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MANUAL DE TRONCO COMUM ENGLISH YEAR I Código: A0002 Universidade Católica de Moçambique (UCM) Centro de Ensino à Distância (CED) Direitos de autor (copyright) Este manual é propriedade da Universidade Católica de Moçambique (UCM), Centro de Ensino à Distância (CED) e contêm reservados todos os direitos. É proibida a duplicação e/ou reprodução deste manual, no seu todo ou em partes, sob quaisquer formas ou por quaisquer meios (electrónicos, mecânico, gravação, fotocópia ou outros), sem permissão expressa de entidade editora (Universidade Católica de Moçambique – Centro de Ensino à Distância). O não cumprimento desta advertência é passível a processos judiciais. Elaborado Por: dra. Amália Dickie Docente de Inglês na Faculdade de Economia e Gestão, da Universidade Católica de Moçambique (UCM) Universidade Católica de Moçambique (UCM) Centro de Ensino à Distância (CED) Rua Correia de Brito No 613 – Ponta-Gêa Beira – Sofala Telefone: 23 32 64 05 Cell: 82 50 18 440 Moçambique Fax: 23 32 64 06 E-mail: ced@ucm.ac.mz Website: www.ucm.ac.mz Agradecimentos A Universidade Católica de Moçambique (UCM) – Centro de Ensino à Distância (CED) e o autor do presente manual, dra. Amália Dickie, agradecem a colaboração de todos que directa ou indirectamente participaram na elaboração deste manual. À todos sinceros agradecimentos. Contribução de conteúdo UCM - FACULTY OF EDUCATION AND COMMUNICATION; - English Department. ENGLISH YEAR I i Índice Visão geral 1 Introdução: ........................................................................................................................ 1 Objectivos do curso .......................................................................................................... 1 Quem deveria estudar este módulo ................................................................................... 2 Como está estruturado este módulo .................................................................................. 2 Ícones de actividade .......................................................................................................... 3 Acerca dos ícones .......................................................................................... 3 Habilidades de estudo ....................................................................................................... 3 Precisa de apoio? .............................................................................................................. 4 Tarefas (avaliação e auto-avaliação) ................................................................................. 4 Avaliação .......................................................................................................................... 5 Unit 1 7 GREETINGS AND VERB TO BE ................................................................................... 7 By the end of this unit students should be able to: .................................................. 7 Summary ........................................................................................................................... 7 Exercícios .......................................................................................................................... 8 Unit 2 13 NUMBERS AND DATES.............................................................................................. 13 By the end of this unit students should be able to: ......................................................... 13 Summary ......................................................................................................................... 13 Exercícios ............................................................................................................... 15 Unit 3 16 VERB TO HAVE AND FAMILY .................................................................................. 16 By the end of this unit students should be able to: ......................................................... 16 Summary ......................................................................................................................... 16 Unit 4 19 VERB TO DO ................................................................................................................. 19 By the end of this unit students should be able to: ......................................................... 19 Summary ......................................................................................................................... 19 Exercícios ........................................................................................................................ 20 Unit 5 22 PRESENT SIMPLE ........................................................................................................ 22 By the end of this unit students should be able to ................................................. 22 ii Índice Summary ......................................................................................................................... 22 Exercícios ........................................................................................................................ 25 Unit 6 26 TELLING THE TIME .................................................................................................... 26 By the end of this unit students should be able to: ................................................ 26 Summary ......................................................................................................................... 26 Exercícios ........................................................................................................................ 27 Unit 7 29 PRESENT CONTINUOUS ............................................................................................ 29 By the end of this unit students should be able to: ................................................ 29 Summary ......................................................................................................................... 29 Exercícios ........................................................................................................................ 31 Unit 8 34 PLURALS ....................................................................................................................... 34 By the end of this unit students should be able to: ......................................................... 34 Summary ......................................................................................................................... 34 Exercícios ........................................................................................................................ 36 Unit 9 37 PREPOSITIONS ............................................................................................................. 37 By the end of this unit students should be able to: ................................................ 37 Summary ......................................................................................................................... 37 Exercícios ........................................................................................................................ 38 Unit 10 42 COMPARATIVES AND SUPERLATIVES.................................................................. 42 By the end of this unit students should be able to ................................................. 42 ENGLISH YEAR I iii Summary ......................................................................................................................... 42 Exercícios ........................................................................................................................ 44 African Elephant is bigger ..................................................................................................47 Unit 11 50 THE PAST ...................................................................................................................... 50 By the end of this unit students should be able to: ......................................................... 50 Summary ......................................................................................................................... 50 EXPRESSING PAST TIME: THE SIMPLE PAST ................................................................. 50 Simple Pas ....................................................................................................................... 51 FORMS OF THE SIMPLE PAST .................................................................................. 52 Exercícios ........................................................................................................................ 53 Unit 12 61 THE PAST CONTINUOUS ........................................................................................... 61 By the end of this unit students should be able to: ......................................................... 61 Summary ......................................................................................................................... 61 Exercícios ........................................................................................................................ 