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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.STATEMENT I- she- he- it- was working 
You- we- they- were working 
NEGATIVE I- she- he- it- was not (wasn’t) working 
You- we- they- were not (weren’t) working 
QUESTION Was I- she- he- it- working? 
Were you- we- they- working? 
SHORT ANSWER Yes, I- she- he- it- was. No, I- she- he- it- wasn’t. 
Yes, you- we- they-were. No, you- we- they- 
weren’t. 
 
 ENGLISH YEAR I 63 
 
My head was aching again, so I went home. 
Compare the use of the past continuous and the past simple in these 
sentences: 
She was shaking with anger as she left the hotel. 
When he realised I was looking at him, he turned away. 
Erika dropped her bag while she was getting into her car. 
We often use the past simple to talk about a completed past event and the 
past continuous to describe the situation that existed at the time. The 
completed event might have interrupted the situation, or just occurred 
while the situation or event was in progress. 
We don’t normally use the past continuous with certain verbs describing 
states: 
This house belonged to the King of Sweden (not: was 
belonging to) 
B. When we talk about two past actions or events that went on over the 
same period of time, we can often use the past continuous for both. 
Sally was reading to the children while Kevin was washing 
up. 
Mario was working in a restaurant when I was living in 
London. 
However, we can often use the past simple to express a similar meaning: 
Mario worked in a restaurant while he lived in London. (or was living in 
London) 
When we talk about two or more past complete events that follow each 
other, we use the past simple for both. The first may have caused the 
second: 
She got up when the alarm went off. 
He jumped out of bed and ran to see who the parcel was for. 
C. When we talk about a permanent or long-term situation that existed in 
the past, we use the past simple rather than the past continuous: 
When I was a child I played the violin. (not: I was playing) 
I was working in a car factory during the summer of 1976. 
(or I worked) 
He worked hard all his life. (not: He was working.) 
D. We use the past simple rather than the past continuous when we are 
talking about repeated actions or events in the past: 
64 Unit 12 
 
We visited Spain three times last year. (not: We were visiting Spain.) 
I went past her house every day. (not: I was going past) 
She slept very badly whenever she stayed with her grandparents. (not was 
sleeping) 
 
However, the past continuous can also be used when we want to 
emphasise that the repeated actions only went on for a limited and 
temporary period of past time. 
When Carlo was in hospital, we were visiting him twice a 
day. (or we visited) 
To get fit for the race, I was going to the sports centre every 
day (or I went) 
We use the past continuous when the repeated actions or events provide a 
longer background to something else that happened. 
During the time I started to get chest pains, I was playing 
tennis a lot. 
 
Exercícios 
1. Look at this weather report from the newspaper 
 
WORLD WEATHER 
Yesterday’s weather report 
S= SUN R= RAIN SN= SNOW 
 
Athens S Moscow SN 
Bangkok R Johannesburg S 
Cairo S New York R 
Dublin SN Paris S 
Cape Town R Sydney SN 
Ask and answer: 
Example: 
 
 ENGLISH YEAR I 65 
 
What was the weather like in Athens yesterday? 
The sun was shining. 
Then write five sentences about yesterday’s weather in different cities of 
the world. 
Example: It was raining in Bangkok yesterday 
2. Complete the sentences with the words in parentheses. 
Use the SIMPLE PAST or PAST CONTINUOUS. 
1) At 6:00 PM, Bob sat down at the table and began to eat. At 6:05, Bob 
(eat) 
 ________________ dinner. 
(2) While Bob (eat) ________________dinner, Ann (come) 
________________through the door. 
(3) In other words, when Ann ________________through the door, Bob 
(eat) 
 ________________dinner. 
(4) Bob went to bed at 10:30. At 11:00 Bob (sleep) ________________. 
(5) While Bob (sleep) ________________, the phone (ring) 
______________. 
(6) In other words, when the phone (ring) __________, Bob (sleep) 
_______. 
(7) Bob left his house at 8:00 AM and (begin) ________________to walk 
to class. While he (walk) ________________to class, he (see) 
______________ a car crash. 
3. Put the verbs in brackets into the past continuous tense. 
(1) As she (climb) ________________the ladder, she fell off it. 
(2) I was alone in the house at the time because Mr Smith (work) 
________________ and Mrs Smith (shop) ________________. 
(3) I went into the kitchen to see what they (do) ______________. 
(4) John and Mary (talk) ________________about you yesterday! 
(5) When he first saw him, he (swim) ________________in the sea. 
(6) I (take) ________________a bath, when the phone rang. 
(7) Mary ate nothing for lunch; she said she (try) ______________ to 
lose 3 kilos. 
66 Unit 12 
 
(8) From the sounds it was clear Ann (practice) _______________ the 
fiddle. 
(9) There was nobody in the car, but the engine (run) __________. 
(4a) Complete the sentences using the pairs of verbs. Use the past 
simple in one space and the past continuous in the other. 
Arrive/get go/get look/slip wait/order ski/break 
meet/work 
 
(1) Just as I was getting into the bath the fire alarm went off. 
(2) Helen ____________her leg while she ____________ in 
Switzerland. 
(3) We ____________when I ____________in a music shop. 
(4) When his mother ____________in the other direction, Steve 
 ____________ away quietly. 
(5) I ____________a drink while I ____________for Pam to arrive. 
(6) Our guests were early. They ____________as I 
____________changed. 
 
(4b) Look at the past continuous verbs you wrote in (4a). Which of these 
could also be in the past simple? What difference in meaning, if any, 
would there be 
5. Complete the sentences with one of these verbs: be, enjoy, have, live. 
Use the same verb for each sentence in the pair. In one, you can use only 
the past simple, in the other you can use either the past simple or the past 
continuous 
- It was now getting late, and my eyes ____________trouble focusing 
on the birds in the disappearing light. 
- I ____________trouble with that car the whole of the time I owned 
it. 
- As a historian, I’m interested in how people ____________in the 
past. 
- During the hard winter, people ____________by selling what few 
 remaining possessions they had. 
- She____________ very good at talking to children in a way that 
kept them entertained. 
 
