to the boys
11. She said, ‘Titanic is still an interesting film of all the time’
12. Our Geography teacher today taught us, ‘Kilimanjaro mountain is in Tanzania’
13. The traveler said to his guide, ‘oh! How beautiful the Taj is!’
15. I asked Anitha when she would come to me
II. Ask the question tags corresponding to the following sentences/ statements and
provide their answers.
1. She is very late to school, ……………………………..
2. The boys don’t play football,………………………….
3. I am lazy,…………………………………………
4. He had already left,……………………………………………………
5. Leave me alone!, ……………………………………………………..
6. Let us do this exercise,…………………………………………………..
7. Please wait, …………………………………………………………..
8. Nobody can do this exercise,…………………………………………
9. They can’t lift up this box,…………………………………………….
10. Do not play near the road,………………………………………………
III. Fill in the blanks with suitable prepositions among those given in the bracket.
1. (a) The students should do the project work .................... (in accordance with / in spite
of / Instead of) the instructions given by the teacher.
(b) Kanae was attracted .......................... (by / to / with) Nick’s message.
2. (a) I finished my project work several days ................... (ahead of / in spite of / in case of)
the deadline.
(b) I read a newspaper article .......................... (on / about / in) a disabled person.
3. (a) Nick plays football, golf, swims and surfs ................... (in place of / in spite of / in
sense of) having no limbs.
(b) They were blessed .......................... (with / of / by) a baby boy.
4. (a) Rajesh went to office ..................... (along with / in order to / in the event of) his close
friend.
(b) Finally, Nick and Miyahara fell ..................... (with / in / at) love.
5. Kelly got a good job .......................... (instead of / by means of / in case of) his own
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abilities.
6. (a) She does office work .............. (away from / apart from / a heal from) her household
chores.
(b) Kidumu is famous .......................... (for / of / to) singing.
7. (a) I filled in the forms........... (in addition to / according to / on account of) the instructions
given.
(b) You are capable .......................... (off / of / for) making your own arrangements.
8. (a) There is a hotel .......................... (between / in front of / among) the theatre.
(b) Venkat is good .......................... (at / in / on) mathematics.
9. One is responsible .......................... (from / for / by) one’s own mistakes.
10. (a) Egide went to Hyderabad .......................... (apart from / along with / meanwhile)
his mother.
(b) Violette is proud .......................... (of / off / for) her husband.
11. They’re coming to talk ................... (over / to / from) poor grandpa’s affairs.
12. The physical director of our school selected me ................... (in place of / in spite of / in
case of ) my friend Ganesh for tomorrow’s match.
13. He is trying to adapt himself ................... (with / to / by) the regrettable occasion.
(b) Mrs. Emile sails ................... (to / into / with) Congo.
IV. Fill in the blanks with suitable forms of verbs given in brackets.
1 (a) I ............already.............. (do) my homework. I am free now.
(b) Nick .......................... (begin) travelling the world in 2008.
(c) When I.......... (go) to the railway station, the train .......................... (leave) already the
station.
2 (a) Nick wanted to .......................... (kill) himself.
(b) Bethany was .......................... (bite) by a shark.
(c) Once, when I .......................... (be) in a car at traffic lights, a girl .......................... (look)
at me interestingly.
3 (a) I .......................... (buy) a scooter next week.
(c) Before he .............. (become) the president of the United States, Lincoln ..........................
(fail) Many times.
V. Fill in the blanks with suitable forms of verbs given in brackets.

1.(a) It ................ (rain) since early morning.
(b) I ................... (lose) my pencil yesterday.
2. (a) The sun .............. (rise) in the east.
(b) Have you ................... (finish) your work?
(c) After................... (finish) my homework, I ................... (usually/ go) to bed.
3.(a) I ................... (know) her for nearly four years.
(b) If I ................... (be) the Prime Minister, I would provide free education at all levels.
(c) She ....................... (go) to school when she saw a snake.
4.(a) It’s hight time Srikar we................... (go) to bed.
(b) I ................... (live) in Guntur since 2018.
(c) They .................... (leave) the place before the earthquake occurred.
5.(a) After I ................... (brush) my teeth. I took my breakfast.
49
(b) Ciza................. (learn) it now.