64 Unit 13 70 ADVICE AND OBLIGATION ...................................................................................... 70 By the end of this unit students should be able to: ................................................ 70 Summary ......................................................................................................................... 70 Exercícios ........................................................................................................................ 72 Unit 14 74 OBLIGATIONS .............................................................................................................. 74 By the end of this unit students should be able to ................................................. 74 Summary ......................................................................................................................... 74 Exercícios ........................................................................................................................ 76 Unit 15 80 THE FUTURE ................................................................................................................ 80 By the end of this unit students should be able to: ................................................ 80 Summary ......................................................................................................................... 80 Exercícios ........................................................................................................................ 83 Unit 16 89 FIRST CONDITIONAL ................................................................................................. 89 By the end of this unit students should be able to: ................................................ 89 iv Índice Summary ......................................................................................................................... 89 Exercícios ........................................................................................................................ 91 Unit 17 94 SECOND CONDITIONAL 94 By the end of this unit students should be able to: ................................................ 94 Summary ......................................................................................................................... 94 Exercícios ........................................................................................................................ 96 Unit 18 98 PRESENT PERFECT ..................................................................................................... 98 By the end of this unit students should be able to: ................................................ 98 Summary ......................................................................................................................... 98 Exercícios ...................................................................................................................... 100 ENGLISH YEAR I 1 Visão geral Introdução: O presente manual destina-se aos estudantes da UCM que estão nos cursos à distância e, visa desenvolver a compreensão geral e escrita em diferentes situações de comunicação e fornecer instrumentos que permitam a manipulação de diferentes tipos de textos, tendo em conta o público a que se destina. Considerando que a Língua Inglesa organiza os saberes curriculares de outras disciplinas, este manual preconiza a aquisição de determinadas técnicas de expressão e desenvolvimento de capacidades e aptidões que permitam ao sujeito de aprendizagem uma compreensão crítica das outras matérias de estudo para a sua profissão. Objectivos do curso Objectivos Desenvolver a competência comunicativa em Língua Inglesa nas vertentes linguística, sociológica e pragmática. Desenvolver o conhecimento da língua e da comunicação através de uma reflexão metódica e critica sobre: .1. A estrutura do sistema linguístico nas componentes lexical, morfossintática, semântica e discursiva. .2. A organização de discursos orais e escritos, nos vários planos da sua estruturação linguística, textual e discursiva. 2 Visão geral Quem deveria estudar este módulo Este módulo foi concebido para todos aqueles que frequentam os cursos à distância, oferecidos pela Universidade Católica de Moçambique (UCM), através do seu Centro de Ensino à Distância (CED). Como está estruturado este módulo Todos os módulos dos cursos produzidos pelo Centro de Ensino à Distância encontram-se estruturados da seguinte maneira: Páginas introdutórias Um índice completo. Uma visão geral detalhada do curso / módulo, resumindo os aspectos-chave que você precisa conhecer para completar o estudo. Recomendamos vivamente que leia esta secção com atenção antes de começar o seu estudo. Conteúdo do curso / módulo O curso está estruturado em unidades. Cada unidade incluirá uma introdução, objectivos da unidade, conteúdo da unidade incluindo actividades de aprendizagem, um sumário da unidade e uma ou mais actividades para auto-avaliação. Outros recursos Para quem esteja interessado em aprender mais, apresentamos uma lista de recursos adicionais para você explorar. Estes recursos podem incluir livros, artigos ou sites na internet. Tarefas de avaliação e/ou Auto-avaliação Tarefas de avaliação para este módulo encontram-se no final de cada unidade. Sempre que necessário, dão-se folhas individuais para desenvolver as tarefas, assim como instruções para as completar. Estes elementos encontram-se no final do módulo. Comentários e sugestões Esta é a sua oportunidade para nos dar sugestões e fazer comentários sobre a estrutura e o conteúdo do curso / módulo. Os seus comentários serão úteis para nos ajudar a avaliar e melhorar este curso / módulo. ENGLISH YEAR I 3 Ícones de actividade Ao longo deste manual irá encontrar uma série de ícones nas margens das folhas. Estes icones servem para identificar diferentes partes do processo de aprendizagem. Podem indicar uma parcela específica de texto, uma nova actividade ou tarefa, uma mudança de actividade, etc. Acerca dos ícones Os icones usados neste manual são símbolos africanos, conhecidos por adrinka. Estes símbolos têm origem no povo Ashante de África Ocidental, datam do século XVII e ainda se usam hoje em dia. Pode ver o conjunto completo de ícones deste manual já a seguir, cada um com uma descrição do seu significado e da forma como nós interpretámos esse significado para representar as várias actividades ao longodeste curso / módulo. Habilidades de estudo Caro estudante, procure olhar para você em três dimensões nomeadamente: o lado social, profissional e estudante, daí ser importante planificar muito bem o seu tempo. Procure reservar no mínimo 2 (duas) horas de estudo por dia e use ao máximo o tempo disponível nos finais de semana. Lembre-se que é necessário elaborar um plano de estudo individual, que inclui, a data, o dia, a hora, o que estudar, como estudar e com quem estudar (sozinho, com colegas, outros). Evite o estudo baseado em memorização, pois é cansativo e não produz bons resultados, use métodos mais activos, procure desenvolver suas competências mediante a resolução de problemas específicos, estudos de caso, reflexão, etc. O manual contém muita informação, algumas chaves, outras complementares, daí ser importante saber filtrar e apresentar a informação mais relevante. Use estas informações para a resolução dos exercícios, problemas e desenvolvimento de actividades. A tomada de notas desempenha um papel muito importante. Um aspecto importante a ter em conta é a elaboração de um plano de desenvolvimento pessoal (PDP), onde você reflecte sobre os seus pontos fracos e fortes e perspectivas o seu desenvolvimento. Lembre-se que o teu sucesso depende da sua entrega, você é o responsável pela sua própria aprendizagem e cabe a ti planificar, organizar, gerir, controlar e avaliar o seu próprio progresso. 4 Visão geral Precisa de apoio? Caro estudante, temos a certeza de que por uma ou por outra situação, o material impresso, lhe pode suscitar alguma dúvida (falta de clareza, alguns erros de natureza frásica, prováveis erros ortográficos, falta de clareza conteudística, etc). Nestes casos, contacte o tutor, via telefone, escreva uma carta participando a situação e se estiver próximo do tutor, contacte-o pessoalmente. Os tutores têm por obrigação, monitorar a sua aprendizagem, dai o estudante ter a oportunidade de interagir objectivamente com o tutor, usando para o efeito os mecanismos apresentados acima. Todos os tutores têm por obrigação facilitar a interação, em caso de problemas específicos ele deve ser o primeiro a ser contactado, numa fase posterior contacte o coordenador do curso e se o problema for da natureza geral, contacte a direcção do CED, pelo número 825018440. Os contactos só se podem efectuar, nos dias úteis e nas horas normais de expediente. As sessões presenciais são um momento em que você caro estudante, tem a oportunidade de interagir com todo o staff do CED, neste período pode apresentar dúvidas, tratar questões administrativas, entre outras. O estudo em grupo, com os colegas é uma forma a ter em conta, busque apoio com os colegas, discutam juntos, apoiem-se mutuamnte, reflictam sobre estratégias de superação, mas produza de forma independente o seu