HND Year 1 Isa

SUPPORT DE COURS BTS 1 / ESMIT 2023-2024/MISTER B’SON
PART ONE
GENERAL
KNOWLEDGE
(GRAMMAR POINTS)
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CHAPTER ONE : TENSES

LESSON1 : PRESENT SIMPLE
A/ GENERALITY
In english grammar, we put „’s’ at the end of verb in present simple, affirmative form and third
person of singular ( he/ she / it ).
Eg : to eat : Iris eats hamberger.
*VERBS ENDING BY o,s,ch , sh, x ,z
We put es in present simple , affirmative form and third person of singular ( he/ she / it ).
Eg :to do / to clash
Dago does his homework.
Syntich clahses her mother
*VERBS ENDING BY ‘y’

Here, we have two cases :
-when a vowel comes before the „y‟, we put „’s’ in present simple, affirmative form and third
person of singular ( he/ she / it ).
Eg : M’BAPPE plays football well.
-When a consonant comes before the ‘y’, we turn the ‘y’ into ‘ies’ s‟in present
simple, affirmative form and third person of singular ( he/ she / it ).
Eg : Minata cries a lot because she is hungry.
B/ FORMS OF SENTENCES
B.1. Negative form
To build the present simple negative we need the auxiliary verb do/does and the particle not.
We often use short forms:

do not = don’t
does not =
doesn’t
Important to understand!
The auxiliary verb "does" takes the ending -s in the third person singular (he, she, it) from the
main verb. The main verb becomes an infinitive again:
he likes → he doesn’t like
she goes → she doesn't go
B.2. INTERROGATIVE FORM

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

Here we combine interrogative and negative form and we contract the auxiliary.
We use the auxiliary ‘DO’ when we don’t have verbe „’TO BE’ in the sentence. „’does not’
=doesn’t (he/she/it) or do not = don’t (I/we/you/they) in present tense.
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Pattern of interro negative form : CONTRACTED AUXI+S+V+O+ ?
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Eg : Doesn’t GOHUE EMMANUELLA wear a new jacket ?

NB : In past simple or preterit we turn ‘DO’ or ‘DOES’ into ‘DID’
It is only in present simple and past simple or preterit that we use „DO’ when the verb is not
„BE’
LESSON 2 : PRESENT PROGRESSIVE AND PRESENT SIMPLE
In the present, the French language has only one form “ils jouent” whereas in English there is a
fundamental opposition between the present simple “they play” and the present progressive
“they are playing”.
Examples:
– They play tennis very well. (Timeless aspect (aspect atemporel): the action is not precise in
the period/ moment.)
– They play tennis on Saturday afternoons. (Frequentative aspect: the action is repeated.)
– What are they doing now? They are playing tennis (progressive/ imperfective aspect)
The progressive aspect is used to express an action in progress, an action that is not finished yet.
We know it is started but is not finished yet. The present progressive is therefore, the present par
excellence.
For the other tenses (past simple / past progressive; future simple / future progressive etc), the
fundamental opposition between the two forms (they played / they were playing) obeys the same
principles and is used to show differences of aspect.
LESSON 3: PRESENT PROGRESSIVE AND PRESENT PERFECT
There is another fundamental opposition between the unfinished / uncompleted actions

(progressive aspect: I’m doing my work) and the finished / completed, accomplished actions
(perfective aspect: I’ve done my work.)
When I use a present perfect (perfective aspect of the present) I don’t account for / describe the
action. I only declare that it has been accomplished. In the sentence “they have played tennis at
Wimbledon”, it is not really about an accomplished / a definite fact (there is no look / gaze
toward the past to relocate the action, to account for / describe it), but about an aspect of the
present: at the moment when I am pronouncing this sentence I can affirm that the action has been
accomplished before the present, that it is done.
If I talk about actions previously accomplished but in the context of the past or future, I use the
past perfect or future perfect.
NB: The present perfect also expresses at times uncompleted/ unfinished actions when they are
introduced by time complements in a period that is not entirely over / finished (this morning, this
year, today……) or else, a time complement or a time adverb shows that what I’m saying
concerns a period that goes up to the present (so far, already, all my life, lately, yet…..).
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LESSON 4 : PRESENT CONTINUOUS

The present continuous is used to talk about present situations which we see as short-term or
temporary.
a - The action is taking place at the time of speaking.
• It's raining.
• Who is Kate talking to on the phone?
b - The action is true at the present time but we don't think it will be true in the long term.
• I'm looking for a new apartment.
• He's thinking about leaving his job.
c - The action is at a definite point in the future and it has already been arranged.
• I’m meeting her at 6.30.
• They aren’t arriving until Tuesday.
LESSON 5 : PRESENT SIMPLE

We use the present simple to talk about actions we see as long term or
permanent. a - Here, we are talking about regular actions or events.
• They drive to the office every day.
• Do you usually have bacon and eggs for breakfast?
b - Here, we are talking about facts.
• We have two children.
• Water freezes at 0° C or 32° F.
c - Here, we are talking about future facts, usually found in a timetable or a chart.
• Christmas Day falls on a Monday this year.
• The plane leaves at 5.00 tomorrow morning.
d - Here, we are talking about our thoughts and feelings at the time of speaking. Although
these feelings can be short-term, we use the present simple and not the present continuous.
• They don't ever agree with us.
• I think you are right.
LESSON 6 : PAST SIMPLE
We use the past simple to talk about actions and states which we see as completed in the past.
a - We can use it to talk about a specific point in time.
• She came back last Friday.
• I saw her in the street.
b - It can also be used to talk about a period of time.
• She lived in Tokyo for seven years.
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• They were in London from Monday to Thursday of last week.

You will often find the past simple used with time expressions such as these: Yesterday, three
weeks ago, last year, in 2002, from March to June, for a long time, for 6 weeks, in the 1980s, in
the last century, in the past.
LESSON 7 : PAST CONTINUOUS
We use the past continuous to talk about past events which went on for a period of time.
a - We use it when we want to emphasize the continuing process of an activity or the period of
that activity. (If we just want to talk about the past event as a simple fact, we use the past
simple.)
• While I was driving home, Peter was trying desperately to contact me.
• I was just making some coffee.
b - We often use it to describe a "background action" when something else happened.
• I was walking in the street when I suddenly fell over.
• The company was declining rapidly before he took charge.
LESSON 8: PRESENT PERFECT
We use the present perfect when we want to look back from the present to the
past. a - We can use it to look back on the recent past.
• I've broken my watch so I don't know what time it is.
• They have cancelled the meeting.
NB: When we look back on the recent past, we often use the words 'just' 'already' or the word
'yet' (in negatives and questions only).
• We've already talked about that.
• She hasn't arrived yet.
• I've just done it.
b - It can also be used to look back on the more distant past.
• We've been to Singapore a lot over the last few years.
• She's done this type of project many times before.
NB: When we look back on the more distant past, we often use the words 'ever' (in questions) and
'never'.
• Have you ever been to Argentina?
• I've never met Jim and Sally.
LESSON 9: PRESENT PERFECT CONTINUOUS
This tense is used to talk about an action or actions that started in the past and continued until
recently or that continue into the future:
a - We can use it to refer to an action that has finished but you can still see evidence.
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• Oh, the kitchen is a mess. Who has been cooking ?