 ENGLISH YEAR I 67 
 
- Before the party, the children got very excited and 
____________naughty. 
 
- He ____________learning Japanese until the class had a new 
teacher. 
- Even when he was young, Jonathan ____________learning 
languages. 
6. Correct the sentences if necessary or write correct. 
Whenever I called in on Sam, he talked on the phone. 
- When I lived in Paris, I was spending three hours a day travelling to 
and from work. 
- Peterson was winning the tournament four times before he retired. 
- We were having to play netball twice a week when I went to school. 
- The weather was so good last summer that we went to the beach most 
weekends. 
 
7. Read the article and answer the questions. 
THE TITANIC DISASTER 
The British passenger liner the Titanic sank on the night of Sunday, 14th 
of April 1912, while it was sailing from Southampton to New York on its 
maiden voyage. The ship, considered unsinkable, was the largest and 
most luxurious passenger ship of its time. It was crossing the Atlantic on 
a route further north than the usual one and was travelling at a speed of 
22 knots (41 km per hour). Just before midnight it struck an iceberg, 
which cut a hole 100 m long in the ship. At the time of the disaster, many 
of the first-class passengers were celebrating their arrivalin New York 
the following day. 
However, not all passengers were very rich. The majority of the third-
class passengers were poor emigrants, many of them Irish, who were 
going to America to look for work and a better life. Of the 2, 224 
passengers and crew who were travelling on the Titanic, 1,513 lost their 
lives. It was the greatest ship disaster of all time. 
 What kind of ship was the Titanic? 
 Where was it travelling to when it sank? 
 Why was it special? 
 How fast was it travelling when it struck the iceberg? 
 What were many of the first-class passengers doing at that time? 
68 Unit 12 
 
 Why were there a lot of poor people on the Titanic? 
 How many people was the ship carrying? 
 How many of these survived the disaster? 
 
8. Answer the questions. 
1. What were you doing this time yesterday? 
________________________________________________________ 
2. Where were you living three years ago? 
________________________________________________________ 
3. What school were you going to two years ago? 
________________________________________________________ 
4. What were you studying before doing this exercise? 
________________________________________________________ 
5. What were you thinking of, when you started this exercise? 
________________________________________________________ 
 
9. Setting the scene 
 Joseph Dale, a reporter, was one of the survivors of the Titanic disaster. 
When the ship hit the iceberg he was writing a report for his newspaper. 
Read his report. Then, in pairs, ask and answer questions using the 
prompts. 
14th of April, 11.30 pm 
Here I am on the world’s largest and most luxurious passenger liner, the 
Titanic. We’re just entering an area of the Atlantic called the Grand 
Banks (off the coast of Newfoundland). The ship is travelling at its 
maximum speed because the captain wants to break the record for the 
fastest Atlantic crossing. 
I’m writing this report from the First Class Lounge. This is our last night 
on board and the first class passengers are having a Gala dinner. J.J. 
Astor, the millionaire, is sitting at the Captain’s table. The captain is 
drinking champagne and chatting to Benjamin Guggenheim, the 
American industrialist. The orchestra is playing a waltz and some young 
couples are dancing. 
Besides the 2, 224 passengers and crew, the ship is carrying animals like 
cows, chickens and rabbits to make sure the passengers have fresh milk, 
 
 ENGLISH YEAR I 69 
 
eggs and meat every day. There is also a special compartment for the 
passengers’ pets. There are 55 bulldogs travelling to New York with 
their owners! 
It’s a beautiful night. There’s a light breeze blowing, but the sea is 
incredibly calm. Some of the passengers are walking along the deck. 
Everybody is talking about our arrival in New York tomorrow. They’re 
all excited about it. 
Example: What area was the Titanic entering? It was entering the Grand 
Banks. 
(1) What area ____________________the Titanic? 
(2) Why ____________________at maximum speed? 
(3) Where ____________________Joseph Dale 
____________________? 
(4) Who ____________________ at the Gala Dinner? 
(5) Whose table ____________________Lord Astor 
____________________at? 
(6) What ____________________the Captain 
____________________? 
(7) What music ____________________? 
 ____________________anyone dancing? 
(8) Why ____________________cows, chickens and rabbits? 
(9) ____________________any pets ____________________with 
their owners? 
(10) Where ____________________some of the passengers 
 ____________________? 
(11) What ____________________everybody 
____________________? 
70 
 
 
 
Unit 13 
ADVICE AND OBLIGATION 
By the end of this unit students should be able to: 
 
Objectivos 
 
 Use should when giving advice. 
 Use should in question, negatives and positives 
 
 
Summary 
When we give or receive advice in English we use should. 
Form 
Should + infinitive (without to) 
The forms of should are the same for all persons. 
Look at the tables below. 
 
Positive & Negative 
I 
He 
We 
They 
Etc. 
should do more exercise. 
Shouldn’t tell lies. 
 
 ENGLISH YEAR I 71 
 
 
Question 
Should 
I 
she 
they 
see a doctor? 
Do you think 
I 
he 
we 
should 
 
Short answer 
 
Should I phone home? 
 
Yes, you should. 
 
Should I buy a Mercedes 
Benz? 
 
No, you shouldn’t. 
 
 
Use 
Should is used to express what the speaker thinks is right or the best thing 
to do. It expresses mild obligation, or advice. 
Example: 
I should do more work. (this is my opinion) 
You should do more work. (I’m telling you what I think) 
Do you think we should stop here? (I’m asking you for your opinion) 
 
Shouldn’t express negative advice. 
You shouldn’t sit so close to the TV. It’s bad for your eyes. 
 