próprio saber e desenvolva suas competências. Juntos na Educação à Distância, vencedo a distância. Tarefas (avaliação e auto- avaliação) O estudante deve realizar todas as tarefas (exercícios, actividades e auto- avaliação), contudo nem todas deverão ser entregues, mas é importante que sejam realizadas.As tarefas devem ser entregues antes do período presencial. Para cada tarefa serão estabelecidos prazos de entrega, e o não cumprimento dos prazos de entrega, implica a não classificação do estudante. Os trabalhos devem ser entregues ao CED e os mesmos devem ser dirigidos ao tutor/docentes. ENGLISH YEAR I 5 Podem ser utilizadas diferentes fontes e materiais de pesquisa, contudo os mesmos devem ser devidamente referenciados, respeitando os direitos do autor. O plagiarismo deve ser evitado, a transcrição fiel de mais de 8 (oito) palavras de um autor, sem o citar é considerado plágio. A honestidade, humildade cintífica e o respeito pelos direitos autorais devem marcar a realização dos trabalhos. Avaliação Vocé será avaliado durante o estudo independente (80% do curso) e o período presencial (20%). A avaliação do estudante é regulamentada com base no chamado regulamento de avaliação. Os trabalhos de campo por si desenvolvidos, durante o estudo individual, concorrem para os 25% do cálculo da média de frequência da cadeira. Os testes são realizados durante as sessões presenciais e concorrem para os 75% do cálculo da média de frequência da cadeira. Os exames são realizados no final da cadeira e durante as sessões presenciais, eles representam 60%, o que adicionado aos 40% da média de frequência, determinam a nota final com a qual o estudante conclui a cadeira. A nota de 10 (dez) valores é a nota mínima de: (a) admissão ao exame, (b) nota de exame e, (c) conclusão do módulo. Nesta cadeira o estudante deverá realizar: 3 (três) trabalhos; 2 (dois) testes escritos e 1 (um) exame escrito. Não estão previstas quaisquer avaliação oral. Algumas actividades práticas, relatórios e reflexões serão utilizadas como ferramentas de avaliação formativa. Durante a realização das avaliações, os estudantes devem ter em consideração: a apresentação; a coerência textual; o grau de cientificidade; a forma de conclusão dos assuntos, as recomendações, a indicação das referências utilizadas, o respeito pelos direitos do autor, entre outros. Os objectivos e critérios de avaliação estão indicados no manual. Consulte-os. Alguns feedbacks imediatos estão apresentados no manual. ENGLISH YEAR I 7 Unit 1 GREETINGS AND VERB TO BE By the end of this unit students should be able to: Objectivos Introduce themselves Use verb to be in: (a) first person (b) second person (c) third person Summary The verb TO BE is the most important verb in the English language. Study the table below and do the exercises that follow. To Be – Present Tense PRESENT SHORT NEGATIVE QUESTION I am I’m I’m not Am I? You are You’re You’re not Are you? He/She/It is He’s/She’s/It’s He’s/She’s/It’s not Is he/she/it? We are We’re We’re not Are we? You are You’re You’re not Are you? They are They’re They’re not Are they? 8 Unit 1 Exercícios Meeting for the first time Look at the following sentences David uses to introduce himself to someone for the first time. Change the underlined words to make sentences about yourself. Hi, my name is David. I’m from Quelimane. I’m 36 years old. I like football and music. I’m studying Portuguese. (a) Hi, my name is David. What’s your name? (b) My name is Maria. (a) Nice to meet you Maria. (b) Nice to meet you too. (shake hands). Where are you from? (a) I’m from Quelimane, how about you? (b) I’m from Cuamba. What do you study? (a) I study Portuguese, how about you? (b) I study English. (a) How old are you? (b) I’m 36, how about you? (a) I’m 23. I like watching films. What do you like? (b) I like swimming and going to the beach. (a) Nice meeting you. I have a class now. See you later. (b) OK, goodbye. (1) Complete using am or are. (1) Where ______ you from, Mr. Taylor? I ______ from London. (2) Good morning. I ______ Miss Kenney, your geography teacher. (3) How ______ you? Fine, thanks, and you? (4) ______ you from Japan? Yes, I ______. (5) How old ______ you? I ______ twelve. ENGLISH YEAR I 9 (6) ______ you Egyptian? No I ______ not. (7) What nationality ______ you? I ______ English. (8) ______ you eleven? Yes, I ______. (2) Complete these sentences using am, are, and is. 1) What _______ that? (2) _______ you Portuguese? (3) His name ________ Roberto. (4) Where ________ she from? (5) My address __________ 90 Central Street. (6) It _________ an orange. (7) Who _________ he? (8) I __________ thirteen. (9) How old __________ you? (10) Mr. Taylor _________ an English teacher. (3) Complete these sentences using am, is, are, am not, isn’t, aren’t. (1) Peas ________ red. (2) A football ________ round. (3) Crisps _________ cheap. (4) Youand I _________ friends. (5) Sunil__________ fifteen (6) You _________ a student. (7) Pedro _________ English. (8) I _________ Mozambican. (9) We _________ Japanese. (10) Marco and Rajiv ________ in England. 10 Unit 1 4) Write these sentences in the interrogative (question) form. Example: You are intelligent. Are you intelligent? (1) You are twelve. __________________________________? (2) You are from Germany. ____________________________? (3) You are my geography teacher. ______________________________________? (4) You are American. ______________________________________? (5) You are my friend. ______________________________________? (5) Write the missing sentences, questions and answers. Sentence Question Answer Marco is Italian. Is Marco Italian? Yes, he is. You are Japanese. No, Is Marie Dutch? , she That is a fish. No, it I am a student. Yes, you This is my English book. Yes, Is Rajiv fifteen? , I am your friend. , you are. (6) Write these sentences in the Negative form. Then write a correct answer. Sentence Negative Answer 1 Marco is Spanish. Marco isn’t Spanish. He’s Italian. 2 Zaira is twenty. 3 Rome is in Holland. 4 You are Greek. 5 I am Belgian. ENGLISH YEAR I 11 (7) Write short answers for these questions. Example: Is she from Maputo? Yes, she is. Question Short Answer 1 Is your friend Italian? Yes, 2 Is Ms Amalia your English teacher? No, 3 Are you French? Yes, 4 Is your best friend from Chimoio? No, 5 Are you fifteen? Yes, 6 Is your surname Alberto? No, 7 Are you from Quelimane? Yes, 8 Is your name Judite? No, ENGLISH YEAR I 13 Unit 2 NUMBERS AND DATES By the end of this unit students should be able to: Objectivos Count in ordinal and cardinal numbers. Do all the days of the week and months of the year. Summary Sunday Wednesday Monday Thursday Tuesday Friday Saturday There are two different kinds of numbers in English. We have numbers we use to count things (I have two brothers. I have ten CDs.). The other kind of numbers is called Ordinal Numbers. We use them to say dates. Example: My birthday is on December second. (Not December two). 0 1 2 3 4 Zero One Two Three Four 5 6 7 8 9 Five Six Seven Eight Nine 10 11 12 13 14 Ten Eleven Twelve Thirteen Fourteen 14 Unit 2 15 16 17 18 19 Fifteen Sixteen Seventeen Eighteen Nineteen 20 Twenty Numbers Ordinals 1 1st (first) 2 2nd (second) 3 3rd (third) 4 4th (fourth) 5 5th (fifth) 6 6th (sixth) 7 7th (seventh) 8 8th (eighth) 9 9th (ninth) 10 10th (tenth) Other Ordinals 12 12th (twelfth) 15 15th (fifteenth) 20 20th (twentieth) 21 21st twenty-first 22 22nd (twenty second) 25 25th (twenty-fifth) 30 30th (thirtieth) 31 31st (thirty-first) ENGLISH YEAR I 15 Exercícios What’s the date today? It’s ________________________________________ Find out the birthdays of your classmates by asking the question below. Then write their names beside the correct month. Try to find someone for every month. When is your birthday? My birthday is on ________________________________ January July February August March September April October May November June December Match the words and the numbers. a. 1/1 1. the fifth of April b. 5/4 2. the seventeenth of March c. 4/7 3. the twenty-seventh of April d. 17/3 4. the thirty-first of August e. 22/10 5. the eleventh of February f. 31/8 6. the fourth of July g. 11/2 7. the first of January h. 27/4 8. the twenty-second of October 16 Unit 3 Unit 3 VERB TO HAVE AND FAMILY By the end of this unit students should be able to: Objectivos Use verb to have in (a) first person (b) second person (c) third person Say the family relationships in English Summary To Have – Present Tense PRESENT SHORT NEGATIVE QUESTION QUESTION WITH ‘DO’ I have I’ve I don’t have Have I? Do I have? You have You’ve You don’t have Have you? Do you have? He/She/It has He/She/It ‘s He/She/It doesn’t have Has he/she/it? Does he/she/it have? We have We’ve We don’t have Have we? Do we have? You have You’ve You don’t have Have you? Do you have? They have They’ve They don’t have Have they? Do they have? ENGLISH YEAR I 17 We use the verb TO HAVE to talk about possession. Example: I have two pens. She has three sisters. John has long hair. Speakers of Portuguese often mistake the verb TO BE (SER/ESTAR) and the verb TO HAVE (TER). Example: Tenho fome = I am hungry. Ten 32 anos = He is 32 years old. Example: I don’t like chicken. John doesn’t play tennis. (negatives) Do you like chicken? Yes, I do. / No, I don’t. (question) Does Maria study English? Yes, she does. / No, she doesn’t. (question) What kind of food do you like? I like fruit. (question) What kind of music does she like? She likes rap. (question) FAMILY RELATIONSHIP Masculine Feminine Grandfather Grandmother Father Mother Husband Wife Uncle Aunt Son Daughter Brother Sister Cousin Cousin Nephew Niece Grandson Granddaughter Brother in law Sister in law Use the words in the table above to complete the sentences below about the Sitoe family. (1) Victorino is Dangarilane’s ___________. (2) Berta is Pedro’s ___________________. (3) Pedro is Maria’s ___________________. 