Manuscrit 18 949 English Test Book1 Autosaved

Learners’ English book: the notion of verbs
TABLE OF CONTENTS
Table of content...……………………...…………………….1
Preface………………………………………………………..3
 Lesson1: Definition of verb........................................6

 Lesson2: Classification Of Verbs.............................11
2.1. Ordinary or main verbs...............................................11
 Lesson3: Regular verbs............................................12
3.1. The present tense of regular verbs...................................13
3.2. The past tense of regular verbs...................................14
3.3. The future tense of regular verbs.....................................15
3.4. The infinitive of verbs.................................................16
 Lesson4: The Common Errors Of Students With
The Infinitive Sign “To”......................................................17
 Lesson5: Finite And Non- Finite Verbs..................21
5.1. Finite verbs..................................................................21
5.2. Non- finite verbs.........................................................22
 Lesson6: Irregular Verbs.........................................24
6.1. Group 1 with three identical parts...................................27
6.2. Group 2 with two identical parts.....................................28
6.3. Group 3 with three different forms..................................34
6.4. How to use the irregular verb......................................36
~1~
 Lesson7: Auxiliary or helping verbs.......................41

7.1. Primary auxiliaries......................................................41
7.2. Common Errors We Make With The Auxiliary Verb
“Do” ……………………………………………………….46
 Lesson8: Modal auxiliary.........................................48
 Lesson9: How to form question in English with
verbs………………………………………………………...60
Lesson10: Negation in English............................................63
 Lesson11: Delicate verbs in English........................69
 Lesson12: THE MOOD OF A VERB......................71
A- The Indicative Mood...................................................71
B- The Imperative Mood..................................................79
C- The Subjunctive Mood................................................83
 Lesson13: Classification of action verbs.................95
13.1. Transitive verbs...........................................................95
13.2. Intransitive verbs.........................................................96
Lesson14: Formation of verbs.............................................99
A. Verbs which end in “fy”..............................................99
B. Verbs which end in “en”...........................................100
C. Verbs which start in “en”..........................................101
D. Verbs which end in “ize”.........................................102
 Exercise yourself.....................................................103
~2~
PREFACE
Several students find the studying of foreign languages
very difficult. Most especially French learners who seek to have
some basics concepts in English language. Most of French
students show a lack of interest in the studying of English in the
course of their secondary circle. They usually affirm that:
English is a mystery or English is given by God. Thus reducing
English examination to a series of Flippism (a pseudo
philosophy under which all decisions are made by flipping a
coin).
It would be a useless lie if I subtract myself from those

students who gave an important place to flipism. But I have not
flipped for forever. I dare to say that in the course of my
philosophical study in English language; I came to know the
probable reason why Francophone are so weak when in it comes
to write and speak English. The problem of teaching English in
francophone area is all about the method used. If we pay
attention, most of English teachers have English as their native
language. Very few know French correctly. Or this is already a
barrier for them to teach or for the students to learn. How can I
teach a language in an area where the current language is
inaccessible to me?
The aim of this book entitle “The notion of verbs” is to
facilitate and make effective the comprehension of English
grammar in so far verbs are concerned. I allow the discovering
and the appreciation of the method used in this book to your
~3~
subjectivity. To see you mastering the concepts of verbs in

English or to have less difficulties, will be my greatest
satisfaction. So that, at your turn you may testify that there is no
need to mystify the study of English language. English is not all
about Flipism rather the method used.
Abstract
Plusieurs élèves trouvent l’étude des langues étrangères
très difficiles. Plus spécialement les apprenants Français qui
cherchent à avoir quelques concepts basiques en langue
Anglaise. La plus-part des apprenants Français font preuves de
désintéressement dans l’étude de l’Anglais lors de leur cycle
secondaire. Ils disent très souvent que : l’Anglais est un mystère
ou l’Anglais est donné par Dieu. Réduisant ainsi les contrôles
surveillés d’Anglais à une série de Flipisme (Une pseudo
philosophie selon laquelle toutes les décisions sont prises en
lançant une pièce).
Ce serait un mensonge inutile si je me soustrais de ces
élèves qui accordaient une importante place au flipisme. Mais je
ne suis pas resté dans le flipisme pour toujours. J’hausse dire
qu’au cours de mes études philosophiques en langue Anglaise ;
je suis parvenu à connaitre la raison probable pourquoi les
élèves Francophones sont si faible en ce qui concerne
l’expression écrite ou orale en Anglais. Le problème d’enseigner
l’Anglais en zone Francophone ce résume à la méthode utilisée.
Si nous prêtons attention la plus-part des enseignants d’Anglais
ont l’Anglais comme leur langue native. Très peu connaissent
correctement le Français. Or, ceci est déjà une barrière pour eux
d’enseigner ou pour les élèves d’apprendre. Comment puis-je
~4~
enseigner une langue dans une zone où la langue courante m’est

inaccessible ?
Le but de ce livre intitulé “ La notion des verbes ” est de
faciliter et de rendre effective la compréhension de la grammaire
Anglaise en ce qui concerne les verbes. Je laisse la découverte et
l’appréciation de la méthode utilisée dans ce livre à votre
subjectivité. Vous voir maitriser les concepts des verbes en
Anglais ou avoir moins de difficultés, sera ma plus grande
satisfaction. Afin que, à votre tout vous puissiez témoigner qu’il
y a nul besoin de mystifier l’étude de la langue Anglaise.
L’Anglais ne se résume pas au Flipisme plutôt à la méthode
utilisée.
~5~
Lesson1: Definition of verb

Generally verbs are used in sentences and described
actions. To have a clear understanding of what a verb is, we
should consider it as an action or a state of being. That means, a
verb is either an action word or doing word.
 Généralement les verbes sont utilisés dans les phrases et

décrivent des actions. Pour une compréhension plus
claire de ce qu’est le verbe, nous devons considérer le
verbe comme une action ou un état d’être. Nous
distinguons donc deux types de verbes : les verbes
d’actions et les verbes d’états.
These are two examples:
1. My Uncle Played drum yesterday afternoon and the

children were watching.
 Mon oncle jouait le balafon hier après-midi et

les enfants étaient en train de regarder.
Here the verbs “to play ” and “to watch”

describe actions. / Ici les verbes “jouer et
regarder” décrivent des actions.
2. Peter is so happy today.
 Pierre est très content aujourd’hui.
~6~
Here the verb “is” describes a state of being. /Ici le verbe

“être” décrit un état d’esprit.
Good to know:
 Verbs that describe a state of being usually point at a
concrete reality, they assert the existence of
something. Those are the various form of the verb to
be: am, is, are, was and were. Action verbs, on the
contrary, describe physical activity.
Bon à savoir :
 La plus part du temps, les verbes qui décrivent un
état d’esprit soulignent une réalité concrète, ils
affirment l’existence de quelque chose. Ceux-ci sont
les formes variées du verbe être : am, is, are, was and
were. Par contre, les verbes d’actions décrivent une
activité physique.
Examples:
a. The old woman carries a vase of water on her
head. (Physical action)
 La femme âgée porte un vase d’eau sur sa tête.
(Action physique)
b. All the villagers harvest corn during long
vacations. (Physical action)
 Tous les villageois récoltent le mais pendant
les grandes vacances. (Action physique)
~7~
c. Since yesterday, my friend mused

about her new situation. (Mental
action)
 Depuis hier, mon amie songe à propos
de sa nouvelle situation. (Action
mentale)
d. I believe in Jesus Christ. (Mental
action)
MENTAL VERBS
Doubt Feel Forget
(Douter) (Ressentir) (Oublier)
Hate Hear Hope
(Haïr) (Ecouter) (Espérer)
Impress Know Learn
(Impressionne (Connaître) (Apprendre)
r)
Like Look Love
(Aimer une (Regarder) (Aimer une
chose) personne)
Mind Notice Own
(Tenir (Noter) (Posséder)
compte)
Perceive Realize Recognize
(Percevoir) (Réaliser) (Reconnaitre)
Remember See Smell

(Se rappeler) (Voir) (Sentir)
~8~
Surprise Please Prefer

(Surprendre) (Plaire) (Préférer)
Promise Understand Wish
(Promettre) (Comprendre) (Souhaiter)
Concern Decide Dislike
(être (Décider) (Déplaire)
concerner)
ACTIONS VERBS
Answer Approve Arrange
(Répondre) (Approuver) (Arranger)
Break Build
Buy (Acheter)
(Casser) (Construire)
Color Cough
Create (Créer)
(Colorier) (Tousser)
Cry Dance Describe
(Pleurer) (Dancer) (Décrire)
Drink Eat
Edit (Editer)
(Boire) (Manger)
Exit
Imitate (Imiter) Invent (Inventer)
(Sortir)
Laugh Lie Listen
(Rire) (Mentir) (Ecouter)
Plan Play Read
(Planifier) (Jouer) (Lire)
Run Scream See
~9~
(Courir) (Hurler) (Voir)

Shout Sing Skip
(Crier) (Chanter) (Omettre)
Sneeze Solve Study
(Eternuer) (Résourdre) (Etudier)
Touch Turn Walk
(Toucher) (Touner) (Marcher)
Write Whistle Yank
(Ecrire) (Siffler) (Saccader)
Ask Coach Complete
(Demander) (Entraîner) (Compléter)
Draw Enter Coach
(Dessiner) (Entrer) (Entraîner)
Complete Complete Jump
(Compléter) (Compléter) (Sauter)
Paint Replace Sow
(Paindre) (Remplacer) (Semer)
Sleep Teach Replace
(Dormir) (Enseigner) (Remplacer)
Win Zoom Teach
(Gagner) (Bourdonner) (Enseigner)
 Je crois en Jésus Christ. (Action mentale)
~ 10 ~
Lesson2: Classification Of Verbs

Verbs are classified into various categories. The easier way
to grasps them is to master this diagram.
 Les verbes sont classés en plusieurs catégories. La façon

la plus facile de les comprendre est de maitriser ce
diagramme.
VERB
ORDINARY
AUXILIARY OR
OR
HELPING VERBS
MAIN VERBS
REGULAR IRREGULAR PRIMARY MODAL

VERBS VERBS AUXILIARIES AUXILIARIES
PRINCIPAL SEMI
MODALS MODALS
2.1. Ordinary or main verbs
~ 11 ~
As it is shown by the above diagram, ordinary or main verbs

can be regular or irregular.
 Comme il est montré par le diagramme ci-dessus, les

verbes ordinaires ou principaux peuvent être réguliers
ou irréguliers.
Lesson3: Regular verbs

In English regular verb has four forms. Here are some
examples to enable your understanding:
 En Anglais le verbe régulier a quatre formes. Ici sont

quelques exemples permettant votre compréhension.
A- To dance /danser
VERB FORM ENDING

1. The Base form Dance
TO
2. The ‘S’ form (3rd Dances
Person Singular)
CALL
3. The – ing form Dancing
4. The ed form Danced
B- To Work / Travailler
~ 12 ~
VERB FORM ENDING

1. The Base form Work
TO
2. The ‘S’ form (3rd Works
Person Singular)
WOR
K 3. The – ing form Working
4. The ed form Worked
3.1. THE PRESENT TENSE OF REGULAR VERBS.

