English Course

By Dr. Assob Teki

COURSE CONTENT
General Objectives: At the end of this course, learners will be able to:
 socialize in an English speaking environment;
 identify and use regular and irregular verb form in sentences as well as they
adequately use punctuation marks;

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  identify and adequately use nouns, pronouns, adjectives, adverbs and prepositions;
 use common vocabulary of their field of study as they read texts and answer
questions;
 exercise their writing skills as they produce formal letters and discuss current topics
in writing;
 exercise their bilingualism through translation of short texts of their field.
 SECTION ONE: LINGUISTIC COMPETENCE
Objective: At the end of this section, learners will socialize and be able to identify and use
regular and irregular verb form in sentences. They shall identify and adequately use nouns,
pronouns, adjectives, adverbs and prepositions and they shall use the common vocabulary of
their field.
 1 Socializing
 LESSON 1: THE USE OF VERBS/TEXT ONE
By the end of this lesson, learners should:
 identify regular and irregular verbs,
 Use regular and irregular verbs in present, past and future tenses,
 Change sentences from the affirmative to the negative, interrogative and
interronegative,
 Make simple and compound sentences (concord of tenses),
 Make conditional sentences.
 LESSON 2: NOUNS
By the end of this lesson, learners should:
 identify nouns,
 Differentiate between proper and common nouns,
 Use compound and collective nouns,
 Adequately use definite and indefinite articles,
 Adequately use pronouns.
 LESSON3: QUALIFIERS and QUANTIFIERS
By the end of this lesson, learners should:
 identify and use adjectives,
 Compare adjectives,
 Identify and use adverbs,
 Identify and use quantifiers.
 LESSON4: PREPOSITIONS AND CONJUNCTIONS

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By the end of this lesson, learners should:
 Identify and use prepositions,
 Identify and use conjunctions,
 Correctly join sentences using conjunctions.
 SECTION TWO: READING COMPREHENSION AND TRANSLATION
Objective: At the end of this section, learners will be able to discuss issues concerning their
field of work as they read texts, answer questions; use common vocabulary and translate short
texts of their field.
 SECTION THREE: ORAL EXPRESSION
Objective: At the end of this section, learners will be able to orally discuss issues concerning
their field of work. They shall prepare and present exposes on topics of general interest and of
their field.
 SECTION FOUR: COMPOSITION
Objective: At the end of this section, learners will be able to write a formal letter and a
coherent text on any topic of common interest.

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INTRODUCTION: Paramedical personnel also called Paramedics are healthcare workers
who provide clinical services to patients under the supervision of a physician. The term
generally encompasses (comprehend or include) nurses, therapists, technicians, and other
ancillary (auxiliary) personnel involved in medical care but is frequently applied specifically
to highly trained persons who share with physicians the direct responsibility for patient care.
This category includes nurse practitioners, physician’s assistants, and emergency medical
technicians. These paramedical workers perform routine diagnostic procedures, such as the
taking of blood samples, and therapeutic procedures, such as administering injections or
suturing wounds; they also relieve physicians of making routine health assessments and
taking medical histories. Paramedical training generally prepares individuals to fill specific
health-care roles and is considerably less comprehensive (inclusive) than the education
required of physicians. The English course is the framework for the acquisition of basic
language needs in a bilingual context like ours, where the healthcare practitioner has to care
for patients of various language backgrounds.
SOCIALIZING
Language plays a communicative and social role. Learning language therefore does not end at
knowing how to construct grammatical sentences, but also involves knowing when and how
to use the right words and expressions.
I. Greeting Forms
 Good morning sir/madam… We use this greeting form when we meet someone we are
not familiar with, or when we want to be formal.
Example: Luc comes into Peter’s office:
Luc: Good morning sir.
Peter: Good morning sir, can I help you?
 Good morning Mr./Mrs./Dr. Menkem (Note: when we use a person’s title it becomes
necessary to use his/her family name. It is therefore wrong to say “good morning Mr.
Luc.
Example: same as above
Luc: Good morning Mr. Nguea
Peter: Good morning Mr. Yonta. You are so early!
But, generally, when people become familiar, they rarely use their titles.
 Hello: When we meet someone we are not familiar with, the more appropriate greeting
form is “Hello”. The response to Hello is also “Hello” (in casual situation, Hi can also
be used in response to hello).

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  Hi: We use “Hi” when we meet people with whom we are familiar. But the safe
practice is to use “hello” most of the time.
 How do you do? The response is also “How do you do?”
 How are you? The response is not standard but should be: “I am fine, thanks. And
you? If you do not feel well and wish to make this known, “Not too well, I had cold
last night. (Notice that it is polite to explain briefly what is wrong.)
II. Making Introduction
Introductions are very important because they break the social barrier that separates strangers.
Also, always acknowledge an introduction when you are introduced. Finally, it is very polite
to repeat someone’s name when he/she is introduced to you.
- Introducing a lady to a gentleman. Always mentioned the lady’s name first even if, the
gentleman is much older.
Example: Mary, this is Georges my boyfriend,
Georges, meet Mary my sister.
- Introduce a younger person to an elder of the same sex by mentioning the elder’s name
first.
Example: Uncle Mark, this is Christian my friend
Christian, I would like you to meet my uncle.
- Introducing two groups: mention the names of the members of the first group and
introduce the other. Repeat the exercise, this time mentioning the names of the second
group.
Example: Linda, Jane, and Oliver meet John, Julia and Peter my classmates. John, Julia and
Peter meet Linda, Jane and Oliver…
- To introduce yourself to a stranger, greet the person and proceed to tell him/her your
name. Note that is not necessary to add titles in introducing yourself, these only help
to distance the stranger from you.
Example:
John: Good morning!
Jane: Good morning!
John: I am John, and you?
Jane: I am Jane.
John: Jane, it is a pleasure to meet you.
Jane: it is a pleasure, John.

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 - To introduce one person to a group, say “ladies and gentlemen” and proceed to
introduce him or her.
To acknowledge introduction, you could use expression such as the following:
i. It is a pleasure to meet you, John. (response: it is a pleasure, Jane)
ii. I am very glad to meet you, john. ( response: so am I, Jane)
iii. Nice to meet you.
iv. Pleased to meet you.
Note: always make sure that you greet and introduce yourself to somebody before attempting
to start a conversation with him or her.
To start a conversation, the following expressions are often used:
Questions:
What do you think…
How do you like…
What is it like…
How did you come…
What kind of climate…etc
III. WHAT TO SAY
- When leaving a friend: I fear I must go now. Reason…; I will be on my way, reason…
Note that it is always polite to give a reason for your departure.
- When parting with a friend: Remember me to your wife. (Response = I will); my
regards to Jane. (Response= thanks, I will); Good bye or bye. (Response = good bye or
bye); see you; see you later; see you tomorrow etc. it is hard to say good bye but I
must leave now.
- If you are playing host, and someone is leaving: Thanks a lot for having called.
(Response = don’t mention; it was a pleasure etc.); thanks for coming; I really did
enjoy your company. (Response = it was my pleasure; so did I etc.)
- When someone says thank you: Not at all; it is a pleasure; it was my pleasure, the
pleasure is mine; don’t mention; you are welcome.
- When someone says: “you look good”, “you look smart”, “you were just splendid”,
“your speech was wonderful” etc. Thanks/ thank you; I am flattered/ I fear I am
flattered; Oh was I? Thank you etc.
- When requesting help: Could you please lend me a hand? Could I use your pen?
Would you be dispose to bring my son home? I would be obliged if you could bring
my son with you etc.

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 - When someone helps you: I am very much obliged, sir; thanks a lot/ thanks / thank
you; it is so nice of you;/ it was so kind of you; it was thoughtful of you etc
- When inviting someone: would you mind coming along with me to the beach? Having
dinner with us etc; would you like to join us for the picnic? We would be honoured by
your presence at the party; I would be obliged if you would come.
- When making offers: would you mind some coffee or some more? Let me give you a
hand; come on, have some more/ come on help yourself etc
- Accepting offers: It would be such fun; I will be honoured; No/ Not at all (if the
question is: would you mind…)
- Rejecting offers: I would have loved to, but…; I fear I will be…; Yes (if the question
is would you mind…)
- Making apologies: sorry to bother you again; sorry I kept you waiting so long
(response = that is all right.); I am very sorry (response = Never mind. It is entirely my
fault.); I am afraid I cannot help you etc.
- When someone failed an exam: hard luck! Never mind; what a shame! (No response).
- When someone is preparing for an exam: courage; good luck
- When someone just had a baby; passed an exam; got married; got promoted etc:
Congratulations!
- When you offended someone: I am sorry about that etc ( Response= it is ok; I know
you did not mean to hurt me; such things do happen
- When someone lost somebody: Accept my condolences; accept my sympathy etc.
Task: You meet a lady or gentleman on your first day on campus in front of a lecture hall.
Write out dialogue which shows how you would get to start a conversation with her/him.
SECTION ONE: LINGUISTIC COMPETENCE
Objective: At the end of this section, learners will be able to identify and use regular and
irregular verb form in sentences. They shall identify and adequately use nouns, pronouns,
adjectives, adverbs and prepositions.
LESSON 1: VERBS
Specific Objective: At the end of this section, learners will be able to identify and use regular
and irregular verb form in sentences.
1.1. What is a verb?
A verb is used in a sentence to express an action or a state of being. A grammatically
complete sentence has at least one verb.
I handle my patients with love.

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Cameroon is a bilingual country.
2. Verb forms and tenses
2.1. The structure and uses of tenses.
2.1.1. The simple present tense.
Structure
In this tense, verbs remain the same at all persons except the third person singular, with the
exception of the verbs be and have with the forms am, are, is and have/ has,
 Some verbs take “es” at the end. These are verbs ending in o, sh,ch, s, x and z.
 Some verbs take “ies”.These are verbs ending in a consonant and y
 Other verbs take “s”
The uses
1) It expresses regular or repeated actions. Some indicators are:
 After
 Always
 Frequently
 Habitually
 Seldom
 Usually
 Sometimes
 Each and every (day, time, week, year, month …).
2) It is used to express natural phenomena (plural) or universally true actions.
e.g. Water boils at 100°C and freezes at 0°C.
3) It is used together with the simple future in conditional type one (the conditional
present).
If + simple present + simple future.
e.g: If Sandra settles her debts, she will become credit worthy.
3. The present continuous tense.
Form: am, are, is + verb + ing.
e.g.
- The nurse is presently attending to a patient.
- I am still taking down notes.
Indicators:
- Now - Currently
- At the moment - Still

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 - Presently - Look, listen, see, watch, hear…
4. The present perfect tense
Form: have, has + past participle of the verb
Indicators:
- Just - Since
- Already - For
- Even - How long
- Yet (negative phrase) - So far
5. The present perfect continuous tense.
Form: Have, has + been + verb + ing.
e.g: My uncle has been sponsoring my studies since 2016.
NB: Like other continuous tenses, this tense is used with action verbs only. e.g help,
counsel, handle , wash...
 Indicators:
- Since + past moment e.g: Since 2001
- For + duration. e.g : For three years
- How long.

