REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix – Travail – Patrie Peace – Work - Fatherland

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MINISTERE DE L’ENSEIGNEMENT SUPERIEUR MINISTRY OF HIGHER EDUCATION
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UNIVERSITE D‘EBOLOWA THE UNIVERSITY OF D‘EBOLOWA
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ECOLE SUPERIEURE DE TRANSPORT, DE HIGHER INSTITUTE OF TRANSPORT,
LOGISTIQUE ET DE COMMERCE LOGISTICS AND COMMERCE
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BP. AMBAM PO Box : AMBAM
Tél.: (+237)222482412 Phone :(+237) 222482412
E-Mail: estlc@estlc-ueb.cm E-Mail: estlc@estlc-ueb.cm
Site web : www.estlc-ueb.cm Site web : www.estlc-ueb.cm

ANGLAIS 1
HIGHER INSTITUTE OF TRANSPORT, LOGISTICS AND COMMERCE
OF AMBAM- UNIVERSITY OF EBOLOWA

COURSE: EBTTL 112: ANGLAIS 1

SEMESTRE1-VOLUME HORAIRE : 30 H.
PEDAGOGIC TEAM
Dr MOUSONZ PEMI Marcellin (CC) : CM. 8H, TD 5H, TPE 2H

Mrs. MBAIKWEM NGANTCHOU Pachelle (VAC): CM. 8, TD5, TPE 2H

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PART ONE

Objective

By the end of these lessons, learners should be able to:

- use different parts of speech, phrasal verbs, and revise some tenses correctly.

LESSON 1: PARTS OF SPEECH

A part of speech is also called a word class. It is a category that describes the role word plays in
a sentence. Understanding the different parts of speech can help you analyze how words
function in a sentence and improve your writing.

The parts of speech are classified differently in different grammars, but most traditional
grammars list eight parts of speech in English: nouns, pronouns, verbs, adjectives, adverbs,
prepositions, conjunctions, and interjections. Some modern grammars add others, such as
determiners and articles.

Nouns

A noun is a word that refers to a person, concept, place, or thing. Nouns can act as the subject
of a sentence (i.e., the person or thing performing the action) or as the object of a verb (i.e., the
person or thing affected by the action).

There are numerous types of nouns, including Common nouns which are used to refer to
nonspecific people, concepts, places, or things. Proper nouns used to refer to specific people,
concepts, places, or things. Collective nouns used to refer to a group of people or things.

Examples: Nouns in a sentence

I’ve never read that book.

Ella lives in France.

The band played only new songs.

Other types of nouns include: countable and uncountable nouns, concrete nouns, abstract nouns
and gerunds.

N.B: Proper nouns (e.g., “New York”) are always capitalized. Common nouns (e.g., “city”) are
only capitalized when they’re used at the start of a sentence.
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Pronouns

A pronoun is a word used in place of a noun. Pronouns typically refer back to antecedent (a
previously mentioned noun) and must demonstrate correct pronouns antecedent agreement.
Like nouns, pronouns can refer to people, places, concepts, and things. There are numerous
types of pronouns, including personal pronouns and interrogative pronouns.

Examples: pronouns in a sentence

I don’t really know her.

That is a horrible painting!

Who owns the nice car?

Verbs

A verb is a word that describes an action (e.g., “jump”), occurrence (e.g., “become), or state of
being (e.g., “exit”). Verbs indicate what the subject of a sentence is doing. Every complete
sentence must contain at least one verb. Example: I am a student. I sang in a choir for 10 years.

Other types of verbs include auxiliary verbs, linking verbs, modal verbs, and phrasal verbs.

Adjectives

An adjectives is a word that describes a noun or pronouns. Adjectives can be attributive,

appearing before a noun ( e.g., “a red hat”) , or predicative, appearing after a nouns with the
use of a linking verb like “to be”(e.g., “the hat is red”). Adjectives can also have a comparative
function. Comparative adjectives compare two or more things. Superlative adjectives
describe something as having the most or least of a specific characteristic. Examples: The dog
is bigger than the cat. He is the laziest person I know.

Adverbs

An adverb is a word that can modify a verb, adjective, adverb, or sentence. Adverbs are often
formed by adding “-ly” to the end of an adjective (e.g., “slow” becomes “slowly”), although
not all adverbs have this ending, and not all words with this ending are adverbs. There are
numerous types of adverbs, including adverbs of manner (used to describe how something
occurs), adverbs of degree (used to indicate extent or degree), and adverbs of place (used to
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describe the location of an action or event). Examples: Ray acted rudely, Talia writes quite
quickly. Let’s go outside!

