TERMINALE LESSONS

BY BRANDONN NZE, BILINGUAL LETTERS TEACHER

CURRICULUM GOALS: Enable every student to develop their personality and become conscientious,
autonomous and to adopt a high degree of tolerance towards people’s ideas, opinions and culture. He or she
will become a responsible and discerning individual who can fully exercise his/her social roles.

DOMAIN OF LIFE 1: FAMILY AND SOCIAL LIFE

MODULE 1: Using language to provide personal information

EXPECTED OUTCOME: the learner will use appropriate linguistic items and skills to explore issues
related to jobs and recreational activities.

REAL-LIFE SITUATION 1: Undergoing a job interview

SPEAKING: Persuade and negotiate working conditions according to personal

needs and preferences

Task: discuss the following questions with your teacher or classmates.

a) What is a job interview according to you?

(A meeting during which someone asks you questions to see if you are suitable for a particular job.)

b) How do you think you could prepare for a job interview? In other words, how should you behave before
and during a job interview?

(Before the interview: look for information about the company or structure, take along your personal
documents, be well-dressed and good-looking, be punctual, etc. during the interview: be confident, be
enthusiastic, do not be intimidated, etc.)

c) Is it good to talk about one’s weaknesses in a job interview? Why?

(Yes, because no one can pretend to be perfect. But do not tell the interviewer that you are not suitable for
the job)

d) How do we call the person who asks questions during an interview?

(The interviewer)

e) How do we call the person who undergoes a job interview?

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(The interviewee)

f) What are some of the questions generally asked during job interviews?
(Why do you want this job? Why do you think you are qualified for this job? What are your strengths and
weaknesses?)
g) Can the interviewee ask questions? If yes, give examples of such questions.

(Yes, they can. Example: do you offer in-house training to staff? What are the working conditions? Etc.)

h) How will you answer the question “how much would you like us to pay you?”

(Each learner will explain their answer.)

i) Apart from job interviews, do you know other types of interviews? Name them.

(Yes. We have press interviews (meeting at which journalists or reporters ask questions for a radio,
television, newspaper or magazine and police interviews (meeting at which the police ask someone
questions to see if they have committed a crime)).

READING AND VOCABULARY: read a text about jobs and use words and
expressions related to types of jobs

TEXT: ads on page 34 and 35

Task 1: revise skimming and scanning. The teacher will read the notes on page 24 and page 33 about
skimming and scanning and explain them to the learners. (optional)
Task 2: explanation of key words
a) Software engineer: développeur de logiciels, ingénieur informatique,
b) Computer language programming : langage de programmation informatique
c) Qualification : diplôme, qualification
d) Skills : compétence, habileté
e) Website editor : rédacteur web, éditeur de sites
f) Translator : traducteur
g) Requirements : conditions à remplir
h) Asset : atout
Task 3: reading of the text (teacher and students): the teacher will correct intonation and pronunciation
mistakes as the learners read the ads.
Task 4: questions and answers: activity 3 page 34
a) Qualifications needed to apply for the job as software engineer: Bachelor or Master’s degree in science
and engineering with IT/Computer-related subjects.
b) Qualifications needed to apply for the job as website editor: an advanced university degree.
c) Skills to apply for the job as website editor: fluency in spoken and written Arabic.
d) Skills to apply for the job as translator: excellent command of English as a second or additional language,
and French as first language.

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e) The job as a translator requires the ability to work as part of a team.
f) Computer languages that the software engineer needs to know: C-Sharp, Java and Python.
g) To apply for the job as translator, you need: a university degree in macroeconomics and formal training in
a language-related field, a minimum of six years of professional experience as translator of economic or
financial texts, or as financial journalist or analyst.
h) As a website editor, you would need to live in Cairo.
Task 5: other jobs. The teacher will give descriptions of jobs and the learners will guess them. Below are
some examples.
- A person who treats sick people is called: doctor
- A person that works with the money and accounts of a company: accountant
- A person that acts in a play or a movie: actor, actress
- They make bread and cakes and normally work in a bakery: baker
- A person that works with meat. They cut the meat and sell it in their shop: butcher
- A person that makes things from wood including houses and furniture: carpenter
- Someone who drives a car, bike or bus: driver
- A person that collects trash/rubbish from bins in the street: dustman, refuge collector
- A person that works with electric circuits: electrician
- A doctor who handles skin problems: dermatologist
- A person that makes news reports in writing or through radio or television: journalist
- A qualified person that decides cases in a law court: judge
- A person that defends people in court and gives legal advice: lawyer
- A doctor who treat sick animals: vet
- A person that repairs machines, especially car motors: mechanic
- A qualified person that works with and dispenses medicine: doctor
- A person who flies a plane: pilot
- A person that repairs your water systems or pipes: plumber
- A person employed in an office who types letters, keeps records etc.: secretary
- Someone paid to take care of someone else baby: baby-sitter
NOTE: some jobs require a lot of physical strength to be carried out (blue collar jobs), other are mostly
administrative or office work (white collar jobs) while some are mostly done only by women (pink collar
jobs).
Task 6 (optional): looking up the meanings of some words (activity 1 vocabulary page 36). Must be done
at home.