 
72 Unit 13 
 
Note 
Should expresses the opinion of the speaker, and it is often introduced by 
I think or I don’t think. 
Example: 
I think politicians should listen more. 
I don’t think people should get married until they’re 21. 
Exercícios 
Give advice to the following people. 
Use I think……should or I don’t think…..should. 
Example: 
Peter’s got a very bad cold. 
I think he should go to bed. 
I don’t think he should go to work. 
1) ‘One of my teeth is loose.’ 
___________________________________________________________ 
(2) ‘I’ve lost my credit cards and cheque book.’ 
___________________________________________________________ 
(3) ‘John wants to drive home, but he hasn’t got his glasses.’ 
___________________________________________________________ 
(4) ‘Ann’s phone bill was enormous! 10,000,00 Meticais!’ 
___________________________________________________________ 
(5) ‘My shoes have got a hole in them. I only bought them last week!’ 
___________________________________________________________ 
(6) ‘Jenny and Tony are only sixteen, but they say they want to get 
married.’ 
___________________________________________________________ 
(7) ‘My children spend all their pocket money on sweets.’ 
___________________________________________________________ 
 
 ENGLISH YEAR I 73 
 
Asking for advice. 
Ask for advice in the following situations. 
Use Do you think …………should…………? 
Example: 
George has asked me to marry him. 
Do you think I should say yes? 
(1) Teresa has invited me to a party at her parents’ house. 
__________________________________________________________? 
(2) Hazel still hasn’t given me back the money she owes me. 
__________________________________________________________? 
(3) My boss said today that I can have a pay rise if I learn Chinese. 
__________________________________________________________? 
(4) Lulu isn’t speaking to me today because yesterday I said she was 
stupid. 
__________________________________________________________? 
 
(5) Jeremy doesn’t know whether to go to university or travel round the 
world. 
_________________________________________________________? 
(6) This stereo’s beautiful, but it’s so expensive. 
_________________________________________________________? 
 
(4) Lulu isn’t speaking to me today because yesterday I said she was 
stupid. 
____________________________________________________? 
(5) Jeremy doesn’t know whether to go to university or travel round the 
world. 
____________________________________________________? 
(6) This stereo’s beautiful, but it’s so expensive. 
____________________________________________________? 
74 Unit 14 
 
Unit 14 
OBLIGATIONS 
By the end of this unit students should be able to 
 
Objectivos 
 
 
 
 Use have to in all persons to express obligations. 
 Use have to in negatives and questions. 
 
 
 
Summary 
 
When we speak about obligations we use have to or has to. 
Form: has/have + to + infinitive 
Look at the tables below. 
 
Positive & Negative 
I 
We 
YouThey 
have 
don’t have 
to work hard. 
He 
She 
It 
has 
doesn’t have 
 
 ENGLISH YEAR I 75 
 
 
Question 
Do 
I 
we 
you 
they have to work hard? 
Does 
he 
she 
it 
 
Short answer 
 
Do you have to wear a 
uniform? 
Yes, I do. 
Does he have to go now? 
No, he 
doesn’t. 
 
Use 
Have to expresses strong obligation. The obligation comes from ‘outside’ 
– perhaps a law, a rule at school or work, or someone in authority. 
Example: 
You have to have a driving licence if you want to drive a car. 
I have to start work at 8:00. 
The doctor says I have to do more exercise. 
 
Don’t/Doesn’t have to expresses an absence of obligation. It isn’t 
necessary. 
You don’t have to do the washing-up. I’ve got a dishwasher. 
She doesn’t have to work on Mondays. 
 
76 Unit 14 
 
Note 
The past tense of have to is had to, with did and didn’t in the question and 
the negative. 
Example: 
I had to get up early this morning. 
Why did you have to work last weekend? 
They liked the hotel because they didn’t have to do any cooking 
 
Note 2 
Must is also used to express strong obligation. Generally, when it is used, 
the obligation comes from the speaker. 
Example: 
I must get my hair cut. (This suggests that I feel it is necessary). 
You must…. can be used to express a strong suggestion. 
Example: 
You must see the Monet exhibition! It’s wonderful. 
You must call me when you’re next in town. 
 
Exercícios 
Complete the following sentences in a suitable way. Use have to, has 
to, or had to. 
Use the following verbs. go, be, take, drive, make, wear, go. 
Example 
I have to wear glasses because my eyes aren’t very good. 
(1) I’ve got some tablets from the doctor. I ______________________ 
them three times a day. 
(2) Thanks for a lovely evening! We __________________________ 
now or we’ll miss our bus. 
(3) Remember! When you drive in England you 
_____________________________ on the left! 
 
 ENGLISH YEAR I 77 
 
(4) Mary’s in a panic. She ________________ at the airport at 2:30, but 
it’s 2:00 and she isn’t ready yet. 
(5) ‘Can I go and see the dentist when I want?’ 
‘Well, usually _______________ have an appointment, unless it’s an 
emergency. 
(6) At the weekend Jack wears jeans and a T-shirt. During the week he 
__________________ a suit and tie. 
(7) ‘Why are you late?’ 
 ‘Sorry. I ___________________ to the bank, and there was a queue.’ 
 
Put a form of have to or should into each gap. Sometimes the verb 
forms are negative. 
(1) Your hair’s too long. I think you _____________________________ 
get it cut. 
(2) You smell bad you’ve got a cough. You 
________________________ smoke. 
(3) I’m going to bed. I _____________________________ be up early 
tomorrow. 
(4) I’d like to meet your boyfriend. You ___________________ invite 
him around. 
(5) I _____________________tell my parents where I am, then they 
don’t worry. 
(6) You ________________ come with me if you don’t want to. I’ll go 
on my own. 
(7) If you need some help with your homework, you 
_____________________ go to the library. 
(8) If you’ve got a ticket, you __________________queue. You can go 
straight in. 
(9) You ____________________________________________________ 
tell lies. It’s naughty. 
(10) Geoff works too much. I think he _________________________ 
take it easy 
 
 
 
78 Unit 14 
 
Look at the table below and make 10 true sentences about you and 
your family, and add a comment. 
Examples: 
My grandfather doesn’t have to work. He’s retired. 
I have to make the bed in the morning. I don’t mind. 
We don’t have to do the washing-up. We have a dishwasher. 
 
A B C 
 I 
We 
My parents 
My mother 
My father 
My sister 
My brother 
My grandmother 
My grandfather 
 
have to 
has to 
 
don’t have to 
doesn’t have to 
do the washing-up. 
baby-sit. 
make the bed in the 
morning. 
do the shopping 
do the cooking. 
do the ironing. 
go to work. 
work in the kitchen. 
get up early in the 
morning. 
 