Good to know:
 The “s” form of the verb which is also called the third
person singular can have the following endings: “s”,
“es” or “ies”.
Bon à savoir:
 À la troisième personne du singulier, le verbe
s’accorde avec : « s, es ou ies ».
PRESENT PERSON VERB
TENSE
MARKER
Everyday I (1st Person Jump/give/fly
Singular)
Everyday You (2nd Person Jump/give/fly
Singular)
He/ She/ It (3rd Jumps/gives/flies
Everyday Person Singular)
~ 13 ~
Everyday We (1st Person Jump/give/fly

plural)
Everyday You (2nd Person Jump/give/fly
Plural)
Everyday They (3rd Person Jump/give/fly
Plural)
Here is an example with the verbs “to jump, to give and to fly”/
Sauter, donner et voler”.
3.2. The past tense of regular verbs

Good to know:
 The past tense of regular verbs is formed by adding
“ed or d” to the infinitive. All the personal pronouns
are conformed to the ending “ed”.
Bon à savoir:
 Le passé des verbes réguliers est formé en ajoutant
“ed ou d” à l’infinitif du verbe. Tous les pronoms
personnels se conforment à cet ajout de “ed”.
PRESENT PERSON VERB
TENSE
MARKER
Yesterday I (1st Person Pray/ hope
Singular)
Yesterday You (2nd Person Pray/ hope
Singular)
He/ She/ It (3rd Prayed/ hoped
Yesterday Person Singular)
~ 14 ~
Yesterday We (1st Person Pray/ hope

plural)
Yesterday You (2nd Person Pray/ hope
Plural)
Yesterday They (3rd Person Pray/ hope
Plural)
Here is an example with the verb “to pray and to hope”/ prier et
espérer.
3.3. THE FUTURE TENSE OF REGULAR VERBS

Good to know:
 The future tense of regular and irregular verbs is
formed by adding: Will/Shall+ Verb.
Bon à savoir:
 Le future des verbes réguliers et irréguliers est formé
en ajoutant: Will/ Shall + Verb.
Here is an example with the verb to pray and to hope”/ prier et
espérer.
PRESENT TENSE PERSON VERB
MARKER
Tomorrow I (1st Person Shall pray/ hope
Singular)
Tomorrow You (2nd Person Will pray/ hope
Singular)
~ 15 ~
Tomorrow He/ She/ It (3rd Will pray/ hope

Person Singular)
Tomorrow We (1st Person Shall pray/ hope
plural)
Tomorrow You (2nd Person Will pray/ hope
Plural)
Tomorrow They (3rd Person Will pray/ hope
Plural)
DRILL OF DIAGRAM OF REGULAR VERBS
PRESENT PRESENT PAST
TENSES PRESENT PAST FUTURE
CONT. PERFECT PERFECT
TENSE
EVERYDA YESTERD TOMORR BEFORE
MARKE Y
NOW
AY OW
ALREADY
YESTERDAY
RS
Obtain He is He He
He He has He had
obtaini obtaine shall
obtains obtained obtained
Obtenir ng d obtain
Work
He is He
He He He has He had
workin shall
Travaille works worked worked worked
g work
r
Greet He is He
He He He has He had
greetin shall
greets greeted greeted greeted
Saluer g greet
Smile He
He He is He He has He had
shall
smiles smiling smiled smiled smiled
Sourire smile
Play He
shall
plays playing played played played
Jouer play
Offer He He is He He He has He had
~ 16 ~
shall
Offir offers offering offered offered offered
offer
Shirk He is He
He He He has He had
shirkin shall
shirks shirked shirked shirked
Esquiver g shirk
Move He
shall
moves moving moved moved moved
Bouger move
3.4. The infinitive of verbs
We should bear in mind that when a verb (Regular or

irregular) is preceded by “to”: it is known as the infinitive. This
means that for a verb to be in the infinitive form, it must be
preceded by “to”. An illustration can be used: To play, to
muffle, to gossip, to propound, to care, to be, to sing.
 Nous devons garder à l’esprit que, quand un verbe

(régulier ou irrégulier) est précéder par “to” : Ceci est
un verbe à l’infinitif. Ce qui veut dire qu’un verbe à
l’infinitif est toujours précédé par “to”. Une illustration
peut être utilisée: To play, to muffle, to gossip, to
propound, to care, to be, to sing.
Lesson4: The Common Errors Of
Students With The Infinitive Sign “To”
We once more reiterate the rule: the sign “to” can be
only used with the verbs in their infinitive form. Most at times,
students forget this rule and used the past tense of verbs with the
infinitive sign “to”. The following extracts show the wrong use
of the infinitive sign “to” with the past tense of the regular and
irregular verbs.
~ 17 ~
 Une fois de plus nous réitérons la règle: le signe “to” peut

seulement être utilisé avec le verbe sous la forme
infinitive. La plus part du temps, les élèves oublient cette
règle et utilisent le temps passé des verbes avec le signe
de l’infinitif “to”. Les extraits de phrases suivants
montrent la mauvaise utilisation du signe de l’infinitif
“to” avec le temps passé des verbes réguliers ou
irréguliers.
EXTRACT 1
It’s wrong to say: Through him we came to

realized that he was one of the best guitar
player.
Instead Say: Through him we came to realize that he was

one of the best guitar player.
A travers lui nous parvînmes à réaliser qu’il était l’un des

meilleurs guitaristes.
Commentary:
In this extract the infinite sign “to”, indicates that the verb
“realize” must be in the infinitive form. Also, let’s keep in mind
that when the first verb is conjugated, the second verb is in the
infinitive form.
 Dans cet extrait le signe de l’infinitif “to”,

indique que le verbe « réaliser » doit être à
l’infinitif. Aussi, gardons à l’esprit que,
~ 18 ~
quand le premier verbe est conjugué, le deuxième se met

à l’infinitif.
EXTRACT 2
It’s wrong to say: My aunt write to the teacher to explained my

health situation.
Instead Say: My aunt write to the teacher to explain my

health situation.
Ma tante écrit à l’enseignant pour expliquer mon état de santé.
Commentary:
“explain” must be in the infinitive form. Also, let’s keep in mind
that when the first verb is conjugated, the second verb is in the
infinitive form.
 Dans cet extrait le signe de l’infinitif “to”, indique que le

verbe « expliquer » doit être à l’infinitif. Aussi, gardons à
l’esprit que, quand le premier verbe est conjugué, le
deuxième se met à l’infinitif.
EXTRACT 3
It’s wrong to say: I am happy to channelled to you

these few words of mine.
Instead say: I am happy to channel to you these

few words of mine.
~ 19 ~
 Je suis content d’échanger avec vous ces quelques de

mes mots.
Commentary:
“channel” must be in the infinitive form. Also, let’s keep in
mind that when the first verb is conjugated, the second verb is in
the infinitive form.

verbe « échanger » doit être à l’infinitif. Aussi, gardons à
deuxième se met à l’infinitif
EXTRACT 4
It’s wrong to say: The plough man is afraid to lost

his old house because of storm.
Instead say: The plough man is afraid to lose

his old house because of storm.
 Le laboureur est effrayé de perdre sa veille

maison à cause de la tempête.
Commentary
~ 20 ~
In this extract the infinite sign “to”, indicates that the

verb “loose” must be in the infinitive form. Also, let’s keep in
mind that when the first verb is conjugated, the second verb is in
the infinitive form.

verbe « perdre » doit être à l’infinitif. Aussi, gardons à
deuxième se met à l’infinitif.
Lesson5: Finite And Non- Finite Verbs
5.1. Finite verbs
The finite form of the verb is widely used in English.
Consider these points:
1- A finite verb can stand on its own and does not need the
help of an auxiliary or helping verb.
~ 21 ~
 Un verbe fini est indépendant et n’a pas besoin d’un

verbe auxiliaire.
2- A finite verbs must have a subject with which it agrees

in number (singular and plural) and indicates tense.
 Un verbe fini doit avoir un sujet avec lequel il s’accorde

en genre et en nombre (au singulier et au pluriel) et selon
le temps verbal.
Examples.
 I play flute (First person singular/ present tense)
Subject verb
 Je joue de la flute (Sujet /Verbe) (1ère personne du

singulier)
 They play flute (Third person plural/ past tense)
Subject verb
 Ils jouent de la flute (Sujet/Verbe) (3ème personne du

pluriel).
From the above examples you should bear in mind that

together with the subject, a finite verb makes a complete
sentence whose meaning is understood.
~ 22 ~
 Des exemples ci-dessus vous devez garder à l’esprit

qu’ensemble avec le sujet, un verbe fini fait une phrase
complète qui a un sens.
5.2. Non- finite verbs
Contrary to finite verbs, the non-finite forms of the verb do

not indicate tense or show agreement. Here the infinitive is used
with the modal auxiliaries.
 Contrairement aux verbes finis, la forme des verbes non-

fini n’indique pas le temps ou l’accordance avec le sujet.
Ici l’infinitif est utilisé avec les auxiliaires modaux.
For example:
1. It can be. (Ca peut-etre).

2. He should stand. (Il devrait se lever).
3. We must go. (Nous devons partir).
4. May he prosper. (Puisse-t-il prospérer).
Furthermore, non- finite verbs are also used with these

modals: need, ought, dare.
 De plus, les verbes infinis sont aussi utilisés avec ces

verbes semi- modaux: need, ought, dare.
Consider these examples:
a- Does he dare to challenge me?
 Hausse-t-il me défier?
~ 23 ~
b- Where ought Charles to be?
 Ou Charles devrait etre?
c- You need not to go today.
 Tu n’as pas besoin de partir aujourd’hui.
d- We dare not to utter a word.
 Nous n’haussons dire mot.
Lesson6: Irregular Verbs

Irregular verbs differ from regular verbs in that we can
neither predict their past nor past participle forms. However,
irregular verbs (like regular ones) take “s” in the present tense
that is in the 3rd person singular.
~ 24 ~
Consider these irregular verbs: write, eat, go, learnt, swim

and speak.
 Les verbes irréguliers diffèrent des verbes réguliers du

fait que nous ne pouvons prédire ni leurs passé ni leurs
participes passés. Cependant, les verbes irréguliers (tout
comme les verbes réguliers) prennent « s » à la 3e
personne du singulier au présent de l’indicatif.
Irregular verbs appear as a major problem to most learners

of English because, as seen in the examples above, their past
and past participle forms vary from one verb to another. For this
reason students at all levels, be it in the Secondary, high school
or the university find it difficult to learn them.
 Les verbes irréguliers apparaissent comme un problème

majeur pour la plus-part des apprenants de la langue
Anglaise, parce que comme vu dans les exemples ci-
dessus, leur passé et participe passé varies d’un verbe à
l’autre. Pour cette raison les élèves de tous niveaux,
secondaire ou universitaire trouvent difficile de les
apprendre.
GROUP 1 OF IRREGULAR VERBS
~ 25 ~
Here the three parts of the verb: the base, the past tense and
the past participle are identical (cut-cut-cut)/ (couper).
 Ici les trois parties du verbe: la racine, le passé et le

participe passé sont identiques (cut-cut-cut).
Here two of the three parts of the verb are identical

(teach/ taught/ taught)/ (enseigner).
 Ici deux des trois parties du verbe: le passé et le

participe passé sont identiques (teach/ taught/ taught).
Here all the three parts of the verbs are different