GRAMMAR: Use embedded statements or questions when undergoing a job

interview

Consider the following sentences:

a) I would like to know what your name is.
b) Tell me if you have a CV.
c) We need to find out how much experience you have in journalism.
d) I don’t know if you have something to tell us.

QUESTIONS
1) Are the sentences on the board used to give information or to ask for information? (they are used to ask
for information)

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2) How different are they from normal questions? (They do not end in question marks, there is no subject
inversion, there are no interrogative pronouns or question words at the beginning, etc.)
3) In place of question words, there are some phrases. Identify them. (I would like to know, tell me, we need
to find out, I don’t know)
4) Turn them into normal questions.
a) I would like to know what your name is. (What is your name?)
b) Tell me if you have a CV. (Do you have a CV?)
c) We need to find out how much experience you have in journalism. (How much experience do
you have in journalism?)
d) I don’t know if you have something to tell us. (Do you have something to tell us?)

5) How do we call these types of questions? (Embedded statements/questions)

6) Why do you think the speaker has chosen to use embedded statements instead of normal questions? (To
sound polite, to attenuate what they have to say, etc.)

An embedded question/statement is an indirect question that is included inside another

question or statement. An embedded statement is introduced by expressions such as I wonder, I don’t know,
I would like to know, I need to find out, etc. and end in a full stop (.). An embedded question on the other hand
starts with expressions like do you know, can you tell me, etc. and end in a question mark (?). Their formation
and use follow some rules.

1- Formation of embedded questions and statements

a)
DIRECT QUESTION STRUCTURE EMBEDDED QUESTION/STATEMENT
STRUCTURE
Question word (who, when, where, why, etc.) + do, Expression + question word + subject – do, does, did
does, did + subject + verb + appropriate form of the verb(present or past tense)

Example: Why does she apply for this job?

I don’t know why she applies for this job.
Can you tell me why she applies for this job?
When did Aisha cook rice?
I would like to know when Aisha cooked rice.
Do you know when Aisha cooked rice?
When did he leave the interview hall?
I wonder when he left the interview hall.
Can you tell me when he left the interview hall?
b)

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 DIRECT QUESTION STRUCTURE EMBEDDED QUESTION/STATEMENT
STRUCTURE
Question word + auxiliary/modal auxiliary + subject Expression + question word + subject +
auxiliary/modal auxiliary.

Example: Where has Diana gone to? (Can you tell me where Diana has gone to?)
When is Youth Day? (I need to find out when Youth Day is.)
c)
DIRECT QUESTION STRUCTURE EMBEDDED QUESTION/STATEMENT
STRUCTURE
Auxiliary or modal + subject Expression + if, whether or whether or not +
subject + auxiliary /modal auxiliary.

Example: Will they recruit Paul? (I don’t know if they will recruit Paul.)
Do you know whether or not they will recruit Paul?)
Is she the best candidate? (I wonder whether she is the best candidate.)
2- Using embedded questions
They are used to:
- Ask a question in a polite manner
Example: When will you bring your file? (I would like to know when you will bring your file.)
- Talk about something that your speaker does not know.
Example: Why did she decide to work in that company? (I don’t know why she decided to work in that
company.)
Exercise: form embedded questions or statements from the direct questions given.
a) What time is it? Do you know ____________________________?
b) Where can I find a good job? I don’t know ___________________________.
c) Did anyone see you? I wonder ____________________________________.
d) When did I see this man for the first time? I can’t remember ________________________.
e) Is there a bank around here? Can you tell me __________________________________?
Exercise: construct 5 direct questions and turn them into embedded questions or statements.