6. The simple past tense

* Regular verbs take “ed” (e.g worked), “ied” (e.g: Studied) or “d” e.g: danced
* Irregular verbs vary in form.
e.g To know →knew (pp=known)
To give → gave (pp=given)
The uses
 It is used for past and completely terminated actions.
e.g.: Two years ago, Cameroon government opened a new faculty of medicine in Dschang
Indicators: Ago, last (week, month, year…)
It is + duration (e.g.: it is one week)
*It is used to narrate a story.
e.g.: Once upon a time, the hen and maize were good friends
* We use it in improbable conditions (conditional type two i.e conditional past)
e.g.: If i still lived with my parents, I would be very happy.
If+ past simple + (would, Should, Could, might)+infinitive form of verb.

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 7. The past continuous tense
* It is used to say that somebody was in the middle of an action in the past (The action started
before and ended some time after)
e.g.: she was still revising her notes when the lecturers came in with a surprise test.
- Last night when we were watching an interesting movie, our neighbour came visiting.
Form: was/were + verb +ing
Indicators
When, while, as + sub + past continuous
8. The past perfect tense
e.g.: Before they discovered, the rapist had dealt with little girls in that neighbourhood. Form:
Had + past participle of the verb.
The uses
* It tells us that something had taken place before another in the past.
Indicators:
Before +subject + simple past +past perfect.
After/when+subject+past perfect+simple past.
e.g.: He was admitted into the university after he had obtained the Baccalaureat.
Before the customer signed the delivery form, he had made thorough verifications.
* It is used in conditional type three (the conditional perfect)
Form: If+past perfect +(would/could/might/should)+have+ past participle form of the verb.
e.g.: If I had known his name, I would have told you.
9. THE PAST PERFECT CONTINUOUS TENSE
Form: Had + been +verb+ing
e.g.: The soldier had been serving for thirty years when he retired.
10. THE SIMPLE FUTURE TENSE
e.g.:
- I shall pass my exams this year.
- She will give me plenty of money.
- I am going to pass my exams this year.
- She is going to give me plenty of money.
Structures : Will/shall + infinitive verb form or am, are, is + going to + infinitive of verb
NB: We use this tense to say that at a given time in the future, something will occur.
Indicators: tomorrow, next (week, year, …) after, soon, sooner, later, in + duration (e.g.: In
five days, in three days), future dates…

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e.g.: sooner or later, she will understand me.
11. THE FUTURE CONTINUOUS TENSE
e.g.: My wife and I shall be doing something serious at ten pm tomorrow. So don’t call me at
that time
Form: Will/shall be+verb+ing
12. THE FUTURE PERFECT TENSE
Form: Will/shall have + past participle of verb (pp)
e.g.: By the end of this month, we shall have done many things in English
Indicators:
By or before + time expression
e.g.: by today, by now, before next Monday, …
* By the time + simple present → future perfect
e.g By the time the teacher arrives, we shall have done our exercise.
NB: By the time + simple past→ past perfect
e.gBy the time the minister started his speech, the prime minister had left.
13. THE FUTURE PERFECT CONTINUOUS TENSE.
Form: Will/Shall+ have + been + verb + ing
e.g.: They will have been learning for five our hours by six pm.
Indicators:
By/before + time expression …….. + for + duration
3. THE AFFIRMATIVE, NEGATIVE, INTERROGATIVE AND
INTERRONEGATIVE FORMS.
Changing sentences from the affirmative to the negative, interrogative and
interronegative
Study the following sentences:
 Joseph is good at solving mathematics
Negative: Joseph is not good at solving mathematics.
Interrogative: Is Joseph good at solving mathematics?
Interronegative: Isn’t Joseph good at solving mathematics?
 Peter was at the burial ceremony
Negative: Peter was not(wasn’t) at the burial ceremony.
Interrogative: Was Peter at the burial ceremony?
Interronegative:Wasn’t Peter at the burial ceremony?
 The young man tells lies to his future wife.

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 Negative: The young man does not tell lies to his future wife.
Interrogative: Does the young man tell lies to his future wife?
Interronegative: Doesn’t the young man tell lies to his future wife?
 The teacher spoke in strange words.
Negative: The teacher did not speak in strange words.
Interrogative: Did the teacher speak in strange words?
Interronegative: Didn’t the teacher speak in strange words?
 She will go out with you next Sunday
Negative: She will not(won’t) go out with you next Sunday.
Interrogative: Will she go out with you next Sunday?
Interronegative: Won’t she go out with you next Sunday?
 The have been working on the project.
Negative: They have not been working on the project.
Interrogative: Have they been working on the project?
Interronegative: Haven’t they been working on the project?
NB: Simple present and the simple past:
Negative:
- Subject + am, is, are or was, were +not+object= To be
- Subject + do, does, did+not+infinitve form of other verbs.
Interrogative :
- Am, is, are, was or were + subject+complement= To be
- Do, does, did+subject+infinitive form of other verbs
Interronegative:
- Am, is, are, was, were + n’t+subject+complement= To be
- Do, does, did+ n’t+ subject+ infinitive form of other verbs
Other tenses:
Negative: First auxiliary verb + not + main verb
Interronegative: First auxiliary verb + n’t +subject+ main verb?
Interrogative: First auxiliary verb + subject + main verb….?
4. CONCORD OF TENSES
1- Present simple +present simple
a. Whenever she goes to London, she meets the Queen.
b. They always call on me when they come to town.

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 2- Simple present tense + future simple
a. If you buy these goods, you will make a lot profit after selling them.
b. As soon as you finish your homework, you will go to bed.
3- Past simple + past simple
a. Although she worked hard, she failed her exam.
b. They finished eating their supper and went to bed.
4- Past simple + past continuous
a. Naomi was doing her homework when the lights went off.
b. When we were going to school, it started raining.
5- Past simple + past perfect
a. After they had sold all their goods, they went back to France to buy others.
b. John had finished his new house when his wife went away from home.
6- Past continuous + past continuous
a. As we were going to our job sides, the children were making up for school.
b. While he has struggling to finish his debts, a crook was planning to deal with him.
5. CONDITIONAL SENTENCES
They are also called ‘’IF-SENTENCES’’
1- Conditional present

IF+PRESENT TENSE+FUTURE SIMPLE

- If you study hard, you will pass your HND exam
- We shall go for a business trip if we have enough money.
- He will perform very well, if he is given the means.
2- Conditional past
IF+PAST SIMPLE+CONDITIONAL SIMPLE
- If you studied hard, you would pass your HND exam.
- If she were beautiful, Ben would marry her.
- If he made a lot of money, he would buy a new car.
3- Conditional perfect

IF+PAST PERFECT+CONDITIONAL PERFECT

- If the man had come earlier, he would have met the general Director.
- If Daddy had sent me enough money, I would have bought a new handset.

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 - If the food had been delicious, we would have eaten it happily.
6. PRACTICAL EXERCISES ON TENSES.
NB: Do as the example below
E.g.: Rosy usually …buys… (to buy) goods here. .
1- I_________________________ (to work) here since 2016.
2- If I ________________ in your place (to be), I wouldn’t trust road side drugs.
3- She _______________ already ______________ (to write) the HND.
4- Marie _______________ (to make) a lot of mistakes in the English paper last year.
5- They ________________ (to bring) all the money by tomorrow.
6- We __________________ (to come) here several times before the time we met him
indoors.
7- While the lecturer was trying to explain the lessons, he ______________ always
_______________ (to sleep)
8- The elected president ___________________ (to take) service last November 6th.
9- If they had not gone from home early, they _________________ (to miss) the rain.
10- The Director would appoint her matron if she__________ (not be) a lazy worker.
11- Although this man worked very hard and well in the hospital, they never
_____________ (to give) him any good salary.
12- Unless you work very hard, you ________ never_________ (to have) any progress.
13- Whenever we have problems, we ________________ (to meet) our uncle.
14- If you are honest in business, you _________________ (not fail) in it easily.
15- The Gabonese played well, but the lions __________________ (to win) the match.
16- We are used to ___________________ (to consult) herbalist even though we are of
the medical corps.
17- _________you_________ (to see) your new General Manager yet?
18- She _________________ (to try) to meet the family doctor.
19- The government _________________ (to build) many bridges in the country during
post colonial period.
20- We should always __________________ (to forgive) all those who try to do us bad
things. God tells us that.
21- Julie ___________________ (not to prepare) the evening meal yesterday. I slept
without _________________ (to eat).
TEXT ONE:
Objective: learners shall use the common vocabulary of their field.

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Cameroon Winning Battle to Reduce Malaria
YAOUNDE, Cameroon — It’s a Monday morning at the Yaounde central hospital, and one of
the busiest days of the week for the doctors and nurses who work here. Hundreds of sick
people wait for their turn in one of the consultation rooms. For many, their fate is known in
advance. One in four will be diagnosed with malaria. Malaria is a leading cause of hospital
visits – and death - in the country. Victims are mostly children and pregnant women.
Everyone in Cameroon is considered at risk. Last year, the disease inflicted more than 1.8
million people. Sunny and humid, most of Cameroon is a breeding ground for anopheles
mosquitoes that transmit the malaria parasite. The country’s 20 million people are now on the
frontline of the war on malaria in Africa. Dr. Esther Tallah is the manager of the Cameroon
Coalition against Malaria and a major player in the struggle against the disease. She says the
war is being won by expanding effective prevention and treatment. "Once you invest in the
right things that we know work for malaria prevention and control, you see results
immediately," she said,"The world has shown and repeatedly proven that when [people] adopt
the habit of sleeping under mosquito nets and that you achieve universal coverage you see a
drop in the incidence of malaria."If the country decides that they want to do indoor residual
spraying, and they do it effectively," she continued, "you see a drop in the incidence of
malaria. In some cases, countries decide to combine indoor residual spraying and sleeping
under long-lasting insecticidal mosquito nets."The government and NGOs like Tallah’s
coalition distributed more than eight million long-lasting insecticidal nets nationwide. The
government has also scaled up affordable treatment using a combination of anti-malaria
drugs including artemisinin. Together, they attack the reproductive cycle of the malaria
parasite, thereby curing and reducing transmission at the same time.
A) VOCABULARY BASED ON THE TEXT.
a) Explain these words and expressions
1) busiest days ___________________________________________________________
_____________________________________________________________________
2) the fate _______________________________________________
_____________________________________________________________________
3) leading cause _______________________________________________________
_____________________________________________________________________
4) breeding ground ____________________________________________________
_____________________________________________________________________
5) the incidence of malaria _________________________________________________

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 _____________________________________________________________________
6) In the text three different words were used for the fight against malaria: name them__
b) Some expressions of the field
Name their equivalent in the French language
1) To be diagnosed with malaria
________________________________________________________________
_____________________________________________________________________
2) To be at risk ________________________________________________________
_____________________________________________________________________
3) To be
inflicted__________________________________________________________
_____________________________________________________________________
4) A drop in the incidence of malaria
________________________________________________________________
_____________________________________________________________________
5) Long-lasting insecticidal mosquito nets
_____________________________________________________________________
__________
6) anti-malaria drugs ________________________________________________
B) ANSWER THE QUESTIONS ON THE TEXT.
1) Name the main cause of hospital visits from the text.
_____________________________________________________________________
2) Which population is mostly at risk?
_____________________________________________________________________
3) According to Dr. Esther Tallah, a drop in the incidence of malaria can be achieved
through two ways. Name them?
_____________________________________________________________________
______________________________________
4) Apart from the government, who are the other actors of the fight against malaria?
______________
_____________________________________________________________________
5) How has the government contributed in the fight against malaria?

