Formation bilingue

II et Environnement
économique II

EXPRESSION ANGLAISE : CM, TD

COURSE CONTENT

Grammar:
Parts of Speech – Verbs – Question Words - Methodology: - of Asking and Answering
Questions. Active Voice and Passive Voice - direct and indirect speech
Question Tags – The Use of: For – Since – Ago. DO and MAKE. Words denoting Places –
Tenses - Troublesome Verbs - Conditional Tense, - I wish – Had better - I’d rather - It’s time
Conjunctions and Embedding - Gerund

Introduction – Course Content – Syllabus – Importance of English – Style in Business Writing

-Punctuation; Capitalization – Abbreviations.

The Use of: Lot of – Much – Many – Little – Few – A Little – A

-Vocabulary:

Economic Activities – Sectors of Activity - Commerce and Trade –Channels of distribution –

Essay Writing -Specialized Shops. Forms of Business Organization - General organization and
The Personnel of a firm - Business Documents – Words denoting Numbers
Adjectives: Comparisons and Irregular Comparatives –Numbers – Measures and Weight –
Finance – Means of Payment - Banks and Banking Words denoting Professions or Trades and
places. Transport by Road - by Rail - How to tackle Reading Comprehension and exercise.
Transport by Air - by Sea. – Other Means of Payments: bill of exchange; Promissory
Note - Words denoting Numbers –Few – Exercises Relating to the Preparation of the 1st
Continuous Assessment. Insurance - Essay Writing: Structure and different kinds of Essay –
(Business letters + Letter of Motivation + CV/Resume) – Numbers - Fractions - Vocabulary-
Insolvency and Bankruptcy

1
 AN OVERVIEW OF BASIC ENGLISH GRAMMAR

LESSON ONE: MOOD OF VERBS

INTRODUCTION

What is “mood of verbs?”

Usually, when we hear the word, “mood,” we connect it to how someone is feeling. Are you in
a good mood or a bad mood today? Mood of verbs has NOTHING to do with someone’s
feelings.

What is “mood of verbs?”

Mood is the form of the verb that shows the mode or manner in which a thought is expressed.

The moods are: indicative, imperative, interrogative, conditional, and subjunctive.

Let’s start with the indicative mood.

I. THE INDICATIVE MOOD

The indicative mood is a verb form that makes a statement.

● The stingray is our school mascot.

● Julia called home because she forgot her Chrome book.

● Mrs. Wishart likes mashed potatoes.

Now let’s learn about the imperative mood.

II. THE IMPERATIVE MOOD

The imperative mood expresses a command.

● Clean your room!

● Stop talking!

●Please unload the dishwasher!

●Go to the grocery store to buy bread, milk, and cheese!

2
III. WHAT IS THE INTERROGATIVE MOOD?

Verbs in the interrogative mood ask a question.

●How old are you?

●How many more slides are in this presentation?

●Why does the broccoli in the cafeteria smell like that?

IV. THE CONDITIONAL MOOD

Here is some information about the conditional mood.

With the conditional mood, one thing depends on another; if this, then that.

● If Eric runs fast, he will win the race.

● If Mrs. Wishart buys donuts for her students, they will be really happy.

V. THE SUBJUNCTIVE MOOD

What about the subjunctive mood?

The subjunctive is used to indicate conditions that aren’t true.

Subjunctive: If Mrs. Wishart were a billionaire, she would go on vacation at least once a month.

Why it’s subjunctive: Mrs. Wishart is not a billionaire, and she’s not going to go on vacation at
least once a month.

Subjunctive: If Mrs. Wishart were your mother, she would let you have your friends over for
pizza every weekend.

Why it’s subjunctive: Mrs. Wishart is not your mother, and she’s not going to let you have your
friends over for pizza every weekend.

The Helping Verb, “Had”

Subjunctives also pop up from time to time with the helping verb had. For past tense sentences,
the had belongs in the part of the sentence that is untrue. The untrue part of the sentence may
begin with if, or the if may be understood.

3
Subjunctive with the word if: If Mrs. Wishart had known about the mayonnaise, she would not
have eaten that sandwich.

Subjunctive without the word if: Had Mrs. Wishart known about the mayonnaise, she would
not have eaten that sandwich.

Why it’s subjunctive: Mrs. Wishart knew nothing about the mayonnaise; her friend later told
her that the “dressing” on the sandwich was mayonnaise mixed with cilantro.

More about the subjunctive mood:

It also appears in commands, wishes, and requests.

The coach likes to be in charge, so he/she needs many subjunctive verbs:

● Coach Ward demands that the players’ parents be called to pick up their kids because they
aren’t listening.

● Jeff, the cheer coach, asks that the team captain tell the other cheerleaders that today’s
practice will be gruelling because they need to prepare for the competition in Myrtle Beach.

● Miss Tina insists that the soccer team kick the ball 400 times before the end of practice.

LESSON TWO: MODAL VERBS: STRUCTURE & USE

INTRODUCTION

What are modal verbs?

They are Auxiliary verbs that provide additional and specific meaning to the main verb of the
sentence. Among them are the following:

• Must • Can

• Could • May

• Might • Shall

• Should • Ought to

• Will • Would

4
 I. HOW DO WE USE MODALS?

Structure: SUBJECT+MODAL VERB + VERB

Example: Mary could play the piano.

They do not accept conjugation. And they do not need other auxiliary verbs

A. FORM

There is no “s” in singular

There is no “do / does” in the question

There is no “don’t / doesn’t” in the negative

For example:

He can ski and not He cans ski or He can skis

Would you like to come with me? And not do you would like to come with me?

They can’t be serious and not they don’t can be serious

Modal verbs do not have infinitives or –ing forms: to can / caning to must /musting

Modal verbs are followed by an infinitive without to: She must study (strong obligation)

We should have gone the other way (recommendation). He could play football in his youth
(ability in the past).

Modal verbs do not have all the tenses. Modal verbs use other verbs to complete the tenses

Can is completed with be able to

Must is completed with have to

For example: They can play the piano / they will be able to play the piano in the future

You must come early / you had to come early yesterday

II. WHAT DO THEY EXPRESS?

They can have more than one meaning depending on the situations
5
1. Single Concept Modal: they have one meaning

2. Double Concept Modal: they have two meanings

3. Modals in past: They are used to express a situation in the past

A. Categories

Single concept Modals Double Concept Modals in Past

Will May would have

Might Must could have

Should Would Might have

Ought to shall should have

Had better could May have

Can Must have

1. Single Concept Modal

Modal Concept Examples

Will Future Joe will travel to NY next week

Might Small probability I might move to Canada some day

Should Recommendation you should go to the doctor

Ought to Formal recommendation we ought to know about first aids

Had better Warning I had better study or I will fail the test

2. Double Concept Modal

Modal Concept Examples

May (1) Permission May I come in?

May (2) good probability we may visit Mexico this summer

6
Must (1) Responsibility Everyone must pay taxes

Must (2) Assumption She didn’t arrive. She must be sick

Would (1) Past (used to) When I was young, I would play soccer

Would (2) present unreal I would buy the car but I can’t afford it

a. Double Concept Modal

Modal Concept Examples

Shall (1) Educated expression Offer Excuse me, I shall go now

Shall I clean it?

Shall (2) Contractual obligation the company shall pay on January 1st

Could (1) Unreal Ability I could go if I had time

Could (2) Past Ability She could play the piano

(But she can’t anymore)

Can (1) Present Ability We can speak English

Can (2) Permission Can I have a candy?

3. Modals in the Past

They are modals referred to actions that happened in the past

MODAL + HAVE + verb in past participle. For example: It must have been a difficult
decision

They should have invited her to their wedding

7
MODAL PERFECT USES EXAMPLES

Must have + p.p. Logical conclusion on a past event Peter has arrived late. He must

have been in a traffic jam

may / might have + p.p. Deduction on a past event Joe may / might have taken

the wrong train.

Could have+pp Possibility to do something, gone you could have played better

unfulfilled

Couldn’t have + p.p. Certainty that something couldn’t have He couldn’t have passed

Happened because he hadn’t studied enough

Would have + p.p. Desire to do something, I would have visited, but I

but impossibility to do it for external forgot your address

reasons

You should / Lament on something that should have you should or ought to have

ought to have warned me earlier

been done +pp

shouldn’t have + p.p. Critique on something that He shouldn’t have told them

shouldn’t have happened

needn’t have + p.p. Somthing that wasn’t necessary doing You needn’t have bought it .

III. MODALS-LIKE VERBS:

A few verbs which often serve as modals too. They need to be conjugated.

Modal Concept Example

Like to Enjoy I like to watch TV

Want to Desire John wants to buy a car

Need to Necessity We really needed to talk to you

8
Have to Obligation Susan had to pay the rent

Have got to Have to I’ve got to go now

Look forward to Future plan I look forward to seeing you again

Summary

CAN, MUST, MAY, SHOULD/OUGHT TO

A. CAN EXAMPLES

1. Be able to 1. Bob can swim well. = Bob is able to swim well

2. Be possible to 2. You can see the lake from here = it is possible…

3. Be allowed to 3.you can use my computer = you are allowed to…

B. MUST

1. Have to 1.You must obey my orders = you have to…

2. I think or I assume 2. He must be over 70 years old = I think/assume he is

over …

C. MAY

1. be allowed to 1. You may leave now = you are allowed to leave

2. be likely to; probably 2. It may rain tomorrow = it is likely to rain/it will

Probably rain

D. SHOULD/OUGHT TO

1. be advisable to 1. You should study every day. /You ought to study every

2. convenient / had better 2. = It is convenient for you to study every day/.