REAL-LIFE SITUATION 2: Anticipating one’s second language needs at work

READING: read a text on the use and need of the second language

Text: why learn the second official language, page 42

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Task 1: answer the following questions before reading the text.

a) What do we understand by “first language”, “second language”, mother tongue”, “monolingual”,

“bilingual” or “multilingual?” (The teacher will help the learners to understand the words)
b) Is it good for a Cameroonian to be bilingual? Justify your answer.

Task 2: explanation of difficult words

- To dawn on sb: se rendre compte de - Survey : étude, enquête, évaluation
- Awful mistake : grosse erreur diagnostique
- Joke : plainsanter, blaguer - To be sold on : etre convaincu par
- Defiance : défi, resistance ou rebellion - Up to scratch: bon, acceptable
- Disregard : indifférence - Customers: clients
- Scrape : s’en sortir à peine - Dividend: avantage
- Turnaround : revirement, redressement - Firm: entreprise, société
- Graduate : terminer ses études - Incredible revelation: revelation incroyable
- To have a crush on sb : admirer sécrètement - Placed at our disposal: mis à notre disposition
une personne

Task 3: reading of the text (teacher / learners)

Task 4: questions and answers

a) Yes, the author of the text thinks that it is important to understand and use the second official language
proficiently.
b) This became clear to him when he was in the second cycle.
c) He works in a large private firm
d) As a first cycle student, he had a defiant attitude towards English and disregarded the language.
e) His attitude changed for the better when they had a brilliant English teacher who made them realise
the importance of English.
f) An incredible revelation: when he discovered how important English can be to them.
g) His good English helps him to make a contribution to the company by satisfying customers.
h) A good working knowledge of the second official language will be beneficial to me in my life and
career because it will allow me to have easier access to jobs, communicate with people from
Anglophone and Francophone regions, travel all around the world and communicate with others, etc.

Task 5 (vocabulary): the teacher will decide which exercise is to be done in class and which is to use as
homework.
Exercise 1 page 43-44: choosing the best meaning for each expression given.
a) It dawned on me: I began to realise for the first time (B)
b) I was sold on the language: I was convinced about the importance of the language (A)
c) I scraped through my exam: I passed with the minimum score (A)
d) The class had a crush on her: they had a strong but brief feeling of love for her (A)
e) My language skills have to be up to scratch: my language skills have to be good (B)

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Exercise 2 page 44: synonyms of the underlined words or phrases from the passage.
a) Defiance and disregard: disrespect
b) Turnaround: big change
c) Placed at our disposal: given to us
d) Approach: strategy, technique, etc.
e) Positive dividends: good results, advantages, profits, etc.
Exercise 3 page 44: dictionary entry
a) The word “scratch” can be used as noun or verb.
b) Others meanings: (read from the entry)
c) Sentences
- My English is not yet up to scratch.
- We did not study English in primary school, so in 6e, we started from scratch.
- Do not scratch your forehead like that.

READING AND VOCABULARY: Read a text and use words and expressions
related to the use of the second language

Text: second language, my personal story

NOTE: the main activity here is vocabulary. The teacher could make learners read the text at home or before
the vocabulary activity.

Task 1: explanation of key and difficult words

- My grasp of English: ma maitrise ou comprehension de l’anglais
- My fluency in English: mon aisance à parler l’anglais
- To enrol: s’inscrire
- Committed: engagé
- To do wonders: faire des merveilles
- Current: actuel, d’actualité
- Confident: confiant
- IELTS (international English language testing system): système d’évaluation en langue anglaise
- Set on the path: mettre sur le chemin
- Enhance : améliorer
- Efficiency : efficacité
- To get to grips with : commencer à comprendre
- To pay high dividends: avoir des avantages

Task 2: Questions and answers (YES/NO)

a) Yes e) No i) No
b) Yes f) Yes j) Yes
c) Yes g) No
d) No h) No

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Task 3 (vocabulary): synonyms and antonyms
Exercise 1 page 52
a) Synonyms
Words Synonyms
Relaxed, sure Confident
Present Current
Ability, skills Competence
Choose, determine Decide
Understanding Grasp of
One-on-one Individual
Articulate Fluent
Self-assured comfortable

b) Antonyms
Words Antonyms
Uncomfortable Comfortable
Lack of confidence Confident
Lack of understanding Grasp of
Unable to make up one’s mind Decide
Out of date Current
Unable to speak well Fluent
Group Individual
Incompetence competence

Exercise 2 page 53: make sentences with any five of the words in the first column

GRAMMAR: Revise tenses of the preceding years

1) The simple present tense and present continuous tense

a) Formation

- Simple present tense: the third person singular changes by taking s, es or ies.