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 LESSON2: SENTENCE
Objective: At the end of this lesson, learners will be able to adequately punctuate sentences,
using regular and irregular verb forms in simple and compound sentences
1- A simple sentence (one idea)
- We have a family Doctor.
- The director didn’t attend the board meeting.
2- Compound sentence (two ideas) →conjunction in use.
- Although he went to bed earlier, he woke up very late.
- The secretary reached the meeting hall late because she missed the bus.
3- Complex sentence (two clauses) → pronouns / conjunctions.
- The clerk who wrote about us was not a good one.
- Jack whose car was stolen has bought a new one.
STYLE IN WRITING
Punctuation, capitalization, number expression and abbreviations are element of style that
greatly affects the general readability of a written message.
I. PUNCTUATION
1. Period/ Full stop [.]
The period or full stop is used:
- At the end of a declarative statement.
Example: The lecture will start at one o’clock.
- After an indirect question.
Example: he wants to know how soon the lecture will end.
- At the end of some imperative sentences.
Example: Leave the books where they are.
- In abbreviations and to indicate contraction
Example: U.N, M.D, Dr., Jr., H.I.V, etc.
- To separate a whole number from a decimal or fraction.
Example: 33.5, 66.03
2. Apostrophe [’]
The apostrophe is used:
- To indicate that someone owns something.
Example: It is Paul’s car.

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For plural words, simply add the apostrophe after the –s’.
Example: It is the boys’ turn to sing.
- In it’s, that’s, meaning it is and that is
3. The question mark [?]
It is used:
- At the end of an interrogative sentence.
Example: Are you going to school?
- To indicate the author’s uncertainty either with the date or spelling etc.
Example: J.N. Foncha (? 1921 – 1993), Arteriasclorosis (sp?)
- At the end of a statement that is phrased like a question but spoken with the rising
intonation of a question.
Example: you thing I should celebrate the fact that you are a brute?
4. Commas [,]
Generally, commas are pauses within a sentence such that you can hear them when you read
aloud.
Commas are used to:
- Separate two main clauses or complete sentences joined by coordinating conjunction
(and, but, or, for, nor).
Example: I will go on trip, but will only take her along if she satisfies me.
- Separate words and phrases in a series
Example: His job description includes cleaning offices, emptying the bins, incinerating waste
and tidying the lobby.
- Set off a long phrase that introduces a main clause.
Example: After the meeting this afternoon, I will take a long weekend with my family.
- Set off transitional words from the rest of the sentence.
Example: She does not, however, insist on taking the children to the zoo.
- Set off explanatory but inessential information or interrupting expressions in a
sentence.
Example: Freddy, the winner of the race, went home satisfied.
He is nervous, as you can see, because he has lost his check book.
- Set off words that address or exclaim, or people who say things.
Example: “how are you, Miriam?” “Oh, not so fast,” he hushed.

- Introduce or include direct quotations.

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Example: According to the study, ‘global warming is the cause of this frequent
meteorological rage’
- Before and after the name of a person being addressed directly.
Example: You should, Rachel be thinking of taking a break./Yes, Emma, I agree with you.
- Separate the day of the month or month from the year.
Example: Commencement is billed for December 14, 2012 at the amphitheater.
Commencement is billed for 14 December, 2012 at the amphitheater.
- Separate two or more adjectives modifying the same noun.
Example: He is strong, healthy man.
- Include polite after thoughts.
Example: Let me see the contents of the document, please.
5. Semi Colon [;]
Use semi colon:
- In place of a full stop to separate two sentences where the conjunction has been left
out.
Example: See me tomorrow; I will give you the details of the plan.
I am a duly registered member; I should enjoy all the privileges on the contract.
- Preferably before introductory words, enumerations or explanatory words such as
namely, however, therefore, that is, for example, or for instance, when they introduce
a complete sentence. A comma should come after the introductory word.
Example: As we resolved, members will come with two things; that is, a sleeping bag and
food.
The patient was brought in a pathetic state; that is, he was unconscious and foaming in the
mouth.
- To separate items in a series or closely related independent clauses or sentences.
Example: The guests are coming from Ibadan, Nigeria; Windhoek, Namibia; Buea,
Cameroon.
Do not play with fire; you might hurt yourself.
- Between two sentences joined by a conjunction, but which already have one or two
commas in the first sentence.
Example: If you can, put in your best. I will give you all the support you need.
6. Colon [:]
It is used to:
- Indicate that an example follows or a list of items follows.

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Example: The seminar shall provide training in research skills: research design, proposal
writing, and data analysis.
- Between two independent clauses when the second clause is the illustration or
explanation of the first.
Example: I like the openness with which issues are discussed in this class: people approach
others freely and everyone is willing to help.
- Separate titles from subtitles.
Example: Human society: An introduction.
7. Dash [-]
The dash is a little longer than hyphen. Most often, it replaces the comma, the semi colon or
parentheses. A more effective use of dashes will be:
- In place of commas to set off nonessential elements that require special emphasis.
Example: I found the meeting to be quite interesting – many new members and good humour.
- When combining open compounds.
Example: He has worked in the West Africa – Central African Region.
- To set off a nonessential sentence when it already contains internal commas.
Example: The main items in the house – chairs, gas cookers, TV sets – will be put on auction.
- For a stronger but less formal emphasis.
Example: I do the work – she gets all the praise.
- To mark period of time
Example: January – June ; 1983 – 1999
8. Exclamation mark [!]
It is used to:
- Show the emotional state of the writer, either positive or negative.
Example: Stop, I have had enough of this mess!
9. Hyphens [-]
Hyphens are used to:
- Divide a word of more than one syllable at the end of a line
- Connect compound words: sister – in – law, know – it – all, do – it – yourself
- Connect compound modifiers: A one – hour meeting, a three – day journey
- Connect prefixes to some words: Self – determination, post – election
If you have any difficulties determining which words should be hyphenated, a current
dictionary might be of great help.

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 10. Quotation mark [“…”]
They are used to:
- Enclose direct words of a speaker or writer:
Example: “I shall never hurt my husband again,” the woman said, ruefully.
- A direct quotation usually begins with a capital letter and is set off from the rest of the
sentence by comma. When a quoted sentence is divided into two parts by an
interrupting expression such as, he said, the second part begins with a small letter.
Example: “I enjoy this dish,” said father, “especially when it is cooked by your mother.”
11. Parentheses [( )]
Parentheses and dashes serve similar functions but differ in one significant way: parentheses
set off only nonessential elements while dashes set off both essential and nonessential
elements. The point of dissimilarity is that parentheses only de-emphasise while dashes
emphasise or de-emphasize.
Generally, parentheses:
- Set off explanatory material the author does not consider necessary to understand the
basic meaning of the sentence
Example: I will pay you one hundred thousand franc (100,000) for it.
- Enclose dates that accompany a person’s name, publication or even
Example: Sundiata (1210 – 1260) was a weak retarded child who rose to become the first
emperor of Mali.
Note: Always place the punctuation needed to end the sentence outside the parentheses.
- Periods and commas always go inside the quotation marks.
- A question or exclamation mark goes outside the closing quotation marks if it applies
to entire sentence
Example: Why did he say, “Obama the one-term president”?
- Use quotation marks for titles of completed but unpublished works, such as
dissertations, reports manuscripts.
II. CAPITALISATION
Capitalization gives distinction, emphasis or importance to words. However, when many
words are emphasised, none stands out. Too much capitalisation gives the impression that the
writer is shouting at the reader. The following basic rules apply in English.
Capitalize:
- The first letter of the first word of a sentence
- An expression used as a sentence

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 - Wherever it appears, the personal pronoun ‘I’ must be capitalized.
- The interjection
- All proper nouns
- All proper adjectives
- Geographical names ( section of a country)
- Names of organizations
- Names of government and institutions
- Historical events/periods
- Days and months
- Special events
- Titles attached to surnames
- Business enterprises
- Religious bodies.
LESSON 3: NOUNS
Objective: At the end of this lesson, learners will be able to identify and adequately use
nouns.
1. KINDS OF NOUNS
1.1. Proper nouns
 Buea
 John
 Cameroon
1.2. Common Nouns
 health
 city
 hospital
1.3. Compound Nouns
 Brother-in-law
 Exercise-book
 Time-table
1.4. Collective nouns
A collective noun is used to name a group of people or things. Examples are team, class,
swarm, group, audience, army and collection.
The team has just arrived for the match.

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When collective nouns are used as the subject of a sentence, they agree with a singular verb as
in the following example:
The swarm of bees has moved northwards. (Correct)
The swarm of bees have moved northwards. (Wrong)
Here are some collective nouns
A team of footballers
A board of directors
A panel/team of experts
A sheaf of wheat
An assembly of churchmen
A fleet of ships
A nest of tables (i.e. a group that will fit under each other neatly)
A set of teacups
A news bulletin
A crowd of people
2. NOUNS AND DETERMINERS
A determiner is a word (as a pronoun, article, possessive, demonstrative or quantifier)
that makes specific the denotation of a noun. It may stand for a noun, as a pronoun; or serve in
collocation with a noun to specify the reference of the latter as an article, possessive,
demonstrative or quantifier. This section examines all the types of determiner with the
exception of pronouns – for expository convenience; pronouns are isolated and treated later.
2.1. The Use of articles
An article is any of a small set of words (as a, an, and the) typically use in collocation
with nouns to limit or give definiteness to their application. In English, two types of articles
are distinguished: the definite article the and the indefinite article a or an.
2.1.1. The Definite Article
The English definite article the is used primarily to indicate that a noun is definite or
has been previously mentioned in context as the man and the children. In the following
dialogue:
A: there is a man in the room.
B: what is the man doing?
A: I expect to meet with some children this afternoon.
B: Oh! Then, the children have already been here and left.

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 The definite article could also be used to show that the noun is specified by circumstance,
that is, the noun has not been mentioned earlier in the discussion, but is familiar.
Put the cat out.
The baby is asleep.
Nobody is above the law.
The English definite article is also used to indicate that a noun is a unique or a
particular member of its class, or a well-known thing or place. In this usage, the noun in
question is a proper noun and should begin with a capital letter as in the following examples:
The President called on us to support the proposed reforms.
We met the Vice Chancellor yesterday.
The Titanic sank in the Atlantic in 1912.
We shall visit the Unity Palace next month.
It is further used before nouns that designate natural phenomena or points of the compass:
The night is cold
We shall go towards the north.
It is also used before a noun denoting time to indicate reference to what is present or
immediate or is under consideration:
In the future, a higher version of the programme will emerge.
When used before a plural form of a numeral that is a multiple of ten, it denotes a
particular decade of a century or of a person’s life as in
Life in the early eighties in Cameroon was very interesting.
Before a singular non-human noun it indicates that the noun in question is to be
understood generically:
The dog is a domestic animal.
The Wright Brothers invented the aeroplane.
Apart from nouns, the English definite article is also used before an absolute adjective
or an ordinal number.
We want nothing but the best.
It is due on the first.
However, in some situations, the definite article could be left out – the noun is allowed
to appear alone. For example, when the noun man is used to mean humanity in general as in:
Man first came into existence only a few million years ago.
Man is a rational being.

