Modulo de Inglês (1) (1)

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MANUAL DO CURSO DE LICENCIATURA 
do 
TRONCO COMUM 
 
1º Ano 
Disciplina/Módulo: INGLÊS 
Código: ISCED11-LIECFC001 
Total Horas/1o Semestre: 100 
Créditos (SNATCA): 4 
Número de Temas: 13 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
INSTITUTO SUPER 
 
 
 
 INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO A DISTÂNCIA - ISCED 
 
Direitos de autor (copyright) 
Este manual é propriedade do Instituto Superior de Ciências e Educação a Distância (ISCED), 
e contêm reservados todos os direitos. É proibida a duplicação ou reprodução parcial ou 
total deste manual, sob quaisquer formas ou por quaisquer meios (electrónicos, mecânico, 
gravação, fotocópia ou outros), sem permissão expressa de entidade editora (Instituto 
Superior de Ciências e Educação a Distância (ISCED). 
A não observância do acima estipulado o infractor é passível a aplicação de processos 
judiciais em vigor no País. 
 
 
 
 
 
 
 
 
 
 
 
 
 
Instituto Superior de Ciências e Educação a Distância (ISCED) 
Coordenação do Programa de Licenciaturas 
Rua Dr. Lacerda de Almeida. No 211, Ponta - Gea 
Beira - Moçambique 
Telefone: 23323501 
Cel: +258 823055839 
Fax: 23323501 
E-mail: direcção@isced.ac.mz 
Website: www.isced.ac.mz 
 
Agradecimentos 
 
O Instituto Superior de Ciências e Educação a Distância (ISCED) e o autor do presente manual 
agradecem a colaboração dos seguintes indivíduos e instituições na elaboração deste 
manual: 
 
Pela coordenação 
 
Direcção Acadêmica do ISCED 
 
Pelo design Direcção de Qualidade e Avaliação do ISCED 
Financiamento e logística 
 
Instituto Africano de Promoção da Educação 
à Distância (IAPED) 
 
Pela revisão final Dr. Conde Estunco 
 
 
 
 
 
Elaborado por: 
Dr. Fernando Audusto Fazenda – Licenciado em Ensino de Inglês pela Universidade 
Pedagógica 
 
 
 
 
Table of contents 
Instituto Superior de Ciências e Educação a Distância (ISCED) 1 
Appendixes: Websites ............................................................................. 2 
Visão geral 1 
Bem-vindo ao Módulo de Inglês .................................................................................... 1 
Objectivos do Módulo ................................................................................................... 1 
Quem deveria estudar este módulo .............................................................................. 3 
Como está estruturado este módulo ............................................................................. 3 
Ícones de actividade ...................................................................................................... 4 
Habilidades de estudo ................................................................................................... 4 
Precisa de apoio? .......................................................................................................... 6 
Tarefas (avaliação e auto-avaliação) .............................................................................. 7 
Avaliação ....................................................................................................................... 7 
Possible variations of the basic form: ........................................................... 43 
Possible variations of the basic form: ........................................................... 43 
Possible variations of the basic form: ........................................................... 44 
Possible variations of the basic form: ........................................................... 44 
STEP 1. CHOOSE A TOPIC 66 
Tasks and exercises 66 
i. Made in Mozambique 66 
 67 
Tasks and exercises 67 
STEP 3. STATE YOUR THESIS 70 
STEP 4. MAKE A TENTATIVE OUTLINE 70 
STEP 5. ORGANIZE YOUR NOTES 71 
STEP 6. WRITE YOUR FIRST DRAFT 73 
The Car-jacking 82 
The Car-jacking 83 
Here are some general rules about spelling .................................................... 84 
Websites .......................................................................................... 95 
http://dictionary.cambridge.org ................................................................ 95 
http.//digital.library.upenn.edu/books ......................................................... 95 
http://free-esl.comwww.eslall.com ............................................................ 95 
www.antimoon.com ............................................................................. 95 
www.britishcouncil.org .......................................................................... 95 
www.esl.tower.com ............................................................................. 95 
www.examenglish.com .......................................................................... 95 
www.english-hilfen.com ......................................................................... 95 
www.englishclub.com ........................................................................... 95 
 
www.englishjet.com ............................................................................. 95 
www.esl-galaxy.com ............................................................................. 95 
www.piffe.com ................................................................................... 95 
www.studyenglishtoday.net .................................................................... 95 
www.usingenglish.com .......................................................................... 95 
www.webenglishteacher.com/research ........................................................ 95 
 
Unit 10 practice and exercise 64 
Exercise and practice ............................................................................................................ 65 
Exercise and practice ........................................................................................................... 66 
Exercise and Practice ........................................................................................................... 70 
Unit 11 Preparing for writing assignment 71 
 Writing the popic ................................................................................................................. 72 
 Making an outline ............................................................................................................... 77 
 Organizing your notes ......................................................................................................... 78 
 Example of the outline ......................................................................................................... 79 
 Writing the first draft .......................................................................................................... 80 
 Writing the first draft .......................................................................................................... 81 
Unit 12 Recognising types of errors 82 
Vocabulary ........................................................................................................................... 84 
Grammar ............................................................................................................................. 87 
Spelling ................................................................................................................................92 
Punctuation .......................................................................................................................... 95 
Sentence order in paragraph ............................................................................................... 99 
Exercises and revison.......................................................................................................... 101 
 