• You look tired. Have you been sleeping
properly? b - It can refer to an action that has not finished.
• I've been learning Spanish for 20 years and I still don't know very much.
• I've been waiting for him for 30 minutes and he still hasn't arrived.
c - It can refer to a series of actions.
• She's been writing to her regularly for a couple of years.
• He's been phoning me all week for an answer.
NB: The present perfect continuous is often used with 'since', 'for', 'all week', 'for days', 'lately',
'recently', 'over the last few months'.
• He hasn't been talking to me for weeks.
• I've been looking at other options recently.
• He's been working here since 2001.
NB: Often there is very little difference between the present perfect simple and the
present perfect continuous. In many cases, both are equally acceptable.
• They've been working here for a long time but Andy has worked here for
even longer.
• I've lived here for 10 years and she has been living here for 12 years.
LESSON 10 : PAST PERFECT
We use the past perfect simple to talk about what happened before a point in the past.
a - It looks back from a point in the past to further in the past.
• I hadn't known the bad news when I spoke to him.
• I checked with the supplier and they still hadn't received the contract.
b - The past perfect simple is often used when we report what people had said/thought/believed.
• He told me they had already paid the bill.
• He said he believed that John had moved to Italy.
LESSON 11:PAST PERFECT CONTINUOUS
a - We use the past perfect continuous to look back at a situation in progress.
• It was a good time to invest. Inflation had been falling for several months.
• Before I changed jobs, I had been working on a plan to reduce production costs.
b - We use it to say what had been happening before something else happened.
• It had been snowing for a while before we left.
• We had been playing tennis for only a few minutes when it started
raining. c - We use it when reporting things said in the past.
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• She said she had been trying to call me all day.

• They said they had been shopping.
LESSON 12 : GOING TO
There is no one 'future tense' in English. There are 4 future forms. The one which is used most often
in spoken English is 'going to', not 'will'.
a - We use 'going to' when we want to talk about a plan for the future.
• I'm going to see him later today.
• They're going to launch it next month.
Notice that this plan does not have to be for the near future.
• When I retire I'm going to go back to Barbados to live.
• In ten years time, I'm going to be boss of my own successful company.
c- We use 'going to' when we want to make a prediction based on evidence we can see now.
• Look out! That cup is going to fall off.
• Look at those black clouds. It's going to rain soon.
We can replace 'going to go' by 'going'.
• I'm going out later.
• She's going to the exhibition tomorrow.
LESSON 13 : WILL - FUTURE
Some people have been taught that 'will' is 'the future' in English. This is not correct.
Sometimes when we talk about the future we cannot use 'will'. Sometimes when we use 'will'
we are not talking about the future.
a - We can use 'will' to talk about future events we believe to be certain.
• Next year, I'll be 50.
• That plane will be late. It always is.
Often we add 'perhaps', 'maybe', 'probably', 'possibly' to make the belief less certain.
• I'll probably come back later.
• He'll possibly find out when he sees Jenny.
b - We often use 'will' with 'I think' or 'I hope'.
• I think I'll go to bed now.
• I think she'll do well in the job.
c - We use 'will' at the moment we make a new decision or plan. The thought has just come into
our head.
• Bye. I'll phone you when I get there.
• I'll go to Issia .
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• I won't tell him. I promise.

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

Pour traduire "ON" en anglais, on utilise :
They , we .
"ON" = tout un groupe, we , they selon le sens ou people. We (simplement si on peut dire
« nous » en français) We people drink a lot of milk in England . On boit beaucoup de lait en
Angleterre.
LESSON 2 : LA TRADUCTION DE "IL Y A"
Pour traduire "il y a"en anglais, on utilise :
 There is + singular nouns
 There are + plural nouns
Examples :
There is a mango on the table.
There are many pens in my bag.
LESSON 3 : THE USE OF ‘TO BE’ IN SOME EXPRESSIONS IN ENGLISH WHERE

FRENCH LANGUAGE USES ‘TO HAVE’ TO EXPRESS THEM.
ENGLISH FRENCH
To be hungry Avoir faim
To be thirsty Avoir soif
To be right Avoir raison
To be wrong Avoir tort
To be 22 Avoir 22 ans
To be cold Avoir froid
To be hot Avoir chaud
To be ashamed Avoir honte
To be sea sick Avoir mal de mer
To be afraid Avoir peur
To be sleepy Avoir sommeil
To be sick to one’s stomach Avoir mal au ventre
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LESSON 4 : MODAL VERBS
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PRACTICE : Build two sentences with these modals verbs
MUST :…………………………………………………………………………..........................
…………………………………………………………………………...........................
…………………………………………………………………………............................
…………………………………………………………………………............................
………………………………………………………………………….............................
CAN : ………………………………………………………………………….............................
…………………………………………………………………………............................
…………………………………………………………………………............................
………………………………………………………………………….............................
…………………………………………………………………………….........................
HAVE TO :……………………………………………………………………….........................
………………………………………………………………………...........................
………………………………………………………………………............................
………………………………………………………………………............................
………………………………………………………………………............................
SHALL : ………………………………………………………………………...........................
………………………………………………………………………..........................
………………………………………………………………………...........................
………………………………………………………………………............................
………………………………………………………………………............................
MAY : ………………………………………………………………………............................
……………………………………………………………………….............................
……………………………………………………………………….............................
……………………………………………………………………….............................
………………………………………………………………………..............................
LESSON 5 : CONDITIONALS
Zero conditional : Condition + result
Present simple + present simple

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

The condition always has the same result.
First conditional :
If it rains, we will cancel the trip. If
you study, you will pass the exam
IF + PRESENT SIMPLE = FUTURE SIMPLE
USES : A possible situation in the future.
Predicting a likely result in the future (if the condition happens)
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Second conditional :
If I won the lottery, I would travel a lot
If they sold their house, they would be rich
IF +PAST SIMPLE = PRESENT CONDITIONAL

USES :Hyothetical or unlikely situations.
Unreal or improbable situation now or in the future.
Third conditional :
If you had studied , you would have passed the exam.
If I hadn’t been sick, I would have gone to your party
IF +PAST PERFECT = PAST CONDITIONAL
USES : The person is imagining a different past.

Imaginary situation that did not happen.
EXERCISE
Build two sentences with each conditional:
1……………………………………………………………………………………………………
………………………………………………………………...........................................................
2.........................................................................................................................................................
...........................................................................................................................................................
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………..……………………………………………………………………………
3.……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………............................................................................................
4……….……………………………………………………………………….…………………
……………………………………………………………………………………………….……
………………………………………………………………………………………………….…
……………………………………………………………………………………………………..
5……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
6……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
7.........................................................................................................................................................
...........................................................................................................................................................
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LESSON 6 : MAKING POLITE REQUESTS IN A TELEPHONE

CONVERSATION
Study the following examples below carefully and write down the words
expressing politeness.
Example 1: Could / May I speak to Mr. Abu, please?
Example 2: Would you put me through to Mr. Kola?