- Present continuous tense: am, are, is + present participle (ING-form of the verb)

b) Use

- The simple present tense: it expresses habits, customs, repeated actions, abilities, facts and general
truths. Time indicators: every day, every week, every month, etc. (repeated actions)
Example:
Christians celebrate Christmas on December 25. (Custom or habit)
Joe visits his grandmother every weekend. (Repeated action)

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Jack plays the violin very well. (Ability)
My mother cooks well. (Ability)
A magnet attracts iron filings. (Fact)
The sun rises from the East. (General truth)
- The present continuous tense: It expresses an event that is taking place at the present moment. Time
indicators: now, at the moment.
Example: The boys are playing football now.
James is washing his father’s car at the moment.
NOTE: Sometimes, the action is not necessarily happening at the present moment.
Example: This lecturer is writing a grammar and lexicology book.
This tense can also be used to express future planned action.
Example: The Head of States is visiting China next month.

Exercise: change the infinitives in brackets with either the simple present tense or present continuous tense.
a) Diana (to speak) ____________________ five languages fluently.
b) This girl (to learn) _____________________ Chinese now at the Pilot Centre.
c) The moon (to go) _______________________ round the earth.
d) The African Union usually (to meet) __________________ in Addis Abeba.
e) My father (to listen) ______________________ to the radio, please don’t disturb him.
f) We (to know) _________________ more about covid-19.
g) I will marry when I (to want) _____________________________.
h) Joe (to travel) __________________________ next week.
i) The doctor (to feel) ______________________ the patient’s pulse at this moment.
j) Melina (to read) _____________________________ a novel.

2) The simple past tense

a) Formation

- Regular verbs
- Irregular verbs

b) Use
We use the simple past tense to express an action that started and ended in the past. In this case, the time
of the past action is known to the speaker. Time indicators: yesterday, last (day, month, year, week, etc.),
ago, in 1985, etc.
Example: I learnt English in 1990.
Paul went to work last Monday.

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 3) The past continuous tense

a) Formation: was/were + present participle

b) Use
We use the past continuous tense on these occasions:
- To express two continuous actions that happens at the same time in the past.
Example: I was dancing while she was cooking.
- To express an activity that is continuous when another is finished.
Example: I was reading a newspaper when they called me.
My friends were listening to the radio when I saw them.

4) The present perfect tense

a) Formation: have / has + past participle

b) Use
We use the present perfect tense on the following occasions:
- To express an action that started in the past and is still taking place (has a link with the present). Time
indicators: for, since.
Example: I have worked in this company for ten years.

Note: Adverbs such as lately, recently, just, already, yet, not yet, ever, never, up to the present, up to now,
show that the past event is closely related to the present and therefore require the use of the present perfect
tense.
Example: They have recently visited us.
- To express a past action when the time is not known.
Example: Jack has gone to work.

5) The past perfect tense.

a) Formation: had + past participle

b) Use
We use the past perfect tense to express an action which occurred before another past action.
Example: The coordination meeting had begun when we arrived
Erika came after Jack had left.
The prime Minister returned to Yaoundé after he had held a meeting with the governor.