(c) Grandpa .................... (give) the land to your mother before he died.
6 (a) Ravi .................. (drink) milk every day.
(b) When I .................... (arrive) at the cinema, the film ................... already (start).
7. Have you ................... (see) the film? No, I ................... (see) it.
VI. What are the language functions expressed in the following sentences?
1. Long-time no See, John!
2. I don’t think we have met. I am Jules.
3. I am Extremely sorry for breaking your glasses.
4. What is your view on democracy in East Africa?
5. We could go to ENS for revision today, Kelly. Remember we have an exam on Wednesday.
6. Jane, I was terribly sorry to hear that your uncle passed away!
7. How can I get to the nearest Cyber Café from here?
8. Would you mind closing the door, please?
9. Good afternoon, John!
10. I would like you to meet my friend, Elias. He is my classmate.
11. I am Extremely sorry for coming late.
12. As far as I am concerned, the students should have scheduled the exam early this week.
13. How can I get to the nearest Cyber Café from here?
14. Hiya, James!
15. Please, I am very sorry for the delay. There was a heavy traffic.
16. What is the quickest way to Wisdom University of Africa?
17. I and my wife were very sorry to hear about your accident.
18. As far as I am concerned, lockdown hasn’t helped much in fighting against
COVID-19
19. We could invite him to your wedding.
20. Hiya, John!
21. Sorry to hear about your cousin’s death.
22. Excuse me, how can I get to INUSSAD?
23. Your suggestion sounds good, but I am sorry I have much work on Monday.
24. We are sorry for the noise we made last night.
26. Would you like some coffee?
27. sorry to hear about your father’s death
28. Long time no see
29. As far as I am concerned, all university students should have laptops
30. I am sorry for breaking your glasses
31. Kathy, I would like you to meet my friend, John.
VII. Put the verbs in brackets in the right tense

1. Melissa often…………her clothes. (wash)
2. Don’t worry Jane! Ten dollars ……………. enough for today’s party. (be)
3. It………………………………….the whole day before the match started. (rain)
4. John………………………………………….if he had studied hard. (succeed)
50
5. I think the police ………………………………………the thief tomorrow by 11 AM.

(catch)
6. The president, accompanied by his wife, …………………………to Kenya now. (travel)
7. Neither Finance nor Accounting ……………..easy to study. ( be).
8. The wind ………………away the clothes yesterday. (blow)
9. They…………………………………………on the project since January. (work)
10. The hens ………………………eggs now. (lay)
11. This business plan ……………………………us around 5Million by June, 2022.
(benefit)
12. Let them relax. They …………already……………to much for today. ( speak)
13. She ………………………………………………in England for three years. ( Study)
14. He often………………………….to school on foot. ( go)
15. I …………………………………….when the teacher came. ( sing )
16. James ……………………………three trees with a chain saw yesterday. ( cut)
17. They ……………………………………………………if they had studied hard. (
succeed)
18. Look! She ……now. ( cry )
19. Melissa ……. a cat near the mango tree yesterday. ( see)
20. They…………… the bus station when I arrived. (already, leave)
21. How long ………………….football? You are really good at it. (play)
22. Look! She ………on them now. (spy)
23. Melissa ……………….on to her baby yesterday. She had missed him a lot. (cling)
24. Never, …………….such a building before. It looks so nice. (see)
25. It …………………all the day before the nightclub started. (rain)
26. Kana …………….around 50 cows and 20 sheep by next June. (breed)
27. When I entered the house, the children were all quiet. Only Keitha told me that
they had been quarrelling before their father …………. them. (beat)
28. How long ……………………football? You are really good at it. (play)
VIII. Complete the following sentences with suitable words from the following: but,
therefore, that is, despite, yet, Not only, similarly, thanks to, and otherwise.
1. He didn’t revise well the syllabus. …………………, he failed the exam.

2. ………………………the rain, he went to school.
3. Janette loves him, ………………..he doesn’t love her.
4. They will stay there for a fortnight, ……………………., a two-week period.
5. ………………………………… does he speak English, but also he speaks French.
6. Meet him at his office right now, …………. you can wait until he returns.
7. ………………. his help, everyone has passed the examination.
8. He said that he could solve the problem alone, …………he failed.
IX. Fill in the blanks with suitable prepositions.
1. She has never liked our neighbor’s lift. She always goes to her office………..foot.
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2. John died……………tuberculosis. He was very addicted to smoking tobacco.