Example 3: Can I help you, please?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
Note: adding ‘please’Note:

make gggg22222VVV
any type of request more polite
Practice: the following are some conversations. Complete the dialogue with: may
I- could I- can I
Note: The caller is speaker B. Do it individually and discuss your answer with
your partner. The conversation N° 1 is an example done to help you.
Conversation 1 Conversation 2
A : Hello !
A : Hello !
B: Hello ,..........................talk to Johnson?
B: Hi this is Bob. Could I speak to Kate?
A: She „s not at home right now................
A: Hang on...
like to leave a message?
B: No, thanks. I‟ll call later.
Conversation 3
Conversation 4
A : Hello !
A: Hello!
B: Hello,.........................speak to Maria?
B: Hello. Is Daniel there?
A: She „s not here right now.
A: Yes, he is.
B: Oh............................I leave a message?
B.................................................to him?
A: Certainly. Just a minute. I have to get a pen.
A: A minute, please. I‟ll get him.
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LESSON 7 : MAKING SUGGESTIONS
Practice: Build five sentences expressing suggestion where we must have

‘accepting and ‘refusing’.
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LESSON 8 : REPORTED SPEECH OR INDIRECT SPEECH

Here are two sentences, study them. Which one is direct or indirect.
1. "I'm going to the English course"; he said.
2. He said that he was going to the English course.
 What changes have occurred?
 What is it used for?
It is used to communicate what someone else said.
We have three types of changes:
A/ CHANGES OF ADVERBS
DIRECT SPEECH REPORTED SPEECH

Now Then, at that moment
Just then
Today That day
Yesterday The day before, the previous day
Last (night, day; week, month...) The night before, the previous night...
Tomorrow The next day/ the following day
Next( day, week, month...) The next( day,week,month/the following
day, week, month)
Here There
Ago before
Hence thence
B/ CHANGES OF TENSES
Present simple Past simple
Present continuous Past continuous
Present Perfect Past Perfect
Past Simple Past Perfect
Present Perfect Continuous Past Perfect Continuous
Future Present Conditional
Future Continuous Conditional Continuous
Future Perfect Conditional Perfect
Imperative Infinitive
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C/ CHANGES OF PRONOUNS
I He/she/
Me Him/her
My His/her
Mine His/her
myself Himself/ herself
We You/ they
Us You/ them
Our Your/ their
Ours Yours/ theirs
You He/ she/ him/ her/ I/ me/ us
Yours His/ hers/mine
Yourself Himself/ herself/ myself
Yourselves Ourselves
1) You do not need to change the tense if the reporting verb is in the present, or if
the original statement was about something that is still true.
e.g. „Men cannot count the stars‟ Emma says to
us. Emma says to us that men cannot count the
stars.
2) IF / WHETHER is used after the reporting verb.

Changes in tenses, pronouns, demonstratives, adverbs of place and time.
e. Reporting verbs: ASK, ENQUIRE, WONDER, WANT TO KNOW,…
Ex.: “Did you speak to John last night?” she asked.
She asked if / whether I had spoken to John the night before.
“Are you working these days?” He enquired.
He enquired if / whether I was working those days.
3)IN WH-QUESTONS:
Same changes as in yes/no questions but with the question word used in the question.
( We need to report them)
Ex.: “Who did you speak to last night?” she asked.
She asked who I had spoken to the night before.
“Where are you working these days?” he asked.
He wondered where she was working those days.
“Who told you this story?” he asked.
He asked who had told us that story.
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SUPPORT DE COURS BTS 1 /ESMIT 2023-2024/MISTER B’SON
TASK : Report the following statements

1) " Workers reported the hazards to the supervisor" He said.
.............................................................................................................................................
.......................................................................................................
2)"Most employees will face work place hazards" He told me.
.............................................................................................................................................
.......................................................................................................
3) " Be safe from the dangers", he ordered us............................................
....................................................................................................................
4)Reporting speech with modals
Finally, pay attention to whether the speech you are reporting uses a modal verb. Will, can,
and shall change to would, could, and should when reported. Will is used to make
statements
about the future in English. When reporting this kind of statement, will becomes would. Compare
these sentences:
Kelly said, "I will pick up the sandwiches."

-> Kelly said she would pick up the sandwiches.
Modal verbs may appear in questions, as well:
Caty asked, "Can you answer the phone while I'm out?"
-> Caty asked me if I could answer the phone while she was out.
If the modal verb is already in its past form, it does not change when reported.
George stated, "I would not do that."

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

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

Oh (telephone); zero (measures);
0 nought (Brish English); nil (result
in sport); love (in tennis)
1 One
2 Two
3 Three
4 Four
5 Five
6 Six
7 Seven
8 Eight
9 Nine
10 Ten
11 Eleven
12 Twelve
13 Thirteen
14 Fourteen
15 Fifteen
16 Sixteen
17 Seventeen
18 Eighteen
19 Nineteen
20 twenty
1.2 - Numbers bigger than 20

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

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

Use a hyphen between compound numbers and the and. Use either the definite article a or one
for 1,000. Then separate three digits with a comma 5,000.
Number Word
1,121 a/one thousand one hundred and twenty-one
2,356 two thousand three hundred and fifty-six
9,999 nine thousand nine hundred and ninety-nine
1,000,000 a/one million
1,000,000,000 a/one billion
II– Ordinal numbers

Add th to the cardinal number to form the ordinal number: six sixth
Add the last two letters of the written word to the figure.
Numbers in words: The ordinal numbers 1st first, 2nd second and 3rd third are
irregular. Be careful with the spelling of the words for 5 (fifth), 8 (eighth), 9 (ninth), 12th
th th th
(twelfth), and the words ending in Y.
Cardinal numbers Ordinal numbers

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

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

3/5 three fifths
Exceptions:
½ One half
¼ One quarter
In statistics: 1/5: one of five / one out of five
1/2: one of two
3/3: three of three (the whole)
Example: one of two (1/2) patients suffers from malaria.
1.2 Decimals
Use the Cardinal number for decimals:
3.8 Three point Eight
4.25 Four point two five
2 – Roman numbers
Roman numbers are seldom used. They are used for the names of kings and queens. Use the
ordinal number:
Elisabeth II Elisabeth the Second

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

3.1 Generality
You write You say
1900 nineteen hundred
nineteen hundred (and) one
1901 nineteen oh-one
1995 nineteen ninety-five
two thousand
2000
twenty hundred
two thousand (and) two
2002
twenty oh-two
two thousand (and) ten
2010 twenty ten
You normally split up the year in tens. 1985 is split up in 19 and 85 and you say nineteen eighty-
five.
From 2000 until 2009 the year is normally not split up.
2000: two thousand
2001: two thousand (and) one
The word is often left out. From 2010 onward the year is split up again. 2010 is split up in 20 and
10 and you say twenty ten.
3.2 Writing and saying the date in British
English Rule: day - month - year
You write: 1st January, 2010
You say: the first of January twenty ten
3.3. Writing and saying the date in American English
Rule: month - day - year
You write: January 1st, 2010
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You say: January (the) first twenty ten
3.4. Sample sentences and the correct prepositions:
- I was born in 1999. (Use in with the year).