 References ............................................................................................................. 105 
 Appendixes: Websites 
 
 
Visão geral 
Bem-vindo ao Módulo de Inglês 
 
Objectivos do Módulo 
Ao terminar o estudo deste módulo de Inglês deverás ser capaz de 
Desenvolver e consolidar as quatro competências linguísticas – 
reading, writing, listening, speaking; 
Sensibilizar para a aprendizagem da língua estrangeira como 
componente-base da boa prática laboral, extensiva a aspectos 
culturais; 
Objectivos Específicos 
 
Resultados de Aprendizagem 
Espera-se que o estudante: 
Listening: Seja capaz de compreender os pontos essenciais de um 
discurso em língua-padrão sobre assuntos correntes da vida 
pessoal ou profissional, incluindo muitos programas de rádio e 
televisão quando o débito da fala é relativamente lento e claro; 
Reading: Seja capaz de compreender textos em língua-padrão e 
linguagem corrente sobre assuntos do dia-a-dia pessoal ou 
profissional; 
Speaking: Seja capaz de articular discursos de forma simples para 
descrever experiências, acontecimentos, planos ou desejos, para 
explicar e justificar opiniões, e para, sem preparação prévia, lidar 
com situações e conversas sobre assuntos conhecidos do âmbito 
pessoal ou profissional; 
Writing: Seja capaz de escrever um texto articulado de forma 
simples sobre assuntos conhecidos ou de interesse pessoal ou 
profissional; 
Seja capaz de utilizar métodos e técnicas de estudo, de 
apropriação de conhecimentos e de pesquisa e cooperação em 
língua inglesa através de consulta e utilização de diferentes tipos 
de materiais e suportes documentais com relevância na futura 
vida profissional; 
Tenha autonomia no desenvolvimento de estratégias de 
superação de dificuldades e resolução de problemas. 
This subject, on the other hand, aims specifically, to enable 
students to know, develop and use the four skills (reading, writing, 
speaking and listening); to enable and inculcate on the students, 
knowledge and abilities about grammatical aspects of English 
language, so that they can be able to use the English language 
effectively: to enable them to know and use( in speaking and 
writing), terms related to the professional perspective of the 
course, spare time, travel and journeys, making friends, education 
and learning, time, weather and climate, health and nutrition, 
customs and traditions, and on. 
 
 
 
 
Objectivos 
Específicos 
 Reconhecer palavras e expressões básicas que se usam 
habitualmente em relação a si mesmo, à família e entorno 
imediato; 
 Compreender palavras e nomes conhecidos e frases muito 
simples, por exemplo, as que se encontram em catálogos e 
cartazes; 
 Participar de conversações simples sobre temas habituais 
ou necessidades imediatas, descrever o lugar onde mora e 
as pessoas que conhece; 
Escrever postais e e-mails simples, preencher formulários 
com dados pessoais, nome, nacionalidade, endereço etc. 
 Propiciar a reflexão, teórico e crítica para a intervenção nas 
expressões da questão social. Reconhecer palavras e 
expressões básicas que se usam habitualmente em relação 
a si mesmo, à família e entorno imediato; 
 Compreender palavras e nomes conhecidos e frases muito 
simples, por exemplo, as que se encontram em catálogos e 
cartazes; 
 Participar de conversações simples sobre temas habituais 
ou necessidades imediatas, descrever o lugar onde mora e 
as pessoas que conhece; 
 Escrever postais e e-mails simples, preencher formulários 
com dados pessoais, nome, nacionalidade, endereço etc. 
 
Resultados de Aprendizagem 
Espera-se que o estudante: 
Listening: Seja capaz de compreender os pontos essenciais de um 
discurso em língua-padrão sobre assuntos correntes da vida 
pessoal ou profissional, incluindo muitos programas de rádio e 
televisão quando o débito da fala é relativamente lento e claro; 
Reading: Seja capaz de compreender textos em língua-padrão e 
linguagem corrente sobre assuntos do dia-a-dia pessoal ou 
profissional; 
Speaking: Seja capaz de articular discursos de forma simples para 
descrever experiências, acontecimentos, planos ou desejos, para 
explicar e justificar opiniões, e para, sem preparação prévia, lidar 
com situações e conversas sobre assuntos conhecidos do âmbito 
pessoal ou profissional; 
Writing: Seja capaz de escrever um texto articulado de forma 
simples sobre assuntos conhecidos ou de interesse pessoal ou 
profissional; 
Seja capaz de utilizar métodos e técnicas de estudo, de 
apropriação de conhecimentos e de pesquisa e cooperação em 
língua inglesa através de consulta e utilização de diferentes tipos 
 
de materiais e suportes documentais com relevância na futura 
vida profissional; 
Tenha autonomia no desenvolvimento de estratégias de 
superação de dificuldades e resolução de problemas. 
This subject, on the other hand, aims specifically, to enable 
students to know, develop and use the four skills (reading, writing, 
speaking and listening); to enable and inculcate on the students, 
knowledge and abilities about grammatical aspects of English 
language, so that they can be able to use the English language 
effectively: to enable them to know and use( in speaking and 
writing), terms related to the professional perspective of the 
course, spare time, travel and journeys, making friends, education 
and learning, time, weather and climate, health and nutrition, 
customs and traditions, and on. 
 