3. They went to Tanzania ………………………plane last Monday.
4. I borrowed $ 100 ………………….my new neighbor. I will repay the money in
September.
5. The students of Wisdom University of Africa are good ……………English.
6. Bravo! I am proud ……………….you.
7. We stayed in India …………………. three years.
8. What is the difference ………………microeconomics and macroeconomics?
9. I am not interested …………. football.
10. Alice is in love ……..James.
11. Wow, Hamza! many Congratulations ……………. your success.
12. Did you apply ……………..the job you were talking about last month?
13. No man is an Island! we rely ……………..each other in this world.
14. It turned out that Keitha was not even conscious…………………….her insane love
consequences.
15. They sentenced him…………………………death.
16. The manager was later found guilty …………………. the bank robbery.
17. Jessika was suffering ……………………….COVID-19 last two weeks, but now she is
fine.
X. Give the plural or singular form of the following words
1. battery →……………………………….
2. Ovum→……………………………….
3. syllabi→……………………………………..
4. geese→……………………………………..
5. woman →……………………………………………
6.Mice→………..
7. Erratum→…………….
8. Ox→………
9. Sheep→…………..
10. Thesis →………………….
11. Alumnus→……………………..
XI. Write a one-page essay on ‘The importance of Knowing English Today’ . Consider
the following:
d. Include the three parts of an essay i.e. Introduction, body and conclusion
e. Any paragraph must include a topic sentence, supporting sentences and
concluding sentences.
f. Use linking works (coordinating and subordinating conjunctions) to maintain
coherence and cohesion in your essay.
More revision exercises / Question samples
I. Fill in the blanks with suitable prepositions / 3 marks

1. Divine was attracted ……………..Jack’s look.
2. He went to school…………..foot.
3. They all said he was good ……………….English.
4. I am not interested ……………his presentation.
52
5. Who is responsible ……………the damage?

6. I can’t cope ……………with him. He is not sensitive.
II . What are the language functions expressed in the following statements?
1. You must be James, aren’t you?
→……………………………………………………………………
2. Yoo, Kethy. →………………………………………………………………………………………
3. I would like you to meet my friend John. →…………………………………………………………
4. We could invite him to our party. →…………………………………………………………………
5. Would you mind closing the door?
→…………………………………………………………………
6. To my mind, defending University reports should
continue→………………………………………...
III. Change from Direct to Indirect speech or vice versa/ 3 marks
1. Our teacher said, ‘Go out!’
→………………………………………………………………………….
2. Rob said, ‘I must go home.’ →……………………………………………………………………….
3. Teddy said that she would telephone him the following day→………………………………………
4. ‘Are you busy now?’, Kathy asked Jane→………………………………………………………….
5. The Soldier ordered the thief to stop there
→………………………………………………………….
6. David told us, ‘I must fly to Nairobi next Friday’→………………………………………………
IV. Put the verbs in brackets in the right tense/ 3 marks
1. In general, Mathematics ……………………..a difficult course. ( be)
2. Benign often……………………………….her clothes. (wash)
3. I ……………………………….when he entered the house. (eat)
4. Don’t come by 6PM, I will be tired. I ……………………………………...the trees a whole
day(cut)
5. Melissa …………………………………………………………since 9 AM. (sleep)
6. They …………………………………. packing all the stuff when I arrived at the station (finish)
V. Put the verbs in brackets in the right tense. / 3 marks

1. It ……………………………. since early morning. (rain)
2. I…………………………..James for three years. ( know)
3. Look! She ………..just ………for home. ( leave).
4. Ether the employees or boss……………ready to help you today. (be)
5. They ……………………….the place before the earthquake occurred( buy).
6. The president, accompanied by his wife, ……………………………………...to Kenya now.
(travel)
VI. Ask the question tags to the following statements / 3marks
1. You must be James, ……………………………………………………………………….
2. Nobody can stop Reggae, …………………………………………………………………….
3. I am not the kind of man you think, ……………………………………………………………….
4. Go home! …………………………………………………………………………………………….
5. No one is ill, ……………………………………………………………………………………….
6. Let us go home now,……………………………………………………………………………..
VII. Change from Direct to Indirect speech or vice versa/ 3 marks
1. Ravi said that she would meet us the following
day→………………………………………………...
2. Our teacher said, ‘ Kilimanjaro is in Tanzania’
→……………………………………………………..
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3. They asked Tom where he had gone the previous day

→………………………………………………
4. ‘Are you hungry now?’, Kathy asked
Jane→………………………………………………………….
5. The police ordered the thief to stop there
→…………………………………………………………...
6. Kenthia said, ‘I must go home.’ →…………………………………………………………………
VIII. What are the language functions expressed in the following sentences? /3marks
1. Hiya, James! →………………………………………………………………………………………
2. Please, I am deeply sorry for disturbing you yesterday →……………………………………
3. I am new here, where is KCB bank? →………………………………………..
4. I and my wife were very sorry to hear about your accident.
→…………………………………………
5. I believe that lockdown hasn’t helped much in fighting against
COVID-19→……………………………………………………………………………
6.Let’s invite him tomorrow. →……………………………………………
IX. Put the verbs in brackets in the right tense/ 3 marks