Prepositions

A preposition is a word (e.g., “at”) or phrase (e.g., “on top of”) used to show the relationship
between the different parts of a sentence. Preposition can be used to indicate aspects such as
time, place, and direction. Examples: Hasan is coming for dinner at 6 p.m. I left the cup on
the kitchen counter. Caroline walked to the shop.

Conjunctions

A conjunction is a word used to connect different parts of a sentence (e.g., words, phrase, or
clauses). The main types of conjunctions are coordinating conjunction: for, and, nor, but, or,
yet, so. (Used to connect items that are grammatically equal). Subordinating conjunctions:
because, although, before, after, while etc… (Used to introduce a dependent clause), and
correlative conjunctions (used in pairs to join grammatically equal parts of a sentence).

Examples: Conjunctions in a sentence

1- Daria likes swimming and hiking

2- You can choose what movie we watch because I chose the last time.
3- We can either go out for dinner or go to the theater.

Interjections

An interjection is a word or phrase used to express a feeling, give a command, or greet

someone. Interjection are grammatically independent part of speech, so they can often be
excluded from a sentence without affecting the meaning.

Examples:

1- Psst. What time is it?

2- Ouch! I hurt my arm.
3- I’m , um , not sure
4- Hey! How are you doing?

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LESSON 2: THE USE OF PHRASAL VERBS

Text: One day, during the raining season, Carine sent Christelle to go out and look for
mangoes. She went out with her light night wear and a basket. In the basket there was a loaf of
bread.

Questions

1- Identify verbs in this text.

2- Identify prepositions in this text.
3- Identify verbs combine with prepositions.
4- What do we call this type of verbs?
Expected answers:
1- Go, look, went, was.
2- Out, for, out, in , of.
3- Go out, look for, went out.
4- Phrasal verbs.

Notes: Phrasal verbs are a group of words that combine verbs with an adverbs or a preposition.
Together, these words act as a single verb and take on a whole new meaning that’s independent
from the meanings of individual words.

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TD

Exercise1

Identify the adverb in the given sentences.

1-We have seen this before

2-The postman comes to her daily.

3-The man repeated the same thing thrice.

4-Your friend called again

5-Please walk forward.

Expected answers: before, daily, thrice, again, forward.

Exercise2:

Use the appropriate pronoun

1-Shyam is my brother_________ study in the same class.

2-Between Ritu and me , ___________am the younger one.

3-Do you see this book with my name on it? It is ___________.

4-Miss gwen is our new class teacher . ________ is very sweet.

5-While cutting vegetables , Mitu cut ____________.

Expected answers: we, I, mine, she, and herself.

Exercise3:

Choose the most suitable words from those in bracket to fill in the gaps so that the complete
sentence makes sense

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 1- My smart phone is off. The battery has just____________ .( run away, run after, run
down).
2- When the computer ____________ it is very difficult to repair. (breaks down, looks at,
give up)
3- The funeral ceremonies in the village has just ____________ .( kicked off, taken off,
put on).

Expected answers: run down, breaks down, taken off.

Exercise4:
Go through the following sentences and identify the part of speech of the underlined
words.
1- Namitha is not coming today.
2- My mom will be leaving to Yaoundé tomorrow.
3- The teacher asked the students to stand.
4- He is my brother.
5- There is a cat under the table.
6- The clothes did not dry as it was raining all night.
7- Caroline and her sister dance well.
8- I am wearing a green dress for the party.
9- Oh! That is really sad.
10- She is coming with me.

Expected answers: 1-noun, 2- verb, adverb, 3-noun, 4- pronoun, 5-preposition, 6-

conjunction , 7- conjunction, adverbs, 8- adjectives, 9- interjection,10- preposition.

LESSON 3 : REVISE SIMPLE PRESENT , PRESENT PROGRESSIVE, PAST SIMPLE, PAST

PROGRESSIVE, FUTURE SIMPLE, FUTURE PROGRESSIVE , PRESENT PERFECT, PAST
PERFECT .

I- THE SIMPLE PRESENT TENSE

EXERCISE:

Question1: Underline verbs in these sentences

1- The airplane flies.

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 2- I am a student.
3- Emma watches cartoons every day.
4- The sun sets in the west

Question2: in which tense are these verbs?