Quem deveria estudar este módulo 
Este Módulo foi concebido para estudantes do 1º ano de todos os 
cursos de licenciatura do ISCED. Poderá ocorrer, contudo, que haja 
leitores que queiram se actualizar e consolidar seus 
conhecimentos nessa disciplina, esses serão bem-vindos, não 
sendo necessário para tal se inscrever. Mas poderá adquirir o 
manual. 
 
Como está estruturado este módulo 
 
Este módulo de Inglês, para estudantes do 1º ano dos cursos do 
ISCED está estruturado como se segue: 
 
Páginas introdutórias 
 Um índice completo. 
 Uma visão geral detalhada dos conteúdos do módulo, 
resumindo os aspectos-chave que você precisa conhecer para 
melhor estudar. Recomendamos vivamente que leia esta 
secção com atenção antes de começar o seu estudo, como 
componente de habilidades de estudos. 
Conteúdo desta Disciplina / módulo 
Este módulo está estruturado em Temas. Cada tema, por sua vez 
comporta certo número de unidades temáticas visualizadas por 
um sumário. Cada unidade temática se caracteriza por conter uma 
introdução, objectivos, conteúdos. No final de cada unidade 
temática ou do próprio tema, são incorporados antes exercícios de 
auto-avaliação, só depois é que aparecem os de avaliação. Os 
exercícios de avaliação têm as seguintes características: Puros 
exercícios teóricos, Problemas não resolvidos e actividades 
práticas algumas incluído estudo de casos. 
 
 
Outros recursos 
A equipa dos académicos e pedagogos do ISCED pensandoem si, 
num cantinho, mesmo o recôndito deste nosso vasto Moçambique 
e cheio de dúvidas e limitações no seu processo de aprendizagem, 
apresenta uma lista de recursos didácticos adicionais ao seu 
módulo para você explorar. Para tal o ISCED disponibiliza nas 
bibliotecas física e virtual do seu centro de recursos mais material 
de estudos relacionado com o seu curso como: Livros e/ou 
módulos, CD, CD-ROOM, DVD. Para além deste material físico ou 
electrónico disponível nas bibliotecas física e virtual, pode ter 
acesso a Plataforma digital moodle para alargar mais ainda as 
possibilidades dos seus estudos. 
 
Auto-avaliação e Tarefas de avaliação 
Tarefas de auto-avaliação para este módulo encontram-se no final 
de cada unidade temática e de cada tema. As tarefas dos 
exercícios de auto-avaliação apresentam duas características: 
primeiro apresentam exercícios resolvidos com detalhes. Segundo, 
exercícios que mostram apenas respostas. 
Tarefas de avaliação devem ser semelhantes às de auto-avaliação 
mas sem mostrar os passos e devem obedecer o grau crescente de 
dificuldades do processo de aprendizagem, umas a seguir a outras. 
Parte das tarefas de avaliação será objecto dos trabalhos de 
campo a serem entregues aos tutores/docentes para efeitos de 
correcção e subsequentemente nota. Também constará do exame 
do fim do módulo. Pelo que, caro estudante, fazer todos os 
exercícios de avaliação é uma grande vantagem. 
Comentários e sugestões 
Use este espaço para dar sugestões valiosas, sobre determinados 
aspectos, quer de natureza científica, quer de natureza diadáctico-
pedagógica, etc sobre como deveriam ser ou estar apresentadas. 
Pode ser que graças as suas observações, o próximo módulo 
venha a ser melhorado. 
 
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. 
 
Habilidades de estudo 
O principal objectivo deste capítulo é o de ensinar aprender a 
aprender. Aprender aprende-se. 
Durante a formação e desenvolvimento de competências, para 
facilitar a aprendizagem e alcançar melhores resultados, implicará 
empenho, dedicação e disciplina no estudo. Isto é, os bons 
 
resultados apenas se conseguem com estratégias eficientes e 
eficazes. Por isso é importante saber como, onde e quando 
estudar. Apresentamos algumas sugestões com as quais esperamos 
que caro estudante possa rentabilizar o tempo dedicado aos 
estudos, procedendo como se segue: 
1º Praticar a leitura. Aprender a Distância exige alto domínio de 
leitura. 
2º Fazer leitura diagonal aos conteúdos (leitura corrida). 
3º Voltar a fazer leitura, desta vez para a compreensão e 
assimilação crítica dos conteúdos (ESTUDAR). 
4º Fazer seminário (debate em grupos), para comprovar se a sua 
aprendizagem confere ou não com a dos colegas e com o padrão. 
5º Fazer TC (Trabalho de Campo), algumas actividades práticas ou 
as de estudo de caso se existir. 
IMPORTANTE: Em observância ao triângulo modo-espaço-tempo, 
respectivamente como, onde e quando, estudar, como foi referido 
no início deste item, antes de organizar os seus momentos de 
estudo reflicta sobre o ambiente de estudo que seria ideal para si: 
Estudo melhor em casa/biblioteca/café/outro lugar? Estudo 
melhor à noite/de manhã/de tarde/fins-de-semana/ao longo da 
semana? Estudo melhor com música/num sítio sossegado/num 
sítio barulhento!? Preciso de intervalo em cada 30 minutos, em 
cada hora, etc. 
É impossível estudar numa noite tudo o que devia ter sido 
estudado durante um determinado período de tempo; Deve 
estudar cada ponto da matéria em profundidade e passar só ao 
seguinte quando achar que já domina bem o anterior. 
Privilegia-se saber bem (com profundidade) o pouco que puder ler 
e estudar, que saber tudo superficialmente! Mas a melhor opção é 
juntar o útil ao agradável: Saber com profundidade todos 
conteúdos de cada tema, no módulo. 
Dica importante: não recomendamos estudar seguidamente por 
tempo superior a uma hora. Estudar por tempo de uma hora 
intercalado por 10 (dez) a 15 (quinze) minutos de descanso 
(chama-se descanso à mudança de actividades). Ou seja que 
durante o intervalo não se continuar a tratar dos mesmos assuntos 
das actividades obrigatórias. 
Uma longa exposição aos estudos ou ao trabalho intelectual 
obrigatório, pode conduzir ao efeito contrário: baixar o rendimento 
da aprendizagem. Por que o estudante acumula um elevado 
volume de trabalho, em termos de estudos, em pouco tempo, 
criando interferência entre os conhecimentos, perde sequência 
lógica, por fim ao perceber que estuda tanto mas não aprende, cai 
em insegurança, depressão e desespero, por se achar injustamente 
incapaz! 
Não estude na última da hora; quando se trate de fazer alguma 
avaliação. Aprenda a ser estudante de facto (aquele que estuda 
 