(sing/sang/sung)/ (chanter).
 Ici tous les trois parties du verbe sont

différents (sing/sang/sung).
PRESENT PRESENT PAST

TENSES PRESENT PAST FUTURE
CONT. PERFECT PERFECT
TENSE
YESTER BEFORE
MARK EVERYDAY NOW
DAY
TOMORROW ALREADY
YESTERDAY
ERS
Verbs- He He is He He shall He has He had
write writes writing wrote write written written
He I s He shall He has He had
Eat He eats He ate
eating eat eaten eaten
~ 26 ~
He is He He shall He has He had

Go He goes
going went go gone gone
He He is He He shall He has He had
Learn
learns learning learnt learn learnt learnt
Fight
fights fighting fought fight fought fought
He is
He He He shall He has He had
Swim swimmin
swims swam swim swum swum
g
He is He He shall He has He had
Sing He sings
singing sang sing sung sung
Speak
speaks speaking spoke speak spoken spoken
DRILL OF DIAGRAM OF IRREGULAR VERBS
6.1. GROUP 1 WITH THREE IDENTICAL PARTS

BASE PAST TENSE PAST
PARTICIPLE
1. Bet (Parier) Bet Bet
2. Broadcast Broadcast Broadcast

(Diffuser)
3. Bid (Offrir) Bid Bid
4. Burst (Eclater) Burst Burst
5. Cast (Jeter) Cast Cast
6. Cut (Couper) Cut Cut
~ 27 ~
7. Cost (coûter) Cost Cost
8. Forecast (Prévoir) Forecast Forecast
9. Hit (Frapper) Hit Hit
10. Hurt (Blesser) Hurt Hurt
11. Knit (Tricoter) Knit Knit
12. Let (Laisser) Let Let
13. Put (Mettre) Put Put
14. Quit (Stopper) Quit Quit
15. Read (Lire) Read Read
16. Rid (Débarasser) Rid Rid
17. Set (Placer) Set Set
18. Shed (Arbiter) Shed Shed
19. Shut (Fermer) Shut Shut
20. Split (Diviser) Split Split
21. Spread Spread Spread
~ 28 ~
(Répendre)
22. Thrust (Enfoncer) Thrust Thrust
23. Upset Upset Upset

(Boulverser)
24. Wed (Marrier) Wed Wed
25. Wet(Mouiller) Wet Wet
6.2. GROUP 2 WITH TWO IDENTICAL PARTS

PARTICIPLE
1. Beat (Battre) Beat Beaten
2. Burn (Brûler) Burnt/Burne Burnt/Burned

d
3. Bereave(Endeuiller) Bereaved/Ber Bereaved/Bereft
eft
4. Bind (Attacher) Bound Bound
5. Bend (Courber) Bent Bent
6. Build (Construire) Built Built
7. Bleed (Blesser) Bled Bled
~ 29 ~
8. Breed (Reproduire) Bred Bred
9. Bring (Apporter) Brought Brought
10. Buy (Acheter) Bought Bought
11. Creep (Ramper) Crept Crept
12. Cling(Cramponner) Clung Clung
13. Catch (Attraper) Caught Caught
14. Deal (Distribuer) Dealt Dealt
15. Dream (Rêver) Dreamt/Drea Dreamt/Dreame

med d
16. Dig (Creuser) Dug Dug
17. Feed (Nourrir) Fed Fed
18. Feel (Sentir) Felt Felt
19. Flee (Fuir) Fled Fled
20. Fight (Combattre) Fought Fought
21. Find (Trouver) Found Found
22. Fling (Jeter) Flung Flung
23. Get (Obtenir) Got Got
~ 30 ~
24. Grind (Moudre) Ground Ground
25. Hang (Pendre) Hung Hung
26. Have (Avoir) Had Had
27. Hear (Ecouter) Heard Heard
28. Hold (Saisir) Held Held
29. Keep (Garder) Kept Kept
30. Kneel (S’agenouer) Knelt/Kneele Knelt/Kneeled

d
31. Lay (Poser) Laid Laid
32. Lead (Diriger) Led Led
33. Learn (Apprendre) Learnt/Learn Learnt/Learned

ed
34. Leap(Sauter Par Dessus) Leapt/Leaped Leapt/Leaped
35. Leave (Laisser) Left Left

36. Lend (Preter) Lent Lent
37. Light (Allumer) Lighted/Lit Lighted/Lit
38. Lose (Perdre) Lost Lost
39. Make (Faire) Made Made
~ 31 ~
40. Mean (Signifier) Meant Meant
41. Meet (Rencontrer) Met Met
42. Pay (Payer) Paid Paid
43. Say (Dire) Said Said
44. Seek (Rechercher) Sought Sought
45. Sell (Vendre) Sold Sold
46. Send (Envoyer) Sent Sent
47. Shine (Briller) Shone Shone
48. Shoot (Tirer) Shot Shot
49. Sit (S’assoir) Sat Sat
50. Sleep (Dormir) Slept Slept
51. Slide (Glisser) Slid Slid
52. Sling (Jeter) Slung Slung
53. Slink (S’éclipser) Slunk Slunk
54. Smell (Sentir) Smelt/Smelle Smelt/Smelled

d
55. Speed (Accélerer) Sped Sped
~ 32 ~
56. Spell (Épeler) Spelt/Spelled Spelt/Spelled
57. Spend (Dépenser) Spent Spent
58. Spill (Déverser) Spilt/Spilled Spilt/Spilled
59. Spin (Tourner) Spun Spun
60. Spit (Cracher) Spat Spat
61. Stand (Se Tenir) Stood Stood
62. Strike (Grever) Struck Struck
63. Stick (Caller) Stuck Stuck
64. Say (Dire) Said Said
65. Shoot (Tirer) Shot Shot
66. String (Enfiler) Strung Strung
67. Sting (Piquer) Stung Stung
68. Sweep (Balayer) Swept Swept
69. Swing (Balancer) Swung Swung
70. Spoil (Gacher) Spoilt/Spoiled Spoilt/Spoiled
71. Teach (Enseigner) Taught Taught
~ 33 ~
72. Think (Penser) Thought Thought
73. Thrive (Developer) Thrived Thrived
74. Tell (Raconter) Told Told
75. Understand Understood Understood

(Comprendre)
76. Weep (Pleurer) Wept Wept
77. Win (Gagner) Won Won
78. Wind (Serpenter) Wound Wound
79. Withhold (Cacher) Withheld Withheld
80. Withstand(Resister) Withstood Withstood
81. Wring (Se Tordre) Wrung Wrung
Good to know:
 In the course of your studying, you can be frighten
and discourage by the numerous number of irregular
verbs of the second group, but if you master the
bellow scheme it would be easy for you to make it
part of you:
~ 34 ~
Bon à savoir:
 Pendant l’étude, vous pouvez être effrayé et
découragé par le grand nombre des verbes irréguliers
du deuxième groupe, mais si vous maitrisez le schéma
ci-dessous, il serait facile pour vous de les maitriser.
1. Bind Bound: The changed form is applied

to the similar form of verb (find, grind, wind,
grind…)
2. Bend Bent: The changed form is applied to

the similar form of verb (lend, send, spend…)
3. Bleed Bled: The changed form is applied to

the similar form of verb (breed, bend, feed, flee,
speed…)
4. Cling Clung: The changed form is applied

to the similar form of verb (fling, sling, string, sting,
swing, wring……)
5. Lay Laid: The changed form is applied to

the similar form of verb (say, pay…)
6. Keep Kept: The changed form is applied to

the similar form of verb (sleep, sweep, weep, creep.
…)
For the rest of the verbs, study by heart their different forms.
(Pour le reste des verbes, les étudier par Cœur.)
~ 35 ~
6.3. GROUP 3 WITH THREE DIFFERENT FORMS

PARTICIPLE
1. Be (am, is, are)(Etre) Was/Were Been
2. Bear (Porter) Bore Borne
3. Bite (Mordre) Bit Bitten
4. Blow (Souffler) Blew Blown
5. Break (Casser) Broke Broken
6. Begin (Commencer) Began Begun
7. Choose (Choisir) Chose Chosen
8. Come (Venir) Came Come
9. Do (Faire) Did Done
10. Draw (Dessiner) Drew Drawn
11. Drink (Boire) Drank Drunk
~ 36 ~
12. Drive (Conduire) Drove Driven
13. Eat (Manger) Ate Eaten
14. Fall (Tomber) Fell Fallen
15. Fly (S’envoler) Flew Flown
16. Give (Donner) Gave Given
17. Spring (Surgir) Sprang Sprung
18. Forbid (Interdir) Forbade Forbidden
19. Forget (Oublier) Forgot Forgotten
20. Freeze (Geler) Froze Frozen
21. Stink (Donner) Stank Stunk
22. Stride (Marcher vite) Strode Stridden
23. Strive (Essayer) Strove Striven
24. Weave (Tisser) Wove Woven
25. Swear (Jurer) Swore Sworn
26. Swell (Gonfler) Swelled Swollen/swelled
~ 37 ~
27. Swim (Nager) Swam Swum
28. Sing (Chanter) Sang Sung
29. Tear (Déchirer) Tore Torn
30. Throw (Lancer) Threw Thrown
31. Tread (Marcher sur) Trod Trodden
32. Undergo (Subir) Underwent Undergone
33. Wake (Reveiller) Woke Woken
34. Wear (Vêtir) Wore Worn

35. Withdraw (Retirer) Withdrew Withdrawn
36. Write (Ecrire) Wrote Written
Good to know:
 Each of these irregular verbs belonging to the third
group must be studied imperatively in their different
forms.
Bon à savoir:
 Chacun de ces verbes irréguliers appartenant au
troisième groupe doit être étudié impérativement
dans sa différente forme.
~ 38 ~
6.4. How to use the irregular verb
Let us take five verbs to set an example: write, sing,

drink, eat and break.
1. The verb: to write/ Ecrire
 Everyday (Present tense marker) he

writes.
 Chaque jour (Présent de l’indicatif)
il écrit.
 Now (Present continuous tense

marker) he is writing.
 Maintenant (Présent continue) il est

en train d’écrire.
 Yesterday (Past tense marker) he

wrote.
 Hier (Passé simple) il écrivit.
 Tomorrow (Future tense marker) he shall write.
 Demain (Future) il écrira.
 Already (Present perfect tense marker) he has written.
 Déjà (Present perfect tense marker) il a écrit.
 Before yesterday (Past perfect tense marker) he had

written.
~ 39 ~
 Avant-hier (Past perfect tense marker) il avait écrit.
2. The verb: to sing/Chanter
 Every day (present tense marker) he sings.

 Chaque jour (Présent de l’indicatif) il chante.
 Now (present continuous tense marker) he is singing.
 Maintenant (Présent continue) il est

en train de chanter.
 Yesterday (past tense marker) he

sang.
 Hier (Passé simple) il chanta.
 Tomorrow (future tense marker) he

shall sing.
 Demain (Future) il chantera.
 Already (present perfect tense marker)

he has sung.
 Déjà (Present perfect tense marker) il a chanté.
 Before yesterday (past perfect tense marker) he had sung.
 Avant-hier (Past perfect tense marker) il avait chanté.
~ 40 ~
3. The verb: to drink/ boire
 Every day (present tense marker) he drinks.
 Chaque jour (Présent de l’indicatif) il boit.
 Now (present continuous tense marker) he is drinking.
 Maintenant (Présent continue) il est en

train de boire.

drank.
 Hier (Passé simple) il but.

shall drink.
 Demain (Future) il boira.

he has drunk.
 Déjà (Present perfect tense marker) il a

bu.
 Before yesterday (past perfect tense marker) he had drunk.
 Avant-hier (Past perfect tense marker) il avait bu.
~ 41 ~
4. The verb: to eat/ manger
 Every day (present tense marker) he eats.