Expected answers: flies, am, watches, sets. These verbs are in the simple present tense.

Notes: The simple present tense is an English verb tense used to describe facts and habits, to
tell stories in other words, We use the simple present tense when an action is happening right
now, or when it happens regularly.

EXERCISE: Complete these sentences with the correct form of the verbs in brackets.

-I usually(go) to school

-They (visit) us often

-You (play) basketball once a week

-Tom (work)every day

-He always (tell) us funny stories.

-She never (help) me with that!

-Martha and Kevin (swim) twice a week.

-In this club people usually (dance ) a lot.

II- THE PRESENT PROGRESSIVE or CONTINUOUS

The present progressive ( auxiliary verb be + verb ending in “ing”). Is used to express a
current action, an action in progress or an unfinished action. Examples : The children are
sleeping right now.

EXERCISE: Complete these sentences with the correct form of the verbs in brackets

1-We (renovate) our house this week.

2-She (paint) her room today.

3-I (write) a book these days.

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4-They (try) to sell their car.

5-You (look) good today.

6-He (study)to be a lawyer.

7-This table (break) apart.

8-Oliver (help)me with my homework these days.

III- THE SIMPLE PAST TENSE

The simple past tense is a verb tense that is used to talk about things that happened or existed
before now. Examples: Lisa went to the supermarket yesterday. Sam cooked a tasty dinner
yesterday. He won the silver medal. John played football .

EXERCISE:
Put the verbs into the correct form (simple past).
1- Last year I ( spend)________ my holiday in Ireland.
2- It (be) __________ great.
3- I (travel)_________ around by car with two friends and we ( visit) __________ lots of
interesting places.
4- In the evenings we usually (go) ___________ to a pub.
5- One night we even (learn) __________ some Irish dances.
6- We (be) ___________ very lucky with the weather.

IV- THE PAST PROGRESSIVE

The past progressive tense is a verb form used to refer to an action that was ongoing at a time
in the past. The past progressive is formed using the past tense of the auxiliary verb “be”
(was/were) along with the present participle (“ing” form) of a main verb. Examples : I was
thinking. They were working yesterday. I was studying last night. The children were shouting
when the teacher came in. Everyone was clapping. It was midnight when it was raining.

EXERCISE:
Put the verbs into the correct form ( past progressive).

1-When I phoned my friends , they (play) monopoly.

2- Yesterday at six I ( prepare ) dinner.

3- The kids (play) in the garden when it suddenly began to rain

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5-I (practice) the guitar when he came home.

6-While Aaron (work) in his room, his friends (swim) in the pool.

V- THE FUTURE SIMPLE TENSE

The simple future tense is a tense that is used to represent an action that takes place in
the future. One fact that you should keep in mind is that a simple future tenseaction
starts and finishes in the future itself. Examples: They will write the letter to their best
friend. I will read the newspaper when I go to bus station. Tomorrow , the sun will rise
at 6:00 am.

EXERCISE:
Put the verbs into the correct form
1- I (help) you with your homework.
2- She (be) here very soon.
3- They ( come) at 8o’clock.
4- You (call) me next week.
5- I (use) the money wisely.
6- We (return) as soon as possible.
7- It (rain) tomorrow.

VI- THE FUTURE SIMPLE PROGRESSIVE

Fuure progressive tense is formed with Will+ be + present participle of the verb ( verb
with –“ing”). For example, I will be meeting guests in the evening. Iwill be watching
my shows from lunch until dinner.

VII- PRESENT PERFECT

The present perfect is used to describe an action or situation that started in the past and
continues in the present. Example: I have lived in Britol since 1984 (= and I still do).
An action performed during a period that has not yet finished. Example: She has been to
the cinema twice this week (=and the week isn’t over yet.)

EXERCISE

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 Put the verbs into the correct form ( present perfect simple).
1- I (not/work) __have not worked__ today.
2- We (buy) __________ a new lamp.
3- He (write)__________ five letters.
4- School (not/start) ________ yet.
5- ( speak/he) _________to his boss?
VIII- PAST PERFECT

We use the past perfect simple ( had+ past participle) to talk about time up to a certain point in
the past. Example: She had published her first poem by the time she was eight. We had
finished all the water before we were halfway up the mountain. Had the parcel arrived when
you called yesterday?.

EXERCISE:

Put the verbs into the correct form ( past perfect simple)

1- The storm destroyed the sandcastle that we (build)__________.