sistematicamente), não estudar apenas para responder a questões 
de alguma avaliação, mas sim estude para a vida, sobre tudo, 
estude pensando na sua utilidade como futuro profissional, na área 
em que está a se formar. 
Organize na sua agenda um horário onde define a que horas e que 
matérias deve estudar durante a semana; Face ao tempo livre que 
resta, deve decidir como o utilizar produtivamente, decidindo 
quanto tempo será dedicado ao estudo e a outras actividades. 
É importante identificar as ideias principais de um texto, pois será 
uma necessidade para o estudo das diversas matérias que 
compõem o curso: A colocação de notas nas margens pode ajudar 
a estruturar a matéria de modo que seja mais fácil identificar as 
partes que está a estudar e Pode escrever conclusões, exemplos, 
vantagens, definições, datas, nomes, pode também utilizar a 
margem para colocar comentários seus relacionados com o que 
está a ler; a melhor altura para sublinhar é imediatamente a seguir 
à compreensão do texto e não depois de uma primeira leitura; 
Utilizar o dicionário sempre que surja um conceito cujo significado 
não conhece ou não lhe é familiar; 
Precisa de apoio? 
Caro estudante, temos a certeza que por uma ou por outra razão, o 
material de estudos impresso, lhe pode suscitar algumas dúvidas 
como falta de clareza, alguns erros de concordância, prováveis 
erros ortográficos, falta de clareza, fraca visibilidade, páginas 
trocadas ou invertidas, etc). Nestes casos, contacte os serviços de 
atendimento e apoio ao estudante do seu Centro de Recursos (CR), 
via telefone, sms, e-mail, se tiver tempo, escreva mesmo uma carta 
participando a preocupação. 
Uma das atribuições dos Gestores dos CR e seus assistentes 
(Pedagógico e Administrativo), é a de monitorar e garantir a sua 
aprendizagem com qualidade e sucesso. Dai a relevância da 
comunicação no Ensino a Distância (EAD), onde o recurso as TIC se 
torna incontornável: entre estudantes, estudante – Tutor, 
estudante – CR, etc. 
As sessões presenciais são um momento em que você caro 
estudante, tem a oportunidade de interagir fisicamente com staff 
do seu CR, com tutores ou com parte da equipa central do ISCED 
indigitada para acompanhar as sua sessões presenciais. Neste 
período pode apresentar dúvidas, tratar assuntos de natureza 
pedagógica e/ou administrativa. 
O estudo em grupo, que está estimado para ocupar cerca de 30% 
do tempo de estudos a distância, é muita importância, na medida 
em que permite lhe situar, em termos do grau de aprendizagem 
com relação aos outros colegas. Desta maneira ficará a saber se 
precisa de apoio ou precisa de apoiaraos colegas. Desenvolver 
hábito de debater assuntos relacionados com os conteúdos 
 
programáticos, constantes nos diferentes temas e unidade 
temática, no módulo. 
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 
duas semanas antes das sessões presenciais seguintes. 
Para cada tarefa serão estabelecidos prazos de entrega, e o não 
cumprimento dos prazos de entrega, implica a não classificação do 
estudante. Tenha sempre presente que a nota dos trabalhos de 
campo conta e é decisiva para ser admitido ao exame final da 
disciplina/módulo. 
Os trabalhos devem ser entregues ao Centro de Recursos (CR) e os 
mesmos devem ser dirigidos ao tutor/docente. 
Podem ser utilizadas diferentes fontes e materiais de pesquisa, 
contudo os mesmos devem ser devidamente referenciados, 
respeitando os direitos do autor. 
O plágio1 é uma violação do direito intelectual do(s) autor(es). Uma 
transcrição à letra de mais de 8 (oito) palavras do texto de um 
autor, sem o citar é considerado plágio. A honestidade, humildade 
científica e o respeito pelos direitos autorais devem caracterizar a 
realização dos trabalhos e seu autor (estudante do ISCED). 
Avaliação 
Muitos perguntam: como é possível avaliar estudantes à distância, 
estando eles fisicamente separados e muito distantes do 
docente/tutor!? Nós dissemos: Sim é muito possível, talvez seja 
uma avaliação mais fiável e consistente. 
Você será avaliado durante os estudos à distância que contam com 
um mínimo de 90% do total de tempo que precisa de estudar os 
conteúdos do seu módulo. Quando o tempo de contacto presencial 
conta com um máximo de 10%) do total de tempo do módulo. A 
avaliação do estudante consta detalhada do regulamento de 
avaliação. 
Os trabalhos de campo por si realizados, durante estudos e 
aprendizagem no campo, pesam 25% e servem para a nota de 
frequência para ir aos exames. 
Os exames são realizados no final da cadeira disciplina ou modulo e 
decorrem durante as sessões presenciais. Os exames pesam no 
mínimo 75%, o que adicionado aos 25% 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 conclusão da 
cadeira. 
Nesta cadeira o estudante deverá realizar pelo menos 2 (dois) 
trabalhos e 1 (um) (exame). 
 