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

Example:
1060 BC (ten sixty Before Christ)
1060 AD (ten sixty Anno Domini) - This is Latin for in the year of the Lord.
The abbreviations BCE or CE are becoming more and more common today.
1060 BCE (ten sixty Before the Common/Current/Christian Era)
1060 BCE (ten sixty Common/Current/Christian Era)
1060 BC = 1060 BCE
1060 AD = 1060 CE
LESSON 4: SAYING PHONE NUMBERS

Say the figures one by one but in pairs: 05 23 79 65 (oh five, two three, seven nine, six five)
4.1 - Saying floor numbers

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

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

In American English, there are several ways to say street numbers.
3.9.1. If the street number has one or two digits, say it as a normal number (3 = three; 22
= twenty-two).
3.9.2. If the street number has three digits, there are three ways to say
it: Possiblity1: digit - digit - digit: 923 = nine - two - three
Possiblity2: digit - double-digit: 923 = nine - twenty-three
This pattern is not used if the middle digit is 0:
Possiblity3: If the middle digit is 0, say the number as digit - oh - digit: 903 = nine - oh - three
3.9.3. If the street number has four digits, there are four ways to say it:
Possiblity1: digit - digit - digit - digit: 9234 = nine - two - three - four
Possiblity2: double-digit - double-digit: 9234 = ninety-two - thirty-four
This pattern is not used if the third digit is 0:
KONAN YANN Page 21

Possiblity3: If the third digit is 0, one way to say it is digit - digit - oh - digit: 9204 = nine - two -
oh - four
If the third digit is 0, the other way to say it is double-digit - oh - digit: 9204 = ninety-two - oh -
four
Possiblity4: If the street number has more than four digits, say it as digit - digit - digit - digit -
digit (etc.).
If any digit is 0, say it as oh: 14278 = one - four - two - seven - eight
NB: The streets have got odd numbers (e.g 3,5,7) on the left and even numbers (4,6,8) on
the right
4.4 – Saying the time

6.00 am: six o’clock am /ei em/.
6.10 am: ten (minutes) past six am (British); (US)/ six ten.
7.15 pm: fifteen past seven pm, quarter past seven pm.
10.30 am: thirty past ten am, half past thirty
3.45 pm: fifteen to four pm, quarter to four pm (British); quarter of three pm (US).
13.10: thirteen ten
24.30: twenty four thirty hours
06.00: (oh) six hundred hours
Note: AM: Ante Meridiem; PM: Post Meridiem
5 - Percentages
100% a hundred per cent;
½% half a per cent;
0.5% oh point five per cent,
1.234 one point two three Four
6– Operations and mathematic symbols

6.1 - Operations
Addition: 4 and 3 are / make; 4 plus 3 are 7

Subtraction: 7 minus 4 is / equals 3; 4 from 7 is 3
Multiplication: 4 threes are / make 12; 4 times 3 is / are 12
Division: 12 divided by 4 is 3; 4 into 12 is 3
6.2 – Mathematic symbols
Examples
Symbol Name Arithmetic Literary spelling
+ addition sign, plus sign 1+2=3 One plus two is three
- subtraction sign, minus 2-1=1 Two minus one is one
sign
x or ⋅ multiplication sign 2x3=6 Two times (multiplied by) three is six
÷ or / division sign 6/3=2 Six divided by three is two
= Equals / is 4+4=8 Four and four equals (is equal to) eight
< less than 2<4 Two is less than four
KONAN YANN Page 22

> greater than 4>2 Four is greater than two

≤ less than or equal to a+2≤b-1 a plus two is less than or equal to b minus one
≥ greater than or equal to b-1≥a+2 b minus one is greater than or equal to a plus
two
% Per cent 90% Ninety per cent
π pi Π=3.14 Pi is three point one four
√ square root of 2√4=4 Two square root of four is four
² Squared /'skweəd/ a2 a /ei/ squared
³ Cubed /'kju:bd/ b3 b /bi/ cubed
4 to the fourth; to the
c4 c to the fourth, c to the power of four
power four
LESSON 5: MEASURES AND WEIGHTS
5.1 MEASURES
A measure is a particular system used to determine the dimensions (m), area (m 2), volume (m3),
or weight (g) of something. The international conventional measures are: metre (m), gram (g),
litre (l).
1.1. Linear measures
The main linear measure is the inch /intʃ/ and mile /mail/
1 inch (in) = 2.54 cm
1 foot (ft) = 12 inches = 30.48 cm
1 mile (mi) = 1760 yards = 1609.344 m/1.609344km
1.2. Measures of Capacity
1.2.1 Capacity
● Liquid measures of capacity: litre/litre (l) (metric) in Britain
1 gill = 0.142 l
1 pint (pt) = 4 gills = 0.568 litres (l)
1 quart (qt) = 2 pints = 1.136 litres
● Apothecaries’ Fluid Measure millilitre/ millilitre (ml) (metric)
Used by pharmacists for measuring medicines
60 minims = 1 fluid dram (GB, US) = 3.552 millilitres (ml)
8 fluid drams = 1 fluid ounce (GB, US) = 2.841 centilitres (cl)
20 fluid ounces = 1 pint (GB, US) = 0.568 litres.
1.2.2 Volume
The base unit of volume in the International system is the cubic meter. There are 1000 liters per
cubic meter, or 1 liter contains the same volume as a cube with sides of length 10cm. A cube
with sides of length of 1 cm or 1 cm3 contains a volume of 1 milliliter. A liter contains the same
volume as 1000 ml or 1000 cm3.
1.3 Area measurement

Are is basic unit of area in the metric system.
1 are = 100 m2 (square metre) = 0.0247 acre
1 hectare = 100 ares
1.4. Temperature
Main measure: Centigrade/Celsius (Celcius, US) (metric) -----------› Fahrenheit (US, UK and
Canada).
KONAN YANN Page 23

FAHRENHEIT CELSIUS
F C
Boiling
212° 100°
point
194° 90°
176° 80°
158° 70°
140° 60°
122° 50°
104° 40°
86° 30°
68° 20°
50° 10°
Freezing
32° 0°
point
14°  10°
0°  17.8°
Absolute
zero  459.67°  273.15°
To convert Fahrenheit temperature into Celsius: subtract 32 and multiply by 5/9 (five ninths)
To convert Celsius temperature into Fahrenheit: multiply by 9/5 (nine fifths) and add 32
6. Weights (avoirdupois weight)