You had better study every day

LESSON THREE: QUESTION TAGS IN ENGLISH

9
 1. Use

Frequently used in spoken English when you want someone to agree or disagree

2. Form

• Positive statement → question tag negative → you are Tom, aren't you?

• Negative statement → question tag positive → He isn't Joe, is he?

3. Examples

3.1. with auxiliaries

• You've got a car, haven't you?

3.2. Without auxiliaries (don't, doesn't, didn't)

• They play football on Sundays, don't they?

• She plays football on Sundays, doesn't she?

• They played football on Sundays, didn't they?

Questions tags are used to keep a conversation going. You can agree or refuse to a sentence
with a question tag.

• Affirmative sentence: He is from Germany, isn't he?

• Negative sentence: He isn't from Germany, is he?

Possible answers are Yes or No. If you use yes, do not use contracted forms. If you use No,
contracted form are possible.

• Yes, he is.

• No, he is not. Or No, he isn't. Or No, he's not.

4. Special points

10
4.1. Although the negative word not is not in the sentence, the sentence can be negative.
Then we use the positive question tag.

• He never goes out with his dog, does he?

4.2. If have is a main verb in the sentence and refers to states, there are two possible
sentences – We have a car, _____?

• We have a car, haven't we? Mostly British English

• We have a car, don't we? Mostly American English

4.3. Use will/would with imperatives (Simple Present).

• Open the window, will you?

• Open the window, would you?

• Don't open your books, will you?

4.4. We use won't with a polite request.

• Open the window, won't you?

4.5. We use shall after Let's.

• Let's take the next bus, shall we?

4.6. Auxiliary must

We must be at home at 8 pm, mustn't we?

• Yes, we must.

• No, we needn't.

4.7. Personal pronoun I

I am late, aren't I?

This form is commonly used (mostly informal). It is because there is no contracted form for am
+ not (amn't). Grammatically correct would be: am I not. This is only used in formal situations.

11
 LESSON FOUR: THE GERUND FORM
I. DEFINITION

What is a gerund?

A gerund is the –ing form of a verb. This –ing verb functions as a noun. Therefore, a gerund
can do whatever a noun does. In other words, a gerund is a verb in “-ing” form that is used as a
noun. It becomes the subject or object of a sentence.

Examples:

I enjoy baking on the weekend. (The gerund, “baking,” is the object.)

Studying is important. (“Studying” is the subject.)

We discussed not attending the concert. (Negative form = “not”+ gerund)

Below is a list of verbs that are commonly followed by gerunds:

1. VERB + GERUND
To admit
To appreciate
To avoid
To consider
To delay
To deny
To dislike
To enjoy
To fancy
To finish
To imagine
Example: Would you mind closing the door?
I enjoy walking in the park in the morning.
Ann will soon finish typing the letter.

enjoy suggest
quit finish
discuss stop
think/talk about recommend
mind put off
Examples:

Let’s consider spending more time on this paper.

She quit worrying about punctuation.

12
It is incorrect to follow these verbs with infinitives:

We considered to stay up late and study.

Our teacher enjoys to read our essays.

Some verbs can be followed by either a gerund or an infinitive, but the meaning changes
depending on which is used.

Examples:

She forgot closing the door behind her. (She closed the door but forgot that she did so.) She
forgot to close the door. (She did not close the door.)

He stopped eating. (He was eating, and now he is not.)

He stopped to eat. (He was doing some activity and stopped in order to eat.)

Finally, some verbs can be followed by a gerund or an infinitive with no change in meaning.

Examples:

The family likes swimming. I prefer sitting in the front row.

The family likes to swim. I prefer to sit in the front row.

2. TO GO +GERUND

To go boating
To go bowling
To go camping
To go dancing
To go fishing

To go hang gliding
To go hiking
To go jogging
To go running
To go sailing

Examples: I usually go jogging in the evening.

Mrs Brown goes shopping every Saturday morning.
They went sightseeing in the morning.

To go shopping
To go sightseeing
To go skating
13
To go skiing
To go skydiving
To go swimming
To go trekking
To go water-skiing
To go window-shopping

4. Phrasal verbs and expressions + Gerund

To accuse someone of
To apologize for
To be accustomed to
To be afraid of
To be capable of
To be fond of
To be tired of
To be used to
To carry on
To dream of/about
To feel like
To forgive somebody for
To get through
To get used to
To give up
To go on
To insist on
To keep on
To look forward to
To prevent somebody from
To put off
To succeed in
To talk about
To think about

Examples:
John´s given up smoking at last.
They kept on talking for hours.
Ann is fond of gardening.
I look forward to seeing you soon.
Bob will soon get used to living in this country.

There´s no use. There´s no use waiting any longer.

It´s no use. It´s no use insisting
There´s not much point in. There´s not much point in doing that.
Is this... worth ? Is this book worth reading?
14
Is it worthwhile. Is it worthwhile going there now?

II. WHAT IS A GERUND PHRASE?

A gerund phrase is a phrase that begins with a gerund and includes objects or modifiers. It
functions as a noun.

Jogging for thirty minutes every day helps you lose weight.

A. GERUND USAGE

1. Subject: the gerund in this example acts as the subject.

Writing is a necessary part of college.

2. Direct object: a gerund phrase acts as the direct object.

I like partying with my friends on the weekends.

3. Subject compliment: a gerund acts as a compliment to the subject.

That swim in the ocean was exhausting.

Jogging, formed from the verb “jog,” is the subject of the sentence and functions as a noun.

Here, jogging for thirty minutes is the gerund phrase and functions as the subject of the
sentence.

4. Object of a preposition: a gerund acts as an object of a preposition.

I am interested in going to the museum.

B. GERUNDS AND OTHER VERBALS

Be careful not to confuse gerunds with participles.

Examples

Unlike a gerund, which always functions as a noun, a participle is the form of a verb when it
functions as an adjective.

Participle: While driving, Cathy got an eyelash in her eye and crashed.

Here “driving” modifies Cathy and acts as an adjective.

Gerund: Driving is not easy when it rains.

15
Here “driving” is the subject, thus making it a gerund.

Participle: Swimming through the ocean, the whale searched for a mate.

Here “swimming” modifies the whale, making it an adjective.

Gerund: The whale enjoyed swimming through the waves.

Here “swimming” is the direct object.

LESSON FIVE: ACTIVE AND PASSIVE VOICES

ACTIVE AND PASSIVE VOICE

Voice refers to the form of a verb that indicates when a grammatical subject performs the action
or is the receiver of the action. When a sentence is written in the active voice, the subject
performs the action; in the passive voice, the subject receives the action. In academic writing,
it is generally preferred to choose an active verb and pair it with a subject that names the person
or thing doing or performing the action. Active verbs are stronger and usually more emphatic
than forms of the verb “be” or verbs in the passive voice.

Active: The award-winning chef prepares each meal with loving care.

Passive: Each meal is prepared with loving care by the award-winning chef.

In the above example of an active sentence, the simple subject is “chef” and “prepares” is the

verb: the chef prepares “each meal with loving care.” In the passive sentence, “meal” is the

simple subject and “is prepared” is the verb: each meal is prepared “by the award-winning
chef.”

In effect, the object of the active sentence becomes the subject in the passive sentence. Although
both sentences have the same basic components, their structure makes them different from each
other. Active sentences are about what people (or things) do, while passive sentences are about
what happens to people (or things).

USING THE AUXILIARY VERB “BE”

The passive voice is formed by using a form of the auxiliary verb “be” (be, am, is, are, was,
were, being, been) followed by the past participle of the main verb.

16
Active Passive

He loves me. I am loved.

We took our children to the circus. The children were taken to the circus.

A thief stole my money. My money was stolen.

Notice how the “be” auxiliaries change the meaning of the verbs from action to condition or

from “doing” to “being.”

He remembers his grandmother. (“he” is doing an action: remembering)

His grandmother is remembered. (“she” is in a condition: being remembered)

In this way, the past participle functions very much like an adjective; it describes the subject.

The woman is pretty. She is a pretty woman

The woman is married. She is a married woman.

VERB TENSES USED IN ACTIVE AND PASSIVE VOICE

The following is a summary of active and passive forms of all verb tenses. Remember that in
active forms the subject of the sentence is the person or thing that does the action. In passive
constructions, the verb is performed by someone or something other than the subject; often, the
action is done to the subject by someone else.

Present Time
• Simple Present

Use the simple present tense to make a generalization, to present a state of being, or to indicate
a habitual or repeated action.

Active Passive

Base form or “-s/-es” form am/is/are + past participle

Professor Brown teaches at Hunter.

All humans are equal.

Sonia is taught by Professor Brown.

17
All humans are created equal.

Maria eats in the cafeteria. The cafeteria is cleaned

• Present Progressive

Use the present progressive to describe an on-going activity or a temporary action.

Active Passive

am/is/are + -ing am/is/are + being + -ed/-en

The students are learning Spanish. Classes are being conducted in Spanish.

He is being hired to work at McDonald’s.

I am working at McDonald’s until I finish

school.

• Present Perfect

Use the present perfect to describe an action occurring in the past but relevant to the present, or
extending to the present.