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Exercise: Complete the following sentences with the correct form of the verb.
a) This journalist _______________ to Bamenda many times in the past. (went, have gone, has gone)
b) This journalist ________________ to Bamenda last week. (went, have gone, has gone)
c) Before they _________________ the job offer, I had already found another one. (advertised, have
advertised, had advertised
d) I ________________in this town for ten years. Next year I will leave. (lived, was living, have lived, had
lived)
e) When Paul ______________ from China, he bought a car. (returned, was returning, has returned)
f) In 1996, my uncle _________________ away. (passed, had passed, has passed)
g) The general manager came back yesterday after he __________________ one week in China. (spent, has
spent, had spent, was spending)
h) While Fadila was looking for a good job, Fanta and Joe _______________ at her. (have laughed, had
laughed, laughed, were laughing)
i) Jack did not __________________ us yesterday. (see, saw, seen)
j) A few weeks ago, I __________________ Nigeria. (visit, visited, had visited)

REAL-LIFE SITUATION 3: Discussing recreational activities

LISTENING AND SPEAKING: Exchange information and listen to a text about the
benefits of recreational activities

Task 1 (activity 1 page 23): discussing the questions orally

a) The most popular activities of people of my age are: video games, browsing, watching films, reading
novels, etc.
b) Each student gives his/her answer and justify it.
c) Hobbies and recreational activities are beneficial because they: ease tension or stress, soothe your nerves,
and make you feel positive, help you build self-esteem and confidence, give you energy for your activity,
reduce social isolation, help to fight against diseases, etc.
Task 2: explanation of difficult words
- Hobby: passe-temps - Overwhelmed: ému
- Fashion: mode - Label: etiquette
- Fashion designer: grand couturier, modéliste - Garment: vetement
- Fabric: tissu - Nurture a dream: nourrir un rêve
- Fine-tune: ajuster - Designing : conception

Task 3 (listening): the teacher will read the text twice while students listen attentively
Task 4: questions and answers
a) Katy is a young fashion designer.
b) She works in New York.
c) She does designing and dressmaking.
d) Her work is unique because she draws her inspiration from African fabrics and clothing.
e) Her adventure began as a hobby.

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f) No, she did not drop out of school.
g) Life changed for Katy as she turned her hobby into a career.
h) Two events that show her success: the winning of awards and featuring in magazines and online articles.
i) The manufacturing plant will produce the highest quality garment.
j) Yes, her hobby has been of benefit to her because she has turned it into a career.

READING AND VOCABULARY: read a text and use words and expressions related
to recreational activities

Task 1: reading (texts page 25-26)

Task 2: questions and answers (TRUE or FALSE)
a) T b) F c) T d) T e) T f) T g) T h) T i) F j) F k) T l) T m) T n) T o) T p) F q) T r) T s) T
Task 3: find the opposites of the following words from the reading texts
a) Beginning (end)
b) Last (first)
c) Enemies (friends)
d) Old (young)
e) Big (small)
f) Ugly (beautiful)
g) Sadness (joy)
h) Look down (respect)
i) Boring (interesting)
j) Confident (shy)

Exercise 3 page 28
a) Stress: pressure or worry caused by problems in one’s life (8)
b) Hobby: activity done for pleasure in your spare time (5)
c) Balance: correct proportions of work and leisure (7)
d) Outfit: clothes (2)
e) Floral arrangement: bouquet or bunch of flowers arranged in an attractive way (1)
f) Shy: nervous or timid with other people (6)
g) Self-confidence: trust in your own abilities (4)
h) Nurture: look after (3)

Task 4 (homework): writing a formal letter about recreational activities (exercise 2 page 30)

GRAMMAR: Use the present perfect continuous, the simple future and the
future continuous tenses to talk about recreational activities

1) The present perfect continuous tense

Formation: have/has + been + present participle

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We use this tense on various occasions:
- To talk about a situation that started in the past and has been in progress till now.
Example: These students have been visiting the botanic garden for two hours.
We have been revising verbs for three days
- To emphasise that a past event, connected with the present but now ended, has been continuous.
Example: Joe and Diana have been playing all the afternoon.
- When we ask a question with “how long” to show that something has been in progress.
Example: How long have you been practising this hobby?
How long has John been waiting for the doctor?

2) The simple future tense

Formation: will + bare infinitive
This tense is used to express pure future. In other words, it expresses an action that is still to occur.
Example: My father will give me a phone tomorrow.
Joe will listen to the radio programme “Cameroon Calling” next Sunday.
NOTE: The future can be expressed by the structure going to + infinitive.
Example: Paul is going to leave this village very soon.
We are going to have dinner at 8 o’clock.