1 Plágio - copiar ou assinar parcial ou totalmente uma obra literária, propriedade 
intelectual de outras pessoas, sem prévia autorização. 
 
Algumas actividades práticas, relatórios e reflexões serão utilizados 
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 identificação das referências bibliográficas 
utilizadas, o respeito pelos direitos do autor, entre outros. 
Os objectivos e critérios de avaliação constam do Regulamento de 
Avaliação. 
 
 9
 
 
UNIT-1 
 
Present Simple and Present Continuous 
 
 
 
LESSONS-1/2 
Present simple and present continuous 
Tasks and exercises 
I 
Match activities with images: Example: 1. play piano = (c) 
 
1. play piano / 2. go to the movies / 3.listen to music / 4. cook / 5. read books 6. play 
guitar / 
 7. play computer games / 8. go dancing / 9. go bicycle riding 10. go for a walk / 
 11. run / 12 . play cards / 13. watch TV / 14. swim / 15. go fishing / 16. play 
basketball / 17. play piano / 18 . play chess : 
 
a) b) c) d) 
 
e) f) g) h) i) 
 
 10
 
 
k) l) m) n) 
 
o) p) q) r) s) 
 
 
 
II 
What do the following people like to do during their leisure time? 
Example: My uncle likes to play computer games. 
NOW YOU: 
1. I like to …….. 
2. My mother (or father) likes to…………. 
3. My best friend likes to …… 
4. My wife/husband (or companion) likes to ……. 
5. My brother likes to …… 
6. My sister likes to …… 
 
 
 11
Task three 
 
Ask 5 classmates what they like to do. Fill in the chart below: 
 
Example: 
 
Student Name 
Do you like to 
play 
basketball? 
Do you like to 
read books? 
Do you like to 
go for a walk? 
Do you like to 
go surfing? 
Do you like to 
play chess? 
Alison Yes No Yes Yes No 
Bruce No Yes No No Yes 
Kevin No Yes Yes Yes Yes 
Tammy Yes Yes Yes No Yes 
Tim No No Yes Yes No 
 
 
NOW YOU: 
Student Name Do you like to 
play computer 
games? 
Do you like to 
read books? 
Do you like to 
go dancing? 
Do you like to 
watch TV? 
Do you like to 
swim? 
………………………………………………………………………………………………………………………………….. etc 
 
 
 
 
 
LESSONS-3/4 
Adverbs Of Frequency 
 
Adverbs Of Frequency 
Adverbs of frequency tell how often or how frequently somebody does something. 
Study this: 
 
Amount Of Time 
 
 
Adverb 
100% Always 
80% Usually 
70% Often 
50% Sometimes 
30% Seldom 
10% Rarely 
0% Never 
Adverbs of frequency come between the subject and the verb: 
Subject + Adverb Of Frequency + Verb 
Oscar usually plays cards on Friday night. 
 
 
 12
Blanche always works in the garden on weekends. 
 
 
Tasks and exercises 
 
I 
Add the frequency adverbs to the sentences below. 
 
Example: (always) John always goes bicycle riding on his day off. 
 
1. (rarely) Henry ___________ plays guitar on Sunday morning. 
2. (never) Benjamin __________ collects stamps. 
3. (usually) Kim __________ knits when she has free time. 
4. (always) Barbara and Roger __________ play bingo on Saturday afternoon. 
5. (often) Patricia __________ makes scrapbooks on weekends. 
6. (sometimes) Barry __________ runs after work. 
7. (seldom) Mary __________ swims at the city pool. 
 
 
 
II 
Use the information between brackets to fill in the blank with the correct adverb. 
 
Example: (80%) Melanie _usually_ reads books during her leisure time. 
 
(100%) Leonard ___________ plays soccer on Saturday afternoon. 
(10%) Theresa __________ plays piano. 
(0%) Harry __________ plays basketball on Monday morning. 
(30%) Andrea __________ watches TV after work. 
(50%) Tom __________ goes rollerblading on his day off from work. 
(70%) Alice __________ swims in the pool at the gym. 
(80%) Sonya __________ listens to music when she has free time. 
 
III 
 
Read these dialogs. Practice these dialogs with a classmate. 
 