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 When plural or non-count nouns are used in a habitual sense, or in the sense of general
truth, the definite article is also left out.
Children are very resilient.
It is important for car drivers to stay focused when driving.
A noun is also used in its general sense without the definite article if it names
concepts.
Knowledge is power.
Life must continue.
Death is a mystery.
Love is patient.
2.2. The Indefinite Article
In English, the indefinite article is used primarily before singular count nouns when the
reference of the noun is unspecified. The nouns they precede are therefore indefinite. The
article appears either as an when the noun begin with a consonant sound as in the following
examples:
There is a man in the room.
I saw an eagle in the wood.
An angel of the Lord came to Mary.
I will reward you with a goat and a chicken.
3. PRONOUN
3.1. Kinds of pronouns
1- Demonstrative pronouns
- this that
- these those

- here

2- Relative Pronouns
- Who /Which /Whom/Whose/That/when/where.
3- Reciprocal pronouns
- Each other (for two nouns e.g. A nurse and a lab technician have to assist each other
in hospitals).
- One another(for more than two nouns)
Persons Personal Pronouns Possessive Possessive Reflexive

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 pronouns object adjectives pronoun pronoun
1st P.S I Me My Mine Myself
2nd P.S. You You Your Yours yourself
3rdP.S He Him His His Himself
She Her Her Hers Herself
It It Its Its Itself
1st P.P. We Us Our Ours Ourselves
2nd P.P. You You Your Yours Yourselves
3rd P.P. they Them Their Theirs Themselves

4. Functions
1- She gave me a book yesterday.
2- That is my bag. It is mine.
3- I did the exercise myself.
4- She hurt herself with a knife in the kitchen.
5- The old woman who came here is Mary’s grandmother
6- Human beings have to love one another.
LESSON4: QUALIFIERS and QUANTIFIERS
Objective: At the end of this lesson, learners will be able to identify and adequately use
adjectives, adverbs and prepositions.
1. ADJECTIVES
1.1. Positions in a sentence
Adjectives are words which are used to modify nouns (or pronouns).
e.g. Large trees could be seen.
They are happy.
In the preceding examples, the adjective large modifies the noun trees, and the adjective
happy modifies the pronoun they.
Adjectives can be formed from two or more words combined by the use of hyphens.
The three-month-old baby.
A ninety-dollar jacket.
A two-hour trip.
The nouns in such hyphenated expressions are generally in the singular. Thus, the singular
forms of the nouns month, dollar and hour are used.

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 Most English adjectives have the same form for the singular as for the plural.
1. 2. Proper adjectives
Proper adjectives are adjectives derived from proper nouns. In English, proper adjectives
must begin with a capital letter.
e.g. The French town has an interesting history.
Many of my friends are American.
This house is a fine example of Victorian architecture.
The derivation of proper adjectives from proper nouns is somewhat irregular. For instance,
the spelling of the following proper nouns and proper adjectives can be compared.

Proper adjective
Proper noun
American
America Canadian
Canada German
Mexican
Germany
Mexico

Many proper adjectives end with an or ian. However, other endings are also used, as
indicated below.
Proper Adjective
Proper noun
English
England French
France Chinese

China
COMPARISON OF ADJECTIVES
1- Short adjectives
Regular adjectives add – er and – est to show comparison. These ends are added to the
positive form of the adjective. This type of comparison is common with one-syllable
adjectives.
Positive Comparative Superlative
hot Hotter hottest
big Bigger biggest
white Whiter whitest
light Lighter lightest
heavy Heavier heaviest

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 Long adjectives
Positive Comparative Superlative
ferocious more ferocious most ferocious
extravagant more extravagant most extravagant
beautiful more beautiful most beautiful
obvious more obvious most obvious

Irregular comparisons
A few adjectives are irregular. They form their comparative and superlative in special ways.

Positive Comparative Superlative

good Better best
little Less least
bad Worse worst
up Upper uppermost
fore Former foremost
many(much) More most

Note: Avoid using the comparative / superlative suffixes (er/est) and the adverbial forms
(more/most) which equally mark the comparative/superlative together. This is tautological.
Why are the following sentences wrong?
i. * Today is the most happiest day in my life
ii. * We performed more better than they expected.
Take note
 Adjectives modify nouns. They could be placed before the nouns they modify as in
tall man or after linking verb as in the man is tall.
 Changing the order of adjectives may lead to a change in meaning.
2. ADVERBS
Usage
Adverbs modify verbs, adjectives, or other adverbs. They are very useful in descriptive
writing. For example, in describing someone, you may go beyond just saying how
he/she looks like, and tell the reader how he/she walks, eats, speaks, etc. Study the
following pairs of sentences and see how the adverbs bring about clarity.
Naomi accepted the birthday present from James.

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 Naomi shyly accepted the birthday present from James.
The Doctor decided to admit the patient.
The Doctor hastily decided to admit the patient.
a) Kinds of adverbs
1- Manner
- Happily - Dangerously - Well - Perfectly
- Safely - Hard -fast
2- Frequency
- Always - Hardly - Seldom
- Frequently - Never - Ever
3- Degree
- Very
- Too -Extremely
4- Place
- Here - In the consultation room
- In Douala - At home
5- Time
- At 5 p.m - In 2008
- Tomorrow - In the morning

TEXT TWO: READING AND DISCUSSION

Objective: Learners shall read the text, answer questions and orally discuss issues concerning
their field of studies
THE IMPORTANCE OF HEALTHY DOCTOR-PATIENT RELATIONSHIPS
Most of us place a huge amount of confidence in our doctors, entrusting them with our
health and, at times, with our very lives. Patients are in a vulnerable position, with the
balance of power often tipped in favour of the healthcare provider. This is why open two-way
communication, trust, and mutual respect are so essential in doctor-patient relationships.
What Makes a Good Doctor?
Most of us have probably had a negative experience with a healthcare provider at some point
in time: the physician who dismissed our concerns, the nurse practitioner who repeatedly
talked over us, or—worse—the surgeon who performed an unnecessary procedure or missed a
serious problem.

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What are the qualities that make a good doctor?
Trust: The Foundation of the Doctor-Patient Relationship
You wouldn’t want someone you don’t trust
handling small everyday matters for you, much
less diagnosing a health condition or
performing a complex surgery. Trust is the
foundation of any relationship, and doctor-
patient relationships are no exception.
Research has uncovered some of the specific
doctor behaviors that are most associated with
patient trust—among them, caring, competence, and attentiveness. Patients want doctors who
take the time to explain things thoroughly, who ask patients plenty of questions, and,
conversely, who encourage patients to ask questions and be proactively involved in their care.
Studies have shown that doctors who spend time educating patients, who use humor and laugh
with their patients, and who encourage patients to express their concerns and opinions are less
likely to be sued.
Therefore, here are some of the essential elements of a healthy doctor-patient relationship:
Open, two-way communication
Communication begins from the moment you first meet your doctor. Does she greet you
warmly? Does he listen attentively as you describe your symptoms and concerns? Does she
interrupt you, talk over you, or seem to dismiss your worries?
Your doctor should take your complete history, ask you plenty of questions, and encourage
you to talk openly and honestly about your situation. He should take his time, listening
attentively to your concerns.
Most doctors are pressed for time today for a variety of reasons, but a doctor who rushes
through your visit not only risks making uninformed decisions about your care and
treatment, he or she also misses an opportunity to establish a meaningful relationship with
you.
If you feel rushed, unheard, dismissed, confused, or unsure during your visit, calmly let your
doctor know. If he or she isn’t receptive to your feelings, this is a sign they aren’t the right
doctor for you.
The patient’s role
Likewise, it’s vital that you share all of your symptoms and concerns with your doctor and not
withhold information, even information that may be embarrassing. Remember that your

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doctor is a trained professional who needs to know the whole picture in order to accurately
diagnose and treat your condition.
Also, keep in mind that healthcare providers are only human—being rude or aggressive
toward doctors, nurses, and other healthcare personnel is not only distracting and stressful for
these caregivers, it can also lead to medical mistakes. As difficult as your situation may be,
the age-old expression applies: "You can catch more flies with honey than with vinegar.”
A) VOCABULARY BASED ON THE TEXT.
a) Explanation (explain the following words and expressions)
1) Open two-way communication_____________________________________________
2) the balance of power is tipped in favour of the healthcare provider
______________________________________________________________________
_____________________________________________
3) to dismiss one’s concerns_________________________________________________
4) health condition _______________________________________________________
5) healthy doctor-patient relationship__________________________________________
6) making uninformed decisions
7) the right doctor __________________________________________________
8) In the text a different word was used for Medical doctor: it is
_____________________________________________________________________
c) Some expressions of the field
Provide the equivalent in the French langauge
1) healthcare provider __________________________________________________
2) To perform a surgery To take the patient’s history
__________________________________________________________________
3) To accurately diagnose and treat a
condition.__________________________________________________________
4) medical mistakes ___________________________________________________
5) anti-malaria drugs ________________________________________________
B) ANSWER THE QUESTIONS ON THE TEXT.
1) Why is a two-way communication essential in doctor-patient relationships?
_____________________________________________________________________
_________________________________________________________
2) Name four characteristics of a bad healthcare provider from the text.
_________________________________

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 _____________________________________________________________________
_____________________________________________________________________
3) Name four characteristics of a good healthcare provider from the text
_____________________________
_____________________________________________________________________
_____________________________________________________________________
4) When does doctor-patient communication start? ______________
_____________________________________________________________________
5) According to you, does communication have any impact on healthcare? what happens
in the absence of patient-doctor relationship?

LESSON5: PREPOSITIONS AND CONJUNCTIONS

Objective: At the end of this lesson, learners will be able to identify and adequately use
prepositions and conjunctions.
1. PREPOSITIONS
Prepositions generally relate nouns, pronouns, or groups of words functioning as
nouns to other parts of a sentence. The difficult aspect here has to do with knowing which
specific prepositions to use with other words such as verbs, adjectives and nouns. For
example, the verbs
Consist, desist, persist which take different prepositions as follows:
The club consist of retired public servants.
You must desist from playing tricks.
He had persisted in disobeying his teachers.
My duty consists in helping you overcome your language problems.
1. The following are the combinations which involve prepositions:
(a) Verb + preposition
As shown above, verbs select prepositions which can go with them. Examples are:
Result in, stare at, apologize for, suffer from, inquire into, insist on, hear about, rely
on, conform to, comply with, believe in, beware of, object to, atone for, vote for, refer to,
depend on.
The match resulted in a draw.
I apologize for coming late.
You should not rely on luck.