18 Unit 3 (4) Victorino is Rosa’s _________________. (5) Dangarilane is Chicumba’s __________. (6) Rosa is Maria’s ___________________. (7) Chicumba is Victorino’s _____________. (8) Berta is Rosa’s ___________________. (9) Maria is Chicumba’s _______________. (10) Pedro is Dangarilane’s _______________. The Sitoe family Victorino Sitoe is a clerk. He has two daughters and a son. He is 35 years old. Victorino Sitoe’s wife is Rosa. She works as a nurse. She is 32 years old. Pedro is the youngest in the Sitoe family. He is 8 years of age. He goes to A Luta Continua Primary School. Berta Sitoe is 16. She is a pupil at Maxaquene Secondary School. Maria is her younger sister and Pedro is her younger brother. Now write some sentences about your family and ask and answer questions with other students. Example: How many brothers do you have? I have 3 brothers, how about you? I have 1 brother and 3 sisters. My brother is a university student. ENGLISH YEAR I 19 Unit 4 VERB TO DO By the end of this unit students should be able to: Objectivos Use verb to do in: (a) first person (b) second person (c) third person Summary Another important verb in English is the verb TO DO. Look at the table below. Present Negative Past I do I don’t I didn’t You do You don’t You didn’t He/She/It does He/She/It doesn’t He/She/It didn’t We do We don’t We didn’t You do You don’t You didn’t They do They don’t They didn’t 20 Unit 4 Exercícios One very important use of TO DO is as an auxiliary verb. That is a verb that helps us to make questions and negative sentences. Example: I don’t like chicken. John doesn’t play tennis. (negatives) Do you like chicken? Yes, I do. / No, I don’t. (question) Does Maria study English? Yes, she does. / No, she doesn’t. (question) What kind of food do you like? I like fruit. (question) What kind of music does she like? She likes rap. (question) Answer these questions about yourself. (1) Where do you go to school? ________________________________________________________(2) What do you eat for breakfast? _______________________________________________________ (3) What do you usually drink in the morning? ________________________________________________________ (4) Do you go to school by bus? ________________________________________________________ (5) Do you like going to school? ________________________________________________________ (6) What do you like about your school? ________________________________________________________ (7) What do you like doing in your free time? ________________________________________________________ (8) What do you do at the weekend? ________________________________________________________ (9) What do you like to watch on TV? ________________________________________________________ ENGLISH YEAR I 21 (10) What time do you usually go to bed? ________________________________________________________ Rewrite these sentences as questions. Example: Maria plays tennis every day. She is a teacher. Does Maria play tennis every day? Is she a teacher? (1) You always speak Italian with Andrea. (2) He is coming back to Italy. (3) Her husband leaves for work at 8.30. ________________________________________________________ (4) You and Peter live in the same house. ________________________________________________________ (5) We are having an English breakfast. ________________________________________________________ (6) John and Mary often go to bed late. (7) Mike is looking for his suitcase. (8) He usually eats a lot for dinner. ___________________________________________________________ 22 Unit 5 Unit 5 PRESENT SIMPLE By the end of this unit students should be able to Objectivos Use Present Simple in (a) first person (b) second person (c) third person Use Present Simple in question, negatives and positives Summary We use the Present Simple to talk about things that we do every day, usually, etc. Look at the tables below. Present Simple I usually often never sometimes always eat fish. You He/She/It We eats You They ENGLISH YEAR I 23 Present Simple Negative I don’t eat fish. You He/She/It doesn’t We don’t You They Present Simple Question Do I You eat fish? Does he/she/it Do We You They Short Answer Yes I/you/we/they do he/she/it does No I/you/we/they don’t he/she/it doesn’t 24 Unit 5 The Third Person (he/she/it) In Portuguese verb endings are usually different for each person. In English they are the same for all except the third person (he/she/it). This is true of all verbs in English except the verb TO BE. (You can revise the verb TO BE in Unit 1). For third person there are 3 groups of spelling, and irregular verbs. (1) Add “s” to the end of the verb. I play, you play, he plays. (2) For verbs that end with “consonant-y”. Change the “y” to “i” and add “es”. Example: I study, you study, she studies I try, you try, he tries. (3) For verbs that end with “ch”, “sh”, “x”, “z”, “s”, we add “es”. Example I watch, you watch, he watches I wash, you wash, he washes Some examples of common irregular verbs are: be (I am, you are, he is) have (I have, you have, she has) do (I do, you do, it does) There are many irregular verbs in English. For a full list check the appendix at the back of the book Work with another student. Ask them about things they do. Use the Present Simple. Example: What do you do every morning (afternoon/evening/night/weekend)? I get up early. I study in the library. I watch TV my family. ENGLISH YEAR I 25 Write down your friends answers. Then write sentences in the third person about them. Example: He gets up early. He studies in the library. He watches TV with his family. (NOTE: His, not my) Finally, tell the class, or another student, about what you wrote. Exercícios Write the third person Present Simple verb. study have run forget fly learn eat do be carry drive meet worry come like go Write sentences in the Present Simple using the pictures and the words below. Example: (a) He drinks a beer. TAKE IRON CARRY TYPE CUT (SAW) A B C D E F G H He She John Maria You They We I 26 Unit 6 Unit 6 TELLING THE TIME By the end of this unit students should be able to: Objectivos Tell the time in 12 and 24 hour clock. Tell the time in 2 different ways. Use AM and PM in time. Summary There are various ways to tell the time in English. The easiest way is to make 2 numbers. Example: 03:30 → three (03): thirty (30) We simply say the number before the colon (:), then the number after the colon (:). Example 2: 12:20 → twelve: twenty, 06:30 → six: thirty. When the second number is ~:00, we use the expression o’clock. Example: 12:00 → twelve o’clock Note: We only use “o’clock” from one o’clock to twelve o’clock. We do not say thirteen o’clock, for example. This is a difference between English and Portuguese. 12:00 is also called midday. 24:00 is also called midnight. When the time has a zero (0) in it, we call the zero “o” (the letter “o”). Example: 03:05 → three: o five, 04:02 → four: o two When we use the 24-hour clock the rule is the same. Example: 16:30 → sixteen: thirty, 14:05 → fourteen: o five ENGLISH YEAR I 27 AM and PM We use “AM” after times in the morning that is from 00:00 to 12:00. We use “PM” for times after this. Example: 03:15 → three: fifteen AM, 16:20 → sixteen: twenty or four: twenty PM We can also use the following expressions when telling the time: In the morning (from 00:00 to 12:00) In the afternoon (from 12:00 to about 16:00~17:00) In the evening (from 17:00 to about 21:00) At night (from about 21:00 to 24:00) Exercícios Write these times in words. (a) 11:15 (b) 12:30 (c) 9:00 (d) 7:45 (e) 3:50 (f) 8:23 (g) 5:41 (h) 4:33 Write the following times in words. Use AM, PM, in the morning, etc. (a) 11:00 (b) 09:23 (c) 06:50 (d) 14:25 (e) 01:30 (f) 18:54 (g) 13:10 (h) 12:04 (i) 07:15 (j) 10:12 (k) 16:37 (l) 02:40 (m) 13:29 (n) 19:21 (o) 05:59 Using this second way of telling the time, write the following times in words. You can also use AM, PM, and in the morning, etc. (a) 11:12 (b) 08:23 (c) 06:50 (d) 14:25 (e) 01:30 (f) 18:54 (g) 13:15 (h) 12:04 (i) 07:19 (j) 10:53 (k) 16:37 (l) 02:40 (m) 13:29 (n) 19:21 (o) 05:59 28 Unit 6 Sixteen minutes to eleven. How many different ways can you say the time these clocks? Example: Ten forty-four (in the morning, at night, AM, PM,), Sixteen minutes to eleven. ENGLISH YEAR I 29 Unit 7 PRESENT CONTINUOUS By the end of this unit students should be able to: Objectivos Use different variations in making the gerund Write a postcard using Present Continuous Make sentences in Present Continuous Summary We have already learned the Present Simple. In this unit we are going to learn the Present Continuous. The Present Simple talks about what we do every day, usually do, and so on. The Present Continuous talks about what we are doing now, at the moment. We always make the Present Continuous using the verb TO BE + GERUND. The gerund is the –ing form of the verb (eating, drinking, etc). Forms of The Present Continuous Present NegativeQuestion I am eating I am not eating Am I eating? You are eating You are not eating You are eating? 