Active Passive

has/have + -ed/-en has/have + been + -ed/-en

Hunter has opened a language institute in East Harlem. The language institute has been opened
to relocate students off the main campus

The language institute has been opened to

Hunter has offered E.S.L courses for twenty years. E.S.L. courses have been offered since the
beginning of Open Admissions

• Present Perfect Progressive

Use the present perfect progressive to describe an on-going action beginning before now and is
still relevant to the present.

Active Passive

Has/have + been + -ing has/have + been + being + -ed/-en

18
Hunter has been awarding BA and MA diplomas for over one hundred years.

Note: Because of awkward construction, the perfect progressive form is not used in the passive

Voice. Instead, an adverb may be used to show continuing action: “We have been repeatedly
scolded for being late.”

Past Time

• Simple Past

Use the simple past to indicate a general or habitual action occurring in the past or at a specific
time in the past.

Active Passive

Base + -ed or irregular form was/were + -ed/-en

Our family bought all our clothes at Sears when I was young. The clothes were bought by
my mother

On my fifteenth birthday, my uncle gave me one hundred dollars

The money was given to me to buy new clothes.

When I was in high school, my friends and I drove to the mall on weekends.

We were always driven to the mall by my friend's older brother. In informal conversation,
speakers of English often express habitual behavior in the past using the modal “would.”

Active

Would + base

Passive

Would + be + -ed/-en

We would usually eat burgers in the food court. Most of the French fries would be eaten before
we got to the table.

Past Progressive

Use the past progressive to indicate an on-going action in the past or an action continuing
through a specific past time.

Active Passive
19
was/were + -ing was/were + being + -ed/-en

Mary and Paul were dating in those days. One afternoon, Mary was being kissed by Paul when
her mother passed by.

• Past Perfect

Use the past perfect to indicate an action completed prior to a particular time or before another
action in the past.

Active Passive

Had + -ed/-en had + been + -ed/-en

Completed:

Mary's mother was shocked because she had forbidden her daughter to date.

Mary had been kissed many times before that day.

• Past Perfect Progressive

Use the past perfect progressive to indicate a continuing action that began before a past action
or time.

Active Passive

Had + been + -ing had + been + being + -ed/-en

Mary had been trying to tell her mother about Paul for a long time.

Future Time

• Simple Future

Use the future to indicate an action that is expected to take place at a future time.

Active Passive

Will + base will + be + -ed/-en

Paul and Mary will marry in June. They will be married by a priest

am/is/are going to + base am/is/are + going to be + -ed/-en

Mary is going to wear her grandmother's gown.

The gown is going to be adjusted to fit Mary.

20
Future Progressive

Use the future progressive to indicate an action in future with emphasis on continuing action.

Active Passive

Will + base + -ing will + be + being + -ed/en

Mary and Paul will be spending lots of time on the beach.

Note: Not used in the passive voice.

• Future Perfect

Use the future perfect to indicate a future action expected to be completed before another future
action or time.

Active Passive

Will + have + -ed/-en will + have + been + -ed/en

By their wedding date, they will have saved enough money to buy a house.

Note: Not used in the passive voice.

• Future Perfect Progressive

Use the future perfect progressive to indicate an action projected to have been going on for a
while before a time in the future.

Active Passive

Will + have + been + -ing will + have + been + being + -ed/-en

When they celebrate their first anniversary, they will have been living together for a full year.

Note: Not used in the passive voice.

WHEN TO USE PASSIVE VOICE

Although active voice is generally preferred in academic writing, passive voice is acceptable
under certain conditions.

Use passive voice

• To emphasize the receiver of the action instead of the doer

Quizzes are given regularly.

21
Grades for all students are averaged.

Questions are encouraged.

To keep the focus on the same subject through several sentences or paragraphs

My sister and I grew up and went to school in Jamaica. We were educated according to the
British system. In 1997 we were given the opportunity to come to the United States. We decided
to finish high school before leaving our own country. We were concerned that the education in
this country might not be as good as the one we had there, and we wanted to improve our
English too.

• When we do not know who performed the action:

Ray's calculator was made in Germany. The answers have been filled in.

• When we do not wish to mention the doer of the action:

Many problems have been ignored for too long.

I was given some bad advice.

Note: This use often reveals an unwillingness to take responsibility (or place it on someone
else).

Substitute: For:

“A mistake was made.” “I made a mistake.”

“Not enough has been done to end homelessness.”

“We have not done enough to end homelessness.”

“You have been misinformed.” “You are wrong.”

• When we want to sound objective or avoid using the subject “I”

Studies have shown . . .

It is well-known . . .

Hamlet is considered . . .

It can be assumed . . . It has been established . . .

LESSON SIX: REPORTED SPEECH (INDIRECT SPEECH)

22
 How to use Reported Speech
If you have a sentence in Direct Speech, try to follow our 5 steps to put the sentence into
Reported Speech:

1. Define the type of the sentence (statement, questions, command)

2. What tense is used in the introductory sentence?

3. Do you have to change the person (pronoun)?

4. Do you have to backshift the tenses?

5. Do you have to change expressions of time and place?

1. Statements, Questions, Commands

Mind the type of sentences when you use Reported Speech.

2. The introductory sentence

If you use Reported Speech there are mostly two main differences. The introductory sentence
in Reported Speech can be in the Present or in the Past. If the introductory sentence is in the
Simple Present, there is no backshift of tenses.

Direct Speech:

• Susan: “Mary works in an office.”

Reported Speech:

• Introductory sentence in the Simple Present → Susan says (that)* Mary works in an office.
•Introductory sentence in the Simple Past → Susan said (that)* Mary worked in an office.

3. Change of persons/pronouns

If there is a pronoun in Direct Speech, it has possibly to be changed in Reported Speech,

depending on the situation.

• Direct Speech → Susan: “I work in an office.”

• Reported Speech → Susan said (that)* she worked in an office.

23
Here "I" is changed to "she".

4. Backshift of tenses

If there is backshift of tenses in Reported Speech, the tenses are shifted the following way.

• Direct Speech → Peter: “I work in the garden.”

• Reported Speech → Peter said (that)* he worked in the garden.

Direct Speech Reported Speech

Simple forms

Simple Present Simple Past

Simple past Past Perfect

Present Perfect past perfect

Past Perfect past perfect

Will would

Progressive forms

Am/are/is was/were

Was/ were

Has been had been

Had been

5. Conversion of expressions of time and place

If there is an expression of time/place in the sentence, it may be changed, depending on the

situation.

• Direct Speech → Peter: “I worked in the garden yesterday.”

• Reported Speech → Peter said (that) he had worked in the garden the day before.

24
Direct Speech Reported Speech

This evening that evening

Today/this day that day

These days those days

Now then

A week ago a week before

Last weekend the weekend before / the previous weekend

Next week the following week

Tomorrow the next/following day

Here there

6. Additional information

In some cases backshift of tenses is not necessary, e.g. when statements are still true.
Backshift of tenses is never wrong.

• John: “My brother is at Leipzig University.”

• John said (that) his brother was at Leipzig University. Or

• John said (that) his brother is at Leipzig University. Or when you use general statements.

• Mandy: “The sun rises in the east.”

• Mandy said (that) the sun rose in the east. Or

• Mandy said (that) the sun rises in the east.

* The word that is optional, that is the reason why we put it in brackets.

LESSON SEVEN: PREPOSITIONS

25
 “The plane flew above the cloud, behind the cloud, around the cloud, below the cloud,
beneath the cloud, beside the cloud, beyond the cloud, into the cloud, near the cloud,
outside the cloud, over the cloud, past the cloud, through the cloud, toward the cloud,
under the cloud, and finally dived underneath the cloud.”

A preposition is a word that shows the relationship between two things. In the example
above, the prepositions show the relationships between a plane and a cloud. Below is a list of
most Common prepositions:

about beside inside to

above besides like toward
across between near under
after beyond of underneath
against by off until
along despite on up
among down out with
around during outside within
at except over without
before for past
behind from since
below in through
beneath into throughout

Some prepositions consist of more than one word. Here is a list of the most common
multiword
prepositions:
along with in place of
because of in spite of
Due to instead of
except for on account of
in addition to out of
in case of up to
in front of with the exception of

Prepositions for Time, Place, and Introducing Objects

Time

On is used with days.

I will see you on Monday.
The week begins on Sunday.
At is used with noon, night, midnight, and with the time of day.
26
My plane leaves at noon.
The movie starts at 6 p.m.
In is used with other parts of the day, with months, with years, with seasons.
He likes to read in the afternoon.
The days are long in August.
The book was published in 1999.
The flowers will bloom in spring.

Since, for, by, from—to, from—until, during, (with) in – expresses extended time.

She has been gone since yesterday. (She left yesterday and has not returned.)
I'm going to Paris for two weeks. (I will spend two weeks there.)
The movie showed from August to/until October. (Beginning in August, ending in October.)
I watch TV during the evening. (For some period of time in the evening.)
We must finish the project within a year. (No longer than a year.)

Place
In – describes the point itself.
There is a wasp in the room.

Inside – expresses something contained.

Put the present inside the box.

On – talks about the surface.

I left your keys on the table.

At – talks about a general vicinity.

She was waiting at the corner.

Over, above – when the object is higher than a point.