 Chaque jour (Présent de l’indicatif) il mange.
 Now (present continuous tense marker) he is eating.
 Maintenant (Présent continue) il

est en train de manger.

ate.
 Hier (Passé simple) il mangea.
 Tomorrow (future tense marker)

he shall eat.
 Demain (Future) il mangera.
 Already (present perfect tense

marker) he has eaten.
 Déjà (Present perfect tense
marker) il a mangé.
 Before yesterday (past perfect
tense marker) he had eaten.
~ 42 ~
 Avant-hier (Past perfect tense marker) il avait mangé.
5. The verb: To break/ briser
 Everyday (present tense marker) he breaks.

 Chaque jour (Présent de l’indicatif) il brise.
 Now (present continuous tense marker) he is breaking.
 Maintenant (Présent continue) il est en train de briser.

broke.
 Hier (Passé simple) il brisa.

shall break.
 Demain (Future) il brisera.

he has broken.
 Déjà (Present perfect tense marker) il a brisé.
 Before yesterday (past perfect tense marker) he had
broken.
 Avant-hier (Past perfect tense marker) il avait brisé.
~ 43 ~
Lesson7: Auxiliary or helping verbs

Auxiliary verbs are still called helping verbs because
they help the main verb to convey a meaning to the sentence.
This diagram below helps us to clearly sort out the two kind of
auxiliary verbs.
 Les verbes auxiliaires sont encore appelés les verbes

d’assistance, parce que ils assistent le verbe principale à
donner un sens à la phrase. Ce diagramme ci-dessous
nous aide à distinguer les deux types de verbes
auxiliaires.
AUXILIARIES
OR
HELPING VERBS
PRIMARY MODAL
AUXILIARIES AUXILIARIES
7.1. Primary auxiliaries
~ 44 ~
(To have, to be and to do) are the three primary verbs

auxiliaries. These three verbs auxiliaries have the following
forms:
 The Auxiliary Verb: To Have
e.g:
 He has driven a car. AUXILIARY
 Il a conduit une voiture.

Main Verb
 They have to study hard for exam.
 Ils ont à étudier dure pour l’examen.
 He has written already to mum.
 Il a déjà écrit à maman.
 Pierre and Paul have gone to the market.
 Pierre et Paul sont partis au marché.
 Tell me if Andrew has carried the two buckets.
 Dis-moi si André a porté les deux seaux.
The auxiliary “have” has the following forms.
PRESENT PAST
~ 45 ~
1. I (1st person singular) have I had
2. You (2nd person singular) have You had
3. He/She/It (3rdperson singular) has He/She/It had
4. We (1st person plural) have We had
5. You (2nd person plural) have You had
6. They (3rd person plural) have They had
 ing form______ having N.B:

MASTER BY
 past________ had HEART
 past participle______
had
 The Auxiliary Verb: To Be
e.g:
 They were going for shopping.

 Ils étaient en train de partir pour les achats. AUXILIARY
 Nina is speaking to Paul presently.

Main Verb
 Présentement Nina est en train de parler à Paul.
~ 46 ~
 John was sicked two days ago.
 John était malade cela fait deux ans.
 The police’s pledge will be kept.
 La promesse de la police sera gardée.
 The teacher is always running after the students
 L’enseignant est toujours en train de courir après les

élèves.
The auxiliary “be” has the following forms.
PRESENT PAST
7. I (1st person singular) am I was
8. You (2nd person singular) are You were
9. He/She/It (3rdperson singular) is He/She/It was
10. We (1st person plural) are We were
11. You (2nd person plural) are You were
12. They (3rd person plural) are They were
~ 47 ~
 ing form______ being N.B:

MASTER BY
 past________ was/were HEART
been
 The Auxiliary Verb: To Do
e.g:
AUXILIARY
 We do not need your help.
Main verb
 Nous n’avons pas besoin de ton aide.
 She didn’t answer well at her expose.
 Elle n’avait pas bien répondu à son exposé.
 She does not play handball because of an accident.
 Elle n’a pas joué le volley à cause de son accident.
 The snake did not bite her.
 Le serpent ne l’avait pas mordu.
 Do you not look after Nina?
 Ne recherche tu pas Nina?
The auxiliary “be” has the following forms.
~ 48 ~
PRESENT PAST
13. I (1st person singular) do I did
14. You (2nd person singular) do You did
15. He/She/It (3rdperson singular) does He/She/It did
16. We (1st person plural) do We did
17. You (2nd person plural) do You did
18. They (3rd person plural) do They did
 ing form______ doing N.B:

MASTER BY
 past________ did HEART
done
7.2. Common Errors We Make With The Auxiliary Verb

“Do”
Most at time the English learners fall in the trap of the

auxiliary verb “do” in its usage. These are some cases:
~ 49 ~
 La plus part du temps les apprenants en Anglais

tombent dans le piège de l’auxiliaire « do » dans son
usage. Voici quelques cas :
Erroneous Speech 1:
“………. If Henry dies he does not dies as a slave”.
Right speech:
“………. If Henry dies he does not die as a slave”.
 Si Henry meurt il ne meurt pas

comme un esclave.
Erroneous Speech 2:
“………. He does not eats corn”.
Right speech:
“………. He does not eat corn”.
 Il ne mange pas le maïs.
Erroneous Speech 3:
“………. The horse does not bites.
Right speech:
“………. The horse does not bite”.
 Le cheval ne mord pad.
~ 50 ~
Erroneous Speech 4:
“………. She does strengthens the old man”.
Right speech:
“………. She does strengthen the old man”.
 Elle fortifie le vieil homme.
Good to know:
 Deriving from the above analysis, it is thus right to
take as rule that when we employ the auxiliary “do”
(do, does, did) in a sentence, the next verb must be in
the base form.
Bon à savoir:
 Découlant des analyses ci-dessus, il est ainsi juste de
prendre comme règle que lorsque nous employons
l’auxiliaire « do » (do, does, did) dans une phrase, le
verbe suivant doit être la racine de ce verbe, qui
ressemble plus à l’infinitif du verbe en anglais.
Lesson8: Modal auxiliary
Modal auxiliaries verbs are verbs which do not have: “–s
forms, -ing forms, or –ed participles.” Let’s see the drawing
board below:
~ 51 ~
 Les verbes auxiliaires modaux sont les verbes qui ne

prennent pas « s » à la 3e personne du singulier, ou
« ing » au présent continu ou « ed » au participe passé.
ORDINARY VERBS MODAL VERBS

I play I can
You play You can
He/she/it plays He/she/it can (no –s form)
We play We can
You play You can
They play They can
-ing form (He is playing) There is no –ing form
-ed form (He played) There is no –ed form
ORDINARY VERBS MODAL VERBS

I joke I may
You joke You may
He/she/it jokes He/she/it may (no –s form)
We joke We may
~ 52 ~
You joke You may

They joke They may
-ing form (He is joking) There is no –ing form
-ed form (He joking) There is no –ed form
Good to know:
 In English there are nine modal verbs (shall, should,
will, would, can, could, may, might and must) and
four semi-modal verbs (need, ought, dare and used).
Bon à savoir:
 En Anglais il y’a 9 verbes modaux (shall, should, will,
would, can, could, may, might and must) et 4 verbes
semi- modaux (need, ought, dare, and used).
1- Shall
It indicates the future. As modal auxiliary it traduces a high

probability. We use “shall” for affirmation or negation. But
most especially to formulate questions with “I” and “we”. It’s a
polite formula. It contracted form is “shan’t”. We use “shall” in
the following situations:
Il indique le futur. Comme auxiliaire modal, il traduit

une grande probabilité. Nous utilisons « shall » pour une
affirmation ou une négation. Mais, plus spécialement pour
formuler des questions à la première personne du singulier
~ 53 ~
et première personne du pluriel. Il sert aussi the formule de

politesse. Sa forme contractée est “shan’t”. Nous utilisons
“shall” dans les situations suivantes :
a- Affirmatives sentences
 I shall help.
 J’aiderai.
 We shall help.
 Nous aiderons.
b- Negatives sentences.
 I shall not help.
 Je n’aiderai pas.
 We shan’t not help.
 Tu n’aideras pas.
c- Questions.
 Shall I help?
 Dois-je aider?
 Shall we help?
 Allons-nous aider?
d- Proposals.
 Shall I make some lunch?
 Dois-je préparer le déjeuner?
 Shall we help you with your bags?
 Allons-nous-vous aider avec vos sacs?
 Where shall I drop you off?
 Où dois-je-vous déposer?
~ 54 ~
 Shall I water your plants while you’re away?

 Dois-je arroser tes plantes pendant que vous êtes
absent?
e- Suggestions.
 Shall I go to the park later?
 Dois-je aller au parc plus-tard?
 Shall we have something to eat?
 Allons-nous avoir quelque chose à manger?
 To whom shall we go?
 À qui irons-nous?
 Who shall we invite to the party?
 Qui allons-nous inviter à la fête?
 What shall I do after we have watched the film?
 Que dois-je faire après que nous avons vu le film?
f- Obligations.
 Applicants shall provide evidence of their
qualifications.
 Les candidats doivent fournir la preuve de leurs
qualifications.
 Guests shall not remove anything from the rooms.
 Les invités ne doivent rien retirer de leurs
chambres.
 The tenant shall pay the agreed amount on the first
day of every month.
 Les locataires doivent payer la somme décidée le
premier jour de chaque mois.
 The accused shall appear in court again on 16th
October.
~ 55 ~
 L’accusé doit apparaitre devant le tribunal le 16

Octobre.
g- Promises.
 I shall never forget the help you gave me.
 Je n’oublierai jamais l’aide que vous m’avez
apportée.
 I shan’t be late.
 Je ne serai pas retard.
 We shall do everything we can to solve the problem.
 Nous ferons tout notre possible pour résoudre le
problème.
 He shan’t be long. Do have a seat while you wait.
 Il ne sera pas long. Veuillez-vous assoir, pendant
que vous attendez.
h- To describe the future in a formal manner.

 We shall overcome this difficult moment.
 Nous surmonterons ce moment difficile.
 The tests shall be carried out by an independent
body.
 Les tests seront réalisés par un corps
indépendant.
 Mr Lopez shall begin his talk at 2:30pm.
 Mr Lopez commencera son travail à 14h30.
 Access to the city centre shall be limited today due to
the marathon.
 L’accès à la ville sera limité aujourd’hui, du au
marathon.
~ 56 ~
2- Will
It indicates the future. As modal auxiliary it traduces also a

high probability. We use “will” for affirmation or negation. It
contracted forms are “’ll” for affirmation and “won’t” for
negation. We use “will” in the following situation:
a- Affirmatives sentences.
 I will give.
 Je donnerai.
 I’ll say.
 Je dirai.
b- Negatives sentences.
 I will not give.
 Je ne donnerai pas.
 I won’t say.
 Je ne dirai pas.
c- Questions.
 Will you be the master?
 Serez-vous le maître?
 Will they go to the feast?
 Partiront- ils à la fête ?
 Will we travel now?
 Voyagerons-nous maintenant ?
d- To describe a future action.