30 Unit 7 He/She/It is eating He/She/It is not eating Is he/she/it eating? We are eating We are not eating Are we eating? You are eating You are not eating Are You eating? They are eating They are not eating Are they eating? Note We often use short forms. I’m, You’re, He’s, She’s, It’s, We’re, They’re Aren’t, isn’t Maybe we started the action a long time ago, but it is still continuing now. Example: I am studying at UCM. It’s possible that you started studying two years ago, but you are continuing to study now. There are some variations in spelling when we make the gerund. These variations are common in English. Most verbs simply use –ing (eating, drinking, etc). Verbs that end with –e, lose the –e (phone → phoning, live → living). Verbs of one syllable that end with a single vowel and a single consonant have the final consonant doubled (cut → cutting, hit → hitting, run → running). When the final consonant has 2 vowels before it, we do not double the consonant (shoot → shooting, keep → keeping - no double consonant before –ing). ENGLISH YEAR I 31 Exercícios Complete the Present Continuous table. Present Negative Question He’s drinking He isn’t drinking Is he drinking? We’re eating She isn’t sleeping It’s playing You aren’t studying I’m talking Are they reading? Is he singing? What are the gerunds of the following verbs? Write / stop / read / marry / talk / put / play / sit / swim / watch / dance Dear Joaquim, Here we are on the Island of Ibo in the north of Cabo-Delgado and we are having a wonderful time. We are staying in a villa near the beach. I am writing this post card from the hotel you can see in the picture. Lukewell is learning to swim and Kate is bathing in the sun at the moment. We are enjoying the holidays very much. See you soon. Love Lucia and the kids. 32 Unit 7 Read the postcard and answer the following questions. Who is writing the post card? Where are they staying? Where is she writing from? Who is she writing it to? Work in pairs and check your answers. Write a postcard to a friend. Use the postcard above to help you say: - where you are - where you are staying - where you are writing the card from - what you are doing - if you are enjoying yourself or not. Read this dialogue and answer the questions that follow. Lee: Hi, Peter. What are you doing out of bed before midday? Are you looking for old watches for your collections? Peter: Yes, I am actually. Lee: You know, Marco, Peter collects old watches. He has about fifty, but he is always late just the same! Peter: How is Alison? Lee: She is OK. She is at home cooking Sunday lunch. She wants to show Marco that English food can be quite good…Oh, by the way, she needs some apples, for an apple pie, doesn’t she Marco? Marco: Yes, and we need some bread too. We haven’t got any at home. Peter: Look, there is a fruit and vegetable stall over there… Peter: Marco, our producer, John Alexander is looking for a part time helper. Are you interested in the job? Marco: Well, yes in fact I am looking for a job. Peter: O.K. This is his number. Can you phone him this afternoon? ENGLISH YEAR I 33 Marco: Yes, sure. Thanks Peter. What is Peter looking for at the market? Where is Alison? What is she doing? Who is John? What is he looking for? Look at the pictures and write what the people are doing. Use the verbs and nouns given. Some verbs can be repeated. Luis He I They She You Deliver A picture Paint Clothes Fix Wood Play Beer Take A table Sleep Basketball Cut A television Iron A bath Drink A letter Type A chair Carry Baseball The house Suitcase I J K L M N 34 Unit 8 Unit 8 PLURALS By the end of this unit students should be able to: Objectivos Use different variations in making the plurals Pronounce different words in their plurals in the right way. Summary There are various ways of spelling plurals in English. (a) Most words can be changed to plural simply by adding –s (book → books, etc). (b) Words that end with –s, –z, –x, –sh, –ch, are changed to plural by adding –es (bus → buses, buzz → buzzes, box → boxes, dish → dishes, watch → watches). (c)Words that end with consonant-y lose the –y and add –ies (body → bodies) (d) When a word ends with –f or –fe, we lose the –f or –fe and change it to –ves (knife → knives, leaf → leaves, life → lives). (e) There are some Irregular words in English. These do not change to plural the same way as (a, b, c, and d). The table below shows some of the most common. (f) Words that end with –o change to plural by adding –es, the same as (1) above. However, words that have come to English from other languages are changed to plural simply by adding –s, the same as ENGLISH YEAR I 35 (2), (piano → pianos). (g) Some words do not normally have plurals. Names of some animals such as sheep, and fish are some examples. (h) Some words are always plural. Some examples are words for something that has two parts (trousers, scissors, glasses). Note (a) to (h) above give most of the rules for making plurals in English. You may still see some words that are different. Now that you have studied these rules try to change the words below into their plural forms. A Final Note - Pronunciation of Plurals -s is pronounced “s” after a P, F, or K sound. ships, laughs, books After other sounds it is pronounced “z”. clubs, reads, opens, tries, etc When –s comes after –ce, –ge, –se, or –ze, an extra sound is added – “ez”. notices, cabbages, cases, grazes Singular Plural Singular Plural tooth teeth child children man men ox oxen woman women goose geese foot feet louse lice mouse mice person people 36 Unit 8 Exercícios Auto- avaliação Try to write the plurals of the following words. Singular Plural Singular Plural elephant class monkey student army match toothbrush television fax lady country tomato house wolf donkey ostrich kiss dog church fly thief tooth trousers baby person street possibility doctor leaf mouse scissors student watch foot library woman dream child brush ENGLISH YEAR I 37 Unit 9 PREPOSITIONS By the end of this unit students should be able to: Objectivos Say where things are in relation to others using different prepositions of place and position. Use different prepositions of movement. Summary Prepositions Prepositions of position are words we use to say where something is in relation to another thing. There are other kinds of prepositions too. We use to when there is movement, and we use at or in to indicate place or position Without movement. Example: I want to go to Italy. We walked from the house to the city centre. What time do you go to bed? Piccadilly Circus is inLondon. My brother lives in Italy. The best shops are in the city. I like reading in bed. 38 Unit 9 Note An exception to the rule of movement or no movement is arrive. Example: Arrive in a country We arrived in Italy. Arrive at a place We arrived at the station. Arrive home no preposition (home is an exception) In or At? You can be in: a country, a town, a village, a square, a street, a room, a forest, a wood, a field, a desert or any place which has boundaries or is enclosed. You can be at: Home, work, the office, school, university, an address, a certain point such as the bridge, the crossroads, the bus-stop. Exercícios Say whether the sentences below are TRUE or FALSE. If false write the true sentence. The window is in front of the plant. ___________________________________________________________ The flowers are in the vase. _________________________________________________________ The computer is under the desk. __________________________________________________________ 1 2 3 4 5 ENGLISH YEAR I 39 The pillows are on the bed. ___________________________________________________________ The glasses are beside the wine. _________________________________________________________ Here is a list of some prepositions of place. Work with a partner and write sentences about your classroom. Write one sentence for each preposition. In behind between under in front of beside on above next to inside near outside against Write sentences about these pictures. Use different prepositions (a) The flowers ____________________________________________________. (b) The sun ________________________________________________________. (c) The leaf ________________________________________________________. (d) The insect ______________________________________________________. C D B A 40 Unit 9 Complete the following sentences using to or at. Sometimes it is not necessary to put a preposition. 1. Joy didn’t go to work yesterday. 2. Ann is ill. She has gone ____ the doctor. 3. Are you going ____ the party on Saturday evening? 4. I talked to some nice people ____ the party. 