Making negatives 
 
Complete the following sentences in a suitable way. 
Use don’t have to, doesn’t have to, or didn’t have to. 
Use the following verbs. work, do, ask, pay, do, go, do, iron. 
Example 
 I like weekends because I don’t have to get up early. 
 
(a) ‘How much are the tickets for the concert?’ 
 ‘They’re free. You__________________________ for them. 
 
 ENGLISH YEAR I 79 
 
(b) Lady Vanessa has a maid. She _________________________ any 
housework. 
(c) The holiday was marvellous. We ________________________ 
anything. We just sat by the pool all day! 
(d) I’ve just bought my first car. It’s great! Now I _______________ 
people for a lift all the time. 
(e) When I go on holiday I take nylon shirts because you 
_________________________ them. You just hang them up to dry and 
they’re ready to wear. 
(f) Paul’s won a million pounds! He _________________________ 
another day in his life. 
(g) ‘Did you go to church when you were young?’ 
 ‘Yes, I ________________________, but I wanted to. 
 
Making questions 
Put the words in the right order to form a question. 
Example: time you up what have get do to? 
What time do you have to get up? 
(1) job wear have in uniform you your to do a? 
____________________________________________________? 
(2) books have many you buy so why did to? 
____________________________________________________? 
(3) States visa get to to go you do have a the to? 
____________________________________________________? 
(4) John does pills take often his how have to? 
________________________________________________________? 
(5) plant carefully you after look do have to this very? 
 
 
 
 
80 Unit 15 
 
 
Unit 15 
THE FUTURE 
By the end of this unit students should be able to: 
 
 
Objectivos 
 
 
 
 Use WILL, GOING TO and PRESENT CONTINUOUS in future. 
 Use the future tense with all persons. 
 Use the future form in negatives and questions. 
 
 
 
Summary 
 
The easiest way to talk about the future in English is to use will in front 
of the verb. 
I will go to school tomorrow. 
Mary will cook dinner tonight. 
 
But this is not the only way to talk about the future. We can also express 
the future using the verb TO BE + going to + VERB. 
I am going to be a teacher when I graduate from university. 
Paulo is going to play football tomorrow. 
 
 
 ENGLISH YEAR I 81 
 
 
Future using the verb TO BE + going to + VERB 
I am 
going to play football tomorrow. 
You are 
He/She/It is 
We 
You 
They 
are 
 
So what is the difference between be going to and will? 
 
(a) I am going to leave at nine tomorrow 
morning. 
(b) I will leave at nine tomorrow morning. 
(c) Marie is going to be at the meeting 
tonight. 
(d) Marie will be at the meeting tonight. 
(a) and (b) have the same meaning. 
(c) and (d) have the same meaning. 
(e) I shall leave at nine tomorrow morning. 
(f) We shall leave at nine tomorrow 
morning. 
The use of shall (with I or we) is not 
used very often, and is formal. 
82 Unit 15 
 
 
USING WILL 
STATEMENT {I-You-She-He-It-We-They} will visit Paris. 
NEGATIVE {I-You-She-He-It-We-They} will not (won’t) visit Paris. 
QUESTION Will {I-You-She-He-It-We-They} visit Paris? 
SHORT 
ANSWER 
Yes, {I-You-She-He-It-We-They} will. 
No, {I-You-She-He-It-We-They} won’t. 
CONTRACTIONS 
I’ll, you’ll, she’ll, he’ll, it’ll, 
we’ll, they’ll 
Will is usually contracted 
with pronouns. 
Bob + will = Bob’ll 
The teacher + will = the 
teacher’ll 
Will is usually contracted 
with nouns in speech, but 
not in 
writing. 
 
YES/NO QUESTIONS USING GOING TO + VERB 
Am I 
Are you 
going to 
have a 
party? 
Yes, 
I am. 
you/we/they are. 
BE GOING TO OR WILL 
(a) She is going to succeed because she 
works hard. 
(b) She will succeed because she works 
hard. 
Be going to and will are the same when 
they are used to make predictions about 
the future. (a) and (b) havethe same 
meaning. 
(c) I bought some wood because I’m 
going to build a bookcase for my 
apartment. 
Be going to (but not will) is used to 
express a plan we have for the future. In 
(c) the speaker is planning to build a 
bookcase. 
(d) This chair is too heavy for you to carry 
alone. I’ll help you. 
Will (but not be going to) is used to 
volunteer or express willingness. In (d) 
the speaker is happy to help. 
 
 ENGLISH YEAR I 83 
 
Is he/she/it 
Are 
we/you/they 
he/she/it is. 
No, 
I’m 
not. you’re/we’re/they’re 
he’s/she’s/it’s 
There is another way we can talk about the future. We can use the 
Present Continuous. 
(If you don’t remember the Present Continuous, go back and look at Unit 
4 again.) 
I’m going to Pemba tomorrow. 
I’m visiting my grandmother next weekend. 
In these examples we say the time in the future (tomorrow, next 
weekend). We don’t always do this but it is helpful so the listener knows 
we are talking about the future and not the present. 
Present Continuous can be used to talk abut future plans. It is very similar 
to be going to + verb form. However, it is usually used with certain verbs 
that talk about a plan we have with another person (go, come, visit, meet, 
etc). We don’t usually use the verbs GO or COME with be going to + 
verb form. 
 
Exercícios 
Talk with a friend about your plans for tomorrow. You can use the 
pictures below to help you. 
do my homework read a book write a letter 
go swimming cut my hair play football 
Complete the dialogues using a form of will or going to, and any 
other necessary words. Sometimes both future forms are possible. 
Example: Why are you wearing your old clothes? Because I’m going to 
wash the car. 
a. I’ve got a headache. Have you got any aspirin? Yes, It’s in the 
bathroom. I_________________________ it for you. 
b. Don’t forget to tell me if I can help you. Thank you. 
I___________________________ a ring if I think of anything. 
84 Unit 15 
 
c. Why are you making sandwiches? Because we 
_____________________________________ a picnic on the beach. 
 What a lovely idea! I ______________________________ the towels 
and the swimming costumes. 
d. I’m going now! Bye! 
 Bye! What time _________________ you ________________ back 
tonight? 
 I don’t know. I _________________________ phone you later. 
e. Who do you think ________________ win the next election? The 
Frelimo party _______________ win, definitely! 
f. You still owe me ten pounds. Have you forgotten? I’m sorry. Yes, I’d 
forgotten. I __________________________back tomorrow. 
g. Wow, Pete! What a lovely new bike! 
 It’s good. Isn’t it? 
 Pete, I was wondering. What ______________________________do 
with your old bike? 
 I don’t know. Why? Do you want it? 
 Er…well. Maybe. 
 Fine. You can have it. 
 I ________________________________ you for it. How much do you 
want? 
 It’s OK .You can have it for nothing. 
 