2- He (not/ be) ___________ to Cape town before 1997.
3- When she went out to play, she (do/ already)__________ her homework.
4- My brother ate allof the cake that our mum (make)____________.
5- The children collected the chestnuts that ( fall)___________ from the tree.

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HIGHER INSTITUTE OF TRANSPORT, LOGISTICS AND COMMERCE OF
AMBAM- UNIVERSITY OF EBOLOWA

COURSE: EBTTL 112: ANGLAIS 1

By Mr. KWEDE NKOMI Hugo
PART TWO
Objective
At the end of this, students should be able to:
- read and understand different texts that they will encounter in the course of their
training in English ;
- Listen to a conversation and be able to explain in their own words, what they
understood

I- READING COMPREHENSION PASSAGES

Instruction: Read the following passage and answer the questions which follow.
PASSAGE 1
Books are for reading, but men must bring their reading a desire to learn and a power to
assimilate. Reading a book without assimilating it is like eating a meal without digesting it.
When students first go to the library, they may be puzzle as to what to read of all the different
subjects. According to Francis Bacon, a student should read books on those subjects which he

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is insufficiently acquainted; yet, he should be selective in his reading. It is not good just trying
to fill your mind with knowledge. Knowledge in itself is often useless. A mind overloaded with
knowledge is like a room filled with furniture; a man cannot walk about freely in it, and look
out of the windows. It is much better to concentrate on a few subjects which interest you-
literature, geography history, science- and deal lightly with others, than to march sternly and
heavily through the whole range of learning like a silly tourist going through a
museumand not missing a single object. If you try to master every subject, you may become
very wise, but you will be very inhuman and you will probably lose all your friends. So you
must learn to pick and choose, and yet you must learn to brows in a library like a camel
browsing nature. If you watch a camel grazing, you will see that although it is supposed to be
one of the most stupid animals in creation, it has at least one of the characteristics of a cultured
man- the power to pick and choose. A student looking for mental food in a library should take
the camel for a model.
The camel wanders about and grazes from here and then there, sometimes from a tree, that is
the top shelves of the library; or a bush, the middle shelves; or the grass, the bottom shelves. It
bites off a twig, chews a bit and if he likes it, it takes another bite. If it finds it tasteless or bitter,
it leaves it and wanders to another tree. Sometimes after trying several leaves and plants, it
comes back to the first one. In the end, it will probably sit down and chew it over. Mental
chewing over is a very good process for a man as physical chewing over is for a camel. It helps,
digestion!

QUESTIONS
1- According to the writer, our altitude towards reading should consist of a/an …….
A- Zeal to be recognized
B- Longing to gain wisdom and authority
C- Ambition to succeed in life
D- Wish to acquire something, not just entertainment
2- Francis Becon advises students to………
A- Read as widely as possible
B- Focus on areas in which they are lacking and read discriminately
C- Read as much as they can assimilate
D- Select only books that have value
3- The word 'furniture' is a ……..noun
A- Collective noun
B- Common
C- Abstract
D- Proper
4- When the writer says … to march sternly and heavily through the whole range of
learning like a silly tourist going through a museum….., he is using…..
A- A metaphor
B- Personification
C- Simile
D- A hyperbole
5- The danger in attempting to master every subject is that you…..
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 A- Become a jack of all trades
B- Acquire wisdom at the expense of friends
C- Gain wisdom, inhumanity and friends
D- Become wise, have human feeling, but lose friends
6- According to the writer, a mind overloaded with knowledge leads to …..
A- Fulfillment
B- Recognition
C- Wisdom
D- Confusion
7- What makes a camel similar to cultured man is its ability to…..
A- Segregate
B- Chew food
C- Wander here and there
D- Select
8- 'Mental chewing'means…………
A- Considering carefully everythingthat is eaten
B- Thinking about something carefully
C- Understanding through imagination
D- Absorbing information in the mind