 We’ll be at the hotel until 8pm.
 Nous serons à l’autel jusqu’à 20h.
~ 57 ~
 The trains will be late today because of the bad

weather.
 Aujourd’hui les trains seront en retard à cause du
mauvais temps.
 How long will you stay in Cameroon?
 Pendant combien de temps resterez-vous au
Cameroon ?
 He’ll send us the report when he will have all the
data.
 Il nous enverra le rapport quand il aura tous les
données.
e- Prediction.
 The world population will grow a lot in the next 100
years.
 La population mondiale grandira beaucoup dans
les prochains 100 ans.
 I think l’ll stay in this company until I retire.
 Je pense je resterai dans cette entreprise jusqu’à
ce que je parte en retraite.
 She doesn’t think she’ll pass the exam.
 Elle ne pense pas qu’elle réussira à l’examen.
 Who do you think will win the tournament?
 Selon vous, qui gagnera le tournoi?
f- To express a decision at the same moment we are

talking.
 I’ll have the vegetable soup please.
 J’aimerai la sauce aux légumes s’il vous plaît.
 The phone rings, I’ll answer it.
~ 58 ~
 Le téléphone sonne, je vais répondre (au

téléphone).
 We’ll check the sales figures and you check the
expenses.
 Nous regarderons les résultats des ventes et vous
regardez les coûts.
 I’ll just go and say “hello” before we leave.
 Je vais juste aller lui dire « bonjour » avant que
nous partions.
g- Demands.
 Will you bring some more water please?
 Puis-je avoir un peu plus d’eau s’il vous plaît ?
 Will they come to the appointment with me?
 Viendront-ils au rendez-vous avec moi ?
 Will you be quiet please? I’m musing.
 Pouvez-vous vous taire s’il vous plaît ?
 You will give me a helping hand with dinner, won’t
You?
 Tu m’aideras à préparer le dîner, non ?
h- Pledges and propositions.

 I’ll call you when I get home.
 Je d’appellerai lorsque j’arriverai à la maison.
 She’ll help you finish the work, don’t worry.
 Elle t’aidera à finir le travail, ne vous en faites
pas.
 We’ll send you the letters as soon as possible.
 Nous vous enverrons les lettres dès que possible.
 Marc and Jordan will lead you well.
~ 59 ~
 Marc and Jordan vont bien vous guider.

e- Conditional sentences.
 If it rains, I’ll take my umbrella.
 S’il pleut, je prendrai mon parapluie.
 If they win the next match, they’ll go through to the
final.
 S’ils gagnent le prochain match, ils iront jusqu’en
finale.
 Will she come to dinner if I invite her?
 Viendra-t-elle au dîner si je l’invite ?
 We won’t mind if you arrive late.
 Cela ne nous dérangera pas si vous arrivez en
retard.
MODAL AUXILIARY SEMI-MODALS

1. Shall 1. Need to
2. Should 2. Ought to
3. Will 3. Dare to
4. Would 4. Used to
5. Can
6. Could MASTER
7. May BY
8. Might HEART
9. Must
Some examples:
~ 60 ~
1. If you play instead of studying, you shall regret when

failing your exam.
 Si tu joues au lieu d’étudier, tu regretteras

d’avoir échoué ton examen.
2. Our parents should attend the meeting.
 Nos parents devraient participer à la

rencontre.
3. You will be good fishermen.
 Vous serai de bon pêcheurs.
4. If Peter study hard he would win a price,

his exam.
 Si Pierre étudie dure, il

pourrait gagner un prix,
son examen.
5. Yes I can learn English.
 Oui je peux apprendre

l’Anglais.
~ 61 ~
6. Please could you tell me the meaning of this symbol?
 S’il te plait, me dire la signification the ce

symbole ?
7. May I go out?
 Puis-je sortir ?
8. You might go out if you answer the

question.
 Tu pourrais sortir si tu réponds à la

question.
9. You must stop childishness and

concentrate on your studies.
 Tu dois arrêter la puérilité et te

concentrer sur tes études. / Il
faut que tu arrêtes la puérilité et
te concentrer sur tes études. .
Good to know:
~ 62 ~
 Let’s keep in mind that with the semi-modals verbs

we use the infinitive marker “to” directly after the
concerned semi-modal verb or in between the semi-
modal verb and the ordinary verb that follow.
Bon à savoir:
 Gardons à l’esprit qu’avec les verbes semi- modaux
nous utilisons l’indicateur de l’infinitif “to”
directement après le verbe semi-modale concerné ou
entre le verbe semi- modale et les verbes ordinaires
qui suivent:
Some examples:
1. I need to eat lunch.
 J’ai besoin de prendre le déjeuner.
2. We ought to call your mother for a helping hand.
 Nous sommes supposé faire recours à notre mère

pour de l’aide.
3. Don’t dare to say a stupid word.
 N’haussez pas dire de bêtise.
4. I’m used to watch Crtv news.
 J’ai l’habitude de regarder le journal de la Crtv.

Lesson9: How to form question in
English with verbs
~ 63 ~
In English questions are formed only with primary

auxiliaries, modals or semi-modals verbs. They are always at the
beginning of the sentence followed by the subject. This is the
structure of an interrogative sentence: primary auxiliaries or
modals verbs + subject.
 En Anglais les questions sont formées uniquement avec

les verbes auxiliaires (modaux ou semi-modaux). Ils sont
toujours au début de la phrase suivit du sujet. Ceci est la
structure d’une phrase interrogative : primary
auxiliaries or modals verbs + subject.
How to apply the rule:
1- With the primary auxiliaries: (to be, to have, to do)
. To be (am, is, are, was and were)
a- Am I gentle with you? (Suis-je gentil avec vous?)
b- Is mum home? (Maman est-elle à la maison?)
c- Are the parents backed? (Les parents sont-ils rentrés?)
d- Was Peter ill the other day? (Pierre était-il malade

l’autre jour?)
e- Were they revising their courses? (Etaient-ils en train de

réviser leurs cours?)
. To have (have, has, had)
~ 64 ~
a- Have they been gentle with you? (Ont-ils été gentils

avec vous?)
b- Has he recorded the last occurring events? (A-t-il

enregistré le dernier évènement qui s’est produit?)
c- Had they denied your authority? (Ont-ils renié ton

autorité?)
. To do (do, does, did)
a- Do you trust your friends? (Fais-tu confiance à tes

amis?)
b- Does Nina cherish Paul’s junior sister? (Nina chérit-elle

la petite sœur de Paul?)
c- Did John look odd the other day? (John semblait-il

étrange autre jour?)
2- With the modals verbs ( can-could, may-might, shall-

should, will-would, must)
a- Can you lend me your pen? (Peux-tu me prêter ton

stylo?)
b- Could my sister do better than him? (Ma sœur pourrait-

elle faire mieux que lui?)
c- May I go out? (Puis-je sortir?)
d- Shall he supply us what we need? (Pourvoira-t-il ce dont

nous avons besoins?)
~ 65 ~
e- Should Jane remain in class? (Jane devrait- elle rester en

class?)
f- Will you pray for me? (Prieras-tu pour moi?)
g- Must they make noise in class? (doivent-ils faire du

bruit en class?)
h- Would she endure the fault? (devrait-elle subir la faute?)
3- Wh- words (who, whose, what, which)
a- Who are you? (Qui es tu?)
b- Whose pen is this? (A qui appartient ce stylo?)
c- What is the problem? (Quel est le problème?)
d- Which doctor do you see? (Quel docteur as-tu vu?)
LESSON10: Negation in English
~ 66 ~
Negation in English is executed by some common

negative words such as: barely, hardly, neither, never, no,
nobody, none, no one, not, nothing, nowhere, scarcely. In
English positive statements can be transformed in negative
statements.
 La negation en Anglais se fait à partir des mots

traduissants la negation tels que: barely, hardly, neither,
never, no, nobody, none, no one, not, nothing, nowhere,
scarcely. En Anglais les phrases positives peuvent être
transformées en phrases négatives.
Let’s take some examples:
 Positive statement: Nina has hurt her best friend.

 Nina a causé du tort à sa meilleur amie.
 Negative statement: Nina has not hurt her best friend.
 Nina n’a pas cause du tort à sa meilleure amie.
 Positive statement: The intelligent student seeks always.

 L’élève intelligent recherche tout le temps.
 Negative statement: The intelligent student does not seek
always.
 L’élève intelligent ne recherche pas tout le temps.
 Positive statement: Peter’s friend and Amina have an

important course.
 L’ami de Pierre et Amina ont un important cours.
~ 67 ~
 Negative statement: Peter’s friend and Amina have no

important course.
 L’ami de Pierre et Amina n’ont pas un important
cours.
 Positive statement: My mother went to the market.

 Ma mère est partie au marché.
 Negative statement: My mother didn’t go to the market.
 Ma mère n’était pas partie au marché.
 Positive statement: She can see far.

 Elle peut voir loin.
 Negative statement: She can never see far.
 Elle ne peut jamais voir loin.
 Positive statement: Rousseau as a politician told lies.

 Rousseau comme politicien dit des mensonges.
 Negative statement: Rousseau as a politician hardly told
lies.
 Rousseau comme politicien dit difficilement des
mensonges.
 Positive statement: He did something.

 Il a fait quelque chose.
 Negative statement: He did nothing.
 Il n’a rien fait.
 Positive statement: Jane often goes to America.
 Jane va souvent en Amérique.
 Negative statement: Jane scarcely goes to America.
~ 68 ~
 Jane va rarement en Amérique.
 Positive statement: I saw a thief.

 J’ai vu un bandit.
 Negative statement: I saw a thief nowhere.
 J’ai vu un bandit nulle part.
 Positive statement: I applied her advices.

 J’ai appliqué ses conseils.
 Negative statement: I applied none of her advices.
 Je n’ai appliqué aucun de ses conseils.
 Positive statement: I saw a boy here.

 J’ai vu un garçon ici.
 Negative statement: I saw no one here.
 J’ai vu aucune personne ici.
 Positive statement: Anslem saw Nikita.

 Anslem a vu Nikita.
 Negative statement: Anslem saw nobody.
 Anslem a vu personne.
 Positive statement: She spoke to me first.