Two people are travelling to the car show. Read their conversation 
and underline the best verb form. 
Jason: I just heard the weather report. 
Ariel: Oh? What’s the forecast? 
Jason: It’s raining/ It’s going to rain tomorrow. 
Ariel: Oh no! I hate driving in the rain. And it’s a long drive to the car 
show. 
Jason: Wait! I have an idea. We’ll take / We’re going to take the train 
instead! 
Ariel: Good idea! Do you have a train schedule? 
 
 ENGLISH YEAR I 85 
 
Jason: Yes, here’s one. There’s a train that will leave / leaves at 7:00 
A.M. 
Ariel: What about lunch? Oh, I know, I’ll make / I’m making some 
sandwiches for us to take along. 
Jason: Sounds good. You know, it’s a long trip. What are we doing / are 
we going to do all those hours? 
Ariel: Don’t worry. We’ll think / We’re thinking of something. 
Jason: You know. We have to get up really early. 
Ariel: That’s true. I think I’m going / I’ll go home now. 
Jason: OK. I’m seeing you / I’ll see you tomorrow. Good night. 
 
 
Ask your class mate the same questions and report his/her answers. 
1. What football team will win the Mozambican championship this year? 
 I think …………………………………………..championship. 
 My class mate thinks…………………………….championship. 
2. How many points do you think this team will get? 
 I think …………………………………………..points. 
 He/She………….……………………………….points. 
3. What football player will score the highest number of goals? 
 I think …………………………………………..of goals. 
 He/She………….……………………………….of goals. 
4. What make of car will win the Formula 1 racing championship? 
 I think …………………………………….. racing championship. 
 He/She………….…………………………. racing championship. 
5. What racing driver will win the world championship? 
 I think ………………………………………. world championship. 
 He/She………….………………………………. world championship. 
6. What country will win the World Cup? 
 I think ………………………………………….. the World Cup. 
86 Unit 15 
 
 He/She………….………………………………. the World Cup. 
7. What basketball team will win the NBA championship? 
 I think ………………………………………….. NBA championship. 
 He/She………….………………………………. NBA championship. 
 
Exciting new changes in the car Highway to the future…. 
On the road to design. 
By Harry Vroom SPECIAL TO THE AUTO GAZETTE 
Get ready! We’re on the road to exciting new changes in car design. How 
will the vehicles of the future look? Well, it will probably still have four 
wheels, but it’s going to come in many more colours and patterns. You’ll 
be able to choose a green and yellow polka dotted model or design your 
very own personal look! Its going to be environmentally friendly too. The 
material will be 100% recyclable and the car will run on solar energy. 
What about speed? The car of the future will go a lot faster than current 
cars. One day it will even fly! 
But it will also be safe. An electronic shield around the car will warn of 
danger and automatically avoid accidents. And you won’t get lost 
anymore! You’ll just say the destination and the car will give you the 
directions. 
One manufacturer, Smart Transporting, is holding a press conference next 
week. At the conference you’ll see actual models of these fantastic new 
cars. And before very long, you’ll be able to zip around town in the real 
thing! So, full speed ahead to the future! It’s going to be a great trip! 
RADIO CALL-IN QUESTIONS 
Radio listeners are calling in with questions for Professor Vroom. 
Complete question and answers. Use the words in (brackets) and will or 
won’t. 
CALLER 1: Hello, Professor Vroom. My question is this: will the car of 
the future run (run) on gasoline? 
VROOM: No, it ________. It _________ probably __________(use) 
solar Energy. Thanks for calling. Next? 
CALLER 2: I had a flat tire yesterday. I was wondering _________we 
still ________(get) flat tires on these future cars? 
VROOM: No, we __________. In fact, the year 2010,flat tires 
__________(be) a thing of the past. Tires ________________(have) a 
special seal so they _______________(repair) themselves automatically. 
CALLER 3: Sounds great. In what other ways ____________ the car of 
the future _________ different? 
 
 ENGLISH YEAR I 87 
 
Write about professor Vroom’s plans for next week. Use the 
information below and the Present Continuous. Add the and a when 
necessary. 
 
 
Monday Tuesday 
Wednesda
y 
Thursday Friday 
 
A.M 
Take train 
to 
New 
Haven 
Go to 
Washingt
on 
(8:00 
AM) 
Work in 
research 
lab all day 
 
Attend 
annual 
car show 
Talk on 
radio 
show 
 P.M Give lecture 
at Yale 
 Date with 
his 
girlfriend 
 
1. On Monday morning he’s taking the train to New Haven. 
2. On Monday evening 
_________________________________________________ 
3. On Tuesday morning 
_________________________________________________ 
4. All day Wednesday 
__________________________________________________ 
5. On Thursday morning 
________________________________________________ 
6. On Fridaymorning 
__________________________________________________ 
7. On Friday night 
_____________________________________________________ 
Dear Val, 
I’m so excited that you’re coming to visit! 
Everything’s planned for your holiday here (sorry! Vacation…I think I’m 
becoming British!). Of course Mom, Dad and I are meeting you at the 
airport in London, after which we’re returning to Oxford for three days. 
We’re having a party for you the next evening. All my friends and their 
parents are coming. I particularly want you to meet Brian! If you don’t 
like him, I shall die and I wont ever speak to you again! …. I’m only 
kidding. I’m sure you’ll think he’s really great neat; I do! 
Although Oxford isn’t very exciting, it’s very pretty. If it interests you, 
we’ll go on a tour of the university and if it doesn’t rain we’ll walk along 
88 Unit 15 
 