1. Measles …………………………………a harmful disease. (be)
2. The baby ……………………………………………..meat when her mother arrived. (cry)
3. Don’t come to see me tomorrow at 3 Pm. I …………………………………………………. .
(sleep)
4. If I ………………………………………………………,i wouldn’t have told you the secret. (
know)
5. Look, the boy …………………………………………………………now. ( cry)
6. The cow ………………………………………..a lot of blood from its nose yesterday . ( bleed)
X. Fill in the blanks with suitable prepositions / 3 marks
1. Don’t be jealous …………..him. He is very intelligent.
2. Kelly got engaged …………..James.
3. His request………………..cooperation should be accepted.
4. I conformity ……………….everyone, you need to wear uniform.
5. He borrowed the books ……………Emile.
6. I am really sorry ………………………….my disturbance.
XI. Ask the question tags corresponding to the following statements. / 3 marks
1. They need money, …………………………………………………………………………………..
2. I am a student, ………………………………………………………………………………………
3. Let’s go to the Zoo tonight, ………………………………………………………………………..
4. Go home!.............................................................................................................................................
5. No body can do the exercise, ………………………………………………………………………
6. They haven’t yet left, ……………………………………………………………………………….
XII. Change from Direct to Indirect speech or vice versa/ 3 marks
1. Janifer asked, ‘when will Sandrine come?’
→………………………………………………………...
2. ‘Keep quiet’, ordered the teacher.
→…………………………………………………………………..
3. He said that the president of Burundi is Eriste Ndayishimiye.
→………………………………………
………………………………………………………………………………
54
4. The students exclaimed, ‘oh! How intelligent the teacher is’

→………………………………………
5. Jane told me , ‘ I need my pen back now’ →………………………………………………………
6. The police ordered the man to stop and be checked.
→………………………………………………..
XIII. Fill in the blanks with suitable prepositions / 3 marks

1. I would like to apologize ……………John for the noise we made last night.
2. Do not blame him………………..the failure. It was your fault.
3. Kelly is very good …………………….English.
4. Chinua Achebe is famous ………………..his novel “ Weep, Not Child “.
5. Hello, wait for few minutes. I am ………………the bus coming.
6. I borrowed these books …………………………Wisdom University of Africa Library.
XIV. Change from Direct to Indirect speech or vice versa/ 3 marks

1. The policeman ordered the thief to stop there.
→………………………………………………………
2. He was surprised, ‘What a beautiful girl this is!’ →…………………………………………………
3. They asked Evelyne where she had gone the previous day.
→………………………………………...
………………………………………………………….
4. Our teacher explained to us, ‘Bujumbura is the capital city of Burundi’ →………………………....
…………………………………………………………………………………
5. The cashier asked me, ‘Are you married?’ →………………………………………………………
6. The students said, ‘ We are revising English Syllabus now’
→………………………………………..
XV. Put the verbs in brackets in the right tense/ 3 marks
1.The president, accompanied by his wife, …………………………………………Kenya now. (
Visit)
2. I ………………………………………………………………..meat when he entered the house. (
eat)
3. Jane rarely …………………………………………………her clothes. (wash)
4. I couldn’t go with them because they …………………………………before I arrived. ( leave)
5. No wonder! The police ………………………………………………by 2 PM tomorrow. ( catch )
6. She ………………………………………to school when she was eight. ( go)
XVI. Fill in the blanks with a suitable linking word from the following: but, that is, therefore,
not only, finally, and namely. / 3 marks.
1. There are many domestic animals, ………………goats, sheep, cows, rabbits, etc.
55
2. …………………………………………. does he speak French, but also he speaks Chinese?

3. I would like to go with you , ……………………….. I don’t have time.
4. At first, everyone thought it was fake news. ……………………………………..,, it was found out
that he was guilty of robbing the bank.
5. He couldn’t attend classes regularly. ……………………………………, he failed this year.
6. I will spend a fortnight in Russia, ………………………………., two weeks.
Some References
Bakshi, S.P. (2002). Objective General English. Arithant Publications (pp.1-153).
Englisch-hilfen.de. Table of Irregular Verbs in English. Retrieved December, 14,