PASSAGE 2
In many places in the world today, the poor are getting poorer while the rich are getting richer,
and the programs of development planning and foreign aid appear to be unable to reverse this
trend. Nearly all developing countries have a modern sector, where the patterns of living and
working are similar to those in developed countries. But they also have a non-modern sector,
where the patterns of living and working are not only unsatisfactory, but in many cases are
even getting worse.
What is the typical condition of the poor in developing countries? Their work opportunities are
so limited that they cannot their way out of their situation. They are under-employed or totally
unemployed. When they do fine occasional work, their productivity is extremely low. Some of
them have land, but often too little land. Many have no land, and no prospect of ever getting
any. There is no hope for them in the rural areas, and so they drift into the big cities. But there
is no work for them in the big cities either and of course no housing. All the same, they flock
into citiesbecause their chances of findingsome work appear to be greater there than in the
villages, where such chances are nil. Rural unemployment, then produces mass migration into
the cities. Rural unemployment becomes urban unemployment.
The problem can be stated quite simply: what can be done to promote economic growth in the
small towns and villages which still contain about 80 to 90% of the population? The primary
need is workplaces, literally millions of workplaces. No one, of course would suggest that,
output per worker is unimportant. But the primary aim cannot be to maximize output per
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worker; it must be to maximize work opportunities for the unemployed and the under
employed. The poor man’s greatest need is the chances to work. Even poorly paid and
relatively unproductive work is better than no work at all. It is therefore more important that
everybody should produce something, then that a few people should each produce a great deal.
And in most developing countries, this can only be achieved by using an appropriate
intermediate technology.
QUESTIONS
1- The expression 'reverse this trend' as used in the text means….
A- Return to the former state of affairs
B- Consider the situation
C- Improve on the situation
D- Make the rich become poor
2- According to the passage, the difference between developing countries and developed
ones is that, while the former have….
A- A modern sector, the latter do not have
B- Two conflicting sectors, the latter have one
C- Higher rural unemployment, the latter have higher urban unemployment
D- Appropriate intermediate technology, the latter adopt an appropriate one
3- In the expression ‘they flock into the city' the word flock is used as a/an……..
A- Noun
B- Adverb
C- Adjective
D- Verb
4- When the writer says… 'literally millions of work places', he is suggesting that……
A- One million jobs must be created
B- The need for numerous workplaces should be appreciated
C- Many millions jobs should be created

D- The size of the work force should be appreciated

5- What the poor man sees as his greatest need is……….
A- Given his basic needs
B- Given the chance to work
C- Given enough assistance
D- Helped by the rich
6- According to the writer, the best way of solving the problem of unemployment in
developing countries is…..
A- Use appropriate intermediate technology
B- A few people should produce a great deal
C- Stop migration to cities
D- Create more work places
7- From the way the writer describes the typical condition of the poor in developing
countries, one could conclude that………..
A- Rural poverty is a disease
B- The poor have no hope
C- Rural poverty is caused by the rich
D- The problems of the poor are temporary

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 II- LISTENING COMPREHENSION PASSAGE
MENSA’S FIRST DAY IN SCHOOL
SECTION A
Mensa was among the lots of boys who lined up in front of the women/ who sold food to the
children in the canteen./ He had no money but had followed the crowd./ He was surprised to
find that aunt Zola was among them./ Unlike the other women, aunt Zola had more things to
sell,/ the notable ones being rice and stew,/ fried plantains,/ friend cocoyam and sweets./ She
was watching Mensa to see if he would buy anything./
She knew Mensa had no money right there./ If he bought anything,/ he would have to explain
later in the house/ how and where he got the money./ Mensa did not like the way she watched
him,/ so, he had to withdraw from the line./ He was sad and disappointed,/ for he had noticed
soon afterwards that, aunt Zola had called her two children,/ who had started school with him
that day,/ and had given them something to eat,/ though all of them had had breakfast before
leaving for school that morning./

SECTION B
Mensa went and sat down at a corner/ and for the first time since he came to live with his
uncle,/ he wept./ He felt nobody had any love for him/ and life was without joy./ Not that he
fully understood his plight,/ but he knew that those who loved and cared for him/ had sent him
to a strange place,/ where human beings existed not for him but for others./
Mensa’s face was still wet with tears when,/ turning his head,/ he noticed a boy who he had
never seen before,/ come to sit by him./ The boy was lean,/ very dark and extremely
handsome./ His features were clean-cut./ He spoke softly and asked him./ "Is your name
Mensa?"/ "Yes", he replied./

SECTION C
"Somebody told me tou were living with our head teacher./ is it true?"/ Yes, it’s true./ "Why did
you choose to live with him?"/ the strnge boy asked./ I don’t know./ "It was my father who sent
me to him."/ Mensa answered. Not knowing why he had said so./ Then, he asked the strange
boy, what is your name?/ "Zuma," the boy told him, and smiled gently,/ displaying a fine set of
clean white teeth./ He had dimples and his face was smooth and well washed./ Lokk, Mensa./
I’ve bought more fried plantains from the headmaster’s wife than I can eat./ "You’d better have
some", Zuma said,/ pushing some of the fried plantain into Mensa’s hand./ Mensa felt
unexpected warmth and from that day, they became friends./
LISTENING COMPREHENSION QUESTIONS (5marks)
Intructions: Using only the material read to you from the listening comprehension passage,
answer each of the following questions as directed.