Dialog 1 
Mary: Billy, name something that you always do on Friday night. 
Billy: I always play cards on Friday night. 
Dialog 2 
Billy: Mary, name something that you never do on Saturday afternoon. 
Mary: I never go rollerblading on Saturday afternoon. 
Dialog 313
Mary: Billy, name something that you sometimes do on Sunday morning. 
Billy: I sometimes go fishing on Sunday morning. 
Dialog 4 
Robert: How often do you watch TV when you have free time? 
Greg: I usually watch TV when I have free time. 
Dialog 5 
Leslie: How often do you work in the garden on weekends? 
Audrey: I often work in the garden on weekends. 
Dialog 6 
Joan: How often do you go bungee jumping on you day off from work? 
Mark: I never go bungee jumping on my day off from work. 
Dialog 7 
Ben: How often do you cook? 
Harvey: I seldom cook. 
 
 
 
IV 
(Speaking) 
Answer these questions with a complete sentence that contains an adverb of frequency. 
 
Example: Name something that you always do on Saturday morning. > I always run on 
Saturday morning. NOW YOU /CHOOSE AT LEAST 10 OF THE FOLLOWING ACTIVITIES 
BELOW: 
 
Name something 
that you always do 
on Saturday 
morning. 
 
Name something 
that you usually do 
on Saturday 
afternoon. 
 
Name something 
that you often do 
on Saturday night. 
 
Name something 
that you 
sometimes do on 
Saturday morning. 
 
Name something 
that you seldom do 
on Saturday 
afternoon. 
Name something 
that you rarely do 
on Saturday night. 
Name something 
that you never do 
on Saturday 
morning. 
Name something 
that you rarely do 
on Saturday 
afternoon. 
Name something 
that you always do 
on Saturday night. 
Name something 
that you seldom do 
on Sunday 
morning. 
 
 
 
 
 LESSONS-5/6 
Present Progressive 
 
 The Present Progessive Tense, Information Questions, Short Answers 
 
 
 14
The present progressive is used to talk about what is happening right now. 
Subject + Be + Main Verb + ing 
She is pouring a cup of tea. 
She is drinking a cup of coffee. 
 
A sentence in the present progressive can begin with a contraction. 
 
Contraction Of Subject And Be + Main Verb + ing 
 
 She’s pouring a cup of tea. 
She’s drinking a cup of coffee. 
 
 
Tasks and exercises 
I 
(speaking) 
 
What’s she doing? What’s she doing? 
She’s pouring a cup of tea. She’s drinking a cup of coffee. 
Is she pouring a cup of tea? Is she drinking a cup of coffee? 
Yes, she is. Yes, she is. 
Is she drinking a cup of tea? Is she pouring a cup of coffee? 
No she isn’t. No, she isn’t. 
What’s she doing? What’s she doing? 
She’s pouring a cup of tea. She’s drinking a cup of coffee. 
 
 
Information questions in the present progressive begin with a question word. 
 
What + Be + Subject + Main Verb + ing? 
What is she doing? 
 
Sometimes information questions begin with a contraction. 
 
 
 15
Contraction of What And Be + Subject + Main Verb + ing? 
What’s she doing? 
 
Short Answer questions in the present progressive begin with Be. 
 
Be + Subject + Main Verb + ing 
Is she drinking a cup of tea? 
Are you pouring a cup of coffee? 
 
Short Answers contain the subject and Be. A negative short answer 
usually has a 
contra
ction. 
Yes/No + Subject + Be + (Not) No, + Subject + Contraction Of 
Be And 
 
Not 
Yes, she is. No, she isn’t. 
No, she is not. 
 
 
II 
(Speaking) 
 
 
What are you doing? 
I’m holding a cat. 
Are you holding Fred? 
Yes, I am. 
Is Fred a cat? 
Yes, he is. 
Are you holding a dog? 
No, I’m not. 
Is Fred a dog? 
No, he isn’t. 
 
 
 
 16
What is Fred doing? 
Fred is playing with a ribbon. 
Is he sleeping? 
No, he’s isn’t. 
Is he playing with a ribbon? 
Yes, he is. 
 
 
What’s he doing? 
He’s sleeping. 
Is he playing? 
No, he isn’t. 
Is he sleeping? 
Yes, he is. 
 
 
 
 
 
 
 
 
 
 
 
What are you doing? 
We’re taking pictures. 
Are you watching TV? 
No, we aren’t. 
Are you taking pictures? 
Yes, we are. 
 
 
 
 
 
Sometimes the main verb has a spelling change in the present progressive tense. 
Spelling Rules 
 
1. When a verb ends in a consonant and e, drop the e and add ing. 
 
take = taking dance = dancing ride = riding use = using drive = driving 
 
2. When a verb ends in one vowel and one consonant, double the consonant and add 
ing. 
 
run = running hug = hugging 
 
 
 17
But, there is an exception to this rule. When a verb ends in w, x, or y, do not double 
these consonants. 
 
play = playing fix = fixing sew = sewing 
 
 
3. When a verb ends in two consonants, do not double the consonant. 
drink = drinking hold = holding watch = watching fish = fishing 
jump = jumping talk = talking walk = walking 
4. When a verb ends in two vowels and one consonant, do not double the consonant. 
 
pour = pouring eat = eating feed = feeding sleep = 
sleeping cook = cooking read = reading 
 
III 
 
Match the expressions with the pictures: I 
Example: 1) they’re jumping in the pool = . picture j 
1. They’re jumping into the pool. / 2.He’s talking. / 3. He’s driving. / 4. They’re 
walking. 
5. He’s cooking. / 6. He’s reading. / 7. They’re walking. / 7. She’s sleeping. / 8. 
He’s sewing . / 9. They’re riding horses. / 10. They’re running. / 11. He’s using 
the computer. 
a) b) 
c) d) e) 
 
 18
f) g) h) 
 
i) j) 
k) 
 
IV 
Write questions for each of the images in the previous exercise. 
Example: 
Image a ) > What are they doing? 
 