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 We insist on hearing the story.
(b) Verb +noun + preposition
When a noun follows the verb, the choice of the preposition may depend on both the
verb and the noun following the preposition:
Accuse of (an offence), charge with (an offence or crime),
Suspect of (an offence), blame for (a wrong),
Congratulate on (some achievement) prefer (something) to (another),
Refer (something) to (someone)
The men were accused of armed robbery.
I congratulate you on your success.
He was blamed for carelessness.
You must refer any problem to your supervisor.
(c) Adjective + preposition
Examples are:
Alarmed at, worried about, pleased with, sorry for/about, afraid of, entitled to,
allergic to, sympathetic to, fond of, ashamed of, tired of, involved in, instrumental to,
contrary to, different from, aware of, pleased with, ignorant of, interested in, .
The young children are afraid of walking in the dark.
Some people are allergic to nivaquine.
This car is different from yours.
He was involved in an accident.
e.g.
1- The patient is presently at the Limbe regional hospital.
2- We all live in Douala.
3- The book is on the table.
4- She always wakes up at 4 am.
5- They often play football at noon.
6- She sleeps in the afternoon.
7- I taught in Obala in 2005.
8- His uncle used to go the mosque on Fridays.
9- My friend and I graduated on the 15th January 2017.
10- We will go to various hospitals for internship soon.
2. CONJUNCTIONS

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 As earlier stated, conjunctions are used in Compound sentences and (two ideas) and
in complex sentences (two clauses)
1- You can’t pass your exam if you don’t study hard.
2- The patient died because he lacked care.
3- Although he went to bed earlier, he woke up very late.
4- Despite regular sensitisation campaigns, the prevalence of Malaria amongst
pregnant women is high.
5- The midwife came as soon as she heard a woman screaming in the labour room.
6- She went to the pharmacy and bought some drugs, but she didn’t see quinine.
7- We take our training seriously in order to be good healthcare practitioners.
GRAMMAR PRACTICALS
a) Form nouns from these words(persons)
1) To punish
2) To treat
3) To inject
4) To penalise
5) To act
b) Form verbs from these words
1) regular___________________________
2) construction_______________________
3) Verification_______________________
4) Obedience________________________
5) Hatred___________________________
c) Put the words in brackets into their correct grammatical forms
1) Mars is the ………………………(hot) planet in the world.
2) The players hurt …………………………. Seriously when they were playing under
rain.
3) The ……………………………… (improve) of the students in their academic work
has impressed us.
4) The Cameroon ………………………….. (nation) anthem is very lovely.
d) Complete the following sentences with words of your own.
1) She went to London ……………………………….. to improve her English language.
2) Pathfinder gathered a lot of information on Mars, …………………………………?
3) Hitler killed a lot of Jews ………………………….. the second world war.

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4) My mother left school a long time ………………………………….
5) Adele failed her exams ………………………….. she was very absent minded in
class.
e) Complete the sentences below with suitable words of your own
1 Everyone laughed at …………………. When I hurt……………………….. with the
knife.
2 Limbe is the town ……………………………….. we have the most friendly people.
3 The most populated town ………………………… I know in Cameroon is Douala.
4 His parents taught him to defend …………………………. When
……………………………. was only four years old.
5 This T.V. is …………………………… I bought …………………………….. in
Haiti.
6 Excuse ………………………, is this …………………………… phone, sir.
7 My wife gave ……………………………….. an ice-cream. My son enjoyed
………………………… very much with it.
8 Health practitioners are expected to treat their patients
………………………………… love.
9 My parents and I went to Kribi last year ………………………………….. we were
very pleased with …………………………… journey.
10 John and Mary love ……………………………….. very much. That’s why
…………………………………. are always together.
f) Complete with a suitable tag question
1) A nice stew,………………………………………………………………………….. ?
2) Joseph bought a brand new car, ……………………………………………………. ?
3) He always drinks wine, ………………………………………………………………. ?
4) He has never drunk beer, …………………………………………………………….. ?
5) We shouldn’t change it, …………………………………………………………….. ?
6) Mum will be cooking rice, …………………………………………………………... ?
7) The lab results were negative, ………………………………………………………. ?
8) Don’t be late for the meeting, ……………………………………………………….. ?
9) Let them eat the food, ………………………………………………………………… ?
10) Noela has passed her exam, ………………………………………………………… ?
11) She is such a kind nurse, …………………………………………………………….?
12) We don’t like this market, …………………………………………………………… ?

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13) Try to type this report, ……………………………………………………………….. ?
14) John and I went to London, ……………………………………………………….. ?
15) She doesn’t see well, ………………………………………………………………...?
g) Put the verbs in brackets into their correct form.
1) Suzan seldom (to write) …………………………………………………on sheets.
2) She (not do) ………………………………………………………………….. her work
yesterday because of that.
3) He (to catch) ……………………………………………………………a monkey
while hunting.
4) He usually (to hunt) ……………………………………………………… animals for
pleasure.
5) God (to not love) …………………………………………………………. Sinners at
all.
6) My mother (to write) ……………………………………………………..me a letter
last month.
I…………………………………………………………..(to reply) it yet.
7) While he was eating, the soup ……………………………………. (to finish)
8) You ……………………………………………………………………. (to dance)
since I came it.
9) We ……………….. already………………….. (to do) the exercise.
10) While the teacher ………………………………………………………… (to speak),
the students ………………………………………………. (to copy) in their exercise
books.
11) Peter …………………. Just………………….. (to pay) the taxes.
12) He …………………………………….. (to retire) yet.
13) When he ………………………………… (to travel) to Bamenda, thieves
…………………………….(to take) away his bag.
14) Samuel ………………………………… (to call) for me yesterday.
h) Write the appropriate forms of the words in brackets in the sentences below.
1- My brother is looking (old) _________and ________________.
2- He (to speak) ___________________ French (fluently) _________________as his
wife.
3- The secretary (to speak) ____________ French (good) __________________than
English.

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 4- His uncle is (wealthy) ________________________ medical Doctor in Douala.
5- Some ministers are not (young) ________________________ as they claim to (be)
__________________
6- Oranges are (expensive) _______________________ mangoes nowadays.
7- This is (clean) ______________________ hospital I have ever________ (to see).
8- INSAM is (good) __________________ institute we ____________ (to know) in this
town.
9- The older she gets, the (beautiful) __________________ she (to become)
_______________
10- Last year the institute (to record) (high) _____________________ number of
registered students.
i) Complete the chart below
POSITIVE COMPARATIVE SUPERLATIVE
1 Short Shorter The shortest
2 Big
3 Poor
4 Fast
5 Dirty
6 Serious
7 Smart
8 Pretty
9 Beautiful
10 Cruel
11 Franck
12 Hot
13 Wealthy
14 Busy
15 Careful
16 Bad
17 Clever
18 Far
19 Expensive
20 Dear

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21 hungry

j) Gve the plural of the nouns.

1) goose=
2) Child=
3) Mother-in-law=
4) Baby=
5) Tomato=
6) Brush=
7) Match=
8) Ox=
9) Box=
10) Boy=
k) Give the nouns groups.
1- Connection=
2- Country=
3- Daddy=
4- Salesman=
5- Sister-in-law=
6- Market=
7- Cameroon=
8- Engineer=
9- Movement=
10- Tax-collector=
l) Complete with a suitable article.
1) She met ……………… Chinese and fell in love with him.
2) …………… Republic of Cameroon got her independence in 1960.
3) Prisca told me ……… interesting story about birthdays.
4) Don’t joke with ……………. snake. It’s ……… most dangerous creature I know.
5) Dr. Smith is ……………… honest boss.
6) ……………Boulevard of liberty is very populated.
7) Going to ………………………….university of Buea is not easy.

P a g e 38 | 66
8) I’d like to go to ……………….U.S.A. for further studies.
9) INSAM doesn’t have ………….uniform for students.
10) Go on with the exercise. It’s ……………… easy one.
11) ……………trader who sold me this T.V. is ………………………..crook.
12) Whenever it’s going to rain ……………….sky is black.
13) You must use……………………umbrella when it’s raining.
14) My wife is…………………….honest seamstress. She doesn’t cheat.
15) Fanta is ……………….chinese speaking teacher who studied several years
in…………….people’s Republic of China.
m) Put the verbs in brackets into correct forms
1) You should wash your hands before …………………………………(to eat).
2) As soon as the patient recovers, the Doctor …………………………………..(to
discharge) there.
3) He won’t leave her go unless she ……………………………………..(to satisfy) him.
4) Cameroonian girls ……………………………….(to escape) from Dubai presently
because of slavery there.
5) Arthur ran away from ……………………………….. (to fight) his enemy.
6) Our country…………………………………………. (to face) terrible crisis now.
7) The Doctor insists on ………………………………. (to sleep) under treated mosquito
net every night.
8) They ………………………………..(to identify) the sickness unless they conduct lab
investigations.
9) He ……………………………. (to register) all patients before
……………………………(to rest)
10) Take time! That snake ……………………………………(to bit) you.
11) While ………………………………….(to buy) my drugs, I pay attention to the
expiring date.
12) I enjoy …………………………………(to read) newspapers.
13) HIV infection ………………………………(not reduce) when people do not avoid
risky behaviour.
14) Be careful! Stop ……………………………..(to do) that . The boss
……………………… (to come).
15) We …………………………….(to prepare) for my daughter’s wedding next weekend.

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 SECTION TWO: READING COMPREHENSION
Objective: At the end of this section, learners will be able to orally discuss issues concerning
their field of work. They shall read texts, answer questions and use common vocabulary of
their field.
TEXT: THE ETHICS OF TRUTH TELLING
In India, we have traditionally presumed that patients repose their faith completely in their
doctors and are content to follow their prescriptions, even without full knowledge of their
condition and the course of treatment. In turn, doctors respond by giving less than complete
information to patients, preferring sometimes to communicate with the caregivers, virtually
ignoring the presence of the patient. In a cultural context, where doctors are socially superior
to patients and their authority is unconditionally accepted and patients feel obligated to obey
their doctors, such an arrangement usually goes unquestioned. However, as education levels
rise and people have access to information through various sources, whether through
newspapers, television or the internet, this arrangement may become increasingly
unsatisfactory. In the present context, the informational needs of patients have become much
more complex. As soon as a person has received a diagnosis, he or she inundated with advice,