5. Where were you this morning? I was ____ work. 6. Do you usually walk ____ work? No I go by bicycle. 7. We had a good meal ____a restaurant and then we went back ____the hotel. 8. What time are you going ____ home? 9. Will you be ____ home this afternoon? 10. I went ____ Mary’s house but she wasn’t ____ home. 11. There were no taxis so we walked ____ home. 12. How often do you go ____ the dentist? 13. What time do you usually arrive ____ work in the morning? 14. It was very late when we arrived ____ home. 15. The boy jumped into the river and swam ____ the other side. 16. Would you like to study ____ university? 17. There were 20,000 people ____ the football match. 18. Are your children here? No, they’re ____ school. Complete the sentences with at or in. 1. Hamid works ____a restaurant ____Oxford. 2. We live ____ number 32 Redland Road now. 3. We had a wonderful time ____Madrid. 4. The accident happened because the driver didn’t stop ____the traffic lights. ENGLISH YEAR I 41 5. We had great fun last night ____ Mick’s party. 6. Are there any fish ____ this river? 7. It’s too cold to go out. I ‘m staying ____ home tonight. Here is a description of my house. Fill in the gaps using in or at. We live ____ an old house ____ the end of a quiet street ____Birmingham. There are four rooms downstairs. I have my study on the left ____ the front of the house. There are a few chairs ____ the room and ____ one corner there is a table with a computer-that’s where I do most of my work. The sitting room is also ____ the front of the house, on the right as you come in. The kitchen is ____ the back. It looks out over the garden. There is another small sitting room ____ the back of the house. There are four bedrooms upstairs, two____ the back. There is a bathroom ____the end of the corridor. Complete with to or in. 1. Where is Jack? In bed 2. I’m going ____ the shop to buy some milk. 3. Tom went ____ the kitchen to make some coffee. 4. Where’s Tom? He’s ____ the kitchen making some coffee. 5. Would you like to go ____ the theatre this evening? 6. I got a postcard from Sue this morning. She‘s on holiday ____ Switzerland. 7. John lives ____ a small village ____ the southwest of England. 8. What time do you usually go ____ bed? 9. Kevin’s sister is very ill. She’s ____ hospital. 10. The train left Brussels at 7 o’clock and arrived ____ Paris at 9:30. 11. I was tired this morning. I stayed ____ bed until 10 o’clock. 12. Next year we hope to go ____ Canada to visit some friends. 13. Would you like to live ____ another country? Do the following task and then compare with your friend. Draw a house with a door and 2 windows. In front of the house, draw a wall. In front of the wall there is a car. There is a cat sitting in a window. There is a bird above the house. To the left of the house there is a tree. To the right of the house there is a person. Behind the house there is a goat. Next to the goat is a chicken. 42 Unit 10 Unit 10 COMPARATIVES AND SUPERLATIVES By the end of this unit students should be able to Objectivos Use adjectives to compare two and more items. Use adjectives with one or two and longer adjectives to compare things. Make up sentences in comparisons. Summary Comparative and Superlative adjectives are formed in three ways: (1) with –er and –est (2) with –ier and –iest (3) with more and most The table below shows the different ways we have in English to compare things, or to say that one thing is unique when compared to all others. Study the table and try to do the exercises that follow. LENGTH OF ADJECTIVE COMPARATIVE One or two syllables 1. The novel is smaller than the dictionary. 2. The dictionary is bigger than the novel. 3. The dictionary is heavier than the novel. Some two-syllable, all longer adjectives 4. Is the dictionary more useful than the novel? 5. The novel is less expensive than the dictionary. ENGLISH YEAR I 43 LENGTH OF ADJECTIVE SUPERLATIVE One or two syllables 6. The dictionary is the thickest/ biggest/ heaviest of the three books. Some two-syllable, all longer adjectives 7. The dictionary is the most expensive of the three books. . Note: The novel is not as big as the dictionary Cell phone A is more expensive than cell phone B. Cell phone C is less expensive than cell phone B. Cell phone A is the most expensive of all. Cell phone C is the least expensive of all more + adjective + than less + adjective + than This sentence is more difficult than that one. the most + adjective the least + adjective That book is the most interesting of all. Good → better than Bad → worse A 1. 500Mt B 899Mt C 699Mt 44 Unit 10 Exercícios Copy and complete these sentences by writing one word for each gap in your exercise book. Choose from these: more double most change (1) If the adjective ends with one vowel and one consonant (wet) (_______) the consonant: wetter, wettest. (2) If the adjective ends with consonant-y (easy) (_________) the y to i: easier, easiest. (3) Some two-syllable and all longer adjectives have (_______) or less before them for the comparative and (_________) or least for the superlative. Make up, and say, sentences comparing the three books. Use the correct forms of these adjectives. Heavy, light, big, small, thick, thin, cheap, useful, expensive Dictionary 900mt Textbook 500mtBible 200mt Weight? How fast? Comfort? Noise? Price? Landrover 1,050kg 125km/h √√ √√√ 480M Mt Suzuki 4 x 4 900kg 130km/h √√√ √ 340M Mt ENGLISH YEAR I 45 Read the report in the newspaper. What are the missing words? This week we compared the Landrover and the Suzuki 4x4. We found that the Landrover was __________ than the Suzuki – it weighs 1, 050 kilos, but the Suzuki weighs only 900 kilos. The Landrover was also ____________ than the Suzuki. It could only do 125 km per hour. The Suzuki was 5 km/hr ____________ than the Landrover. The Suzuki was _____________ than the Landrover – the seats in the Landrover were not very comfortable. But the Suzuki was a noisy vehicle: it was __________ than the Landrover when it drove normally. And the price? The Landrover is a stronger and _______ reliable vehicle than the Suzuki… but it is also 1.4 million meticais __________________ than the Suzuki. So which vehicle is better than the other? More Slower Noisier More comfortable More expensive Heavier Faster Which vehicle do you think is better than the other? Ask your friends. True or False. Write T or F. 1. The Suzuki is heavier than the Landrover. 2. The Landrover was slower than the Suzuki. 3. The Landrover was less comfortable than the Suzuki. 4. The Landrover is less expensive than the Suzuki. 5. The Suzuki is more reliable than the Landrover Complete the groups more reliable reliable less reliable Interesting Dangerous Famous Beautiful 46 Unit 10 QUIZ Write the right question with the right answer. (1) What is the longest river in the world? (2) What is the tallest building in the world? (3) What is the highest mountain in the world? (4) What is the longest river in South America? (5) What is the biggest city in the United States? (6) What is the highest mountain in Africa? (7) What is the biggest desert in the world? (8) What is the largest ocean in the world? (9) What is the largest lake in Africa? (10) What is the biggest city in Mozambique? Appearance (stylish, smart, snazzy) Lion Leopard Elephant Horse Donkey Goat Cost (expensive, cheap) $102,000 $100,000 $32,000 $30,000 $10,500 $10,000 No. of seats (more/fewer) 5 2 7 5 5 4 Maximum speed (fast/slow) 220km/h 250 km/h 180km/h 180km/h 160km/h 110km/h Engine capacity (powerful) 3.5 litres 4 litres 3 litres 2 litres 1.6 litres 1.3 litres Length (long/short) 470cm 460cm 500cm 420cm 420cm 350cm Width (wide) 177cm 177cm 176cm 160cm 158cm 150cm No. of km to litre (economical) 4 5 10 16 20 25 ENGLISH YEAR I 47 ANSWERS Lake Victoria The Amazon Mount Kilimanjaro Maputo The Sahara New York Mount Everest The Pacific The Sears Tower The Nile Answer these questions 1. The most dangerous snake I know is the ________________. 2. The fastest animal in the world is ______________. 3. The biggest animal in the world is _____________. 4. The biggest bird in the world is _______________. 5. The smallest bird in my area is _______________. African Elephant is bigger There are two types of elephant: the African and the Asian. African elephants live only in the part of Africa south of the Sahara Desert. There were 1.3 million in 1981 but only 600 000 in 1991. Hunters kill them to get the precious ivory from their tusks. Elephant hunting is now illegal. Asian elephants are more numerous. They are found in different Asian countries, especially in India. African elephants are wild animals but Asian elephants are often trained to work. The African elephant is bigger than its Asian cousin. It is 3.5 meters tall and weighs 7 tons. The tusks are sometimes 2 or 3 meters long. The Asian elephant is about 3 meters tall and weighs 5-6 tons. Its tusks are much shorter. There are also other differences between the two animals. The Asian elephant has smaller ears and it has a rounder forehead. The African elephant has a flatter forehead. 48 Unit 10 (1) Underline the correct words. African/ Asian elephants are smaller. 1. African/ Asian elephants are taller. 