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

Pie chart is a circle divided into sections, used in order to show how something is divided into
different amounts. Examples:
1st Qtr
1st Qtr 1st Qtr
2nd Qtr
2nd Qtr 2nd Qtr
3rd Qtr
3rd Qtr 3rd Qtr
4th Qtr
4th Qtr 4th Qtr
The first quarter is students in Mining and Oil Engineering

The second quarter is in Civil engineering
The third quarter is in Accountancy
The fourth quarter is in technology.
KONAN YANN Page 24

[Tapez ici] [Tapez ici] [Tapez ici]
6.2. Graphs
7. Tables
A table is a set of facts or numbers that are arranged in rows and columns on a page. Example:
Number of students
Classes Total
Girls Boys
1ABTS MSP/C 08 43 51
1ABTS GCV/B 12 45 57
1ABTS FCGE/F 33 25 58
2ABTS RIT/O 30 30 60
2ABTS GTH/C 15 20 35
Commentary: In 1ABTS MSP/C girls are less than boys, in 1ABTS FCGE/F girls are more than
boys and in 2ABTS RIT/O the number of girls is equal to that of boys.
LESSON 7:TRANSLATION OF DIZAINE, VINGTAINE, CENTAINE, MILLIER
1 - Dizaine
1.1 (= 10) ten
1.2 (= environ 10)
Une dizaine : about ten, ten or so
⇒ Une dizaine de jours : about ten days, ten days or so
Une bonne dizaine : at least ten
⇒ Une bonne dizaine de personnes : at least ten people
Une petite dizaine : just under ten
Par dizaines / des dizaines (Dozens of)
⇒ Des morts par dizaines : dozens of deaths
2 – Douzaine
a dozen eggs: une douzaine d’œufs
I bought two dozen: J’en ai acheté deux douzaines.
3 - Vingtaine
2.1 (= 20) twenty
KONAN YANN Page 25

2.2 (= environ 20)

Une vingtaine : about twenty, twenty or so
⇒ Une vingtaine de jours : about twenty days, twenty days or so
Par vingtaines / des vingtaines (Scores of)
⇒ Parlant à vingtaine de personnes: Speaking to scores of people
Forms of adjectives Comparatives Superlatives

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

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

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

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

Max is the wisest person
Ended by –e: add –r et –st. Max is wiser than his brother.
I know.
Consonnant + vowel +
My dog is the biggest of
consonnant- - -> last My dog is bigger than your
all the dogs in the
consonnant doubled + –er dog.
neighbourhood.
and –est.
Yesterday was more peaceful My home is the most
(adjectives of 2 syllables
than today. peaceful in the world.
Adj. of two syllabes
ended with ful)

Bamba is more joyful than Lago is the most joyful
more et the most + adj
Kouman. person I‟ve ever met.
Brou is the
John is happier today than he
- y----> -ier et -iest. happiest boy in the
was yesterday.
party.
–er, -le, or –ow ----> –er Pathways are narrower than This road is the
et –est roads. narrowest in this city.
Italian food is My dog is the
Good/well: better, best
adjec
better than American food. best dog in the world.

ular
Bad: worse, worst Indian cooking Of all the students in the
KONAN YANN Page 26

is worse than our country's class, Kanga is the

cooking. worst.
Of all the cities of Côte
Far: farther/further, Daloa is further from Abidjan
d‟Ivoire Ouangolo is
farthest/furthest than Yamoussoukro
the
farthest from Abidjan.
Bintou is the least
Little: less, least There is less than ten. beautiful lady of the
students
She is the most
Many: more, most Four is more than two beautiful lady in the
family
4 – Centaine
3.1 (= 100) hundred
3.2 (= environ 100)
Une centaine de livres : About one hundred books
Des centaines voitures : hundreds of cars
5 – Millier
4.1 (= 1000) thousand
4.2 (= environ 1000)
Un millier de savons : About one thousand soaps
Des milliers personnes : thousands of people
LESSON 8: COMPARATIVES AND SUPERLATIVES
Generality
Comparative and Superlatives are special forms of adjectives used to compare two or many things.
They are:
1 - Comparative
1.1 Comparative of inferiority: less + adj + than (moins +adj+que), ou not so + adj. + as (pas si +
adj. + que)
1.2 Comparative of equality: as + adj. +as (aussi +adj. + que)
1.3 Comparative of superiority: more + adj. + than, ou Adj. –er + than (plus + adj. que)
2 - Superlative
2.1 Superlative of inferiority: the least + adj. + in/of (le moins + adj. + dans/parmi/de)
- Superlative of superiority: the most + adj. + in/of, ou the adj.-est + in/of (le plus + adj. +
dans/parmi/de)
KONAN YANN Page 27

LESSON 9: MAKE vs DO
KONAN YANN Page 28

PART TWO
TRANSLATION
KONAN YANN Page 29

TRANSLATION TECHNIQUES
Qu’est ce que traduire?

Selon le dictionnaire de linguistique de Jean DUBOIS, traduire c’est „énoncer dans une autre
langue ou langue cible, ce qui a été énoncé dans une langue dite langue source, en conservant
les équivalences sémantiques et stylistiques‟. Il faut préciser que la traduction est un exercice
universitaire qui requiert beaucoup d’habilités et de subtilité. Il apparait donc important pour
celui qui traduit ‘le traducteur‟ de s’assujettir à ses règles et procédés et d’en savoir ses
différents types.
I- TYPES DE TRADUCTION
Il existe deux types de traductions : le thème et la version. Dans le cadre de notre
étude de la langue anglaise, la version consiste à traduire une phrase ou un texte de
l’Anglais au Français et le thème du Français à l’Anglais. Le thème et la version
sont donc deux types de traduction inverses.
Traduction
Langue source Langue cible
A Traduire B
(Equivalents sémantique, stylistique et culturels)
Thème : Français Anglais
(Langue source) (Langue cible)
Version : Anglais Français

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

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

La city au lieu de la „cité‟ / Le British Museum au lieu de „Musée britannique‟
 Le calque (word- for word)
Le calque est l’emprunt d’un syntagme étranger avec traduction littérale de
ses éléments :
Week- end traduit par „ fin de semaine‟
Skyscraper traduit par „ gratte-ciel‟
KONAN YANN Page 30

Honeymoon traduit par „lune de miel‟
Comme l’emprunt, et pour les mêmes raisons, le calque n’est pas considéré par certains auteurs
comme un véritable procédé de traduction.
 La traduction littérale ( literal translation )
La traduction littérale désigne une traduction mot -à- mot aboutissant à un texte à la
fois correct et idiomatique :
What time is it? Quelle heure est-il?
Facts are stubborn ‘ Les faits sont têtus’
Elle n’est acceptable que si la langue cible garde la même syntaxe, le même sens et le
même style que la langue source :
He had always dreamed of going to Irland. ‘Il avait toujours rêvé d’aller en
Irland’.
2- Les procédés complexes