P a g e 40 | 66
opinions, and information, which they do not have any means of validating. So, it is quite
natural that they would develop anxieties and doubts about the future, which they would like
their doctors to allay. Thus, the findings of recent study among cancer patients which indicate
that patients are overwhelmingly in favor of receiving full information about their condition,
the course of treatment and possible side-effects does not come as a surprise. This study
makes a valuable contribution to initiating a discussion on truth telling, questioning
established practices and widely held presumptions about the doctor-patient relationship in
India.
Once we accept that patients want to be told the truth about their disease and their treatment,
we must also confront the fact that most doctors do not know how to communicate with their
patients. Our medical education system systematically devalues anything which, apparently,
has no part to play in the ‘treatment’ as such, but only enhances the patient's well being. Thus,
components such as communication skills, ethics, and empathy are relegated to a few random
lectures scattered through the training period. It is not that lip service is not paid to the
importance of these skills, but the actual organization of the curriculum and training leaves no
space for them. Typically, in our teaching colleges, history taking, communicating with
patients and relatives, obtaining consent are delegated downwards to the junior-most
member of the medical team and are carried out, mostly, without supervision. When they fail,
it is attributed to their lack of interest in patient care and to a general decline in values among
the young generation. However, the fact is that unless they see that their senior-most teachers
are as concerned about communicating to patients as they are about the surgery or the
chemotherapy and that it is an integral part of being a good professional, they will not develop
the skills for it.
Going beyond the scope of this paper, one would find that patients not only want to know,
they would also like to participate in the decision-making process. Some international studies
have shown that professional dominance leads a high degree of dissatisfaction among
patients, which they may not be able to articulate. To avoid that, doctors have to be ready to
give time to listen, to answer questions, to clarify doubts, and also to admit to the limitations
of their skills and knowledge. It is quite usual to see a proactive patient as an interfering one.
Doctors are quick to interpret questioning as a lack of trust on the part of the patient. They do
not recognize that patients need information to be more in control of their life, to make
more informed choices and to empower themselves. In fact, if conversely, doctors invited
questions and encouraged patients to seek more information, they would develop a greater
trust in their doctors. While it is true, that, in most settings, the time available with the doctor

P a g e 41 | 66
 for each patient is very limited, innovative means can be employed to meet the information
needs of the patients…
Discussion topic: Once we accept that patients want to be told the truth about their disease
and their treatment, we must also confront the fact that most doctors do not know how to
communicate with their patients. Translate the last three sentences of the text.
FOUR: FACTS ABOUT HIV AIDS
KEY POINTS
 HIV is spread only in certain body fluids from a person who has HIV. These fluids are
blood, semen, pre-seminal fluids, rectal fluids, vaginal fluids, and breast milk.
 In the United States, HIV is spread mainly by having sex or sharing injection drug
equipment, such as needles, with someone who has HIV.
 To reduce your risk of HIV infection, use condoms correctly every time you have sex.
Don’t inject drugs. If you do, use only sterile injection equipment and water and never share
your equipment with others.
 If you don’t have HIV but are at high risk of becoming infected with HIV, talk to your
health care provider about pre-exposure prophylaxis (PrEP). PrEP involves taking a specific
HIV medicine every day to reduce the risk of HIV infection.
The Basics of HIV Prevention
How is HIV spread?
The person-to-person spread of HIV is called HIV transmission. HIV is transmitted (spread)
only in certain body fluids from a person who has HIV:
 Blood
 Semen
 Pre-seminal fluids
 Rectal fluids
 Vaginal fluids
 Breast milk
HIV transmission is only possible if these fluids come in contact with a mucous membrane or
damaged tissue or are directly injected into the bloodstream (from a needle or syringe).
Mucous membranes are found inside the rectum, the vagina, the opening of the penis, and the
mouth.
In the United States, HIV is spread mainly by:
 Having anal or vaginal sex with someone who has HIV without using a condom or
taking medicines to prevent or treat HIV

P a g e 42 | 66
 Sharing injection drug equipment ("works"), such as needles, with someone who has
HIV
HIV can also spread from a woman with HIV to her child during pregnancy, childbirth (also
called labor and delivery), or breastfeeding. This spread of HIV is called mother-to-child
transmission of HIV.
In the past, some people were infected with HIV after receiving a blood transfusion or organ
or tissue transplant from a donor with HIV. Today, this risk is very low because donated
blood, organs, and tissues are carefully tested in the United States.
You can’t get HIV from casual contact with a person who has HIV, for example from a
handshake, a hug, or a closed-mouth kiss. And you can’t get HIV from contact with objects
such as toilet seats, doorknobs, or dishes used by a person who has HIV. Use the
AIDSinfo You Can Safely Share…With Someone With HIV infographic to spread this
message.
How can I reduce my risk of getting HIV?
Anyone can get HIV, but you can take steps to protect yourself from HIV infection.
 Get tested and know your partner’s HIV status. Talk to your partner about HIV
testing and get tested before you have sex. Use this testing locator from the Centers for Disease
Control and Prevention (CDC) to find an HIV testing location near you.
 Have less risky sex. HIV is mainly spread by having anal or vaginal sex without a
condom or without taking medicines to prevent or treat HIV.
 Use condoms. Use a condom correctly every time you have sex. Read this fact sheet
from CDC on how to use condoms correctly.
 Limit your number of sexual partners. The more partners you have, the more likely
you are to have a partner with HIV whose HIV is not well controlled or to have a partner with
a sexually transmitted disease (STD). Both of these factors can increase the risk of HIV
transmission.
 Get tested and treated for STDs. Insist that your partners get tested and treated too.
Having an STD can increase your risk of becoming infected with HIV or spreading it to others.
 Talk to your health care provider about pre-exposure prophylaxis (PrEP). PrEP
is an HIV prevention option for people who don’t have HIV but who are at high risk of
becoming infected with HIV. PrEP involves taking a specific HIV medicine every day. For
more information, read the AIDSinfofact sheet on Pre-Exposure Prophylaxis (PrEP).
 Don’t inject drugs. But if you do, use only sterile drug injection equipment and water
and never share your equipment with others.

P a g e 43 | 66
 I am HIV positive but my partner is HIV negative. How can I protect my partner from HIV?
Take HIV medicines daily. Treatment with HIV medicines (called antiretroviral therapy or
ART) helps people with HIV live longer, healthier lives. ART can’t cure HIV infection, but it
can reduce the amount of HIV in the body (also called the viral load). A main goal of ART is
to reduce a person’s viral load to an undetectable level. An undetectable viral load means that
the level of HIV in the blood is too low to be detected by a viral load test. People with HIV
who maintain an undetectable viral load have effectively no risk of transmitting HIV to their
HIV-negative partner through sex.
Here are some other steps you can take to protect your partner from HIV:
 Use condoms correctly every time you have sex.
 Talk to your partner about taking PrEP.
 If you inject drugs, don’t share your needles, syringes, or other drug equipment with
your partner.
Are HIV medicines used in other situations to prevent HIV infection?
Yes, HIV medicines are also used for post-exposure prophylaxis (PEP) and to prevent
mother-to-child transmission of HIV.
 Post-exposure prophylaxis (PEP) : PEP is the use of HIV medicines to reduce the
risk of HIV infection soon after a possible exposure to HIV. PEP may be used, for example,
after a person has sex without a condom with a person who has HIV or after a health care
worker is accidentally exposed to HIV in the workplace. To be effective, PEP must be started
within 3 days after the possible exposure to HIV. PEP involves taking HIV medicines each day
for 28 days.
 Prevention of mother-to-child transmission of HIV :Women with HIV take HIV
medicines during pregnancy and childbirth to reduce the risk of passing HIV to their babies and
to protect their own health. Their newborn babies also receive HIV medicine for 4 to 6 weeks
after birth. The HIV medicine reduces the risk of infection from any HIV that may have entered
a baby’s body during childbirth.
SECTION THREE: ORAL EXPRESSION
Objective: At the end of this section, learners will be able to orally discuss issues concerning
their field of work.
Paramedical personnel
Paramedical personnel, also called Paramedics, health-care workers who provide clinical
services to patients under the supervision of a physician. The term generally encompasses
(comprehend or include) nurses, therapists, technicians, and other ancillary (auxiliary)

P a g e 44 | 66
personnel involved in medical care but is frequently applied specifically to highly trained
persons who share with physicians the direct responsibility for patient care. This category
includes nurse practitioners, physician’s assistants, and emergency medical technicians. These
paramedical workers perform routine diagnostic procedures, such as the taking of blood
samples, and therapeutic procedures, such as administering injections or suturing wounds;
they also relieve physicians of making routine health assessments and taking medical
histories. Paramedical training generally prepares individuals to fill specific health-care roles
and is considerably less comprehensive (inclusive) than the education required of physicians.
nurse practitioner
Nurse practitioner (NP), nonphysician clinician who is a nurse with a graduate degree in
advanced-practice nursing. The primary function of nurse practitioners is to promote wellness
through patient health education. Their role includes taking patients’ comprehensive health
histories, performing physical examinations, ordering laboratory tests and procedures, and
formulating and managing…

Discussion topics
Debate:
 Would you totally condemn abortion?
 Family planning is impossible in the African culture: true or false?
Expose:
Challenges of healthcare practitioners in Cameroon
Healthcare should be free in Cameroon
A world free of HIV AIDS is possible

P a g e 45 | 66
SECTION FOUR: COMPOSITION
Objective: At the end of this section, learners will be able to write formal letters. They shall
also translate short texts of their field from English into French.
(About180-200 words)
1) Why I like my job as health practitioner
2) Tell a story beginning with: “I will never forget that day”
3) Reports Formal letters: Applications, complain
Rules for Writing Formal Letters
In English there are a number of conventions that should be used when writing a formal or
business letter. Furthermore, you try to write as simply and as clearly as possible, and not to
make the letter longer than necessary. Remember not to use informal language like
contractions.
Addresses:
1) Your Address The return address should be written in the top right-hand corner of the
letter.
2) The Address of the person you are writing to:The inside address should be written on
the left, starting below your address.
Date:
Different people put the date on different sides of the page. You can write this on the right or
the left on the line after the address you are writing to. Write the month as a word.
Salutation or greeting:
1) Dear Sir or Madam, If you do not know the name of the person you are writing to, use
this. It is always advisable to try to find out a name.
2) Dear Mr Jenkins, If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and
the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss,
you can use Madam, which is for married and single women.
Ending a letter:
1) Yours Faithfully: If you do not know the name of the person, end the letter this way.
2) Yours Sincerely: If you know the name of the person, end the letter this way.
3) Your signature: Sign your name, then print it underneath the signature. If you think the
person you are writing to might not know whether you are male of female, put you title in
brackets after your name.
Content of a Formal letter
First paragraph

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The first paragraph should be short and state the purpose of the letter- to make an enquiry,
complain, request something, etc.
The paragraph or paragraphs in the middle of the letter should contain the relevant
information behind the writing of the letter. Most letters in English are not very long, so keep
the information to the essentials and concentrate on organising it in a clear and logical manner
rather than expanding too much.
Last Paragraph
The last paragraph of a formal letter should state what action you expect the recipient to take-
to refund, send you information, etc.
Formats of formal letter

P a g e 47 | 66
SECTION FOUR b: TRANSLATION
Objective: At the end of this section, learners will be able to translate short texts of their field
from English into French as they learn basic translation techniques.
Translate into French
It’s a Monday morning at the Yaounde central hospital, and one of the busiest days of the
week for the doctors and nurses who work here. Hundreds of sick people wait for their turn in
one of the consultation rooms. For many, their fate is known in advance. One in four will be
diagnosed with malaria. Malaria is a leading cause of hospital visits – and death - in the
country. Victims are mostly children and pregnant women. Everyone in Cameroon is
considered at risk. Last year, the disease inflicted more than 1.8 million people.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………….
1- The patient died because he lacked care.
---------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
2- Although he went to bed earlier, he woke up very late.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------