2. African/ Asian elephants are heavier. 3. African/ Asian elephants are wilder. 4. African/ Asian elephants are more numerous. 5. African/ Asian elephants have shorter tusks. 6. African/ Asian elephants have flatter foreheads. 2) Talk to your partner. Compare these two animals as pets: pony, snake More interesting, more dangerous, more friendly, more independent, more active, more expensive to look after, more aggressive, more intelligent (3) Fill in the spaces using the following words Longer, taller, bigger, smaller, faster, heavier 1. The whale is bigger than the elephant. 2. The snake is _______________ than the crocodile. 3. The dog is ______________ than the cat. 4. The hummingbird is ______________ than the ostrich. 5. The rabbit is _________________ than the tortoise. 6. The giraffe is _______________ than the bear. What are the comparatives and superlatives of the adjectives below? 1. Beautiful ____ 2. cold ____ 3. old ____ 4. Ugly ____ 5. hot ____ 6. near ____ 7. Big ____ 8. crowded ____ 9. far ____ (irregular) 10. Small _____ ENGLISH YEAR I 49 11. exciting ____ 12. noisy ____ 13. Busy _____ 14. friendly ____ 15. quiet ____ 16. Cheap _____ 17. heavy ____ 18. polluted ____ 19. Expensive ____ 20. interesting _____ 21. wet ____ 22. Clean _____ 23. boring _____ 24. dry ____ 25. Dirty _____ 26. modern _____ 27. good/ 28. bad (irregular 50 Unit 11 Unit 11 THE PAST By the end of this unit students should be able to: Objectivos Form the past of any given verb. Use the past in negatives questions and in third form. Distinguish between the regular and irregular verbs. Summary EXPRESSING PAST TIME: THE SIMPLE PAST ENGLISH YEAR I 51 Simple Form Simple Pas REGULAR VERBS Finish Stop Wait Hope Play Try Carry Like Finished Stopped Waited Hoped Played Tried Carried Liked IRREGULAR VERBS See Make Sing Eat Put Saw Made Sang Ate Put a. Mary walked downtown yesterday. b. I slept for eight hours last night. The Simple Past is used to talk about activities or situations that began and ended in the past (yesterday, last night, two days ago, in 1990) c. Bob stayed home yesterday morning. d. Our plane arrived on time. Most simple past verbs are formed by adding –ed to a verb, as in a), c) and d) e. I ate breakfast this morning. f. Sue took a taxi to the airport. Some verbs have irregular past forms, as in b), e), and f). g. Mary phoned last night. h. I studied hard for the test. In g) we add only d, because the verb already ends in -e. Verbs ending in consonant-y end in - ied, as in h). 52 Unit 11 Go Went Note The verb TO BE makes negatives and questions differently than other verbs. It does not use the auxiliary verb TO BE. Negatives Questions I was not (wasn’t) Was I? You weren’t Were you? He/She/it wasn’t Was he/she/it? We weren’t Were we? You weren’t Were you? They weren’t Were they? FORMS OF THE SIMPLE PAST All of the following sentences have inaccurate information. Correct them by writing a negative sentence, and writing an affirmative statement with accurate information. STATEMENT I- you- she- he- it- we- they worked yesterday / ate breakfast NEGATIVE I- you- she- he- it- we- they did not (didn’t) work yesterday / did not (didn’t) eat breakfast QUESTION Did I- you- she- he- it- we- they work yesterday / eat breakfast? SHORT ANSWER Yes/ No, I- you- she- he- it- we- they did / didn’t. ENGLISH YEAR I 53 Exercícios Example: Thomas Edison invented the telephone. Thomas Edison didn’t invent the telephone. Alexander Graham Bell invented the telephone. Example: Rocks floated. Rocks didn’t float. Rocks sank. (1) Wood sank. (2) You took a taxi to school today. (3) You sat on a soft, comfortable sofa. Read this newspaper report and fill in the blanks with the verbs in the box in the past simple. Wait / is / drive / go / whistle / dance / wave / arrive / stay / sing Yesterday afternoon a large crowd ________ for several hours for Rocky Shout the American rock star to appear at the Central Stadium. When he finally _______, he __________ a number of his most popular songs. The crowd ________ very pleased by his performance and ________ to the music. After each song they _________ and enthusiastically _________. Rocky _________ on stage until nearly midnight. After his performance he _________ back to his hotel. This morning he _______ on a tour of the city, visiting the radio station, the music school and a children’s hospital. A Zulu speaks: “I was born in a brick house in Soweto, near Johannesburg in South Africa. We were poor. My mother was a maid and my father was a factory worker. He died when I was six. I was always unhappy, when I was a small child. Life was very hard. White people were terrible to us.” A Maori speaks: “I ______ born in a wooden house in a village near Rotorua in New Zealand. We _________ not poor, but we _______ not rich. My mother and my father ______ farmers. I ______ never hungry when I was a small child; I ______ quite happy really. Life ________ 54 Unit 11 not hard, but white people _________ not always kind to us. A Dakota Indian speaks: “________ in a cloth tipi near Sisseton, South Dakota, _______ United States. _________ _________ poor. _________ farmers. ____________ sometimes hungry ___________ a small child, but ____________ happy. My mother _______ a good cook, and my father __________ a good teacher, _____________ hard, and white people _________ not usually ___________ us.” Write a short autobiography. Do not put your name on it. Your teacher will collect all the papers, mix them up, and redistribute them to the class. Read the autobiography your teacher gives you. Then ask your classmates the questions to try to find its writer. Example: Did you come here in 1990? Or when did you come here? Read the article about a modern writer. Then do the exercises that follow. Ana Castillo is modern poet, novelist, short story, writer, and teacher. She was born in Chicago in 1953, and she lived there for thirty-two years. Outro Canto, her first book of poetry, appeared in 1977. In her work, she uses humour and a lively mixture of Spanish and English (Spanglish). She got her special writer’s “voice” in a neighbourhood with many different ethnic groups. She also thanks her father. “He had an outgoing and easy personality and this …sense of humour. I got a lot from him…” Castillo attended high school, college, and graduate school in Chicago. In the 1970s, she taught English as a Second Language and Mexican history. She received a PhD in American Studies from Bremen University in Germany in 1992. Read the statements. Write that’s right or That’s wrong. Correct the wrong statements. Example Ana Castillo was born in Mexico City. That’s wrong. She wasn’t born in Mexico City. She was born in Chicago. (1) She lived in Chicago until 1977. _____________________________________________________ (2) Her father was very shy. _____________________________________________________ (3) She grew up among people of different cultures. _____________________________________________________ (4) Castillo got most of her education in Chicago. ENGLISH YEAR I 55 _________________________________________________________ (5) She taught Spanish in the 1970s. (6) She went to France for her PhD. ___________________________________________________________ All of the following sentences have inaccurate information. Correct them by writing a negative sentence, and writing an affirmative statement with accurate information. Example: Thomas Edison invented the telephone. Thomas Edison didn’t invent the telephone. Alexander Graham Bell invented the telephone. Example: Rocks floated. Rocks didn’t float. Rocks sank. (1) Wood sank. (2) You took a taxi to school today. (3) You sat on a soft, comfortable sofa. Read this newspaper report and fill in the blanks with the verbs in the box in the past simple. Wait / is / drive / go / whistle / dance / wave / arrive / stay / sing Yesterday afternoon a large crowd ________ for several hours for Rocky Shout the American rock star to appear at the Central Stadium. When he finally _______, he __________ a number of his most popular songs. The crowd ________ very pleased by his performance and ________ to the music. After each song they _________ and enthusiastically _________. Rocky _________ on stage until nearly midnight. After his 56 Unit 11 performance he _________ back to his hotel. This morning he _______ on a tour of the city, visiting the radio station, the music school and a children’s hospital. A Zulu speaks: “I was born in a brick house in Soweto, near Johannesburg in South Africa. We were poor. My mother was a maid and my father was a factory worker. He died when I was six. I was always unhappy, when I was a small child. Life was very hard. White people were terrible to us.” A Maori speaks: “I ______ born in a wooden house in a village near Rotorua in New Zealand. We _________ not poor, but we _______ not rich. My mother and my father ______ farmers. I ______ never hungry when I was a small child; I ______ quite happy really. Life ________ not hard, but white people _________ not always kind to George Mataka went to South Africa to report on the release of Nelson Mandela from prison. He wrote a report in English, for a newspaper in Kenya. His report was in the paper on the day after Mandela left prison in April 1990. Here is George’s report. MANDELA IS FREE By George Mataka Cape Town A big crowd waited outside the Victor Vector Prison all morning yesterday. They all wanted to see Nelson Mandela, the Deputy President of the ANC, walk out of prison, free after 27 1/2 years. I was there in the crowd, with the other journalists from all over the world, with the men, women and children who waited for their leader to walk out from his prison. This is what I saw. 14:00: The crowd laughed and talked and sang songs. It was a happy, exciting day for us all. 14:30: Winnie Mandela, the young wife of Nelson, arrived at the prison. She went inside. 