the river. Unfortunately your holiday vacation is short, so we decided that 
the best idea is a coach tour (oops again! bus tour). We found a really 
interesting one. 
When you arrive, I’ll tell you all about the places that we’re visiting .One 
of them is in Edinburgh, in Scotland. Our cousins, the Bennett’s are 
coming there to meet us from Longbridge. I stayed there last year and had 
a great time. 
At the end of the tour, we’re staying in London until you leave. London’s 
fantastic! Maybe we’ll see the queen at Buckingham palace or perhaps 
we’ll meet Anne Boleyn’s ghost in the tower, who knows? 
Well Val, these are the plans. I hope you’ll enjoy yourself. I really want 
us to have a wonderful time! 
See you soon. 
 Lots of love, 
 Debbie 
Look at the letter above. There are many sentences using the Present 
Continuous and others using will. Can you find them? 
 
1. Who is writing the letter? 
___________________________________________________________
___________________________________________________________
___________________________________________________________ 
 
2. To whom was she writing? 
___________________________________________________________
___________________________________________________________
___________________________________________________________ 
 
3. Write all Debbie’s plans for her friend. 
___________________________________________________________
___________________________________________________________
___________________________________________________________ 
 
 
 
 
 
 ENGLISH YEAR I 89 
 
 
 
 
Unit 16 
FIRST CONDITIONAL 
By the end of this unit students should be able to: 
 
Objectivos 
 
 
 
 Use will to construct a sentence in first conditional. 
 Use first conditional in negatives and questions. 
 
 
Summary 
First Conditional 
 
We use First Conditional to talk about something that might happen in 
the future. A sentence in the First Conditional has 2 parts (a present verb, 
and a future verb). We combine these 2 parts using the word if. 
So we can say that First Conditional sentences always have three things: 
A verb in the present simple 
A verb in the future 
The word if 
Example: If it rains tomorrow, I will stay at home. 
In this example rains is our present simple verb, and stay is our future 
verb. We also have if, so this is a good First Conditional sentence. 
90 Unit 16 
 
First Conditional sentences are about a possible future result or 
consequence of some action or event. 
In the example above the event or action is rain, and the result or 
consequence is stay at home. 
 
Look at the following example. Can you say what the action or event is, 
and what the result or consequence is? 
If I pass my exams I will be happy 
Word order in First Conditional sentences 
First Conditional sentences can be written in two ways. See below. 
I will be happy if I pass my exams. 
If I pass my exams, I will be happy. (note the comma) 
Both of the above sentences are correct. We can see that the word if is 
always followed by a verb in the present. 
 
Negatives & Questions 
First Conditional sentences can also use negative forms. 
Present verbs become negative using don’t and doesn’t (remember the 
verb TO BE is an exception). 
Future verbs become negative using won’t (will not). 
Example: If I don’t pass my exams, I won’t be happy. 
 If it rains, I won’t go to the beach. 
 If she doesn’t feel better, she will go to the hospital. 
We can also make questions in the First Conditional. 
Example: Will you go to the beach if it rains? 
 Will Lucia come to the party if she is feeling better? 
 
Final notes on First Conditional 
We sometimes get confused about which verb is Future, and which verb 
is Present. Just remember - after if the next verb is always Present. 
Also, remember that in English the third person is different in the present 
tense. Don’t forget to add –s, -es, or –ies at the end of the verb. 
 
 ENGLISH YEAR I 91 
 
In the negative form third person uses doesn’t, not don’t. 
 
 
 
Exercícios 
Try to complete the following sentences by putting the verbs in the 
correct forms. 
Remember there is always 1 present verb and 1 future verb. 
 
Be careful about the third person. 
1. He ________ (be) surprised if they ____________ (get) home on 
time. 
2. Claudia ____________ (bake) a cake if you ___________ (have) 
a party. 
3. If you __________ (come) to the party , I____________ (dance) 
with you. 
4. If I ___________ (get) some money I _______________ (buy) a 
new car. 
5. It ____________ (be) difficult to find a hotel if we 
_________(arrive) late. 
6. John ____________ (pass) the test if he _____________ (study) 
hard. 
 
Complete the following First Conditional sentences. 
1. I _____________ (be) very happy if I ____________ (pass) my 
exam. 
2. If it _____________ (rain), I _________________ (not go) to the 
beach. 
3. If Mary _________________ (visit) me, I ____________ (bake) 
a cake. 
4. I _______________ (give) you $50 if you _____________(win) 
the game. 
5. If you _____________ (eat) that, you ______________ (get) 
92 Unit 16 
 
sick. 
6. Julia _____________ (hit) you if you ______________ (say) 
that. 
7. I _____________ (not go) to the party if he _____________(be) 
there. 
8. I _____________ (be) angry if you ______________ (copy) in 
the exam. 
9. If Mussa __________(fail) the exam, he ________ _____ (not 
be) happy. 
10. Claudia _____________ (not be) happy if you 
__________(forget) to call. 
11. If he ______________ (work) hard, he _______________ (get) 
rich. 
12. They ___________(not pass) their exams if they __________ 
(not study). 
13. I __________________ (swim) if it ________________ (be) hot. 
14. If we __________ (go) to bed late, we ____________ (be) tired 
tomorrow. 
15. She ____________ (get) a better job if she __________ (have) a 
degree. 
 16. If there _________ (be) a nuclear explosion, we ________ (die). 
 
 
Complete these sentences in the First Conditional. 
 
(1) If you __________ (invite) me I __________ (come). 
(2) If it ___________ (rain) we _____________ (not go) to the beach. 
(3) I __________ (stay) in bed if I ___________ (be) sick. 
(4) If she ___________ (cheat) in the exam she ___________ (get) zero. 
(5) If you ___________ (eat) that you ___________ (be) sick. 
(6) He ____________ (help) you if you ____________ (ask) him. 
(7) She ____________ (be) angry if you _____________ (do) that. 
(8) If I ____________ (pass) my exam I _____________ (have) a party. 
 