3) The future continuous tense

Formation: will + be + present participle
We use the future continuous tense on various occasions:
- To talk about an event which begins before and continues after a point of future time. In other
words, it expresses an event that is going on or is continuous at a certain time in the future.
Example: At around 6 o’clock, I will be making video calls on WhatsApp.
They will be playing at this time tomorrow.
By this this time next week, students will be writing their first sequence exam.
When he arrives, they will be waiting for him at the station.
- To indicate that an activity or state will be going on over a period of future time.
Example: I will be working in the library all morning tomorrow.
My father will be going to London for a conference next week.
In the above sentences, the future continuous is used for emphasis and it would not be wrong to use
the simple future tense.

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- To indicate that an event has been definitely planned for the future.
Example: We will be leaving school in June.
Exercise: construct sentences with the tenses studied in class.

REAL-LIFE SITUATION 4: Applying for a passport

SPEAKING AND WRITING: exchange information orally and write formal

and informal letters about passport applications and personal information

Task 1: questions and answers (the teacher asks questions and students provide answers. The teacher
should encourage the learners to communicate and correct wrong answers.)
a) What is a passport? (It is a travel document that certifies the identity and nationality of a person.)
b) Who issues passports? (In Cameroon, the ordinary passport is issued by the Delegate General for National
Security)
c) How do we apply for a passport? (online and in person. Go online for preregistration and then take an
appointment.)
d) How long does it take to process a passport application? (It used to take seven months but today it can
be acquired in two days.)
e) Can a minor apply for a passport? How? (Yes, but his or her application must be signed by a parent or
legal guardian.)
f) Do you pay fees when applying for a passport? (Yes, 110 thousand francs)
g) Cameroonian passports are biometric. What does it mean? (Biometric: referring to information about
your body like eyes colours, fingerprints, etc. that can help to identify you.)
h) What are the requirements for passport applications? (passport application form, passport fees, four
passport-sized photographs on a white background, original and copy of birth certificate, national identity
card)
i) What is the difference between a visa and a passport? (A passport is issued by your country of origin and
it allows you to go out of your country of origin. A visa is a sticker delivered by the host country allowing
you to stay there for a specific period)
j) Imagine that you have won a scholarship to study abroad. Download a passport application from the
internet and fill it appropriately.

Task 2: revising letter writing techniques

Letters sent to friends and relatives are called informal letters whereas those addressed to authorities are
formal letters.

a) Formal letters

MAIN TASK: The teacher draws a layout of a formal letter on the board and then explain each part with
examples when necessary.
Sub types of formal letters are: letter of apology to an authority, letter of complaint, letter of application
for a job, etc. All of them follow a specific layout.

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- The writer’s address
It is written at the top right side of the page.
- The date
It is placed below the writer’s address.
- The receiver’s address (title of the authority or employer)
It is placed on the left side of the page, slightly below the date.
- Opening salutation
- Subject of the letter
This is like a title to your letter. You indicate what your letter will be all about.
- The body of the letter
This is the letter itself. Here you should develop the purpose of your letter. The tone should be formal and
serious. Use formal language (no contractions). Make your letter concise and straightforward. Be polite in
when writing.
- Closing salutation
You can write “Sincerely Yours” or “Faithfully Yours”.
- The signature
- The writer’s name.

b) Informal letters

MAIN TASK: the teacher draws the layout of an informal letter and explains the different parts with
examples when necessary.
These are personal letters we send to people close to us (friends, family members and other relatives).
They follow a specific layout of an informal letter.
- Writer’s address
- Date
- Opening salutation
- The body
Here you develop the purpose of your letter. You can use an informal tone. (Contractions,
abbreviations, etc.) You can also ask questions in an informal letter. Choose your words according to the
relative to whom you are writing.
- Closing salutation
- Signature. You can say: lots of love, best wishes, I love you, your son, your daughter, etc.
- The sender’s name
TOPICS:
1) You applied for a passport three months ago and it is not yet out. Officers in charge of the procedure
do not even want to tell you what is wrong. Write a letter to the Delegate General for National Security
to complain about this problem. Your name is ABOUBAKAR MAHAMAT and your address is PO
Box 456, Buea.

TERMINALE LESSONS MODULE 1 BY BRANDONN NZE 2023/2024 SCHOOL YEAR 15/17

 2) You went on an excursion last week with your friends. Write a letter to your brother to tell him what
you saw, what you did and the benefits of it. Your name is ABOUBAKAR MAHAMAT and you live
in Buea, Molyko roundabout.