14:50: More cars arrived with other friends and family inside them. 15:04: Three police cars stopped outside the prison gates. The crowd suddenly went quiet… then the singing and laughing again… 15:50: The gates opened. A black car drove out and gates closed behind it. The crowd whistled and laughed. The car drove away. 16:10: The gates opened for a second time. The crowd was very excited now. Every one pushed, everyone wanted to see the great man. The gates stayed open… 16:14: A tall man with grey hair walked slowly out through the prison gates. With him were his wife Winnie, and other members of his family. He smiled and waved at the crowd. People whistled and danced and sang. Some people cried; other people watched quietly and took photographs. ENGLISH YEAR I 57 Mandela was free! In his report George wrote about things that happened “yesterday”, so he wrote his report in the past simple tense. What is the past simple of theseverbs? Some are regular and some irregular. Open Stay Arrive Whistle Go Drive Talk Walk Want Laugh Dance Wave Take Be Watch Start Push Sing Close Wait Now find the verbs in the report and check if you have given the correct form. Read this excerpt from a biography of Japanese poet Matsuo Basho. Matsuo Basho wrote more than 1000 three-line poems called “haiku”. He chose topics from nature, daily life, and human emotions. He became one of Japan’s most famous poets, and his work established haiku as an important art form. Matsuo Basho was born near Kyoto in 1644. He did not want to become a samurai (warrior) like his father. Instead, he moved to Edo (present day Tokyo) and studied poetry. By 1681, he travelled on foot and on horseback all over Japan. Sometimes his friends joined him and they wrote poetry together. Travel was difficult in the seventeenth century, and Basho often got sick. He died in 1694, during a journey to Osaka. At that time he had 2000 students. Write questions for the following answers. (1)__________________________________________________? 1000 three-line poems. (2) _________________________________________________? Nature, daily life, and human emotions? (3) _________________________________________________? Near Kyoto in 1644. 58 Unit 11 (4) _________________________________________________? Because he did not want to become a samurai. (5) ________________________________________________? Travel on foot and on horseback all over Japan. (6) _________________________________________________? 2000 students. Irregular Verbs Complete the sentences by using the PAST SIMPLE of the given verbs. Use each verb only one time. All of the verbs have irregular past forms. begin, go, read, cut, hold, shake, drink, keep, shut, eat, lose, speak, find, meet, and spend (1) Sue ____________ a cup of coffee before class this morning. (2) We ____________ a delicious dinner at a Mexican restaurant last night. (3) When it ____________ to rain yesterday afternoon I ____________all of the windows in the apartment. (4) Chris hurt his finger when he was fixing his dinner last night. He accidentally ____________ it with a sharp knife. (5) I don’t have any money in my pocket. I ____________ my last dime yesterday. I’m flat broke. (6) Jessica didn’t throw her old shoes away. She ____________them because they were comfortable. (7) I ____________ an interesting article in the newspaper yesterday. (8) Jack ____________ his pocket knife at the park yesterday. This morning he ____________ back to park to look for it. Finally he ____________ it in the grass. He was glad to have it back. (9) I ____________ Jennifer’s parents when they visited her. She introduced me to them. (10) Yesterday I called Jason on the phone. He wasn’t home, so I ____________to his sister. (11) When I introduced Tom to Ryan, they ____________ hands and smiled at each other. ENGLISH YEAR I 59 Complete the following dialogues. Use the words in parentheses. Give short answers where necessary. A: (you go) Did you go to class yesterday? B: No, I didn’t, I (stay) stayed home because I (feel, not) didn’t feel good. A: (you, sleep) _____________________ well last night? B: Yes, __________________, I (sleep) _____________________very well. A: (Tom’s plane, arrive) _____________________ on time yesterday? B: Yes, ___________________. It (get in) _____________________ at 6.05. A: (you, stay) _____________________ home and (study) _____________________last night? B: No, _________________. I (go) _____________________to a new movie. A: (you, like) _____________________ it? B: It was ok, I guess. But I don’t really like horror movies. A: (Mary, study) _____________________last night? B: No, _____________________. She (watch) _____________________ TV. A: (Mark Twain, write) _____________________ Tom Sawyer? B: Yes, _____________________. He also (write) ___________________Huckleberry Finn. A: (the children, go) to the zoo yesterday? B: Yes, _____________________. And they (have) _____________________ a wonderful time. A: (you, eat) _____________________ breakfast this morning? B: Yes, _____________________. But I (have, not) _____________________ enough time. I was late for class because my alarm clock (ring not) _____________________. 60 Unit 11 IRREGULAR VERBS Complete the sentences by using the SIMPLE PAST of the given verbs. Use each verb only one time. All the verbs have irregular past forms. Bite, feel, leave, draw, forget, lend, drive, get, ride, fall, hear, steal, feed, hurt, take (1) Mary walked to school yesterday. Rebecca _____________________her car. Alison _____________________her bicycle. Sandy _____________________ the bus. (2) When Alan slipped on the icy sidewalk yesterday he ________________ down and _____________________his back. His back is very painful today. (3)I didn’t have any money yesterday, so my roommate ________________ me enough so I could pay for lunch. (4) The children had a good time at the park yesterday. They ____________ the ducks small pieces of bread. (5) Alice called the police yesterday because someone _________________ her bicycle while she was in the library studying. She’s very angry. (6) Dick _____________________his apartment in a hurry this morning because he was late for school. That’s why he _____________________ to bring his books to class. (7) The children _____________________pictures of themselves in art class yesterday. (8) I have a cold. Yesterday I _____________________terrible, but I’m feeling better today. (9) Last night I _____________________a strange noise in the house around 2:00 am, so I _____________________to investigate. (10) My dog isn’t very friendly. Yesterday she _____________________my neighbour’s leg. Luckily, my dog is very old and doesn’t have sharp teeth, so she didn’t hurt my neighbour. ENGLISH YEAR I 61 Unit 12 THE PAST CONTINUOUS By the end of this unit students should be able to: Objectivos Tell the difference between the Past Simple tense and the Past Continuous. Use the Past Continuous for all persons in negatives, questions and affirmatives. Summary THE SIMPLE PAST (a) Mary walked downtown yesterday. (b) I slept for eight hours last night. The simple past is used to talk about activities or situations that began and ended at a particular time in the past (yesterday, last night, two days ago, in 1990), as in (a) and (b). THE PAST CONTINUOUS (c) I sat down at the dinner table at 6 PM yesterday. Tom came to my house at 6.10 PM. I was eating dinner when Tom came. (d) I went to bed at 10:00. The phone rang at 11:00. I was sleeping when the phone rang. The past continuous expresses an activity that was in progress (was occurring, was happening) at a point of time in the past (at 6.10) or at the time of another action (when Tom came). In (c): Eating was in progress at 6.10; eating was in progress when Tom came. 62 Unit 12 FORM: was, were + ing (e) When the phone rang, I was sleeping (f) The phone rang while I was sleeping. When = at that time While = during that time (c) and (f) have the same meaning. (g) While I was doing my homework, my roommate was watching TV. In (g): When two actions are in progress at the same time, the past progressive can be used in both parts of the sentence. FORMS OF THE PAST CONTINUOUS USE OF PAST CONTINUOUS (I was doing) AND PAST SIMPLE (I did) A. To talk about a temporary situation that existed at or around a particular time in the past, we use the past continuous: At the time of the robbery, they were staying with my parents.
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