 ENGLISH YEAR I 93 
 
(9) If you __________ (come) for dinner I ____________ (cook) matapa. 
(10) If it __________ (be) sunny we __________ (go) to the swimming 
pool. 
 
Try to complete the sentences below in the First Conditional using 
your own ideas. 
If I visit England 
__________________________________________________________ 
I will be sad 
__________________________________________________________ 
 _________________________________________________________if 
they visit me. 
If it rains 
___________________________________________________________ 
I will go to university 
___________________________________________________________ 
If you love 
him________________________________________________________ 
________________________________________________________ if a 
mosquito bites her. 
The teacher ___________________________________________ if they 
copy in the exam. 
 
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 
94 Unit 17 
 
library woman dream child brush 
PREPOSITIONS 
Work with a partner and look at the pictures below. Say if the statements 
about the pictures are true. If they are not true, write a correct sentence. 
Unit 17 
SECOND CONDITIONAL 
By the end of this unit students should be able to: 
 
Objectivos 
 
 
 
 Use WOULD to construct sentences in second conditionals. 
 Use second conditionals in negatives and questions. 
 
 
 
Summary 
The First Conditional is used to express things we think are possible or 
likely in the future. The Second Conditional is also used to talk about the 
future but it expresses things that are not likely, but they are still possible. 
We also use Second Conditional to express wishes or desires. 
Second Conditional has 2 parts (a past verb, and the word would + 
infinitive verb). We combine these 2 parts using the word if. 
So we can say that Second Conditional sentences always have three 
things: 
A verb in the past simple 
The word would + an infinitive verb (without TO) 
The word if 
Example: If I had a million dollars, I would travel around the world. 
In this example had is our past simple verb. We have would + travel, and 
 
 ENGLISH YEAR I 95 
 
we have if. So this is a good Second Conditional sentence. 
In this sentences we don’t really feel or believe that we will have a 
million dollars in the future, but it is not impossible. It is unlikely, so 
sometimes we say that Second Conditional expresses unreal situations in 
the future. 
 
Word order in Second Conditional sentences 
The same as First Conditional sentences, Second Conditional sentences 
can be written in two ways. See below. 
If I had money, I would buy a new car. 
I would buy a new car if I had money. 
Both of the above sentences are correct. We can see that the word if is 
always followed by a verb in the past. 
 
Negatives 
The negative of would is wouldn’t. 
Remember that we make negatives in the past using didn’t + infinitive. 
Example: If I had a million dollars, I wouldn’t work anymore. 
 I would be lonely if I didn’t have any friends. 
 
Final notes about Second Conditional 
In the previous exercise we saw some examples of people making a wish. 
These sentences are related to the Second Conditional and are expressed 
in the past tense. 
Example: I wish I had more free time. If I had more free time I would 
play sports. 
 I wish I were famous. 
In the second example above we use the phrase I were, not I was. As we 
know, the verb TO BE is very irregular in English. This is another 
example of an irregular use of TO BE. However, these days we often hear 
both I were and I was. So, really both are OK. 
 
Questions in the Second Conditional 
We often ask people questions using the Second Conditional. We call 
these hypothetical questions. We are asking someone what they would do 
96 SECOND CONDITIONAL 
 
in an unreal or unlikely situation. 
Example: What would you do if you had a million dollars? 
 I would buy a big house near the beach. 
When we ask this question, we don’t really feel or believe that the other 
person will have a million dollars in the future. 
We can see that the question has the 3 parts necessary to make it Second 
Conditional (past verb, would + infinitive, and if). 
A question asked in the Second Conditional must be answered in the 
Second Conditional. 
 
Exercícios 
Can you complete these sentences using Second Conditional? 
Jim doesn’t study hard. If he ____________(study) harder, he 
___________(get) better grades. 
The weather isn’t nice. I _________ (take) a walk if the weather (be) 
______________nice. 
My wife and I want to buy a house, but it is too expensive. We 
_______________ (buy) a house, if we (have) _______________enough 
money. 
 
Complete the following sentences in the Second Conditional. 
1. If money _____________ (grow) on trees, all of us 
________________ (be) rich. 
2. If I (be) __________________you, I 
(tell)________________ Jim the truth. 
3. Life ________________ (be) boring if everyone 
_______________ (have) the same opinions about 
everything. 
4. Airplane tickets are expensive. If they _______________ 
(be) cheap, I ________________ (fly) to Paris for the 
weekend. 
5. I wish I _________ (have) a camera. I __________ (take) a 
picture of the sunset tonight if I ________ (have) a camera. 
6. The student cafeteria is relatively inexpensive, but the food 
isn’t very good. I ____________ (eat) there all the time if 
 
 ENGLISH YEAR I 97 
 
the food _____________ (be) better. 
7. Sometimes our teacher gives surprise tests. If I ________ 
(teach) this English class, I __________ (not give) surprise 
tests. 
8. I wish I ____________ (have) a car. If I ___________ 
(have) a car, I ____________ (drive) to school. 
 
Here are some hypothetical situations. Ask and answer these 
questions with some other students. Then write down the best 
answers. Remember! The answers must be in the Second Conditional. 
Start your answers with If. 
Example: What would you do if you lived in America? 
 If I lived in America, I would eat hamburgers every day. 
 
What would you do if you were the president of Mozambique? 
___________________________________________________________
___________________________________________________________ 
What would you do if you saw a ghost? 
___________________________________________________________
___________________________________________________________ 
What would you do if you found out that your friend was HIV positive? 
___________________________________________________________
___________________________________________________________ 
If you could go anywhere in the world where would you go? 
___________________________________________________________
___________________________________________________________ 
If you could be any famous person in the world, who would you be? 
___________________________________________________________
___________________________________________________________ 
If you could change one thing about yourself, what would it be? 
___________________________________________________________
___________________________________________________________ 
If you could only eat one food for the rest of your life, what would you 
choose? 
___________________________________________________________
___________________________________________________________ 
98 Unit 18 
 
 
 
Unit 18 
PRESENT PERFECT 
By the end of this unit students should be able to: 
 
 
 
Objectivos 
 
 
 
 Use HAVE/HAS make present perfect. 
 Distinguish between when to use present perfect and past simple. 
 Use present perfect in negatives and questions. 
 