He threw the ball over the roof.
Hang that picture above the couch.
Under, underneath, beneath, below – when the object is lower than a point.
The rabbit burrowed under the ground.
The child hid underneath the blanket.
We relaxed in the shade beneath the branches.
The valley is below sea-level.
27
Near, by, next to, between, among, opposite – when the object is close to a point.
She lives near the school.
There is an ice cream shop by the store.
An oak tree grows next to my house
The house is between Elm Street and Maple Street.
I found my pen lying among the books.
The bathroom is opposite the kitchen.

Introduce objects of verbs

At – with verbs glance, laugh, look, rejoice, smile, and stare

She took a quick glance at her reflection.
(Exception with mirror: She took a quick glance in the mirror.)
You didn't laugh at his joke.
I'm looking at the computer monitor.
We rejoiced at his safe rescue.
That pretty girl smiled at you.
Stop staring at me.

Of – with verbs approve, consist, and smell

I don't approve of his speech.
My contribution to the article consists of many pages.
He came home smelling of alcohol.

Of/About –with verbs dream and think

I dream of finishing college in four years.
Can you think of a number between one and ten?
I am thinking about this problem.

For – with verbs call, hope, look, wait, watch, and wish
Did someone call for a taxi?
He hopes for a raise in salary next year.
I'm looking for my keys.
We'll wait for her here.

You go buy the tickets, and I'll watch for the train.
If you wish for an "A" in this class, you must work hard.

28
Frequently Misused Prepositions

Prepositions may sometimes be confused because of slang and the general informality of talk.
Here are some frequently misused prepositions.
Beside, besides. Beside means next to, whereas besides means in addition. The comb is
beside the brush.
Besides planning the trip, she is also getting the tickets.
Between, among. Generally, between is used when two items are involved; with three or
more, among is preferred.
Between you and me, he is among friends.
due to. Due to should not be used as a preposition meaning because of.
Because of (not due to) his speeding, we were all ticketed.

Inside of. The of is always unnecessary.

Stay inside the house.
The man stayed outside (not outside of) the post office.

LESSON EIGHT: CONJUNCTIONS USED IN ENGLISH

29
Conjunctions join words, phrases and clauses together. This course provides a brief
overview of the different types of conjunctions and their function in sentences.

1. Coordinating Conjunctions
 but
 so
 or
 and
Coordinating conjunctions join words, phrases, or independent clauses of a sentence together.
They often link similar grammatical parts of a sentence together (parts of speech + parts of
speech / phrase + phrase / clause + clause). Here are some example sentences:
1. we went to the park, but we did not have time for the museum.
2. She has to work late tonight, so she cannot make it to party.
3. Let's meet at the beach or in front of the hotel.
4. On Friday night we watched TV and a movie.
In a sentence, Coordinating conjunctions come in between the individual words, phrases,
and independent clauses they are joining.

2. Subordinating Conjunctions
 after / before
 although / even though
 because / as
 if
 as long as / provided that
 till / until
 unless
 when / once / as soon as
 while / whereas
 in spite of / despite
Subordinating conjunctions join an independent clause (which contains both a subject and a
verb and can act as a complete sentence) and a dependent clause (which also contains a
subject and a verb, but is not a complete sentence). Here are some example sentences:
1. They went running, although / even though it was very hot.
2. We went to the beach despite / in spite of the rainy weather.
3. We decided to go to the cinema because / as it was too cold to go to the beach.
4. Monica lives in New York, while / whereas her brother lives in California.

30
5. He went to work after he (had) finished his breakfast.
6. He finished breakfast before he went to work.

7. I will go there if / provided that / as long as you go too.

8. I won’t go there unless you go too
9. We can leave when / once you are ready.
10. You can’t drive until / till you get your licence.
Subordinating conjunctions always come at the beginning of a dependent clause. However,
dependent clauses can sometimes come before an independent clause (separated by a
comma). So, we could write the above sentences this way:
1. Although / Even though it was very hot, they went running.
2. Despite / In spite of the rainy weather, we went to the beach.
3. Because / as it was too cold to go to the beach, we decided to go to the cinema.
4. While / Whereas her brother lives in California, Monica lives in New York.
5. After he (had) finished his breakfast, he went to work.
6. Before he went to work, he finished his breakfast.
7. If / Provided that / As long as you go too, I will go there.
8. Unless you go too, I won’t go there.
9. When / Once you are ready, we can leave.
10. Until / Till you get your licence, you can’t drive.
Coordinating conjunctions join parts of sentence that are similar whereas subordinating
conjunctions often shows a contrasting or unequal relationship.

3. Linking words across sentences

Linking words across sentences always link a second sentence to an idea in the previous
sentence. That means they come at the beginning of the second sentence.
 In addition, / Furthermore,
 However, / On the other hand,
 Therefore, / Consequently,
 First(ly), / Second(ly), / Third(ly), / Finally,
Linking words across sentences are used either for contrast with the previous sentence or
for continuing the same idea. Here are some examples:
Perth is a nice place to live for many reasons including the fantastic summer weather
and the beaches and parks. In addition, / Furthermore, there are a lot of pubs, clubs,
restaurants and cafes to enjoy. However, / On the other hand, there is not much to
do in winter when it is cold and rainy and not much fun to do outdoor activities.
Therefore, / Consequently, if you are planning to visit Perth, it is best to come

31
between November and April which is the hottest time.
Before you travel you need to think about a number of things. First(ly), make sure
your passport is up-to-date. Second(ly), get some travel insurance in case something
goes wrong on your trip. Third(ly), make sure you pack a hat, a pair of sunglasses
and some strong sunscreen for the beach. Finally, change some money into Aussie
dollars before you leave your country.

LESSON NINE: SENTENCE KINDS

Declarative
A declarative sentence "declares" or states a fact, arrangement or opinion. Declarative
sentences can be either positive or negative. A declarative sentences ends with a period (.).
Examples
1. I'll meet you at the train station.
2. The sun rises in the East.
3. He doesn't get up early.

Imperative
The imperative commands (or sometimes requests). The imperative takes no subject as 'you' is
the implied subject. The imperative form ends with either a period (.) or an exclamation point
(!).
Examples:
1. Open the door.
2. Finish your homework
3. Pick up that mess.

Interrogative
The interrogative asks a question. In the interrogative form the auxiliary verb precedes the
subject which is then followed by the main verb (i.e., Are you coming ....?). The interrogative
form ends with a question mark (?).
Examples:
1. How long have you lived in France?
2. When does the bus leave?
3. Do you enjoy listening to classical music?

Exclamatory
32
 the exclamatory form emphasizes a statement (either declarative or imperative) with an
exclamation point (!).
Examples:
1. Hurry up!
2. That sounds fantastic!
3. I can't believe you said that!

SENTENCE TYPES

• Simple
• Compound
• Complex
• Compound – Complex

Simple Sentences
Simple sentences contain no conjunction (i.e., and, but, or, etc.).
Examples
1. Frank ate his dinner quickly.
2. Peter and Sue visited the museum last Saturday.
3. Are you coming to the party?

Compound Sentences
Compound sentences contain two statements that are connected by a conjunction (i.e., and,
but, or, etc.).
Examples
1. I wanted to come, but it was late.
2. The company had an excellent year, so they gave everyone a bonus.
3. I went shopping, and my wife went to her classes.

Complex Sentences
Complex sentences contain a dependent clause and at least one independent clause. The two
clauses are
connected by a subordinator (i.e, which, who, although, despite, if, since, etc.).
Examples
1. My daughter, who was late for class, arrived shortly after the bell rang.
2. That's the man who bought our house.
3. Although it was difficult, the class passed the test with excellent marks.

33
 Compound - Complex Sentences
Compound - complex sentences contain at least one dependent clause and more than one
independent clause. The clauses are connected by both conjunctions (i.e., but, so, and, etc.)
and subordinators (i.e., who, because, although, etc.)
Examples:
1. John, who briefly visited last month, won the prize, and he took a short vacation.
2. Jack forgot his friend's birthday, so he sent him a card when he finally remembered.
3. The report which Tom complied was presented to the board, but it was rejected because it
was too complex.

PART TWO VOCABULARY

QUESTION WORDS

Question Words (1) Describing people and things

How old? /háu óuld/

How tall? /háu to:l/
How far? /háu fa:r/
How long? /háu ló#/
How high? /háu hái/
How fast? /háu fæst/
How deep? /háu di:p/
How thick? /háu "ik/
How wide? /háu wáid/
How big...? /háu big?/
How well...? /háu wel/
How heavy...? /hau hévi/
What color? /hwot kólor/
What size? /hwot sáiz/
What shape? /hwot shéip/
What is /are...like?*
/wot. Iz /a:r...láik/
34
How old are you? I´m 21 years old
How tall are you? I´m 1.70 meters tall
How far is the airpòrt? It´s about 20 km. away
How long is the river? It´s 85 km. long.
How high is that hill? It´s about 1,200 mt. high
How fast is the train moving? At about 90 k/h
How deep is the lake? It´s 120 mt. deep
How thick is that wall? It´s about 40 cm. thick
How wide is the road? About 15 mt. wide
How big is the house? It has got five rooms
How well do you drive? I drive very well
How heavy is the box? It weighs 5 kilos
What color is the car? It´s light blue
What size is this shirt? It´s extra-large
What shape is a football? It´s round
What is the house like? It´s very comfortable
What are the rooms like? They´re very small
What´s Mary like? She´s very nice and friendly.