GRAMMAR: Use question tags when applying for a passport

Consider the following dialogue.

Passport officer: You are here to collect your passport, aren’t you?
Erika: Yes, I am.
Passport officer: I am sure you will not be happy to go back home without it, will you?
Erika: Of course no. I won’t.

QUESTIONS

a) What is the intention of the officer when he asks questions to Paul?

b) Compare the form of the verb in the officer’s statements and in his questions and in Paul’s answers.
c) How do we call such questions?

Note: here the teacher can use more sentences to explain other rules related to the formation of question tags.

A question tag is a short question we add at the end of a statement when we want the listener to confirm
what we have said. The formation and use of question tags follow some rules.

1) A statement with a positive verb is followed by a negative tag question and vice versa.

Example: Applying for a passport is difficult, isn’t it?

Ekobena was not in school last week, was he?

2) The same auxiliary or modal auxiliary used in the statement is repeated in the tag question.
Example: She has sent a letter to the Delegate, hasn’t she?
You cannot pass this test, can you?
Note: list of auxiliary and modal verbs.
Auxiliary Negative form Contracted form
Am Am not
Are Are not Aren’t
Is Is not Isn’t
Was Was not Wasn’t
Were Were not Weren’t
Have Have not Haven’t
Has Has not Hasn’t
Had Had not Hadn’t
Do Do not Don’t
Does Does not Doesn’t

TERMINALE LESSONS MODULE 1 BY BRANDONN NZE 2023/2024 SCHOOL YEAR 16/17

 Did Did not Didn’t
Will Will not Won’t
Would Would not Wouldn’t
Shall Shall not Shan’t
Should Should not Shouldn’t
Can Cannot Can’t
Could Could not Couldn’t
Must Must not Mustn’t

Example: Peter shall travel soon, shan’t he?

Diana will not help you, will she?
Note: I am = aren’t I?
I am your father, aren’t I?
I am not your father, am I?

3) When there is no auxiliary verb, we use don’t, doesn’t (simple present tense) and didn’t (simple past
tense)
Example: She helps the needy, doesn’t she?
They respect all the applicants, don’t they?
The passport officer came late, didn’t he?
4) For the imperative (negative and positive), the question tag is “will you?”
Example: Apply online first, will you?
Do not use white and black photographs, will you?
5) Let’s = shall we?
Example: Let’s go the France, shall we?
Note: negative question tags are always in the contracted form.
Exercise: Put in the correct tag question.
a) Jack plays football with his friends, ______________?
b) Police officers must protect Cameroonians, _____________________?
c) Let’s talk about passport application procedures, ____________________?
d) We did not help them, _________________?
e) I am still in Yaoundé now, __________________?
f) They repatriated some Nigerians yesterday, ___________________?
g) I will not tolerate indiscipline, ___________________?
h) Please, respect your diaspora ____________________?
i) These children over like cartoons, _______________?
j) Don’t disturb me, ___________________?
Exercise: write a dialogue in which there are at least five question tags.

TERMINALE LESSONS MODULE 1 BY BRANDONN NZE 2023/2024 SCHOOL YEAR 17/17

SPEECH WORK: Revise some problematic sounds in English: consonants (/ʤ/
/tᶴ/ /ᶴ/ /ӡ/ /ծ/ /ᶿ/) and vowel diphthongs
1) Problematic consonant sounds

a) /ӡ/: garage, regime, division, treasure, luxurious, seizure

b) /ʤ/: judge, edge, procedure, soldier, angel, surgeon, register
c) /tᶴ/: choose, match, righteous, capture, check, children
d) /ᶴ/: shape, machine, special, schedule, conscious, wish, sugar, nation, luxury

e) /ᶿ/: thank, athlete, tooth, three, nothing, bath

f) / ծ/: than, although, bathe, mother, they

Exercise: say this text aloud. Find words that have the sounds studied in class.

John was luckier than my other three children. They applied together but he was the first to have his
passport. I think this is also because he knew the procedure very well. He will come and succession
procedure will start. I wish he comes with that car which you like.

Exercise: give two words for each sound studied in class. Use your words in meaningful sentences.

2) Vowel diphthongs

NOTES on page 50

Exercise 2 page 51

TERMINALE LESSONS MODULE 1 BY BRANDONN NZE 2023/2024 SCHOOL YEAR 18/17