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

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

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

He strode into the house : „Il entra à grands pas dans la maison
Adverbe Verbe
He nearly got arrested: „Il faillit se faire arrêter.
Préposition Relative
The people around him: „Les gens qui l’entourent’.
KONAN YANN Page 31

b-Cas particuliers
Cas particulier 1 : Chassé-croisé
Il consiste à permuter des mots de vocabulaire et à changer leurs catégories. Le chassé – croisé
concerne essentiellement deux domaines d’expression de déplacement et structures
résultatives. Exemples : He swam accross the river
Il traversa la rivière à la nage

NB : Les structures résultatives sont des structures de phrases dans lesquelles le verbe exprime
un moyen, le résultat (déplacement, transformation). Les structures résultatives permettent
d’exprimer le rapport entre un moyen et un résultat.
En français, on envisage d’abord le résultat et on précise ensuite comment il a été obtenu, alors
qu’en Anglais, on décrit les faits dans leur ordre temporel.
Exemple : They hurried back home : Ils rentrèrent chez eux à la hâte.
We’ll drive to London tomorrow: Demain, nous irons à Londres en voiture.
Cas particulier 2:
a- L’étoffement (expansion)
Il consiste à ajouter les éléments sous-entendus. Il peut s’agir d’un verbe ou de certains termes de
liaisons plus fréquents en français qu’en anglais.
Exemples : According to a report in „European policy..
Selon un rapport publié dans le„European policy...
The big overseas economies … : Les grandes puissances étrangères
To exits : „accès aux sorties
b-La modulation
Elle consiste à changer le point de vue pour contourner une difficulté de traduction ou pour faire
apparaitre une façon de voir les choses, propre aux locuteurs de langue d’arrivée :
Exemple : War is wrenching effects on ordinary lives: Les effets dévastateurs de la guerre sur le
commun des mortels.
John Mayor has promised there will be „no hiding place from the challenge of competion: John
Mayor aassuré que le défi de la compétionfrapperapartout.
Who knows? You may be right: Qui sait? Tu n’as peut-être pas
tort. c-La modulation de syntaxe

Elle consiste à changer l’ordre de mots pour rendre la phase ou la syntaxe plus fluide.
By 2 years, according to the latest Newsweek report, 17% of all the sales will be transacted over
the internet: Selon le dernier rapport source Newsweek, l’internet verra passer 17% des ventes
mondiales, d’ici deux ans.
d-l’équivalence
L’équivalence est un procédé par lequel on rend compte de la même situation que dans
l‟original, en ayant recours à une rédaction entièrement différente :
-Ouch : Aie ! (Ou encore „Ouille‟)
Un proverbe anglais est rendu par le proverbe correspondant en français.
- Birds of feather flock together: Qui se ressemble s’assemble
KONAN YANN Page 32

- Too many cooks spoil the broth: Deux patrons font chavirer la barque
Une expression toute faite (ou idiotisme) en anglais est rendue par l’expression toute faite
équivalente en français.
To court disaster (litt. Courtiser la catastrophe) Jouer avec le feu
Idem pour une institution : Hannah goes to grammar school now : Hannah va au lycée
maintenant.
The Blue Berets: Les casques bleus.
e-L’adaptation
L‟adaptation tient compte de la différence entre les réalités de chaque société pour exprimer le
même effet.
Blend 1 tsp(„teaspoon) white truffle past and 15 cc (Cubic centimeter H) of Brandy: Mélange
une cuillère à café de beurre aux truffes à 15 millitres d’eau de vie .
L’adaptation porte ici sur teaspoon( ful), qui devient cuillerée à café et cubiccentimeters, qui
devient „millitres
Autre exemple : Bread and butter pudding: Gâteau de riz au caramel.
Conclusion
On entend souvent dire qu’il n’y a pas de traduction parfaite. Ce point de vue est même renforcé
par cette expression commune italienne « traduttore- traditore » (traducteur- traite ou
traducteur est une traite). Toutefois une bonne maitrise sémantique, grammaticale et culturelle
aussi bien de la langue source que de la langue cible est de nature à aider le traducteur à rendre
presqu’avec exactitude les idées à traduire.
KONAN YANN Page 33

PART THREE
TEXT STUDY
METHODOLOGY AND
WRITING
KONAN YANN Page 34

A.TEXT STUDY METHODOLOGY

How to read a text ?
There are two ways of reading a text. There are skimming and scanning.
1.Skimming
It is reading a text quickly in order to find out its main idea. The techniques are :
 Look at the title or heading
 Study the first paragraph ( introduction to the text)
 Study the last paragraph ( conclusion to the text)
 Study the topic sentences ( generally the first sentence of each paragraph)
 Notice words connected to a particular topic.
Eg 1 : mouse- screen- keyboard- print- printer : the text is about the computer.
Eg 2 : Price- place- promotion- product : the text deals with the marketing mix
2.Scanning
Scanning is reading a text carefully to find out the details , facts. It is carried out through a set
work activities such as :
1. Multiple choice question (MCQ)
2. Matching
3. Gap filling
4. True or false statements
5. Wh- questions
6. Summarizing
7. Yes or no questions
3. Guidelines
 When reading a text , whether skimming or scanning :
 Keep in mind the context
 Don‟t think to know the meaning of all the words
 Guess the meaning of unknown words through the context
 When answering questions about the text, identify the type of questions. Is it Yes or No
question or wh- questions?
4. Types of questions
a) Wh-questions
Most Wh-questions begin with a question word + an auxiliary verb + the subject.
An auxiliary verb is a form of BE or HAVE or modal verbs.
Examples : can- should- could …
What is Judith doing ?
Where has miss Bamba put the map?
When can we eat safely?
NOTE : with the ordinary verbs, we use a form of « do » in the present simple and past.
Eg : Where do people meet ?
How does the radio work,
What did they give you ?
b) Yes/ No questions
Yes/ No questions is one that we can answer with yes or
no. Eg : A : Do you go to school on Sundays? B:
No.
 Don‟t copy the text blindly , try to understand and answer them directly.
 Remember that comprehension questions are specific, and to specific questions,
KONAN YANN Page 35

specific answers.
KONAN YANN Page 36

Correspondence
Writing a letter of application
Brainstorming.
1. What do you see on these pictures? What are they used for?
2. What are the different types of letters that you know?
3. Which letter do you write when you are seeking for a job ?
Input phase
a/ Read the information below and do the activities that follow.
When you are applying for a job, here is the information that you need to be aware
of.
- Use of a formal layout the letter of application is composed of :
- The date
- The writer’s name, his signature and closing formula ( at the end of the
letter)
- The writer’s address ( at the top right )
- The opening salutations (before starting the letter properly), but before you
can state the letter’s subject.
- The addressee’s address ( at the top left )
- Names and addresses of referees.
b/ use appropriate style
Dealing with the style the flow is put on the body of the letter.
The body of the letter has four (4) main parts they are:
-abilities and experience (the skills of the applicant).
-expectations (what he / she wants when applying)
- Reason for applying.
C / Other astuteness to be known
The applicant must bear in mind that:
 The different paragraphs must clearly be separated.
 He / she must be brief avoiding wrong useless information.
 Making a good impression on the employer helps.
 A careful reading of the advertisement is useful. Because, providing
another information it asks for, is necessary.
KONAN YANN Page 37