 
 
Summary 
 
We studied the Past Simple already. Now we are going to look at another 
English tense, which can be used to talk about the past - The Present 
Perfect. 
We make the Present Perfect by using the verb TO HAVE + Past 
Participle. 
(For regular verbs, past participles are the same as past simple. Check the 
table at the back ofthe book for past participles of irregular verbs.) 
Example: I have been to South Africa. 
 John has visited Pemba. 
The table below shows the different situations when we use the Present 
Perfect. 
 
 ENGLISH YEAR I 99 
 
 
Uses of the Present Perfect 
Jim has already eaten lunch. 
Ann hasn’t eaten lunch yet. 
Have you ever eaten at that 
restaurant? 
I have never eaten at that 
restaurant. 
The present perfect expresses 
activities or situations that 
happened (or didn’t happen) 
“before now”, at some time in 
the past. 
I have eaten at that restaurant many 
times. 
I have flown in an airplane many 
times. 
It has rained three times so far this 
week. 
The present perfect often 
expresses activities that were 
repeated many times in the 
past. The exact number of 
times may be unspecified. 
I have been to the United States. 
I have eaten monkey. 
I have never seen a ghost. 
We also use the present 
perfect to talk about 
experiences we have had in 
our lives. 
Alice has lived in this city since 
1980. 
I have known Bob for ten years. 
We have been in class since ten 
o’clock this morning 
When the present perfect is 
used with since or for, it 
expresses a situation that 
began in the past and 
continues to the present. 
Ever & Never 
We use the word never to express that we have not done something in 
our life. 
Example: I have never visited China. 
Ever is only used when making a question in the Present Perfect. 
Example: Have you ever visited China? 
 Has Maria ever been to your house? 
 
100 Unit 18 
 
 
PRESENT PERFECT 
I have already finished my work. 
I finished my work at an unspecified time in the 
past. 
SIMPLE PAST 
I finished my work two hours ago. 
I finished my work at a specified time in the 
past. 
Note: When we use Present Perfect, we can’t say a time in the past that is 
completed. When it is necessary to say a completed time in the past (yesterday, last 
week, etc), then we use Past Simple. 
 
 
Exercícios 
Complete the sentences below in the Present Perfect. Discuss with 
your friends the use of the Present Perfect in each case. 
 
1) (I, meet) I’ve (I have) met Ann’s husband. I met him at a party last 
week. 
(2) (I, finish) _________________ my work. I finished it two 
hours ago. 
(3) (she, fly) Ms. Parker travels to Washington, D.C., frequently. 
____________ there many times. 
(4) (they, know) Bob and Jane are old friends. 
_________________ each other for a long time. 
(5) (it, be) I don’t like this weather. ___________ cold and cloudy 
for the last three days. 
( 6) (you, learn) Your English is getting better. _________________ a 
lot of English since you came here. 
(7) (we, be) My wife and I came here two months ago. 
_______________ in this city for two months. 
(8) (he, finish) Tom can go to bed now. _______________ his 
homework. 
 
 
 
 ENGLISH YEAR I 101 
 
 
Complete the sentences with the words in parentheses. Use the 
present perfect or the simple past. 
A: Have you ever been in Europe? 
B: Yes, I ______________. I (be) ______________ in Europe several 
times. In fact, I (be) ______________ in Europe last year. 
A: Have you ever eaten at Al’s Steak House? 
B: Yes, I ______________. I (eat) ______________ there many times. 
In fact, I (eat) ___________________ there last night. 
A: Have you ever talked to professor Alston about your grades? 
B: Yes, I ______________. I (talk) ______________ to him about my 
grades a couple of times. In fact, I (talk) ______________ to him after 
class yesterday about the F I got on the last test. 
A: What European countries (you, visit) ______________? 
B: I (visit) ______________ France, Germany, and Switzerland. I (visit) 
______________ Germany and Switzerland in 1984. 
A: (Bob, have, ever) ______________a job? 
B: Yes, he ______________. He (have) ______________lots of part-time 
jobs. Last summer he (have) ______________ a job at his uncle’s bakery. 
 
Complete the sentences with the words in parentheses. Use the 
Present Perfect or the Past Simple. Use the Present Perfect with 
already. 
A: Are you going to finish your work before you go to bed? 
B: I (finish, already) ________________________ it. I (finish) 
________________________ my work two hours ago. 
A: Is Jim going to eat lunch with us today? 
B: No. He (eat, already) ________________________ . He (eat) 
__________________ lunch an hour ago. 
A: Do you and Virginia want to go to the movie at the Bijou with us 
tonight? 
B: No thanks. We (see, already) ________________________ it. We 
(see) _______________it last week. 
A: When are you going to write your paper for Dr. Roth? 
B: I (write, already) _____________________it. I (write) ____________ 
102 Unit 18 
 
it two days ago. 
A: When is Jane going to call her parents and tell them about her 
engagement? 
B: She (call, already) ________________________ them. She (call) 
____________________them last night. 
A: This is a good book. Would you like to read it when I’m finished? 
B: Thanks, but I (read, already) ________________________ it. I (read) 
__________________ it a couple of months ago. 
 
 
Complete these sentences using the Present Perfect. 
(1) John knows Mary. He met her at Easter. He ________________her 
for ten months. 
(2) Tom works in a Post Office. He started there two years ago. He 
_______________ there for two years. 
(3) I like my house. I ____________________ here all my life. 
(4) Kate is at the School of Art. Her classes started today at 10.30. She 
______________ there since 10.00. 
(5) Mary’s parents live in Edinburgh. They moved there in 1968. They 
_____________ there for 20 years. 
(6) This book is wonderful, I ____________ just ____________ it. 
(7) Granny is well, today. She ____________ just ____________ me. 
(8) Tom likes playing football. He liked it when he was very young too. 
He ______________ always ____________ it. 
(9) We are interested in art. We were also interested in it ten years ago. 
We ______________ always ____________ interested in art. 
(10) How is your toothache? ____________ you ____________ to the 
dentist this morning?