MEASURES AND WEIGHT

35
Common Weights and Measures in English are :

Length

1 millimeter = 1/1,000 meter

1 centimeter = 1/100 meter

1 decimeter = 1/10 meter

1 meter (basic unit of length)

1 dekameter = 10 meters

1 kilometer = 1,000 meters

1 inch = 1/36 yard = 1/12 foot

1 foot = 1/3 yard

1 yard (basic unit of length)

1 rod = 5 1/2 yards

1 furlong = 220 yards = 40 rods

1 mile = 1,760 yards = 5,280 feet

1 fathom = 6 feet

1 nautical mile = 6,076.1 feet

1 centimeter = 0.39 inch

1 inch = 2.54 centimeters

36
1 meter = 39.37 inches

1 foot = 0.305 meter

1 meter = 3.28 feet

1 yard = 0.914 meter

1 meter = 1.094 yards

1 kilometer = 0.62 mile

1 mile = 1.609 kilometers

Area

1 square centimeter = 1/10,000 square meter

1 square decimeter = 1/100 square meter

1 square meter (basic unit of area)

1 are = 100 square meters

1 hectare = 10,000 square meters = 100 ares

1 square kilometer = 1,000,000 square meters

1 square inch = 1/1,296 square yard = 1/144 square foot

1 square foot = 1/9 square yard

1 square yard (basic unit of area)

1 square rod = 30 1/4 square yards

37
1 acre = 4,840 square yards = 160 square rods

1 square mile = 3,097,600 square yards = 640 acres

1 square centimeter = 0.155 square inch

1 square inch = 6.45 square centimeters

1 acre = 0.405 hectare

1 hectare = 2.47 acres

1 square kilometer = 0.386 square mile

1 square mile = 2.59 square kilometers

38
Volume and Capacity (Liquid and Dry)

1 cubic centimeter = 1/1,000,000 cubic meter

1 cubic decimeter = 1/1,000 cubic meter

1 cubic meter = 1 stere (basic unit of volume)

1 milliliter = 1/1,000 liter = 1 cubic centimeter

1 centiliter = 1/100 liter

1 deciliter = 1/10 liter

1 liter = 1 cubic decimeter (basic unit of capacity)

1 dekaliter = 10 liters

1 hectoliter = 100 liters = 1/10 cubic meter

1 cubic inch = 1/46,656 cubic yard = 1/1,728 cubic foot

1 cubic foot = 1/27 cubic yard

1 cubic yard (basic unit of volume)

1 U.S. fluid ounce = 1/128 U.S. gallon = 1/16 U.S. pint

1 British imperial fluid ounce = 1/160 imperial gallon = 1/20 imperial pint

1 pint = 1/8 gallon = 1/2 quart

1 quart = 1/4 gallon

1 U.S. gallon (basic unit of liquid capacity in the United States) = 231 cubic
inches

39
1 imperial gallon (basic unit of liquid capacity in some Commonwealth
nations) = 277.4 cubic inches

1 dry pint = 1/64 bushel = 1/2 dry quart

1 dry quart = 1/32 bushel = 1/8 peck

1 peck = 1/4 bushel

1 U.S. bushel (basic unit of dry capacity in the United States) = 2,150.4 cubic
inches

1 imperial bushel (basic unit of dry capacity in some Commonwealth nations)

= 2,219.4 cubic inches

1 cubic centimeter = 0.06 cubic inch

1 cubic inch = 16.4 cubic centimeters

1 cubic yard = 0.765 cubic meter

1 cubic meter = 1.3 cubic yards

1 milliliter = 0.034 fluid ounce

1 fluid ounce = 29.6 milliliters

1 U.S. quart = 0.946 liter

1 liter = 1.06 U.S. quarts

1 U.S. gallon = 3.8 liters

1 imperial gallon = 1.2 U.S. gallons = 4.5 liters

1 liter = 0.9 dry quart

40
1 dry quart = 1.1 liters

1 dekaliter = 0.28 U.S. bushel

1 U.S. bushel = 0.97 imperial bushel = 3.5 dekaliters

Weight (Mass)

1 milligram = 1/1,000,000 kilogram = 1/1,000 gram

1 centigram = 1/100,000 kilogram = 1/100 gram

1 decigram = 1/10,000 kilogram = 1/10 gram

1 gram = 1/1,000 kilogram

1 dekagram = 1/100 kilogram = 10 grams

1 hectogram = 1/10 kilogram = 100 grams

1 kilogram (basic unit of weight or mass)

1 metric ton = 1,000 kilograms

1 grain = 1/7,000 pound = 1/437.5 ounce

1 dram = 1/256 pound = 1/16 ounce

1 ounce = 1/16 pound

1 pound (basic unit of weight or mass)

1 short hundredweight = 100 pounds

1 long hundredweight = 112 pounds

41
1 short ton = 2,000 pounds

1 long ton = 2,240 pounds

1 grain = 1/7,000 avoirdupois pound = 1/5,760 troy or apothecaries' pound

1 apothecaries' scruple = 20 grains = 1/3 dram

1 pennyweight = 24 grains = 1/20 troy ounce

1 apothecaries' dram = 60 grains = 1/8 apothecaries' ounce

1 troy or apothecaries' ounce = 480 grains = 1/12 troy or apothecaries' pound

1 troy or apothecaries' pound = 5,760 grains = 5,760/7,000 avoirdupois pound

1 milligram = 0.015 grain

1 grain = 64.8 milligrams

1 gram = 0.035 avoirdupois ounce

1 avoirdupois ounce = 28.35 grams

1 troy or apothecaries' pound = 0.82 avoirdupois pound = 0.37 kilogram

1 avoirdupois pound = 1.2 troy or apothecaries' pounds = 0.45 kilogram

1 kilogram = 2.205 avoirdupois pounds

1 short ton = 0.9 metric ton

1 metric ton = 1.1 short tons

Means of Payment
42
 Means of payment are the instruments used for making payment of the value of
goods purchased under trade. These means are used to remit money from one
place to another for settling accounts and for making cash purchases. The
following are some of the important means of payment which can be used to remit
money either through bank or post office:

1. Cheque

A cheque is a written order issued by a depositor directing a specified banker to

pay on demand a certain sum of money to a certain person or to the bearer of the
instrument. In order to pay the amount of goods, the buyer draws a cheque on his
local banker and sends it to his seller by post. For additional safety, the cheque
may be crossed.

2. Bank draft

It is the means of payment used in foreign trade. For this, one has to go to the
bank and deposit the money equal to the amount of payment to be made to the
party and should also pay the service charge. Bank issues a draft which can be
sent through register letter. The party who receives the draft produces it to the
bank according to the instruction and takes payment.

3. Telegraphic transfer (T.T)

The telegraphic transfer is the quickest means for remitting a large sum of money
in and outside the country. The T.T. is an order issued by a bank directing its
branch in another place through telegraph to pay a certain sum of money to a
certain person. It is used both in home trade and foreign trade. It is costlier than
bank draft.

4. Letter of credit

It is also one of the very common means of payment used in foreign trade. It is
also done through the bank. It is a letter issued by a bank giving a guarantee on
behalf of local trade making payment to the foreign parties. It is a guarantee of
payment issued by the bank. So, it solves the guarantee and currency problems of
the importer.

43
5. Money order

The money order is a means of remitting money through the post. It is suitable to
remit a relatively small sum of money to a distant place quickly. It is an order
issued by a post office of one place usually through telegraph directing the post
office of another place to pay a certain person. Money order is cheapest than
telegraphic transfer.

6. Automated Teller Machine (ATM) card

ATM is a computerized device which provides the financial services to the

customers without the involvement of human clerk. A bank installs ATM in
different public spaces like department stores, hospitals, universities, hotels,
airports, railway stations, petrol/ gas stations etc. The account holder uses the
debit card to draw money through ATM from his bank balance. The ATM card
contains a unique card number and security information. The security refers to the
Personal Identification Number (PIN) of the customer.

7. Electronic transfer

Electronic transfer refers to the computer-based system used to perform financial

transactions electronically. It is used by a cardholder to pay the amount of goods
and services, withdraw cash through ATM from different places, transfer fund
from one bank account of the cardholder and transfer fund to the account of the
third party. In order to remit any foreign currency from one country to another
through the bank, the support of SWIFT (Society for Worldwide Interbank
Financial Telecommunication) is essential. SWIFT is an international institution
which makes the networking of member banks in different countries.

8. Hundi

Hundi is believed to have arisen in the financing long distance trade around the
emerging capital trade centre. Hundi is an informal value transfer system between
huge networks of money brokers. Transferring money through hundi is an
informal system in which no legal documents are exchanged between hundi
brokers. The transactions are totally based on the honesty of the hundi brokers.
Hundi is an attractive instrument of means of payment because it provides fast
44
and convenient transfer of funds from one place to another place. It is an
economical way of remitting money as the commission to be charged is much
lower than the commission charged by the banks.

PRACTICALS
Examen National du Diplôme Supérieur d’Etude Professionnelles,
Specialite/option : Toutes les spécialités

Epreuvre : Expression Anglaise et Communication

45
Duree : 2 heures

PART ONE: LINGUISTIC COMPETENCE (05 marks)

Rewrite each pair of sentences below using who, whom, whose, what and when to combine
them such that they form single correct sentences.