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Choose the best answer from the alternatives (A, B, C and D) for each of the questions
below. Using only the material read to you from the listening comprehension passage,
answer each question as directed.
SECTION A
1- Mensa was surprised because………..
A- He had no money
B- Aunt Zola was among the sellers
C- He had followed the crowd
D- The varieties of food were many
2- When Aunt Zola saw Mensa on the line she stared at him with……
A- Suspicion
B- Anger
C- Surprise
D- Doubt
3- If Mensa had bought anything it would have been interpreted at home that…..
A- He had begged money at school
B- His parents had secretly given him money
C- He had stolen money from the house
D- He had done private paid jobs
4- Mensa was sad and disappointed because…….
A- He was scared of his aunt’s looks
B- He could not buy anything
C- His aunt had given food to her sons
D- The breakfast he had was small

SECTION B
5- In this passage, Mensa wept because he…….
A- Felt frustrated and lonely
B- Was unhappy and life was joyless
C- Lived away from his parents
D- Felt nobody loved him
6- The word 'plight' read to you from the passage is closest in meaning to…..
A- Troubles
B- Dilemma
C- Confusion
D- Pressures
7- You heard the word 'tears' read to you from the passage. Which word below that has
the same sound as that underlined in ‘tears’?
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 A- Heal
B- Real
C- Pear
D- Head
SECTION C
8- Mensa had to live with the head teacher because…….
A- It was his father’s wish
B- His father wanted him to go to school
C- He would learn better living with him
D- He had nowhere else to live
9- Zuma pushed some of his plantains’ into Mensa’s hand as a sign of……..
A- Pride
B- Riches
C- Pity
D- Humility
10- The most likely moral lesson drawn from this story is that………….
A- Children should school near their homes
B- Children should never leave their homes
C- People should be nice to those they live with
D- Women are very wicked to relatives

LISTENING COMPREHENSION
Title:
SECTION A
Akame was a problem student in Kingston College./ He came to school, skipped most of his
classes/ and did not copy notes./ Worst of all, / he sneaked out of class/ when tests had to be
written./ This attitude cause him to perform poorly/ and was always promoted on trial/ through
form one, two and three./ He failed to gain promotion into form four./ While repeating form
three, he failed again./ His English Language teacher, / Mr. Okons called him "empty-head"/
and advised him to withdraw./ Akame did just that./ For the next two years,/ he lived a
purposeless life,/ acting like the empty-headed boy his teacher said he was./

SECTION B
One day,/ as Akame was moving around looking for odd jobs to do,/ he ran across one of his
friends- Fule./ Fule proudly told Akame that she was a banker./ Akame felt so ashamed of
himself that/ he immediately made up his mind/ to return to school./
He gain admission into form three of Manga College./ Determined to succeed in life,/ Akame
worked very hard/ and passed to form four,/ then to form five/ where he wrote the GCE
Examination/ and passed in flying colours./ One year later,/ he wrote again/ and passed in three
A Level subjects/ and gain admission into a renowned University/ from where he later
graduated with a degree in Computer Engineering./ He soon got a well-paid job/ in a computer
manufacturing company. He became very rich, generous and popular. Akame then decided to
18
visit Kingston College/ to extend his generosity to his alma mater/ and award prizes to
meritorious students/ and encourage week ones./
SECTION C
On Akame’s arrival at the college, / the entire community welcomed him./ After the award of
prizes,/ there was animation by different groups of students./ Akame sprayed banknotes on the
animators./ He peered into the crowd/ and saw Mr. Okons in the middle of the groups,/
struggling to gather some of the banknotes.
When Mr. Okons straightened up, his eyes fell on the engineer. /He wiped his eyes, / put his
right hand into his breast pocket, / pulled out his spectacles / and put them on. / He could not
believe what he saw. / In his mind, / he refused to associate the so much talked about engineer /
with the problem student he had known. This time/ he saw everything clearly/ and shouted in
consternation: "Is this not Akame, / the empty-headed boy?"/ Smiling and moving towards him,
/ Akame replied, you are mistaken, sir. / This is Akame, / the genius.