P a g e 48 | 66
 3- Despite regular sensitisation campaigns, the prevalence of Malaria amongst
pregnant women is high.
---------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------
4- The midwife came as soon as she heard a woman screaming in the labour room.
---------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------
5- She went to the pharmacy and bought some drugs, but she didn’t see quinine.
---------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
7. The man whose medical report you are holding is dead
---------------------------------------------------------------------------------------------------
----------------------------
8- We take our training seriously in order to be good healthcare
practitioners------------------------------------------------------------------------------------
--------------------------
9- The young girl does not know the boy who impregnated
her------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
-----------------------------.
10- Who is to be blamed for her misfortune?
---------------------------------------------------------------------------------------------------
---------------------------------------------
---------------------------------------------------------------------------------------------

PAST BTS NATIONAL EXAMINATION PAPERS

2017/2018 SESSION
EPREUVE : ANGLAIS
SPECIALITE/OPTION : (toutes spécialités)

P a g e 49 | 66
COEFF : 2
DUREE : 3H
PONDÉRATION : 40 pts
Sujet 1
I) LINGUISTIC COMPETENCES: 10 marks
A. Grammar (5 marks)
Fill in the blank spaces with either the appropriate tenses of the verbs provided in brackets
1. If you ……………………. (to go) out with your friends tonight, I will ………………
(to watch) the football match on TV.
2. If we ………………………….. (to listen) to the radio, we would have (to hear)
………………….. the news.
3. Joseph would ……………………… (to meet) his goals if he …………… (to try)
harder.
4. It would………………………………. (to surprise/not) me if he ……………………..
(to know/not) the answer.
5. She ………………………….. (to come) to our party if she had ……………………..
(to be/not).
Report the sentences provided below
They said,' We have put up an extraordinary performance indeed'.
I said,' I shall certainly take care of all eventualities'.
‘I was waiting for the bus when he arrived’ the teacher said.
‘She's living in Paris for a few months’ her uncle told me.
‘She hasn't eaten sushi before’ she told us.
B. Vocabulary (5 marks)
Provide the opposites of the words underlined in the sentences below
1. The children hurriedly ate their food when they heard the noise.
2. The lady angrily responded to her friend.
3. The parcel was very small, that is probably why it got lost so easily.
4. The mountain top is very high the athletes will need to be airlifted after the race
5. The children are very beautifully dressed for the party
Fill in the spaces provided below with the appropriate reflexive pronoun
1. Alice wrote the poem for the competition ……………………………
2. The lion is the king of the jungle. It can fend for ………………………….
3. We must do the work……………………….., if we want to earn some money.

P a g e 50 | 66
 4. If the children need water, they must go and draw it from the well …………………..
5. I did the assignment ……………………….
C. READING COMPREHENSION: 10 marks
Huge natural disasters like earthquakes and erupting volcanoes can affect many thousands of
people, but their impacts are usually confined to just a small part of the world. Terrorist
attacks cause worldwide panic and horror, but their effects are also usually limited to the
place where they occur. However, climate change will have a great negative impact on the
entire earth planet.
Climate change occurs when the average long-term weather patterns of a region are changed
for long periods of time. Examples include shifts in wind patterns, the average temperature
and the amount of rainfall. Climate change has begun to change our world in unprecedented
ways. We are already witnessing more frequent and severe floods, severe droughts, severe
heat, water scarcity, and changes in rain fall. These phenomena are having, and will continue
to have, a devastating impact on living conditions in many parts of the world, particularly in
developing countries where many of the world’s poorest and most vulnerable people
live.Children will also suffer disproportionately from climate change and growing
environmental risks.
Inevitable consequences of climate change include; flooding, food insecurity, rising air
pollution, increased risk of diseases like malaria, acute respiratory infections, diarrhoea-
related diseases and malnutrition. According to research, these consequences will affect
children’s early development. This is because young children live their lives at a faster pace
than adults. Hence, anything harmful in the environment is bound to have a relatively greater
impact on children. For example, young children breathe at twice the rate of adults. In
polluted environments, their risk of respiratory infections, such as pneumonia and asthma, are
likely to be far higher than for adults. Children are also more vulnerability to vector-borne
diseases such as dengue, malaria, and diseases associated with poor water quality, and poor
hygiene practices such as diarrhoea.
Questions
1. Identify 2 natural calamities named above ?
2. When does climate change occur?
3. Name 4 changes resulting from climate change?
4. According to the passage above, ………………………………… and ………………
will be more affected by climate change.
5. Name 4 diseases that children can contract due to climate change?

P a g e 51 | 66
 6. Why are children more vulnerable than adults?
7. Name 2 respiratory diseases children can contract due to climate change
8. Provide a title for the passage above
9. What is the breather rate of children compared to that of adults?
10. Why is climate change a global problem?
D. TRANSLATION: 10 marks
Translate the following sentences from English to French
1. The President of the Gambia lost the last presidential elections.
2. My father is a gentleman, he opens the car door for my mother all the time.
3. Yesterday Eposi travelled to Lagos to register with the University of Lagos.
4. The Heads of State of the CEMAC region met in Yaounde on the 22nd of December
2016.
5. According to scientists, climate change is a reality.
Translate the following sentences from French to English
1. La devise du Cameroun est Paix-Travail-Patrie
2. Les frères de mon père sont mes oncles paternels
3. Mon cahier est rouge, j’aime la couleur rouge
4. Le professeur était en retard toute la semaine passé
5. La coupe du monde 2018 se déroulera en Russie
E. COMPOSITION: 10 marks
Choose one composition topic from the three options provided below. Your composition must
be at least 180 words.
Argumentative essay writing
Polygamy is better than monogamy, do you agree?
Formal letter writing
Write a thank you letter to your best University Lecturer/Teacher for his contribution in your
professional training.
Your name is Ngwana Michelle, and your address is Ave. Japoma, Ndokoti, Douala.
Speech writing
Write a welcome speech for your guests/invitees on Christmas Day.

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 SECTION FOR MORE PRACTICAL EXERCISES
A) Transform into indirect speech
1) “Where are you going?” He asked me
…………………………………………………………………………………………
………………………………………..
2) “What is the matter?” he asked
…………………………………………………………………………………………
…………………………………………
3) “Which book are you taking?” he asked me
……………………………………………………………….
…………………………………………………………………………………………
…………………………
4) “Why are you so sad?” the teacher asked the students
…………………………………………………………………………………………
…………………………………………………………………………………..
5) “Why does he sing so loudly?” we wondered
…………………………………………………………….
………………………………………………………………………………………
6) “When did they tell you that?” she asked me
…………………………………………………………..
…………………………………………………………………………………………
7) “How long have you lived in this town?” the teacher asked the students
…………….....
…………………………………………………………………………………………
………………………………………..
8) “Why have you not done the homework?” she asked her son
…………………………………..
…………………………………………………………………………………………
9) “Where are you going tonight?” he asked her son
…………………………………………………….
……………………………………………………………………………………

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10) “What is the time?” he asked his friend
……………………………………………………………………
………………………………………………………………………………………
B) Choose the correct answer and fill the blank in each given sentence.
1) Her father didn’t let her ……………………………….. out with him.
a. To go; b. go; c. going; d. that she went;
2) Would you mind ……………………………………… the windows?
a. That I open; b. open; c. to open; d. opening;
3) ………………….beautiful flowers!
a. What a b. what; c. how; d. so
4) He finally …………………………………the driving test after failing three times
a. Succeeds; b. succeeded to pass; c. could pass; d. manager passing;
5) I went to the cinema last night, so
…………………………………………………………………….
a. I have; b. have I; c. I did; d. did I;
6) ………………………he earns, the more he spends
a. Would you like thati; b. for how much; c. the more; d. the most;
7) ……………………………………open the door?
a. Would you like that; b. do you want that I; c. will; d. shall I;
8) You’d like that, …………………………………………………………….?
a. Don’t you? b. didn’t you; c. hadn’t you: d. wouldn’t you;
9) She is the ……………………………………girl I’ve ever seen
a. More pretty b. most pretty c. prettiest d. prettily
10) Ask him how much …………………………………………………………………
a. Did it cost; b. it did cost; c. it costs d. was the cost
C) Choose the correct answer from the list in brackets
1) They’ll hurt ……………………………………..if we don’t stop them fighting
(One another; one the another; each other; each the other)
2) In business, I wouldn’t rely ……………………………………….him if I were you
(to, for, on, in)
3) He works too hard. That is ………………………………is wrong with him (How,
what, that).
4) It was ………………………………….. that we felt tired when we arrived).
(so long travel, such a travel, such a long journey, a so long journey)

P a g e 54 | 66
5) It this ……………………………………. Looking for?
(You were, that you were, what were you, what you were)
6) I learnt how to ……………………………………….a bicycle when I was six years
old (drive,ride,conduct).
7) I don’t think I could …………………………………. another night without sleeping
(stand, support, put up, carry).
8) They ……………………………………on holiday in Tiko and became good friends
(met, saw, seen).
9) …………………….. at the door before you come into the room (hit, knock, touch,
strike).
10) If you don’t ……………………………….. smoking, you’ll never get better (give off,
give out, give from, give up).
D) Transform the verbs in brackets into their correct forms.
1- Cameroon _____________________________________________________ (to win)
to nights match
2- Joseph enjoys _____________________________________________ (to watch)
television at night when he is at home.
3- Had he studied harder, he _________________________(to succeed) in the HND
exam and he would have got a better job.
4- She ___________________ (to write) this exam since I know her here.
5- We _______________________ (to arrange) the ceremonial spot when the rain started
failing.
E) Complete the blank spaces with the best item from those in brackets.
1- There are _________________________ private institutions in Douala (Many, A lot
of, Lots of).
2- The governor of the Littoral region lives ____________________ Bonanjo (in, to, at).
3- Many hospitals in this town do function_______________ the raining season (since,
for, during)
4- Of the six nurses in this clinic, Ben is ____________________ (honest, the most
honest, the more honest)
5- I studied in ___________________ university of Buea in 2008 (a, an, the).
6- The only country in Africa _________________ is very populated is Nigeria (which,
who, that).