 Elle s’adressait à moi en premier.
 Negative statement: She never spoke to me first.
 Elle ne s’est jamais adresser à moi en premier.
 Positive statement: Nina can eat and drink.
 Nina peut manger et boire.
 Negative statement: Nina can neither eat nor drink.
~ 69 ~
 Nina ne pas peut manger ni boire.
Good to know:
 In English language we must avoid using double
negatives.
Bon à savoir:
 En Anglais il nous faut éviter d’utiliser une double

négation.
These are some examples:
1. It’s wrong to say: Aisha did not tell none the truth. (Aisha
n’a dit aucune vérité.)
Instead Say: Aisha told no one the truth. (Aisha

disait aucune vérité.)
2. It’s wrong to say: My friend can’t hardly give a helping

hand to Peter. (Mon ami ne peut difficilement apporter son
aide à Pierre.)
Instead Say: My friend can hardly give a helping

hand to Peter. (Mon ami peut difficilement apporter son
aide à Pierre.)
3. It’s wrong to say: Stephen hardly did nothing. (Stephen

difficilement fait rein.)
~ 70 ~
Instead Say: Stephen did anything. (Stephen fait

aucune chose.)
Good to know:
 Very often students fall in the trap in using modal

auxiliary verbs.
Bon à savoir :
 La plus part du temps les élèves commettent des
erreurs dans l’emploi des verbes auxiliaires modaux.)
1. It’s wrong to say: Let’s pray God that we might found a

good position. (Prions le Dieu afin que nous puissions
trouvé une bonne place.)
Instead Say: Let’s pray God that we might find a

good position. (Prions le Dieu afin que nous puissions
trouver une bonne place.)
2. It’s wrong to say: My junior sister was saying that you

would played the guitar. (Mon frère cadet était en train
de dire que tu pourrais joué de la guitare.)
Instead Say: My junior sister was saying that you

would play the guitar. (Mon frère cadet était en train de
dire que tu pourrais jouer de la guitare.)
~ 71 ~
3. It’s wrong to say: The teacher advised the students that

they must came to class early. (L’enseignant conseillait
les élèves qu’ils doivent venis en classe tôt.)
Instead Say: The teacher advised the students that

they must come to class early. (L’enseignant conseillait
les élèves qu’ils doivent venir en classe tôt.)
4. It’s wrong to say: Please can I stepped out? (S’il vous plait
puis-je sorti?)
Instead Say: Please can I step out? (S’il vous plait

puis-je sortir?)
~ 72 ~
 Lesson11: Delicate verbs in English

Another difficulty that learners encounter in English
language is when they are faced with the verbs: to make, to
take and to drop.
 Une autre difficulté que les apprenants de la langue

Anglaise rencontrent est l’emploi des verbes: to make, to
take and to drop.
A- TO MAKE
1. It’s wrong to say: Pictures make her to understand

easily.
Instead Say: Pictures make her understand. (Les

photos lui font comprendre facilement.)
2. It’s wrong to say: If you continue in that way you will

make her to criticize her friend.
Instead Say: If you continue in that way you will

make her criticize her friend. (Si tu continu dans ce sens,
tu vas lui faire critiquer son amie.)
3. It’s wrong to say: Emotions made Nina to cry for her

success.
4. Instead Say: Emotions made Nina cry for her

success. (Les émotions ont fait pleurer Nina pour sa
réussite.)
~ 73 ~
B- TO TAKE AND TO DROP
1. It’s wrong to say: My mother took a taxi.
Instead Say: My mother boarded a taxi. (Ma mère

est montée à bord d’un taxi.)
2. It’s wrong to say: I entered the plane one week ago.
Instead Say: I boarded the plane one week ago. (Je

suis monté à bord d’un avion la semaine dernière.)
This is because in English communication the verb “to

board” means “get into an engine”; it can be a car, ship, bus,
train or plane.
 Ceci par ce que dans la communication Anglaise, le verbe

“to board” signifie “monter à bord d’un engin” ; ça peut
être une voiture, un bateau, un bus, un train ou un avion.
3. It’s wrong to say: Mary dropped from the car in the rain.
Instead Say: Mary alighted from the car in the rain.

(Marie descendait de la voiture dans la pluie.)
This is because in English communication the verb

“to alight” means “get down from something” a taxi, bus or
horse.
 Ceci par ce que dans la communication Anglaise, le verbe

“to alight” signifie “descendre de quelque chose” ; ça
~ 74 ~
peut être une voiture, un bateau, un bus, un train ou un

cheval.
Lesson12: THE MOOD OF A VERB

In English language there are three types of moods: the
indicative, the imperative and the subjunctive.
 En Anglais il y a 3 types de modes: le mode indicative, le

mode impératif et le mode subjonctif.
A- THE INDICATIVE MOOD
The indicative mood of a verb expresses statements and

questions.
 Le mode indicatif d’un verbe exprime des phrases et des

questions.
Consider these examples.
1. Paul is my friend. (Statement)
 Paul est mon ami (Phrase)
2. Mary is a good cook. (Statement)
 Marie est un bon cuisinier. (Phrase)
3. Where are my books? (Question)
 Ou sont mes livres? (Question)
~ 75 ~
4. Did you eat meat? (Question)
 Avais-tu mange da la viande? (Question)
All regular and irregular verbs are conjugated in the present

indicative mood. (Tous les verbes réguliers et irréguliers sont
conjugués au présent de l’indicatif.)
A.1. present indicative mood of regular verbs
Consider these examples with the verbs: to gaze, to organize

and to travel. (Fixer, organiser et voyager)
(a) The verb “to gaze” in the present indicative mood.
SUBJECT PERSON VERB

I First person Gaze
singular
You Second person Gaze
singular
He/she/it Third person Gazes
singular
We First person Gaze
plural
You Second person Gaze
plural
They Third person Gaze
plural
~ 76 ~
(b)The verb “to organize” in the present indicative

mood.
SUBJECT PERSON VERB

I First person Organize
singular
You Second person Organize
singular
He/she/it Third person Organizes
singular
We First person Organize
plural
You Second person Organize
plural
They Third person Organize
plural
(c)The verb “to travel” in the present indicative mood.
SUBJECT PERSON VERB
I First person Travel

singular
You Second person Travel
singular
~ 77 ~
He/she/it Third person Travels

singular
We First person Travel
plural
You Second person Travel
plural
They Third person Travel
plural
Good to know:
 You must keep in mind that the third person singular of
regular verbs in the present indicative mood, as shown
above, always ends in “s, es or ies”.
Bon à savoir:
 Vous devez garder à l’esprit qu’à la troisième personne
du singulier d’un verbe régulier conjugué au présent de
l’indicatif, comme indiqué plus haut, a pour terminaison
« s, es, ies ».
A.2. The present indicative mood of irregular verbs.
Consider these examples with the verbs: to sing, to swim

and to feel. (Chanter, nager et sentir / avoir un sentiment)
~ 78 ~
(a) The verb “to sing” in the present indicative mood.
SUBJECT PERSON VERB

I First person Sing
singular
You Second person Sing
singular
He/she/it Third person Sings
singular
We First person Sing
plural
You Second person Sing
plural
They Third person Sing
plural
(b)The verb “to swim” in the present indicative mood.
SUBJECT PERSON VERB

I First person Swim
singular
You Second person Swim
singular
He/she/it Third person Swims
singular
We First person Swim
plural
~ 79 ~
You Second person Swim

plural
They Third person Swim
plural
(c)The verb “to feel” in the present indicative mood.
SUBJECT PERSON VERB

I First person Feel
singular
You Second person Feel
singular
He/she/it Third person Feels
singular
We First person Feel
plural
You Second person Feel
plural
They Third person Feel
plural
Good to know:
~ 80 ~
 You must keep in mind that the third person singular of

irregular verbs in the present indicative mood, as shown
above, always ends in “s”.
Bon à savoir:
 Vous devez garder à l’esprit qu’à la troisième personne
du singulier d’un verbe irrégulier conjugué au présent de
l’indicatif, comme indiqué plus haut, a pour terminaison
« s ».
A.3. The present indicative mood of primary auxiliary verbs
Consider these examples with the verbs: to have, to be and to

do. (Avoir, être et faire.)
(a)The auxiliary verb “to have” in the present indicative

mood.
SUBJECT PERSON VERB

I First person Have
singular
You Second person Have
singular
He/she/it Third person Has
singular
We First person Have
plural
You Second person Have
~ 81 ~
plural
They Third person Have
plural
(b)The auxiliary verb “to be” in the present indicative

mood.
SUBJECT PERSON VERB

I First person Am
singular
You Second person Are
singular
He/she/it Third person Is
singular
We First person Are
plural
You Second person Are
plural
They Third person Are
plural
(c)The auxiliary verb “to do” in the present indicative

mood.
SUBJECT PERSON VERB

~ 82 ~
I First person Do
singular
You Second person Do
singular
He/she/it Third person Does
singular
We First person Do
plural
You Second person Do
plural
They Third person Do
plural
B- THE IMPERATIVE MOOD
The imperative mood is used on several occasions. The

imperative mood is used to express “commands, requests and
warnings.” The imperative mood is used only in directive
sentences.
 Le mode impératif est utilisé en plusieurs occasions. Le

mode impératif est utilisé pour exprimer « une
commande, un demande et un avertissement. »
1. When the purpose is to “Command” / Quand la

raison est de commender.
~ 83 ~
a- Take this pen. (Prend ce Stylo.)
b- Stand up. (Levez-vous.)
c- Sit down. (Asayez- vous.)
d- Go out quickly. (Sortez vide.)
2. When the purpose is a “Request”/ Quand la raison

est une demande.
a- Please can you replace me for the service of this

evening? (S’il vous plait, pouvez-vous me remplacer
pour le service de ce soir?)
b- Give to Peter food, please. (S’il vous plait, donner la

nourriture à Pierre.)
c- Please write a recommendation for my junior sister. (S’il

vous plait écrivez une recommandation pour ma sœur
cadette.)
d- I need your car today, if you don’t mind. (J’ai besoin de

ta voiture aujourd’hui, si cela ne te dérange pas.)
3. When the purpose is a “Warning”/ Quand la raison

est un avertissement.
a- Fire! (Attention au feu.)
b- Snake! (Attention au serpent.)

~ 84 ~
c- Danger! (Attention danger.)
d- Watch out! (Soyez- prudent.)
4. When the purpose is an “Offer”/ Quand la raison est

une offre.
e- Take another book. (Prenez un autre livre.)
a- Have some sugars for the journey. (Ayez quelques

morceaux de sucres pour le trajet.)
b- Have one more pencil. (Ayez un crayon en plus.)
c- Have some more sweet potatoes. (Ayez quelques patates

douces en plus.)
5. When the purpose is a “Plead” on behalf of

someone/Quand la raison est plaidoirie en faveur de
quelqu’un.
a- Pray for our situation. (Priez pour notre situation.)
b- Help my uncle. (Aidez mon uncle.)
c- Help the homeless. (Aidez les sans-abris.)
d- Help the poor. (Aidez les pauvres.)
6. When the purpose is an “Invitation”/ Quand la raison

est une invitation.
~ 85 ~
a- Come with us. (Venez avec nous.)
b- Come to our church. (Venez à notre église.)
7. When the purpose is an “Instruction”/ Quand la

raison est une instruction.
a- Do not smoke here. (Ne pas fumer.)
b- Priority to pedestrians. (Priorité aux piétons.)
8. When the purpose is an “Advice”/ Quand la raison

est un conseil.
a- You need a rest. (Tu as besoin du repos.)
b- Take a few day’s holidays. (Prend un petit congé.)
9. When the purpose is a “Wish”/ Quand la raison est

un souhait.
a- Enjoy your meal. (Bon appétit.)
b- Enjoy your day. (Bonne journée.)
C- THE SUBJUNCTIVE MOOD