1. Mr Jones is the hunted man. His pictures have been put everywhere.
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
2. Why don’t you think about the appropriate time? The children can be invited then.
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
3. I really cannot remember. My teacher was talking about it.
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
4. The Mfemes quickly forgot the names of the guests. The Mfemes had invited the guests.
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
5. Many students were dismissed. These students were not guilty of the crime.
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

PART TWO: VOCABULARY (05 marks)

Complete the following sentences with the most correct items from the brackets.
1. As the ……………………………….. of this company, he will ensure the proper repair of
the car. (mechanic, technician, engineer)

46
2. I ……………………………….. Rufus, whom I had not seen since I left school, in town
today. (ran into, came across, came by)
3. The ……………………………….. in cigarette smoke increases the pulse rate.
(nicotine, tobacco, risk)
4. A ……………………………….. for regulating temperatures has been invented.
(devise, design, device)
5. Albert’s leg is paining but he ……………………………….. the pain alright. (is supporting,
is bearing, is tolerating)

PART THREE: TRANSLATION (10 marks)

Translate into English. 5

marks

1. Il est l’unique rescapé du naufrage. 1 mk

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

2. Une dame en détresse suscite la pitié. 1 mk

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

3. La découverte du traitement du VIH SIDA est imminente. 1 mk

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

4. Les hautes températures notées sont causées par le réchauffement climatique. 1.5 mk

Traduire en Français
5 marks

47
 We share the pain of all the victims of the flood : all the men, women children, who suffered
its effects on their person, lodging, or the property. We will do our best to rebuild that which
has been destroyed.
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

PART FOUR: COMPREHENSION (10 marks)

Read the following passage and answer the questions that follow it.

By the time of the 1915 Exposition, then, womanhood had become a central character in
the public discussion of civilization and race progress. Responding to anxieties over race suicide
as well as over female sexuality, the eugenics movement suggested that these concerns
overlapped. Eugenic ideology appealed to a wide audience because it offered a solution to both
assaults on the authority of white middle-class manhood. It reaffirmed racial and gender
hierarchies, while at the same time investing white womanhood with a new social
responsibility: in Gilman’s words, “an active sense of social motherhood.”
As Gilman explained in the North American review in December 1927, “the business of
the female is not only the reproduction but the improvement of the species.” Other women,
while supportive of feminism and women’s rights, recognized the potential danger of abdicating
domesticity and motherhood in the name of equality: they would lose their moral authority. “in
the general chaos of conflicting feelings (woman) is losing her instinctive adaptation to her
biological role as race bearer, and is attempting adaptation to man’s reality,” physician Beatrice
Hinkle commented in 1924.
“This is the great problem confronting woman today; how can she gain a relation to both
racial and individual obligations, instead of possessing one to the exclusion of the other? Must
she lose that which has been and still is her greatest strength and value?” the mother of
tomorrow, an image of womanhood invested with a duty to her race, was a strong and long
48
lasting symbol of “positive eugenics”: the movement to promote the prolific procreation of
white middle-class women – those who were considered to be the most mentally and physically
sound and who would thus most effectively lead the advancement of civilization.

QUESTIONS
1. Why did womanhood become a central character in the public discussion of civilisation
and race progress? 2 mks.
……………………………………………………………………...........…………………
……………..
…………………………………………………………………………............……………
……………..
…………………………………………………………………………...........……………
……………..
2. Explain the meanings of “race suicide” and “female sexuality” against the background of
this passage and show how they are assaults to white middle-class manhood.
………………………………………………………………………………………............
……………..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

3. Which three things did the eugenics ideology accomplish? 2 mks

…………………………………………………………………………………………….....
.......………..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

4. Why do some women have some reservations for gender equality?

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

49
5. What is positive Eugenics?
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

PART FIVE: ESSAY (10 marks)

Write an essay of about 250 words on any of the following topics.

Topic 1: Discuss the view that the woman’s emancipation is determined in society.

Topic 2: analyse the positive effects of recent technological developments on communication.

PAPER 2

NATIONAL EXAM OF HIGHER NATIONAL DIPLOMA

Specialty: All Specialties

Paper: English Language Duration: 3 hours

SECTION A: READING COMPREHENSION

Read the passage below and then choose the right answer for each question.

What are the dangers of using the internet?

A serious danger which users of the internet face is / internet pornography. The number
of pornographic/web pages is increasing at/an unprecedented rate today. It is estimated that/as
part of an aggressive effort to new customers,/ peddlers of pornography send / some 2 billion
pornographic emails each day. Research has proved that the primary consumers of pornography
on the internet are boys between /12 and 17. In fact, for many,/pornography is a primary source
of sexual exposure. / Researchers believe that exposure to pornography / puts viewers at
increased risk of developing abnormal sexual tendencies. / It is also maintained that repeated
use of pornography / can interfere with the ability to enjoy and / participate in normal marital

50
intimacy. / This is because pornography images are enticing and / are presented as more exciting
than real thing. / Consequently, individuals using pornography set themselves up to unrealistic
expectations / leading to damaged marriage relationships. / Pornography can also destroy trust
/ and openness; essential qualities in marriage. Since they are viewed in secret, pornography
use often leads to / deception and lying. /Mates feel betrayed. They do not understand why /
their partner no longer finds them desirable.

There are also dangers of chat rooms. / internet chat rooms are helping to break / many
relationships. What starts simply as a friendly on-line conversation in a chat room / can quickly
become something more serious. / Using smooth speech to tell women what they wanted to
hear, / one man recently made six women in the United kingdom / fall in love with him at the
same time.

II

In fact, engaging in immoral relationship, / sexual predators use smoothness of the

tongue / to tell potential victims what they want to hear. / children are even more vulnerable to
exploitation / and abuse by computer sex offenders. Paedophiles want to talk to the children on
telephone. They engage in “phone sex” with them and often seek / to set up an actual meeting
for real sex. / To accomplish this computers – sex offenders will /give out their phone number.
/ They often target inexperienced children / and cunningly make them feel special / showering
him with affection, kindness and attention. / They seem to know that what a child is interested
in including one’s favourite music and hobbies. / Minor problems at home are accentuated / in
order to damage the relationship / between the child and his or her family. / to fulfil their desires,
predators even send their target victims / a ticket to travel abroad./

These evils must not be allowed to continue! Advanced nations have enacted laws / to
curb internet crime.

Adapted from AWAKE! December 8, 2012.

1) What two dangers do users of the internet face?

a) Immoral relationship

b) Internet pornography

c) Chat rooms

d) Internet chat rooms

2) Why does pornography interfere with normal marital life?

a) Pornography is a source of sexual exposure

51
 b) Pornography destroys trust

c) Pornography images are enticing and more exciting

d) Mates feel betrayed

3) Name two essential qualities in marriage found in the text

a) Deception and lying

b) Trust and openness

c) Secret and betrayal

4) In what ways do internet chat rooms pose a danger?

a) They act as a gateway to other relationships.

b) They break many relationships

c) Friendly online conversations become more serious

5) Who are those most at risk of internet chatrooms?

a) Women

b) Sex-offenders

c) Paedophiles

d) children

6) Provide explanations for the following words and expressions;

a) peddlers

b) aggressive effort

c) smooth speech

d) paedophiles

7) What do you think is the purpose of this text?

SECTION B: GRAMMAR

52
1) Provide an appropriate tag for the following statements, and then give the answer.

a) You haven’t eaten that food.

b) They can go

c) Lukong likes football

d) That man is a nurse

e) We will travel by air

2) Rewrite the following sentences in the passive form.

a) Someone threw a book at me

b) I got down most of what he said in his lectures

c) They saw him climbing over the fence

d) Mrs. Gillet cooks our meals

e) The lion ate the goat

3) Report the following sentences

a) “how much will they pay you?” kim asked.

b) He shouted “ Go away!”

c) “I want to buy some pencils” said mary

d) “are you a student?” asked the director

e) We shall visit him” the house agreed

4) Complete the following sentences with an appropriate word from the brackets

a) He shared some fruits with Lucy and............................ (I, me, we)

b) A pair of scissors ............................ all I need (are, is, to)

c) Neither of the boys ............................ coming back (have, are, is)

d) These students love............................ (each other, one another, themselves)

e) Ella is ............................ than I (worst, worser, worse)

53
 SECTION C: WRITING

Write an essay on one of the following topics;

1) Last month you bought a pair of wrangler jeans from T-boutigue, Church Street, Fiango.
On reaching the house, you discovered that the back pockets were partly torn and the dress
worn out. Write to the manager at the shop requesting him to replace the jeans.

2) The internet is at the back of the moral decadence in our society. Do you agree?

3) You are the secretary of the staff of the Regional Hospital in Bamenda. Write minutes of
the first meeting of this body.

PAPER 3
EXAMEN NATIONAL DU BREVET DE TECHNICIEN SUPERIEUR

ALL SPECIALITIES

Epreuve: Anglais Durée: 2hrs

PART ONE: COMPREHENSION (10mks)

Read the passage carefully and answer the questions below it.