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7- The Doctor saw me ___________________ in the consultation room this morning
(entering, entered, enter)
8- Joe bought the car last year, _________________ did I (neither, either, so)
9- I would be very happy if my parents _____________________ all alive (is, was,
were).
10- The more you care for your patients, the ________________________ you enjoy your
work (most, more).
F) Join these pairs of sentences using the joining words given
1- The girl decided to join the medical field. Her parents have been suffering from kidney
failure.
Since_________________________________________________________________
_____________________________________________________________________
2- My uncle was a very good medical doctor. He did not become rich.
Despite_______________________________________________________________
_____________________________________________________________________
3- The man cried a lot. The car of the man had an accident ( use whose)
_____________________________________________________________________
4- The strangers did not know how to speak German. We did not know how speak
German (neither)
_____________________________________________________________________
5- Jack is the nurse. He attended to my patient yesterday(who)
_____________________________________________________________________
6- They always fail their exam awfully. They don’t study hard (because)
_____________________________________________________________________
G) Complete the sentences below with your own words or expressions
1- Many medical students go ________________ India nowadays for specialisation.
2- Paul went to Paris for a health conference, ___________________________?
3- The last pair of gloves ______________ my aunty bought for me got missing.
4- My father died thirty years _______________ when I was in the university.
5- Some students have not come to school today _________________ they have not
finished paying tuition.
H) Do as instructed in brackets
1- Linda has been collecting samples since this morning. (Change into the passive
voice).________________________________________________________________

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 2- Some experiments will be carried out tomorrow by the biologist. (change into the
active
voice)________________________________________________________________
3- “Stop trusting herbalists, Mum,” she advised her old mother. (Change into the reported
speech)_______________________________________________________________
4- He found a nice site for his clinic last year. (Write the negative form)
_____________________________________________________________________
5- This hospital is full of dishonest people. (Put the sentences into the question form).
________________________________________________________________________
I) Choose phrases in column B to complete the ones in column A
COLUMN A COLUMN B
1. When a patient needs your attention a) Twice as fast as before
_______________________________

2. Maternal mortality will reduce b) To be spreading at an alarming rate

_______________________________

3. Nowadays, educated people will be c) If pregnant women received free

_______________________________ medical care

4. During the last forty years, world d) Those with a sound knowledge of
population has been increasing the computer
_______________________________

5. The AIDS pandemic is said e) You should react promptly to safe

_______________________________ lives.

J) Join the following pairs of sentences by using the joining words

“Despite, that, whose”
1. He failed his exam. He made a lot of efforts
___________________________________________________________________________
___________________________________________________________________________
2. That girl spends too much. Her father is very rich.

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___________________________________________________________________________
___________________________________________________________________________
3. The old man has died. The old man was very ill.
___________________________________________________________________________
___________________________________________________________________________
K) Choose one item from each column to make good sentences
COLUMN A COLUMN B COLUMN C
1. My mother was still young If His course is completed
2. She would have received As soon as The father died
treatment
3. This student will open a clinic When the money was paid on time
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
L) Put the verbs into their correct tenses
1. Somebody ____________________ all my problems solved (to have).
2. I didn’t come on time, I wish I ____________________________ a faster bike to
carry me along. (to have)
3. Not everyone thinks life is worth ______________________ (to live).
4. Supposing you won some millions, what __________________ you
__________________________? (to do)
5. Nobody heard thieves ______________________ all my articles. (to steal)
M) Choose one word or expression from the brackets and complete the gaps.
1. I prefer working _____________________ sleeping (than, in , to, for)
2. This is the gentleman _____________________ you described (who, whom, that)
3. The patient has been waiting ______________________ almost half an hour (since,
for, during)
4. If you wish to succeed, you must have confidence _____________________ yourself
(with, on, in)
5. We bought ______________________chickens because there were practically none
left in the market. (a few, few, any)
N) Complete with your own words
1. I will wait for him _______________________________ he comes.

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 2. She did all the homework steadily _____________________ going to bed.
3. My friend visited the best hospital ______________________ to get the best
treatment.
O) Match column A with column B
COLUMN A COLUMN B
1. Drug a) practitioner
_____________________________

2. Malaria b) Resistance
______________________________

3. healthcare c) parasite
_____________________________

4. Sample d) failure
_____________________________

5. kidney e) collection

P) Choose the word that does not belong

1. Infection, mosquito, spread, HIV------------------------------
2. Results, Lab technician, exams, Tests, sample___________________
3. Drug, cure, treaty, treatment, resistance, _____________________
4. Pediatrician, pedestrian, neurologist, toxicologist_____________________
5. Practical, pregnancy, antenatal, maternal, ____________________________
MORE ESSAY TOPICS
Write an essay of about 250 words on the following topics.
Topic1: Employment problems in my country
Topic2: Dialogue between Doctor and patient
TAKE NOTE
1. PRONUNCIATION
En anglais, les consonnes suivantes ne se prononçent pas :
/p/ devant /s/ : pseudo

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 /p/ devant /n/ : pneumonia
/p/ devant /t/ : ptosis
/k/ devant /n/ : know
lorsqu’elles sont placées en tête d’un mot.
/b/ derrière /m/ : climb
/l/ devant /d/ dans les mots should, could et would
/l/ devant /k/ : talk
/l/ devant /m/ : calm
2. The Staff
un aide-soignant a nursing-aid / a nurse auxiliary / a nursing assistant / an orderly
une infirmière a nurse
un infirmier a male nurse
un cadre infirmier / a clinical nurse manager /
une surveillante a matron
une sage-femme a midwife
un maïeuticien a male midwife
un auxiliaire médical a paramedic
un chirurgien a surgeon
un orthophoniste a speech therapist
un kinésithérapeute a physiotherapist
un ergothérapeute an occupational therapist
un diététicien a dietitian
un psychologue a psychologist
un pharmacien a pharmacist (US) / a chemist (GB)
un dentiste a dentist
un étudiant en médecine a medical student
un practicien hospitalier an attending physician
un médecin généraliste a general practitioner (GP)
un médecin de famille a family physician / a family doctor
un médecin référent a referring physician
un médecin spécialiste a specialist
2. IRREGULAR VERBS
Base Simple past Past participle Translation
To bet bet bet parier

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To burst burst burst jeter/lancer
To cast cast cast éclater
To cost cost cost coûter
To cut cut cut couper
To hit hit hit frapper
To hurt hurt hurt blesser
To knit knit knit tricoter
To let let let laisser
To put put put mettre
To read read/r read/ r lire

To set set set poser/fixer

To shed shed shed verser
To shut shut shut fermer
To slit slit slit fendre
To split split split diviser
To spread spread spread (s’) étendre
To thrust thrust thrust fourrer/pousser
To upset upset upset renverser/bouleverser
To bid bid bid ordonner/appeler
To quit quit quit abandonner
To wed wed wed épouser/se marrier
To behold beheld beheld percevoir/contempler
To bend bent bent courber
To bind bound bound lier
To bleed bled bled saigner
To blend blent blent mélanger
To breed bred bred produire/élever
To bring brought brought amener
To build built built construire
To burn burnt burnt brûler
To buy bought bought acheter/acquérir
To catch caught caught arrêter/attraper
To cling on/to clung clung s’accrocher à

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To creep crept crept ramper
To dare dared dared oser/défier
To deal dealt dealt négocier
To dig dug dug creuser
To dream dreamt dreamt rêver
To dwell dwelt dwelt habiter/résider
To feed fed fed (se) nourrir
To fight fought fought se battre/combattre
To find found found trouver
To flee fled fled s’enfuir
To fling flung flung balancer
To get got got obtenir
To grind ground ground écraser
To hang hung hung pendre/suspender
To have had had avoir
To hear heard heard entendre
To hide hid hid(den) cacher
To hold held held tenir
To keep kept kept garder/conserver
To kneel knelt knelt s’agenouiller
To lay laid laid poser
To lead led led mener/guider
To lean leant leant s’appuyer
To leap leapt leapt sauter/bondir
To lose lost lost perdre
To learn learnt learnt apprendre
To leave left left quitter
To lend lent lent prêter
To light lit lit allumer/éclairer
To make made made faire
To mean meant meant signifier
To meet met met rencontrer
To pay paid paid payer
To rend rent rent déchirer/fendre

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To say said said dire
To seek sought sought chercher/solliciter
To sell sold sold vendre
To send sent sent envoyer
To shine shone shone briller
To sit sat sat s’asseoir
To slay slew slew tuer
To sleep slept slept dormir
To slide slid slid glisser
To smell smelt smelt sentir (avec le nez)
To speed sped sped se hâter
To spill spilt spilt répandre
To spit spat spat cracher
To spoil spoilt spoilt gâter
To stand stood stood se tenirdebout
To stick stuck stuck coller/fourrer
To sting stung stung piquer (insectes)
To strike struck struck frapper/attaquer
To sweep swept swept balayer
To swing swang swung (se) balancer
To teach taught taught enseigner
To tell told told dire
To think thought thought penser
To understand understood understood comprendre
To weep wept wept pleurer
To win won won gagner/vaincre
To wind wound wound tourner/rencontrer
Take note : certains verbes dans ce groupe ont plutôt la base et le simple past comme parties
identiques ou encore la base et le past participle.
To come came come venir
To become became become devenir
To overcome overcame overcome vaincre
To run ran run courrir

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Group three: Dans ce groupe, toutes les parties sont différentes les unes par rapport aux
autres.
To arise arose arisen s’élever
To awake awoke awoken s’éveiller
To be was/were been être
To bear bore borne porter/supporter
To beget begot begotten engendrer
To begin began begun commencer
To bite bit bitten mordre
To blow blew blown souffler
To break broke broken casser/briser
To choose chose chosen choisir
To do did done faire
To draw drew drawn tirer/dessiner
To drink drank drunk boire
To drive drove driven conduire
To eat ate eaten manger
To fall fell fallen tomber
To fly flew flown voler (ailes)
To forbid forbade forbidden interdire
To forget forgot forgotten oublier
To forgive forgave forgiven pardoner
To forsake forsook forsaken abandoner
To forsee forsaw forseen prédire/entrevoir
To freeze froze frozen geler/congeler
To give gave given donner
To go went gone aller
To grow grew grown croître/grandir
To know knew known connaître
To lie lay lain êtrecouché
To mistake mistook mistaken se méprendre
To mow mowed mown faucher
To ride rode ridden aller à cheval
To ring rang rung sonner

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To rise rose risen se lever/s’élever
To see saw seen voir
To sew sewed sewn coudre
To shake shook shaken secouer
To show showed shown montrer
To shrink shrank shrunk (se) rétrécir
To sing sang sung chanter
To sink sank sunk sombrer
To sow sowed sown semer
Spring sprang sprung bondir/jaillir
To steal stole stolen voler
To stink stank stunk empester/puer
To stride strode stridden marcher à grand pas
To strive strove striven s’efforcer
To swear swore sworn jurer
To swell swelled swollen enfler
To swim swam swum nager
To take took taken prendre
To thrive throve thriven prospérer
To throw threw thrown jeter
To tread trod trodden fouler (au pied)
To undergo underwent undergone subir
To undertake undertook undertaken entreprendre
To wear wore worn porter (vêtement)
To withdraw withdrew withdrawn (se) retirer
To write wrote written écrire
Base Simple past Past participle Translation
To burn burned /burnt burned /burnt brûler
To learn learned /learnt learned/learnt apprendre
To smell smelled /smelt smelled /smelt sentir
To spoil spoiled /spoilt spoiled /spoilt gâcher
Selected Books
1. Angelova, V., Raynova, svetla Dimitrova trendafilova, Natural recycling of
grammar while teaching medical English, 2013.

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2. Dokova, A., s. trendafilova, V. Angelova, English for Medicine, steno, 2009.
3. Egbe Besong, E., Ngwesa, Q., Mispa Bessem, E., Shubisi, E., Mastering
English, Student’s Book, Form 1, 2, 3, NMI Education, 2017.
4. Harmer, J., Teaching and Learning Grammar, Longman, 1989.
5. Neba, Teke, and Ekembe, Study Manual For Bilingual Training, ENS,
Yaounde, 2016.
6. Neba, Fontem, A Remedial Course in English1, UGELER, 2010.
7. Pascaline Faure, L’Anglais médical indispensable pour l’étudiant, ISBN : 978-
2-84678-200-5, éditions Med-line, 2016.

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