~ 86 ~
The subjunctive mood of a verb is used to express “wishes,

possibilities”. The key words which characterise the subjunctive
mood are the following: insist, request, demand, urge, plead,
move, wish, ask, that, it is necessary.
 Le mode subjonctif d’un verbe est utilisé pour exprimer

des “souhaits, des possibilités. Les mots clés qui
caractérisent le mode impératif sont les suivants : insist,
request, demand, urge, plead, move, wish, ask, that, it is
necessary.
Good to know:
 Most verbs show only one basic difference between the
indicative mood and the subjunctive mood. The
difference occurs in the third person singular with he,
she or it which take an “s”.
Bon à savoir:
 La plus- part des verbes présentent une seule différence

basique entre l’indicatif et le subjonctif présent. La
différence est au niveau de la troisième personne du
singulier (il) qui se termine par (s).
Here are some examples:
~ 87 ~
a- Indicative: He goes. (Il part.)
b- Subjunctive: He go. (Qu’il parte)
c- Indicative: she comes. (Elle vient.)
d- Subjunctive: He muse. (Qu’elle vienne.)
C.1. The verb “to be” in the present indicative and the
subjunctive moods
In the present tense of the subjunctive, the auxiliary “to be”

does not change its form.
 Au présent du subjonctif, l’auxiliaire être ne change pas

de forme.
a- Indicative: I am. (Je suis.)
b- Subjunctive: I be. (Que je suis.)
~ 88 ~
c- Indicative: You am. (Tu es.)
d- Subjunctive: You be. (Que tu es.)
e- Indicative: She is. (Elle est.)
f- Subjunctive: She be. (Qu’elle est.)
g- Indicative: We are. (Nous sommes.)
h- Subjunctive: We be. (Que nous sommes.)
i- Indicative: you are. (Vous êtes.)
j- Subjunctive: you be. (Que vous êtes.)
k- Indicative: They are. (Ils sont.)
l- Subjunctive: They be. (Qu’il sont.)
The above examples reveal that while the auxiliary “to

be” changes its form in the present indicative, it does not do so
in the subjunctive mood.
~ 89 ~
 Les exemples ci-dessus montrent que pendant que

l’auxiliaire être change de forme au présent de
l’indicatif, ceci n’est pas le cas au présent du subjonctif.
Let’s study critically the following sentences:
1. Paul insists that Mary give a helping hand. (Here the verb
“to insist” necessitates the use of the subjunctive mood).
 Paul insiste que Marie donne un coup de main. (Ici le

verbe « insister » indique l’utilisation du subjonctif.)
2. He requests that the governor receive us. (Here the verb

“to request” necessitates the use of the subjunctive mood).
 Il demande que le gouverneur nous reçoive. (Ici le verbe

« demander» indique l’utilisation du subjonctif.)
3. Peter demands that he go to church. (Here the verb “to

request” necessitates the use of the subjunctive mood).
 Pierre demande qu’il parte à l’église. (Ici le verbe

« demander » indique l’utilisation du subjonctif.)
4. Nina urges that her junior sister stop screaming. (Here the
verb “to urge” necessitates the use of the subjunctive
mood).
 Nina
5. My mother pleads that his brother refuse the money.

(Here the verb “to plead” necessitates the use of the
subjunctive mood).
~ 90 ~
 Ma mère supplie que son frère refuse l’argent. (Ici le

verbe « supplier » indique l’utilisation du subjonctif.)
6. The president of the group moves that the meeting close.

(Here the verb “to move” followed by that compels us to
use the subjunctive mood).
 Le président du groupe suggère que la réunion se termine.

(Ici le verbe « suggérer » indique l’utilisation du
subjonctif.)
7. The teacher suggests that Peter stop playing football.

(Here the verb suggest followed by that compels us to use
the subjunctive mood).
 L’enseignant suggère que Pierre arrête de jouer au

football. (Ici le verbe « suggérer » indique l’utilisation du
subjonctif.)
8. The doctor recommends that the patient rest four days to

the hospital. (Here the verb “to recommend” followed by
that compels us to use the subjunctive mood).
 Le docteur recommande que le patient reste quatre jours à

l’hôpital. (Ici le verbe « recommander » indique
l’utilisation du subjonctif.)
9. Jesus Christ commands that the blind man see. (Here the
verb “to command” followed by that compels us to use
the subjunctive mood).
~ 91 ~
 Jésus Christ commende que l’aveugle voit. (Ici le verbe

« commander » indique l’utilisation du subjonctif.)
10. My elder brother asks that Nina hang his dresses. (Here
the verb ask followed by that compels us to use the
subjunctive mood).
 Mon frère ainé demande que Nina sèche ses habits. (Ici le
verbe « demander » indique l’utilisation du subjonctif.)
11. It is true that Jesus operate miracles. (Here the word

“that” compels us to use the subjunctive mood).
 Il est vrai que Jésus opère des miracles. (Ici le mot « que »
nous contraints d’utiliser le subjonctif.)
12. The doctor wishes that Paul recover quickly. (Here the
verb wish followed by that compels us to use the
subjunctive mood).
 Le docteur souhaite que Paul guérisse rapidement. (Ici le

verbe « guérir » indique l’utilisation du subjonctif.)
13. It is necessary that Nina observe silence. (Here the

expression it is necessary that followed by that compels
us to use the subjunctive mood).
 Il est nécessaire que Nina observe le silence. (Ici

l’expression « il est nécessaire que » indique l’utilisation
du subjonctif.)
Good to know:
~ 92 ~
 From the above statements, it is noticed that the

subjunctive mood of a verb is used after words such as:
insist, request, demand, urge, plead, wish, move, ask,
that, it is necessary.
Bon à savoir :
 Des phrases ci-dessus, il est à remarquer que le
subjonctif des verbes est employé après les mots tels
que: insist, request, demand, urge, plead, wish, move,
ask, that, it is necessary.
The subjunctive mood necessitates the use of the modal

auxiliary “should” implicitly. Formula: “That + should + the
verb.”
 Le mode subjonctif nécessite implicitement l’utilisation

de l’auxiliaire modale “Should”. Formule: “That +
should + the verb.”
1. It’s wrong to say: Paul insists that Mary should gives a

helping hand.
Instead Say: Paul insists that Mary should give a helping

hand. (Paul insiste que Marie devrait donner un coup de main.)
2. It’s wrong to say: He requests that the governor should

receives us.
Instead Say: He requests that the governor should receive

us. (Il demande que le gouverneur devrait nous recevoir.)
~ 93 ~
3. It’s wrong to say: Peter demands that he should goes to

church.
Instead Say: Peter demands that he should go to church.

(Pierre demande qu’il devrait partir à l’église.)
4. It’s wrong to say: Nina urges that her junior sister should
stops screaming.
Instead Say: Nina urges that her junior sister should

stop screaming.
5. It’s wrong to say: My mother pleads that his brother should

refuses the money.
Instead Say: My mother pleads that his brother

should refuse the money. (Ma mère supplie que son
frère devrait refuser l’argent.)
6. It’s wrong to say: The president of the group moves that the
meeting should closes.
Instead Say: The president of the group moves that the

meeting should close. (Le président du groupe suggère que la
réunion devrait se terminer.)
7. It’s wrong to say: The teacher suggests that Peter should

stops playing football.
Instead Say: The teacher suggests that Peter should stop

playing football. (L’enseignant suggère que Pierre devrait
arrêter de jouer au football.)
~ 94 ~
8. It’s wrong to say: The doctor recommends that the patient

should rests four days to the hospital.
Instead Say: The doctor recommends that the patient

should rest four days to the hospital. (Le docteur recommande
que le patient devrait rester quatre jours à l’hôpital.)
9. It’s wrong to say: Jesus Christ commands that the blind

man should sees.
Instead Say: Jesus Christ commands that the blind man

should see. (Jésus Christ commende que l’aveugle devrait
voir.)
10. It’s wrong to say: My elder brother asks that Nina should
hangs his dresses
Instead Say: My elder brother asks that Nina should hang

his dresses. (Mon frère ainé demande que Nina devrait sécher
ses habits.)
11. It’s wrong to say: It is true that Jesus should operates

miracles.
Instead Say: It is true that Jesus should operate miracles.

(Il est vrai que Jésus devrait opérer des miracles.)
12. It’s wrong to say: The doctor wishes that Paul should
recovers quickly.
Instead Say: The doctor wishes that Paul should

recover quickly. (Le docteur souhaite que Paul devrait
guérir rapidement.)
~ 95 ~
13. It’s wrong to say: It is necessary that Nina should

observes silence.
Instead Say: It is necessary that Nina should observe

silence. (Il est nécessaire que Nina devrait observer le silence.)
C.2. The verb “be” in the past tense of the subjunctive
The past form’s indicative and subjunctive differs with

the auxiliary “to be”.
 La conjugaison de l’auxiliaire “être” au passé de

l’indicatif n’est pas identique à celle du subjonctif passé.
Here are some examples:
a- Indicative: I was (J’étais)
b- Subjunctive: I were (Que j’étais)
c- Indicative: He/ She was (Il/Elle était)
d- Subjunctive: He/ She were (Qu’il/elle était)
~ 96 ~
e- Indicative: It was (Il/Elle était) « Pour un animal ou

une chose »
f- Subjunctive: It were (Qu’il/elle était) « Pour un

animal ou une chose »
The subjunctive form is often used to express contrary fact

or to express a wish.
 Le subjonctif est souvent utiliser pour exprimer un fait

contraire ou un souhait.
1. Contrary to fact: If I were the governor of that city, I would

tar that road.
 Fait contraire: Si j’étais le gouverneur de cette ville, je
bitumerais cette route.
2. Contrary to fact: If Paul were here, he would accompany
me.
 Fait contraire: Si Paul était ici, il m’accompagnerait.
3. Contrary to fact: If my sister were here, she would tell you.
 Fait contraire: Si ma sœur était ici, elle te dirait.
4. Expressing a wish: If I were a talented footballer, I would
buy a private plane.
 L’expression d’un souhait: Si j’étais un footballeur
talentueux, j’achèterais un avion privé.
5. Expressing a wish: If my son were here, he would give me
money.
~ 97 ~
 L’expression d’un souhait: Si mon fils était là, il me

donnerait de l’argent.
6. Expressing a wish: If Mary were in Cameroun, it would be
a great joy.
 L’expression d’un souhait: Si marie était au Cameroun, ce
serait une grande joie.
Lesson13: Classification of action verbs

Action verbs are classified as either transitive or
intransitive.
~ 98 ~
 Un verbe est soit transitif ou intransitive.
TRANSITIVE
ACTION VERBS
INTRANSITIVE
13.1. Transitive verbs
A transitive verb is an action verb that takes a direct

object.
 Un verbe transitif est un verbe d’action qui a un objet

direct.
Examples:
1. Nina cooks meat. (Nina prépare la viande.)
Transitive verb Direct object (DO)
2. Peter draw an angel on the wall. (Pierre dessine un ange

sur le mur.)
3. They have bought a bicycle for their child. (Ils ont payé un
vélo pour leurs enfants.)
~ 99 ~
4. I give my book to my friend. (Je donne mon livre à mon

ami.)
5. She puts water in the drum. (Elle met de l’eau dans le

fus.)
13.2. Intransitive verbs
An intransitive verb is an action verb that does not take a

direct object.
 Un verbe intransitif est un verbe d’action qui n’a pas un

objet direct.
Examples:
1. Simon seems hungry. (Simon semble affamé.)
Intransitive verb/no (DO)
2. My niece dance well. (Ma niece danse bien.)
3. All the visitors have reached safely from Canada. (Tous

les visiteurs sont arrivés sain et sauf du Canada.)
4. He marked fairly. (Il corrigeait justement.)
~ 100 ~
5. The president of Cameroon went to France last month.
Intransitive verb/no (DO) (Le président du

Cameroun est parti pout la France le mois dernier.)
Good to know:
 Many English verbs may be either transitive or
intransitive depending upon their use in the sentence.
Bon à savoir :
 Plusieurs verbes Anglais peuvent être transitifs ou
intransitive en fonction de leur utilisation dans les
phrases.
Examples:
1. (a) Our friends studied hard last night.
2. (b) All of us study Philosophy for the coming exam.
6. (a) She is doing well.
~ 101 ~
3. (b) My parents did a job last month in school.
LESSON14: FORMATION OF
VERBS
~ 102 ~
Formation of verbs in English does not obey to a

particular rule. Students should study the different forms by
heart. The table below shows some cases:
 La formation des verbes en Anglais n’obéit pas à une

règle particulière. Les élèves devraient étudier les
différentes formes par cœur. Le tableau ci-dessous
présente quelques cas :
WORD VERB
A. Quality - Qualité Qualify – Qualifier
B. White – Blanc Whiten- Blanchir
C. Circle – Cercle Encircle- Encercler
D. Divine – Divin Divinize – Diviniser
More examples:
A. Verbs which end in “fy”

1. Intensity (intensité) – Intensify (Intensifier).
2. Beauty (Beauté) – beautify (Embelir).
3. Certainty (Certitude) – Certify (Certifier). y----- fy
4. Modality (Modalité) – Modify (modifier).
5. Clarity (clareté) – clarify (clarifier).
6. Simplicity (simplicité) – simplify (simplifier).
7. Falsity (fausseté) – falsify (falsifier).
8. Specificity (spécificité) – specify (spécifier).
9. Glory (gloire) – glorify (glorifier).
10. unity (unité) – unify (unifier).
11. Identity (identité) – identify (identier).
~ 103 ~
12. Diversity (diversité) – diversify (diversifier).