Global warming is attributed by most scientists to the growing accumulation of

greenhouse gasses in the atmosphere as a result of anthropogenic activities, primarily economic
activities. Carbon dioxide is the main greenhouse gas accumulating in the atmosphere.
Continuing global deforestation is a significant contributor to carbon dioxide emissions, and
other land-use changes (such as loss of other vegetation and organic matter in soil) also add to
these emissions. Forests are doubly important in fighting global warming: (1) on the one hand,
deforestation adds CO2 to the atmosphere as the carbon contained in the forest is burnt or
decomposes, and (2) an increase in forest biomass ( or more generally plant biomass) extracts
CO2 from the atmosphere and stores it. Trees and other plants (as well as some lower order
organisms) that rely on photosynthesis for their continuing existence extracts CO2 from the
atmosphere. We only have a few years in which to act to keep the rise in concentration of
greenhouse gases within the limits that will avoid dangerous climate change (den Elzen and
Meishausen, 2207).

One obvious way to control greenhouse emissions globally is to put a tax on emissions
of carbon dioxide equivalents (CO2e). The tax would need to be the same per ton of CO2 across
countries and sectors. All emitters facing the tax would reduce their output of gases so that the
54
cost of reduction of the last ton of CO2 they emitted equals the total emission tax. This is so
because the cost of control of pollution rises with the level of control, so that if the cost of
control is greater than the tax at the margin then the units controlled are cut back. If the cost of
control of the last unit is less than tax, then more units are controlled.

An alternative to taxes to change behaviour is subsidization of the introduction of low

emission technology. Australia is an exsample of a country that paid heavy subsidies to industry
to achieve its Kyoto target of an 8 percent increase in emissions. (while Australia had refused
to ratify the Protocol until 2007, it nevertheless still maintained a national goal of meeting its
target. Even though Australia invested some A$2 billion in subsidies, its total emissions from
power generation, industry and transport rose well above target. Fortuitously, the states of New
South Wales and Queensland banned clearing of native vegetation in 2004 and is this rather its
national greenhouse policies per se, that has enabled Australia to come close to meeting its
target (Hunt, 2004).

(excerpts culled from Collin A.G. hunt’s carbon Sinks and Climate change)

Questions:

1. What is global warming? (2mks)

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

2. Explain how carbon dioxide gets accumulated in the atmosphere. (2mks)

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

3. Name three ways in which global warming can be curbed according to this passage. (2mks)

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

4. Which of these ways has been ineffective here? Justify your answer. (2mks)
55
 ………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

5. Suggest a title for this passage making sure it is specific enough without being long. (2mks)

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

PART TWO: GRAMMAR (05mks)

Rewrite the sentences below in other words such that their meanings remain the same: their
beginnings have been suggested to you.

1. We met before the session but still could not agree.

Despite our
….........…………………………………………………………………………………..

2. Trade Unions should think of peaceful ways of ensuring the improvement of our working
conditions and not call for strike actions.

I’d rather
….........………………………....…………………………………………………………..

3. Can I go and ease myself please?

I
….........………………………....……................……………………………………………
………..

4. To speak for long is not the solution to this problem now.

A long
….........………………………....……......…………………………………………………
…..

5. The plane had difficulties landing since the weather was foggy.

56
 It was
….........………………………....……......………………………………………..…………
…..

PART THREE: VOCABULARY (05mks)

Complete the following sentences with suitable words.

1. An …………..…………….. designs a house before it is constructed.

2. The mechanic needed a …………..…………….. to lift the car.

3. Why not get a …………..…………….. to repair this faulty water system?

4. A carpenter can not work without …………..…………….. because he must pull nails off
wood.

5. My computer cannot perform operations on information because its

…………..…………….. is bad.

PART FOUR: TRANSLATION (10mks)

Translate into English: (05mks)

a) J’ire en Espagne a la recherche de mon épouse.

………………………………………………………………………………………………
……..

b) Ces moissonneurs ont eu une récolte abondante.

………………………………………………………………………………………………
……..

c) Nul n’est infaillible.

………………………………………………………………………………………………
……..

d) Entende que fonctionnaire dans ce pays, je suis loin d’être riche.

………………………………………………………………………………………………
……..

e) Sais –tu qui defraie la chronique ?

57
 ………………………………………………………………………………………………
……..

Traduire en francaise :
(05mks)

A businessman needs a number of qualities in order to succeed in business. First/firstly, he

needs business acumen which will enable him to detect goods of good quality and that are in
demand on the market.

………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..
………………………………………………………………………………………………
……..

PART FIVE: ESSAY (10mks)

Write an essay of not more than 250 words on any one of the following three topics.

Topic 1: Critically examine the phenomenon of global warming plaguing the world today.

Topic 2: Climate change: man-made or natural?

Topic 3: Your name is Ebongue Hannah and you have just been employed by Affero Cameroon
5p.o. Box 17) as Mining Engineer. Write to your parents to break the news to them and to tell
them what your work is all about.

PAPER 4
EXAMEN NATIONAL DU BREVET DE TECHNICIEN SUPERIEUR

ALL SPECIALITIES

Epreuve: Anglais Durée : 2 hrs

58
SECTION A: GRAMMAR (5 marks)

I. Write the verbs in brackets in the correct tense (2.5 mks)

1. I ………………………………………… (register) in the University if I succeed (0.5 mk)

2. Three months ago, my brother ………………… (bring) a nice television set from Bamenda
(0.5 mk)

3. Very soon, Cameroon ………………………… (host) Women African Nations Cup. (0.5
mk)

4. At this very moment, the candidates in the Advanced Vocational Training Certificate (sit)
for their exam. (0.5 mk)

5. You would have seen the “Tour Eiffel” had you ………………… (go) to France. (0.5 mk)

II. Rewrite the following sentences as started for you without changing the meaning
(2.5 marks)

1) Tomorrow, I will not watch television, I will not go to church. (0.5mk)

Tomorrow, I will neither

…………………………………………………………………...............

2) “Will you travel next week?” Paul asked me. (0.5mk)

Paul asked me
…………………………………………………………………...............................

3) The students understood the lesson (0.5mk)

The lesson
………………………………………………………………….....................................

4) Work hard if you want to pass. (0.5mk)

Unless you work

…………………………………………………………………..........................

5) Stop noise. The teacher told Aicha. (0.5mk)

The teacher told

………………………………………………………………….........................

59
SECTION B: VOCABULARY (5mks)

I. Write down the correct form of the word as indicated in brackets

1) Why did you come early this morning? (opposite) (0.5mk)

2) That boy is very delighted today because he won a prize (synonym)
(0.5mk)
3) My father built our house in a gradual way (adverb)
(0.5mk)
4) The animal you are playing with is dangerous. (superlative)
(0.5mk)
5) The Divisional officer arrived on time for the ceremony (noun)
(0.5mk)

II. Match items in column B to necessary ones in column A (2.5 marks)

COLUMN A COLUMN B

1) You went away ……………………………………. To stop making noise. (0.5mk)

2) He went away ………………………………. If you refused me some milk. (0.5mk)
3) Fadi likes studying English ……………………. immediately you saw danger. (0.5mk)
4) I wouldn’t be very glad ………………………...………………. doesn’t she? (0.5mk)
5) He ordered the dancers ……………………………..…. after he had finished. (0.5mk)

SECTION C: READING COMPREHENSION (10 marks)

Read the passage below and answer the questions that follow. Use your own words as far as
possible..

ALTERNATIVE INVESTMENTS

A post office is a place where mails are handled and where postage stamps, other
material are sold and postal services provided. The term post office or postal service also refers
to the government agency that provides mail service. This service is divided principally into

60
telephone and communication with many smaller units like INTELPOST, the bank and foreign
Exchange.
Many people depend on the post Office and post office related services. By means of
letters, e-mail and SMS, people can share news and make plans with friends and relatives near
and far away. Stores and other businesses send bills and receive payments through the mail.
Most magazines are delivered by mail, INTELPOST and other mail services.
Before the invention of the telegraph, and the telephone, the postal system was the only
reliable means of long distance communication. It contributed greatly to the development of
the United States and other countries. For example, it helped educate people and made possible
the development of newspapers and magazines. It enabled businesses and industries to operate
efficiently and to expand. The postal service also promoted the unity and the growth of
democracy by keeping citizens informed about government action. In the united states it helped
unite Americans who were scattered over a vast continent into a single nation..
Today, with the invention of the computers, internet and cell phones, the life of the post
office is affected terribly, especially in developing countries where post office services were
already unsatisfactory. Even the post electronic mail (e-mail, mailgram and international
electronic post (INTELPOST) have lost many of their clients, with their limited work schedule
to cyber cafes which open most often as early as 6 a.m. and close their doors at 11 p.m.
Moreover, with the internet, a lot of communication, information, teaching and trading takes
place throughout the day and night. This is the real threat to the post office and it calls for
overhauling of the postal service.
Since the 1970s, American postal services has developed a variety of programs to
automat mail processing and provide better services. In 1971, the agency established new
delivery standards that promised over-night delivery of first class mail travelling locally or
between major cities. In the mid-1970s, the postal service began to offer discounts to large
volume mailers who presorted their mails by destinations. Also, the agency established the
National bulk Mail more system to deliver parcels, magazines, and other bulk mail more
efficiently. These solutions only provoke research in order to protect and receive postal services
in the future.

QUESTIONS

1) Name two services offered by the post office.

(2mks)

…………………………………………………………………………………………..…
…………………………..

61
2) Why are cyber cafes a danger to the post office?
(2mks)

…………………………………………………………………………………………..…
…………………………..

3) Give two advantages of the internet now-a-days.

(2mks)

…………………………………………………………………………………………..…
…………………………..

4) Propose two solutions to save the post office.