2020 from https://www.englisch-hilfen.de/en/grammar/unreg_verben1.htm
English Club (n. d). Asking for an opinion. English Club. Retrieved December 11,
2020 from https://www.englishclub.com/vocabulary/fl-asking-for-opinions.htm
EnglishClub. (n. d). The 12 Basic English Tenses. EnglishClub. Retrieved December
15, 2020 from https://www.englishclub.com/grammar/verb-tenses.htm
EnglishStudyPage.com. (2017). General Speaking: Asking and Giving Directions in
English. EnglishStudyPage.com. https://englishstudypage.com/speaking/asking-and-
giving-direction-in-english/
English Is Easy (EFL). (n. d). Learning English: Time Expressions for Tenses in
English. Retrieved December, 23, 2020 from
https://sites.google.com/site/englishiseasyefl/grammar/present-
simple/unless/wish/active-and-passive/modals/time-expressions-for-tenses-in-english
Hadfield, J.& Charles, H. (1999). Simple Speaking Activities. University Press.
Koltai, A. (October 10, 2016). Asking and Giving an opinion- Agreeing and
Disagreeing in English. My English Teacher.
https://www.myenglishteacher.eu/blog/asking-giving-opinions-agreeing-disagreeing/
Macfarlane, M. (2004). International Express. Oxford University Press.
Oxford Advanced Learners’ Dictionary (9th Ed.)
Teachthis (n. d). Functional Language- ESL Activities, Worksheets and Games.
Teachthis. Retrieved December 11,2020 from https://www.teach-this.com/functional-
activities-worksheets
56
Vijeta Competitions. (Ed.). (2018). AP DSC TRT School Assistant English Content.
BANDLA Publications (pp.143-144).
Wallwork, A. (2005). International Express. Oxford University Press.
Wren, P.C. &Martin, H. (1995). English Grammar & Composition. S. Chand Publishing
(pp.12-16).
https://www.english-at-home.com/grammar/linking-words/
https://www.futurelearn.com/info/courses/english-for-study-intermediate/0/steps/35245
End of the course!!!
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Lecturer: Eliphase Ndayikengurukiye, MA Gene. Engl-Ev.

UNIVERSITE SAGESSE D’AFRIQUE (USA)

LECTURER: Eliphase Ndayikengurukiye, MA

UNIT I: LANGUAGE FUNCTIONS

UNIT IV: DIRECT AND INDIRECT/REPORTED SPEECH

UNIT V: QUESTION TAGS

UNIT I: LANGUAGE FUNCTIONS

1. Greetings 8. Expressing wishes

▪ Good morning/afternoon/evening/day – These formal greetings are used as a

Formal Expressions: Answers

Very well, Thank you.

5. Asking for an opinion and expressing / Giving an opinion

a. Asking for directions:

E.g. -Have a safe journey →Thank you

E.g. A: Bring it to me. B: Sorry? A: I said bring it to me.

19. As far as I am concerned, we shouldn’t have cancelled the exam.

UNIT II: TENSES IN ENGLISH: A REVIEW

Sub. +Is/ are+ verb in -ing form.

Sub+ has/ have+ past participle+ Object

d. Present perfect continuous

- All the students succeeded in his course last year.

break broke broken

find found found

Sub.+ was/ were + verb+ ing

Sub. +had+ past participle

Time expressions: before, after, by the time

Time expressions: Before, after, by the time,etc

Sub.+ Will/Shall+ verb (bear infinitive)

Sub.+ will have+ past participle

d. Future perfect continuous/ progressive

14. Melissa ……………since 9 AM today. (sleep)

UNIT III. NOUNS

- Majority is /are in favour of his proposal

IV. DIRECT AND INDIRECT/REPORTED SPEECH

• a comma or full stop if it is a statement or declarative sentence;

b) Change in pronouns and possessive adjectives

a) Change in demonstrative pronouns

- He said that that pen was his.

f) Change in commands, orders, instructions

“What a bright day this is!” he exclaimed.

i) Change in the modal verb must

a) Changes in the tenses

Simple Present Simple past

Present perfect continuous Past perfect continuous

It should be noted that changing sentences/statements from direct speech to indirect

UNIT IV. WRITING

1. SUBJECT- VERB AGREEMENT

Each of these hot oranges is juicy.

22. Aquatics (be) not liked by many people in Burundi.

2. WRITTEN COMPOSITION SKILLS

A paragraph is a self-contained unit of discourse in writing dealing with a particular point

B. Topic sentence, supporting sentences and Concluding sentences.

Sample of a good paragraph about internet

writing format in the above paragraph is as follows:

C. Types of connectors Used in a paragraph

To introduce an additional idea: In addition, additionally, moreover, besides,

Jeanette loves him, but he doesn’t love her.

D. The use of prepositions in Writing