SUPPORT DE COURS BTS 1 / ESMIT 2023-2024/MISTER
B’SON
 He / she has to think of what qualities the job requires and mention
anything which shows that you have these qualities. But only say
what is true.
 A good content is required; so he / she must write a rough draft of his
/ her letter.
A special attention is paid to the language, especially

spelling. A neat copy is finally written.
 The applicant must always keep a copy of the letter for his / her own
reference.
Activation 1
Study the model and use information from the input above to label its different
parts.
N °3 is done for you.
Mr. Murphy Ms. Mary jones
……………… 2 H.R Manager 18 sligo park 1…...

ABC International sligo
4 ↔Re. opportunities in human resources.
5 ↔Dear Mr. Murphy
6 I recently read about the success and continued grow of ABC international
In the Irish times
………………… I would like to introduce myself to you as I believe I have the skills,
Qualifications and experience necessary to make a significant
Contribution to your organization
Grade & experience
………………….
7 availability
Yours sincerely,
Mary jones.
KONAN YANN Page 38

CURRICULUM VITAE / RESUME

FULL NAME : N'DA MARIE JOELLEE
Address:Yop. City/ PO BOX 1247. T.40. Drugstore Kouté Email:
Tel: (225) 01 01 23 14 45
Marital status : Single PHOTO
To obtain a position as a French - English translator with

OBJECTIVE : an international firm in health area in Abidjan .
EDUCATION
2015- 2019: Master of Art in translation, University F.H.B , Cocody, ABIDJAN
2012-2015: Bachelor of Art in translation, University F.H.B , Cocody,
ABIDJAN 2009-2012: BAC in literature, Collège Offoumou Yapo, Yopougon,
ABIDJAN
WORK EXPERIENCE
 2015 - Present: Freelance translator , Farah Clinic , Marcory
 2015-2017: English teacher, G.S.S.A . Fadette, Yopougon, ABIDJAN
 2014-2015: English teacher, Collège Offoumou Yapo ,Yop. ABIDJAN
LANGUAGES
 Fluent French
 Fluent English
 Conventional Spanish
PERSONAL
 Driving license
 Reading
 Cooking
 Swimming
REFERENCES
o Dr. YAO, dept. English , University F.H.B , Cocody, ABIDJAN
o Mr. KONAN, headmaster, Collège Offoumou Yapo, Yopougon
KONAN YANN Page 39

CONSOLIDATION ACTIVITY
After your studies in health care area, you are asked to drop your file in NKL
CLINIC, in Ghana. The director of Human resource needs your resumé.
So build it and send it to him.
KONAN YANN Page 40

PART FOUR
TEXTS STUDY AND TASKS
(Full activities)
KONAN YANN Page 41

TEXT 1: Means of payment

A payment is the trade of value from one party (such as a person or company) to
another for goods, or services, or to fulfill a legal obligation.
Payment can take a variety of forms. Barter, the exchange of one good or service
for another, is a form of payment. The most common means of payment involve
use of money, cheque, or debit, credit or bank transfers. Payments may also take
complicated forms, such as stock issues or the transfer of anything of value or
benefit to the parties. In US law, the payer is the party making a payment while
the payee is the party receiving the payment. In trade, payments are frequently
preceded by an invoice or bill.
In general, the payee is at liberty to determine what method of payment he or she
will accept; though normally laws require the payer to accept the country's legal
tender up to a prescribed limit. Payment is most commonly effected in the local
currency of the payee, unless if the parties agree otherwise. Payment in another
currency involves an additional foreign exchange transaction. The payee
may compromise on a debt, i.e., accept a part payment in full settlement of a
debtor's obligation, or may offer a discount, for example, for payment in cash, or
for prompt payment, etc. On the other hand, the payee may impose a surcharge, for
example, as a late payment fee, or for use of a certain credit card, etc.
The acceptance of a payment by the payee extinguishes a debt or other obligation.
A creditor cannot unreasonably refuse to accept a payment, but payment can be
refused in some circumstances, for example, on a Sunday or outside banking hours.
A payee is usually obligated to acknowledge payment by producing a receipt to the
payer. A receipt maybe an endorsement on an account as "paid in full". The giving
of a guarantee or other security for a debt does not constitute a payment.
https://en.wikipedia.org/wiki/Payment
KONAN YANN Page 42

Activity 1 : Skimming
Read the text quickly and choose the option (a-b-c-d) that best completes the statements
below .
The text is about :
a) mobile money payment
b) electronic payment
c) foreign transactions
d) different means of payment
Activity 2 :Word study

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

1) Trade of value from one party to another for goods to fulfill legal
obligation (L1) payment.
2) The exchange of one goods or services for another (L 3)……………………….....
3) Medium (L4) ;…………………………………………………………...................
4) Financial institution (L5) ;………………………………………………................
5) Advantage (L7) ;…………………………………………………………...............
6) A document that lists goods that have been supplied (L9) ;…………………..........
7) Money used by a particular country (L13) ;…………………………………...........
8) Abroad (L14) ;………………………………………………………………………
9) Liquidity (17) ;………………………………………………………………………
10) People who you owe money to (L21) ;……………………………………………
11) A piece of paper that you get in a shop when you buy something /Sales slip (24)
……....................................................................................................................
Activity 3 : Comprehension
Read the text again and give short answers to the following questions.
1) What is a payment ?
2) What are the different forms of payment mentioned in the text ?
3) Can payment take complex forms ?
4) In the US law what is the payee and payer ?
5) What kind of thing is required after payment has been done in trade ?
6) Who is payment commonly done ?
7) What situation leads the creditor to refuse payment?
KONAN YANN Page 43

Activity 4 : Language in use

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

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

Eg : In December / In 2018
At+ time / Moment

Eg : at 8 :00 clock/ at night
On + Day / date
Eg : on Monday / on 3rd December.
By+ month/ year

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

duration) Since-for-until-till-before-after
Eg : The accountant has paid the salaries since this morning.
Any payment won‟ t be done until next week.
KONAN YANN Page 44

Task: Complete the sentence with the suitable preposition.