(2mks)

…………………………………………………………………………………………..…
…………………………..

5) Do you use the services of the post office? Why or why not?
(2mks)

…………………………………………………………………………………………..…
…………………………..

SECTION D: COMPOSITION (10mks)

Write an essay of between 350 - 400 words on one of the following topics.

1. Most technicians are dishonest with their customers. Illustrate in what aspect and how.

2. As president of your school’s science club, you have been invited to address the students to
show them the importance of multimedia Centre in the school. Write your speech..

3. One day, while working on the internet, you discovered something extraordinary. Say what
happened.

SECTION E: TRANSLATION (10mks)

Translate into French: (05mks)

 The Head of State’s address the day preceding the Youth day laid a particular emphasis on
entrepreneurship spirit of his young compatriots. He urged them to keep on working hard

62
 for a brighter future.
(02 mks)
………………………………………………………………………………………………
……………………………..

 The retailer is supposed to serve as a link between the wholesaler and the customers (02
mks)

………………………………………………………………………………………………
……………………………..

 What are the advantages of working as an accountant?

(01mk)
………………………………………………………………………………………………
……………………………..

Traduire en anglais l’extrait suivant: (05mks)

 Le thème de la célébration du cinquantenaire de la jeunesse au Cameroun était : « Jeunesse,

citoyenneté et lutte contre l’insécurité pour un Cameroun émergeant. » plusieurs activités
ont était menées à cette occasion. (03 mks)
………………………………………………………………………………………………
……………………………..

 Le cout de la vie ne cesse d’augmenter de nos jours. (01 mk)

………………………………………………………………………………………………
……………………………..

 Le développement de l’Afrique est d’abord l’affaire des Africains (01mk)

………………………………………………………………………………………………
……………………………..
EXAMEN NATIONAL DU BREVET DE TECHNICIEN SUPERIEUR

ALL SPECIALITIES

Epreuve: Anglais Durée : 2hrs

PART ONE: LINGUISTIC COMPETENCE (10mks)

63
GRAMMAR (10 marks)

A) Follow the instructions given per question

The holy man said “God helps those who help themselves” (change into indirect speech) (1mk)

…………………………………………………………………………………………..…
…………………………..

III. They say “we love our country” (change into indirect speech) (1mk)

…………………………………………………………………………………………..…
…………………………..

IV. Neither of them turned up for the meeting. (form a tag question) (1 mk)

…………………………………………………………………………………………..…
…………………………..

V. They may collect the prizes (change to the passive voice) (1 mk)

…………………………………………………………………………………………..…
…………………………..

VI. Your behaviour surprised them (turn to the passive voice) ( 1 mk)

…………………………………………………………………………………………..…
…………………………..

B) Fill in the blanks with the correct word from those given in the bracket (2.5 mks)

6) He often …………….. stories that are unfolded (tells, says, told) (0.5mk)

7) We have …………….. all the juice in the refrigerator (drank, drunk, drinked) (0.5mk)

8) The bell that had already ………… when the new teacher arrived (rung, rang, ringed)
(0.5mk)

9) The camping trip was fun, but my sister …………….. a bad cold (catched, caught, cut)
(0.5mk)

10) My grand mother …………….. me how to make bread (teached, taught, teach) (0.5mk)

C) Put in one of the following prepositions (2.5 Mks)

64
At on in for since during by until

a. Sue isn’t usually here …………….. weekends. She goes away. (0.5mk)

b. The train service is very good. The trains are nearly always …………….. time. (0.5mk)

c. I couldn’t decide whether or not to buy the sweater. …………. the end I decided not to.
(0.5mk)

d. Brian has been doing the same job …………….. five years. (0.5mk)

e. If you are interested in applying for the job, your application must be received ……………..
Friday. (0.5 mks)

VOCABULARY (10mks)

A) Match words in column A to their definitions in column B and write the answers in the
spaces provided in column C (5 mks).

Column A Column B Column C

1) Turn over a) Equipped vans which travel to isolated communities to sell 1) …………(0.5mk)
goods
2) Unbalanced 2) …………(0.5mk)
b) The total sales of a business during a particular period
3) Mobile 3) …………(0.5mk)
shops c) When the estimated expenditure of a budget exceeds revenue
4) …………(0.5mk)
4) Trade d) A hindrance to trade between nations
barrier 5) …………(0.5mk)
e) Poor road conditions prohibits cars to go to some villages
5) inaccessible

B) Complete the table below correctly (2.5mks)

Masculine gender Feminine gender

1 cock (0.5 mk)

2 Nanny-goat (0.5 mk)

65
 3 prophet (0.5 mk)

4 Maid servant (0.5 mk)

5 groom (0.5 mk)

C) Complete the sentences as indicated in brackets (2.5mks)

1) The old couple lived in abundance. (opposite) ___________________ (0.5 mk)

2) The groom cautiously looked for the missing ring. (synonym) ___________________ (0.5
mk)

3) The accident was ___________________ many people died. (adverb/dead) (0.5 mk)

4) We were driving eastward. But we needed to go the opposite direction. So we turned round
and drove ___________________ (opposite) (0.5 mk)

5) Places become___________________ when the sun sets. (adjective) (0.5 mk)

PART TWO: READING COMPREHENSION (10 mks)

Complete the following sentences with suitable words.

ALTERNATIVE INVESTMENTS

The commonest ways to invest your money are to put it in the bank, to earn a little
interest, or to invest in stocks and shares. But if interest rates are low and the stock exchange is
showing no growth, you might look for alternatives. What about some of the following?
Buy a second house to let. This can be a good option in some areas but be sure that you
get a rent that pays not only for the mortgages cost bust also the maintenance of the property,
and gives you profit. If you do your research well, a second house is often a good asset. A more
exciting option is to buy a share in commercial property. If it is in a good location where rents
are high and there is plenty of demand for properties, this can be a good option.
Support a new business. This is perhaps the most exciting of all. Many new businesses
need capital and you can be ‘a business angel.’ If the business goes well, you can expect a
healthy profit from your investments. Nevertheless, many new businesses fall, so the risks are
very high.
Buy art. Can you spot a future Picasso? Buy work by young artists and hope they
become famous. If that is a risk too far, try established painters and sculptors. However, be
warned. You have to understand not only art but also art fashions. Not recommended, unless
66
art really is your passion and you have lots of money! Invest in future of antiques. Like buying
art, this is high risk and depends on changing fashions. You must also know the market well.
Play the lottery. No. the newspapers love stories about massive lottery wins, but you are
more likely to make some money from a business idea than from a lottery.
Do the football polls. Surprisingly this is more likely to bring you some winnings. The
prizes are much smaller than lottery jackpots, but there are more winners. And you do not have
to know anything about football!
Gamble on horse racing. Only bookmakers and very few professional gamblers make a
profit form gambling on horse racing. An occasional visit to the races can be fun but if you
think you will get rich, this is one to avoid.

QUESTIONS

1) If you want to buy a house to let, what do you need to do first? (2mks)

…………………………………………………………………………………………..…
…………………………..
…………………………………………………………………………………………..…
…………………………..

2) What are the most important considerations in buying commercial property? (2mks)

…………………………………………………………………………………………..…
…………………………..
…………………………………………………………………………………………..…
…………………………..

4) What is “a business angel?” (2mks)

…………………………………………………………………………………………..…
…………………………..
…………………………………………………………………………………………..…
…………………………..

6) Why is buying furniture or antique similar to buying art? (2mks)

…………………………………………………………………………………………..…
…………………………..
…………………………………………………………………………………………..…
…………………………..

7) Why not play the lottery? (2mks)

67
 …………………………………………………………………………………………..…
…………………………..
…………………………………………………………………………………………..…
…………………………..

PART THREE: TRANSLATION (10mks)

Translate into English: (05mks)

a) Anne budgétaire
……………………………………………………………………………………………
(01mk)
b) Surproduction………………………………………………………………………………
……………….. (01mk)
c) Avis de credit
……………………………………………………………………………………………….
. (01mk)
d) Bilan
financier……………………………………………………………………………………
………….. (01mk)
e) Vivre
ensemble……………………………………………………………………………………
………….. (01mk)

Translate the following into French: (05mks)

1) We are busy with extra-curricular activities.

…..………………….………………………………… (01mk)
2) Let’s promote peaceful co-existence in Cameron.
..……….………………………………………… (01mk)
3) We condemn youths who take hard drugs.
…..………………….…….……………………………… (01mk)
4) Practice makes perfect
…..………………………………..…….………………………………………. (01mk)

68
5) I am on the fence.
…..………………………….……………..…….……………………………………….
(01mk)

PART FOUR: COMPOSITION (10mks)

Write an essay of between 180 - 220 words on one of the following topics.

1. Write a letter to a friend of yours inviting him /her to your birthday party which will take
place in you parent’s compound in August 2018. Ask him to bring along certain things
which may be lacking.

2. It is World’s Health Day and you have been invited by the youths of Songfosam village as
the president of NGO health for all to talk on the dangers of taking hard drugs. Give a talk.

3. What is a well-managed company according to you?

LETTER WRITING TOPICS

- Termination of a contract letter

- Resignation letter
- Reference letter
- Letter of recommendation
- Letter of intent template for graduate school

69
- Letter of intent template for a job
- Employment verification letter template
- Condolence letter template
- Cover letter template
- Employee termination letter template

70