13. Very (vrai) – verify (verifier).
Good to know:
 Most of Verbs which end in “fy” correspond to words
which end in “y”. Look at the examples above.
Bon à savoir:
 Bon nombre de verbes qui se terminent en « fy »
correspondent aux mots qui se terminent en « y ».
Observez les exemples ci-dessus.
B. Verbs which end in “en”

1. Length (longueur) – lengthen (allonger).
2. Short (petit) – shorten (réduire).
3. Straight (droit) – straighten (dresser).
4. Bright (clair) brighten (éclaircir).
5. Dark (noir) – darken (noicir). th, ht, consonant ---
6. Hard (dur) – harden (durcir). en
7. Soft (doux) – soften (adoucir).
8. Thick (épais) – thicken (épaissir).
9. Ripe (Mûr(e)) - ripen (murir).
10. Sweet (sucré) – sweeten (sucrer).
Good to know:
~ 104 ~
 Most of Verbs which end in “en” correspond to words

which end in “th, ht or any consonant”. Look at the
examples above.
Bon à savoir:
 Bon nombre de verbes qui se terminent en « en »
correspondent aux mots qui se terminent en « th, ht ou
une consonne ». Observez les exemples ci-dessus.
C. Verbs which start in “en”

1. Gender (genre) – Engender (engendrer).
2. Dorse (dorsale) – endorse (endosser).
3. Able (habile) – enable (habiliter).
4. Sure (sur) – ensure (assurer).
e, er ---- en
5. Courage (courage) – encourage (encourager).
6. Force (force) – enforce (imposer).
7. Close (étroitement) – enclose (encercler).
8. Visage (visage) – envisage (prévoir).
9. Compass (compas, boussole) – encompass (englober).
10. Large (vaste, large) – enlarge (élargir, amplier).
11. Danger (danger, risque) – endanger (compromettre,
mettre en danger).
12. Code (code) – encode (encoder).
13. Slave (esclave) – enslave (asservir).
14. Franchise (concession) – enfranchise (affranchir)
15. Kindle (allumer) – enkindle (enflammer).
Good to know:
~ 105 ~
 Most of Verbs which start in “en” correspond to words

which end in “e, er”. Look at the examples above.
Bon à savoir:
 Bon nombre de verbes qui commencent en « en »
correspondent aux mots qui se terminent en « e, er ».
D. Verbs which end in “ize”

1. Organ (organe) – organize (organiser).
2. Human (humain (e)) – humanize (humaniser).
3. Urban (urbain (e)) – urbanize (urbaniser).
4. Carbon (carbone) – carbonize (carboniser).
n,m----- ize
5. Patron (patron (ne)) – patronize (patronner).
6. Sermon (sermon) – sermonize (sermonner).
7. Revolution (revolution) – revolutionize (révolutionner).
Good to know:
 Most of Verbs which end in “ize” correspond to words
which end in “n”. Look at the examples above.
Bon à savoir:
 Bon nombre de verbes qui se terminent en « ize »
correspondent aux mots qui se terminent en «n ».
Exercise yourself
~ 106 ~
Exercise 1:
State the four forms of each of these verbs and determine if the
verb is regular or irregular, then if it is an action or mental verb:
to see, to bear, to meet, to sing, to acknowledge, to carry, to say,
to struggle, to find, to watch, to wash, to have, to do, to be, to
care, to justify, to muffle, to spur.
Exercise 2:
Determine if the following verbs are finite or non-finite and

make one sentence of each of these verbs: to adjust, to go, to
need, used to, ought to, dare to, can, could, may might, must,
will, would, to think, to recommend, shall, and should.
Exercise 3:
Study these sentences carefully and write the correct mood of

the verb in parentheses.
1. My sister pleads that I (to stop) playing.

2. Her mother insists that the boy (to go) to church.
3. His teacher suggests that Paul (to have) a rest.
4. It is necessary that Nina (to study) hard.
5. That Mina (to get) her exam his my prayer.
6. It is important that John (to travel) to Paris.
7. Her aunt request that the child (to come) for holidays.
8. I insist that Nina (to stay) here.
9. I urge that she (to come) back on her decision.
10. I ask that he (to behave) as a gentleman.
~ 107 ~
Exercise 4:
State whether the verbs in the following sentences are

transitive or intransitive.
1. You take things for granted.

2. My classmate gave me a pencil the other day.
3. You spoke to Nina about my friends
4. She seems nervous.
5. Peter is a good Priest.
6. I played tennis with my new friend.
7. She slept on in my house.
8. You feel good.
9. She looks nice.
10. I ate rice yesterday.
Exercise 5:
From the following words form verbs:
1. Danger 12. Title 23. Beauty

2. Solemn 13. Tight 24. Roll
3. Low 14. Trench 25. Force
4. Bright 15. Glory 26. Loss
5. Glory 16. Witch 27. Sympathy
6. Stupid 17. Form 28. Certain
7. Slave 18. Belief 29. Rich
8. Head 19. Thought 30. Memory
9. Person 20. Fast 31. Fright
10. Power 21. Circle 32. Seize
11. Shrine 22. False 33. Company
~ 108 ~
34. Black 48. Courage 61. Franchise

35. Fertile 49. Strong 62. Glory
36. Humble 50. Breath 63. Human
37. Clear 51. Electric 64. Urban
38. Hard 52. New 65. Dark
39. Energy 53. Unit 66. Hard
40. Pure 54. Electric 67. Soft
41. Beauty 55. Clean 68. Sermon
42. Rage 56. Simply 69. Revolution
43. High 57. Sweet 70. Sure.
44. Poor 58. Friend
45. Custom 59. Able.
46. Large
47. Equal 60. Code
Exercise 6:
Give the past tense, past participle and present participle forms
of the followings verbs: sow, wear, spill, stick, stand, do, have,
be, sing, wring, ring, ask, put, read, spring, grind, spend,
broadcast, postpone, stand, go, investigate, look, start, join,
write, hope and think.
Exercise 7:
Correct these sentences by using the correct form of the verb

with the auxiliary do, does, did.
1. She does not always goes to church.

2. What did he eats yesterday?
~ 109 ~
3. Why does she cries abundantly?

4. The policeman did wanted to stop me.
5. My friends did not pleaded on my behalf.
6. Stay aside, don’t plays with him.
7. Paul does not usually listens to rock music.
8. Did she worried because of me?
9. That trouble does not concerns us.
10. Take care, do not gives her headaches.
Exercise 8:
Use the correct form of the verb make, drop, take and enter in
these sentences.
1. My uncle took a plane to go to England.

2. My mother does not like to take old taxis.
3. Please driver, I drop at Santa.
4. The driver asked the young lady where she would drop.
5. My elder sister made me do what is wrong.
6. How did you drop from the taxi?
~ 110 ~

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Learners’ English book: the notion of verbs

 Lesson1: Definition of verb........................................6

 Lesson7: Auxiliary or helping verbs.......................41

It would be a useless lie if I subtract myself from those

subjectivity. To see you mastering the concepts of verbs in

enseigner une langue dans une zone où la langue courante m’est

Lesson1: Definition of verb

 Généralement les verbes sont utilisés dans les phrases et

These are two examples:

1. My Uncle Played drum yesterday afternoon and the

 Mon oncle jouait le balafon hier après-midi et

Here the verbs “to play ” and “to watch”

2. Peter is so happy today.

 Pierre est très content aujourd’hui.

Here the verb “is” describes a state of being. /Ici le verbe

c. Since yesterday, my friend mused

Remember See Smell

Surprise Please Prefer

(Courir) (Hurler) (Voir)

Lesson2: Classification Of Verbs

 Les verbes sont classés en plusieurs catégories. La façon

REGULAR IRREGULAR PRIMARY MODAL

2.1. Ordinary or main verbs

As it is shown by the above diagram, ordinary or main verbs

 Comme il est montré par le diagramme ci-dessus, les

Lesson3: Regular verbs

 En Anglais le verbe régulier a quatre formes. Ici sont

VERB FORM ENDING

4. The ed form Danced

VERB FORM ENDING

4. The ed form Worked

3.1. THE PRESENT TENSE OF REGULAR VERBS.

Everyday We (1st Person Jump/give/fly

3.2. The past tense of regular verbs

Yesterday We (1st Person Pray/ hope

3.3. THE FUTURE TENSE OF REGULAR VERBS

Tomorrow He/ She/ It (3rd Will pray/ hope

Offer He He is He He He has He had

3.4. The infinitive of verbs

We should bear in mind that when a verb (Regular or

 Nous devons garder à l’esprit que, quand un verbe

 Une fois de plus nous réitérons la règle: le signe “to” peut

It’s wrong to say: Through him we came to

Instead Say: Through him we came to realize that he was

A travers lui nous parvînmes à réaliser qu’il était l’un des

 Dans cet extrait le signe de l’infinitif “to”,

quand le premier verbe est conjugué, le deuxième se met

It’s wrong to say: My aunt write to the teacher to explained my

Instead Say: My aunt write to the teacher to explain my

Ma tante écrit à l’enseignant pour expliquer mon état de santé.

 Dans cet extrait le signe de l’infinitif “to”, indique que le

It’s wrong to say: I am happy to channelled to you

Instead say: I am happy to channel to you these

 Je suis content d’échanger avec vous ces quelques de

 Dans cet extrait le signe de l’infinitif “to”, indique que le

It’s wrong to say: The plough man is afraid to lost

Instead say: The plough man is afraid to lose

 Le laboureur est effrayé de perdre sa veille

In this extract the infinite sign “to”, indicates that the

 Dans cet extrait le signe de l’infinitif “to”, indique que le

Lesson5: Finite And Non- Finite Verbs

5.1. Finite verbs