1. 
Now answer your own questions with complete sentences. 
Example: They’re jumping into the pool. 
 
2. 
Answer the questions with complete sentences: 
Examples: Image a) Are they running? >> Yes, they are. 
 Image b) Are they eating? >> No, they aren’t. 
 
 19
a) b) 
c) d) e) 
 
 
 
 
Is he Playing the piano? Is she sleeping? Is he using the computer? 
f) g) h) 
 
Is he sewing? Is he fishing? Is he riding a 
bike? 
i) j) k) 
Are they walking? Are they dancing? Is he reading? 
 
 20
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LESSONS-7/8 
 Verb to Have 
 
 Talking About Health Problems 
 
 When someone has a health problem, the verb have is often used. 
 
 
 
 I have an allergy. 
You have an 
allergy. 
He has an allergy. 
She has an 
allergy. 
We have an allergy. 
All of you have an 
allergy. 
They have an allergy. 
 
 
 
Tasks and exercisesI 
Health Problems 
Write the health problems using the following expressions for each picture. 
earache / toothache / backache /stomachache / asthma / cold / cough / fever / 
headache 
/ sore throat (<they’re in a mixed order!) 
 
 
 
Example: a) She has a cold 
 
 21
 
 
 
a c) d) e) 
f) g) i) j) 
k) l) 
 
II 
 
 Fill in the blank with the correct form of have. 
1. I__________ a backache. 8. He __________ asthma. 
2. You __________ an earache. 9. You __________ a headache. 
3. She __________ a fever. 10. He __________ a sore throat. 
4. We __________ an allergy. 11. She __________ a burn. 
5. He __________ a cough. 12. I __________ a cold. 
6. They _________ a stomach ache. 13. They __________ chicken pox. 
7. We __________ a toothache. 
 
 
 
 
 
III 
 
 
 22
Read each sentence and review any vocabulary that you do not know. Then, fill in the 
blank with the correct form of have. 
1. His ear hurts. He __________ an earache. 
2. My tooth hurts. I__________ a toothache. 
3. Jill is short of breath. She __________ asthma. 
4. Your back hurts. You __________ a backache. 
5. Your throat hurts. You __________ a sore throat. 
6. Bill and Don ate too much food. They __________ a stomach ache. 
7. My nose is congested. I __________ a cold. 
8. Kelly and I __________ a temperature over 100F. We __________ a fever. 
9. I spilled hot water on my hand. I __________ a burn on my hand. 
10. Mary __________ red spots on her skin. She __________ chicken pox. 
11. Carl takes cough medicine. He __________ a cough. 
12. Erin’s head hurts. She __________ a headache. 
13. I sneeze when I am outside. I __________an allergy. 
LESSONS-9/10 
 Exercises-revision of the unit 
 
Simple Present and present progressiveTense 
Tasks and exercises 
1. Every 10 years, the U.S. Census (nscout) ___counts____ every resident in the 
United 
 
States. 
2. The federal government (ksema) _____________ political decisions. 
3. Richard (rdinsk) ___________ a large cup of coffee at work every morning. 
4. Cathy (si) ____________ a census taker. 
5. Census takers (od) ____________ many things. 
6. Each day, census takers (rnut ni) ____________ their completed work to the 
crew leader. 
7. He is now (wiknorg) ____________ at the U.S. Census office. 
8. A census taker (resdorc) _____________ the responses on paper. 
9. The U.S. Census Bureau (sha) _____________ many temporary job positions for 
census 
 
takers. 
10. A census taker (nocduts) _____________ interviews. 
 
 UNIT-2 Past Simple 
 
 
 
LESSONS-11/12 
 
 
 23
Irregular Past Tense Verbs 
And Question Formation In The Past Tense 
 
 Some English verbs have irregular past tense forms. For example, the past tense form of 
eat is ate. This is the past tense of is conjugation of eat: 
I ate 
You ate 
He ate 
She ate 
We ate 
They ate 
 
Example 
 
 Tim, Rita, and Karin ran the marathon yesterday. (from the verb “run”) 
 
The past tense forms of these verbs are irregular. 
 
bring –
brought 
 break - broke buy – bought catch – caught come – came do – did 
drink – drank drive - drove fly - flew get – got go – went have – had 
hear - heard meet - met pay -paid put – put ride - rode run - ran 
see – saw send - sent sleep – slept stand – stood think – 
thought 
write – wrote 
 
Tasks and 
exercises 
 
 
I 
Write the past tense form of the verb in the blank. 
 
Example: Melinda __came__ (come) home at 5:00 yesterday afternoon. 
1. Julianne _______________ (see) a movie Saturday afternoon. 
2. We _______________ (do) the laundry this morning. 
3. Mia _______________ (sleep) for 9 hours last night. 
4. Joe _______________ (eat) a hamburger for lunch. 
5. Mark _______________ (stand) in line at the post office for 30 minutes this morning. 
 