TD
LISTENING COMPREHENSION
Title:
SECTION A
Akame was a problem student in Kingston College./ He came to school, skipped most of his
classes/ and did not copy notes./ Worst of all, / he sneaked out of class/ when tests had to be
written./ This attitude cause him to perform poorly/ and was always promoted on trial/ through
form one, two and three./ He failed to gain promotion into form four./ While repeating form
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three, he failed again./ His English Language teacher, / Mr. Okons called him "empty-head"/
and advised him to withdraw./ Akame did just that./ For the next two years,/ he lived a
purposeless life,/ acting like the empty-headed boy his teacher said he was./
SECTION B
One day,/ as Akame was moving around looking for odd jobs to do,/ he ran across one of his
friends- Fule./ Fule proudly told Akame that she was a banker./ Akame felt so ashamed of
himself that/ he immediately made up his mind/ to return to school./
He gain admission into form three of Manga College./ Determined to succeed in life,/ Akame
worked very hard/ and passed to form four,/ then to form five/ where he wrote the GCE
Examination/ and passed in flying colours./ One year later,/ he wrote again/ and passed in three
A Level subjects/ and gain admission into a renowned University/ from where he later
graduated with a degree in Computer Engineering./ He soon got a well-paid job/ in a computer
manufacturing company. He became very rich, generous and popular. Akame then decided to
visit Kingston College/ to extend his generosity to his alma mater/ and award prizes to
meritorious students/ and encourage week ones./
SECTION C
On Akame’s arrival at the college, / the entire community welcomed him./ After the award of
prizes,/ there was animation by different groups of students./ Akame sprayed banknotes on the
animators./ He peered into the crowd/ and saw Mr. Okons in the middle of the groups,/
struggling to gather some of the banknotes.
When Mr. Okons straightened up, his eyes fell on the engineer. /He wiped his eyes, / put his
right hand into his breast pocket, / pulled out his spectacles / and put them on. / He could not
believe what he saw. / In his mind, / he refused to associate the so much talked about engineer /
with the problem student he had known. This time/ he saw everything clearly/ and shouted in
consternation: "Is this not Akame, / the empty-headed boy?"/ Smiling and moving towards him,
/ Akame replied, you are mistaken, sir. / This is Akame, / the genius.
QUESTIONS
SECTION A
1- Which attitude contributed most to Akame’s poor performance?
A- He sneaked out of class when tests had to be written
B- He did not copy notes
C- He came to school late
D- He skipped most of his classes

2- Mr. Okon’s instruction to Akame was to …

A- Take to his advice
B- Drop out of school
C- Seek admission elsewhere
D- Act like the empty headed-boy
3- You have heard the word enoughread to you. Which word from the list below has the
same vowel sound as the underline enough…
A- Enable
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 B- Engine
C- Enter
D- Entertain
SECTION B
4- Akame felt ashamed of himself because…..
A- He was moving around for jobs
B- He strained to make a living
C- Of the odd jobs he do for a living
D- He was not a banker too
5- The expression, Akame passed in flyingmeans he had…..
A- Excellent results
B- Barely acceptable result
C- Good result
D- In eleven subjects
6- You heard the word alma materread to you. Which expression below is closest in
meaning to alma mater?
A- The primary school someone went to
B- The secondary school someone went to
C- The high school someone went to
D- The school someone went to
SECTION C
7- Akame sprayed banknotes as a sign of…..
A- Honour to his former school
B- Gratitude to his former teacher
C- Provocation and pride
D- Riches and generosity
8- The phrase, Mr. Okons straightened upimplies that he had been….
A- Gathering
B- Kneeling
C- Bending
D- Bowing

9- Mr. Okons reaction when he saw Akame was that of….

A- Confusion
B- Uncertainty
C- Fear
D- Surprise
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 10- From the passage, it can be deduced that……
A- What teachers predict always come true
B- Even empty headed students pass the GCE Examination
C- Determination is the key to success
D- Intelligent students always succeed in life
Bonus: Give a suitable title to this text.
SPW (TPE in French)
1- Present yourself and give a description of your academic profile.
2- In not more than 200 words describe and narrate your first day in the Higher Institute
of Transport, Logistics and Commerce in Ambam of the University of Ebolowa

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