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

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

…………………………………………………………………………………………
5) People used money as means of exchange.
………………………………………………………………………………………..
Activity 6 : Consolidation
As a worker in a company write a paragraph to tell your American friend the means of
payment which is seen to you the most effective.
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KONAN YANN Page 45

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KONAN YANN Page 46

Text 2: Accounting principles

Brainstorming
Look at these pictures and answer the questions
1) Can you see any office equipment in this picture? Name them..
2) According to you, who can use this office equipment?
3) In which field of activity do these people work?
Accounting or accountancy is a system of rules and procedures used for recording and
reporting financial information. Accounting plays a very important role in the public and
private enterprise system because its function is to keep track of financial information and
to report on profits and losses.
The accounting workers who keep records and prepare reports need rules to follow. These
rules or principles guide how accounting information is recorded and reported. Three
specific principles followed in accounting are the exchange principle, the revenue
principle and the matching principle.
In reference to exchange principle accounting workers are responsible for recording
business transactions on a day-to-day basis. The actual goods and services exchanged for
currencies is the basis for reporting financial information.
Revenue is what a business earns from the sale of goods and services. For accounting
purposes, revenue is recognized and recorded on the date of the sale even if cash has not
been received on that date.
Business must spend money to produce goods or provide services and to pay the costs of
operating the business, for example, telephone bills and rent. The cost of operating a
business is expenses. In accounting, expenses are always compared or matched to revenue
for the same period. Matching expenses to revenue provides information on the cost
expenses of producing revenue for the period. This is related to the matching principle.
Adapted by Houghton Mifflin : Accounting/concepts/ procedures/ applications
KONAN YANN Page 47

Activity 1: Skimming
Read the text and choose the best alternative to complete these sentences.
The text is about : ………………………………………………………………...
a) The main principles in business c) the work of accountants
b) The financial information report d) the main principles in accounting
Activity 2 : Word study
Read the text and find in it words or groups of words meaning. N°
1- Series of actions done to accomplish something :……………………………..(line2)

2- Be continuously informed about(something)
3- Money not gained or earned :……………………………..(line7)
4- Written financial information :……………………………..(line8)
5- Money in the form of coins and banknotes
6- Ruling or functioning :……………………………..(line10)
7- Written documents of charges to be paid :……………………………..(line21)
8- Money paid periodically to the owner of a
:……………………………..(line24)
Property (land, house,
machinery) 9- Money spent when :……………………………..(line24)
doing a job
:……………………………..(line24)
:……………………………..(line25)
Activity 3 : Comprehension
A) Questions and answers
Read the text once more and answer these questions:
1) What is accounting ?........................................................................................
2) Why is accounting so important to companies?
………………………………………………………………………………………
3) Point out the basic or specific principles in accounting.
………………………………………………………………………………………
………………………………………………………………………………………
4) What does an accountant’s job consist in ?
……………………………………………………………………………………
……………………………………………………………………………………
KONAN YANN Page 48

5) What is reporting financial information based on ?

………………………………………………………………………………………
………………………………………………………………………………………
6) What is revenue ?
………………………………………………………………………………………
………………………………………………………………………………………
7) When is revenue recognized in accounting?
………………………………………………………………………………………
………………………………………………………………………………………
Activity 4 : Skill Focus : Reading
Here are the descriptions of four (4) basic principles of accounting. Match each
principle to its description.
The Going concern principle – The prudence principle – The Matching

principle – the Consistency principle
Basic principles Descriptions
……………………….. This is the concept that, once you adopt an accounting
……………………….. principle or method, you should continue to use it until a
……………………….. demonstrably better principle or method comes along.
……………………….. This is the concept that a business will remain in operation for
……………………….. the foreseeable future. You would have to recognize all
……………………….. expenses at once and not defer any of them.
……………………….. This is the concept that, when you record revenue, you should
……………………….. record all related expenses at the same time. Thus, you charge
……………………….. inventory to the cost of goods sold at the same time that you
……………………….. record revenue from the sale of those inventory items.
……………………….. It is normal to act pessimistically, so that profits and assets are
……………………….. not overstated or exaggerated, and expenses and liabilities
……………………….. realistically valued.
KONAN YANN Page 49

Activity 5 : Translation
Translate this passage into French
From ‘Accounting or accountancy… „down to „…… information is recorded
reported’.
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KONAN YANN Page 50

Activity 6 : Production
Mr. Biner, a Nigerian businessman whose company is doing badly because of the
inefficiency of the accounting department. As an expert what type of advice could
you provide to the members of the accounting staff?
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KONAN YANN Page 51

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SUPPORT DE COURS BTS 1 / ESMIT 2023-2024/MISTER B’SON

KONAN YANN Page 1

CHAPTER ONE : TENSES

*VERBS ENDING BY ‘y’

We often use short forms:

B.2. INTERROGATIVE FORM

B.3. INTERRO NEGATIVE FORM

KONAN YANN Page 2

Pattern of interro negative form : CONTRACTED AUXI+S+V+O+ ?

KONAN YANN Page 3

Eg : Doesn’t GOHUE EMMANUELLA wear a new jacket ?

LESSON 2 : PRESENT PROGRESSIVE AND PRESENT SIMPLE

LESSON 3: PRESENT PROGRESSIVE AND PRESENT PERFECT

There is another fundamental opposition between the unfinished / uncompleted actions

KONAN YANN Page 4

LESSON 4 : PRESENT CONTINUOUS

LESSON 5 : PRESENT SIMPLE

KONAN YANN Page 5

• They were in London from Monday to Thursday of last week.

KONAN YANN Page 6

• Oh, the kitchen is a mess. Who has been cooking ?

KONAN YANN Page 7

• She said she had been trying to call me all day.

KONAN YANN Page 8

• I won't tell him. I promise.

LESSON 1 : TRADUCTION DE ‘ON’

LESSON 3 : THE USE OF ‘TO BE’ IN SOME EXPRESSIONS IN ENGLISH WHERE

KONAN YANN Page 9

LESSON 4 : MODAL VERBS

KONAN YANN Page 10

PRACTICE : Build two sentences with these modals verbs

Present simple + present simple

USES : facts which are generally true or scientific facts.

KONAN YANN Page 11

IF +PAST SIMPLE = PRESENT CONDITIONAL

IF +PAST PERFECT = PAST CONDITIONAL

USES : The person is imagining a different past.

KONAN YANN Page 12

LESSON 6 : MAKING POLITE REQUESTS IN A TELEPHONE

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

Note: adding ‘please’Note:

KONAN YANN Page 13

LESSON 7 : MAKING SUGGESTIONS

Practice: Build five sentences expressing suggestion where we must have

KONAN YANN Page 14

LESSON 8 : REPORTED SPEECH OR INDIRECT SPEECH

DIRECT SPEECH REPORTED SPEECH

KONAN YANN Page 15

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

KONAN YANN Page 16

TASK : Report the following statements

4)Reporting speech with modals

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

Modal verbs may appear in questions, as well:

George stated, "I would not do that."

KONAN YANN Page 17

CHAPTER THREE: NUMBERS, WEIGHTS, AND MEASURES

1.1 - Numbers from 0 to 20

NUMBERS IN FIGURES NUMBERS IN WORDS

1.2 - Numbers bigger than 20

1.3 - Numbers bigger than 100

KONAN YANN Page 18

1.4 - Numbers bigger than 1,000