 24
6. Lisa _______________ (get) up at 7:30 this morning. 
7. Linda _______________ (write) in her journal every day last month. 
8. Barry _______________ (go) downtown last week. 
9. Nick _______________ (bring) his dictionary to class yesterday. 
10. Annette _______________ (have) supper at 6:00 yesterday. 
11. Marie _______________ (buy) new clothes last week. 
12. Josh _______________ (put) his coat in the closet. 
13. Frank _______________ (catch) a fish at the lake. 
14. Ben and Yolanda _______________ (think) about their family this morning. 
15. Charlie _______________ (run) a marathon in October. 
16. Harry _______________ (drink) 5 cups of coffee this morning. 
17. Stanley _______________ (drive) to the beach last summer. 
18. Deborah _______________ (ride) her bicycle in the park on Sunday. 
19. David _______________ (fly) to Chicago last week. 
20. Jordan ________________ (send) his mother a birthday present. 
21. We _______________ (hear) a baby cry this morning. 
22. I ________________ (pay) the rent on the first of May. 
23. I _______________ (break) my arm two years ago. 
24. She_______________(drink) tea this morning. 
25. Bill ________ (meet) his best friend at school. 
 
 
II. 
Write 6 sentences using the verbs in the right box; put them in the past tense! 
 Forms of Transportation 
bicycle boat bus car helicopter motorcycle 
pickup truck snowmobile sports car train jet 
ski 
 Verbs 
Drive fly 
ride take 
1. My brother …………………. a truck to …………………… last week. 
2. My sister ………………….. a motorcycle to ……………………. yesterday. 
3. My ………… ………………… helicopter to ……………………. ……………….. 
4. etc. etc. 
 
III 
 
Write a sentence in the past tense for each of the following pictures adding the word 
“yesterday”: 
(Choose from the following past tense forms: drove rode slept –these are in 
mixed order!) 
The policemen …..horses….. / My little My friend ………. a truck … 
 
 25
 
 
 
 
 
 
Lessons-13/14 
 
Irregular Past Tense Verbs And Question Formation In The Past Tense 
 
Questions In The Past Tense 
Questions about the past use a question word, the past tense of do (did), the subject, 
and the main verb. 
The answer uses the past tense of the main verb. 
 
When and What time ask for information about time. 
 
Question Word + Did + Subject + Main Verb 
When did Julianne see a movie? Julianne saw a movie Saturday afternoon. 
 
Question Word + Did + Subject + Main Verb 
What time did Lisa get up? Lisa got up at 7:30 this morning? 
 
Where asks for information about a place. 
 
Question Word + Did + Subject + Main Verb 
Wheredid Bill meet his best friend? Bill met his best friend at school. 
 
What asks for information about things. 
 
Question Word + Did + Subject + Main Verb 
 
 26
What did Joe eat for lunch? Joe ate a hamburger. 
 
Who asks about people. 
 
Question Word + Did + Subject + Main Verb 
Who did Bill meet at school? Bill met his best friend at school. 
 
Last is added to the question in order to ask about the most recent occasion that 
something happened. 
 
Question Word + Did + Subject + Last + Main Verb 
When did you last pay the rent? I paid the rent on the first of May. 
What time did you last see the doctor? I saw the doctor at 10:00 this morning. 
Where did you last go on vacation? I went to Spain. 
 
How many asks for a number. 
How many hours did you sleep last night? I slept 9 hours last night. 
 
How many cups of coffee did Harry drink this morning? 
Harry drank 5 cups of coffee this morning. 
 
 
Exercises and revision of the unit 
Tasks and exercises 
I 
 Fill in the blank with the correct form of the verb. 
Example #1: When did Julianne _see__ a movie? Example #2: When did you last write 
an e-mail? 
Julianne _saw_ a movie Saturday afternoon. I _wrote_ an e-mail this morning. 
1. When did you_______ the laundry? 17. When did you _______a baby cry? 
We________the laundry this morning? We_______a baby cry last night. 
2. How many minutes did Mark_______in line at the post office? 18. When did you last 
_______the rent? 
Mark________in line at the post office for 30 minutes this morning. I_______the rent 
on the first May. 
3. What time did Lisa_______up this morning? 19. When did you_______your arm? 
Lisa_______up at 7:30 this morning. I_______my arm two years ago. 
4. When did Barry_______go downtown? 20. Who did Bill_______at school? 
Barry_______downtown last week. Bill________his best friend at school. 
5. What did Nick________to class yesterday? 21. When did you last drink a Coca-Cola? 
Nick_______his dictionary to class yesterday. I________ a Coca-Cola yesterday. 
6. What time did Annette ___________ supper yesterday? 22. When did you last do the 
laundry? 
Annette __________ supper at 6:00 yesterday. I _______ the laundry on Tuesday. 
 
 27
7. When did Marie_______new clothes? 23. Where did you last stand in line? 
Marie_______new clothes last week. I_______in line at the grocery store. 
8. Where did Josh_______his coat? 24. Where did you go last weekend? 
Josh_______his coat in the closet. I________to the park. 
9. Where did Frank __________ a fish? 25. Where did you buy your shoes? 
Frank __________ a fish at the lake. I_______ my shoes at Macy’s. 
10. When did Ben and Yolanda______about their family? 26. When did you last drive a 
car? 
Ben and Yolanda __________ about their family this morning. I________a car this 
morning. 
11. When did Charlie __________ a marathon? 27. When did you last fly in an airplane? 
Charlie _______________ a marathon in October. I________in an airplane last year. 
12. How many cups of coffee did Harry __________ this morning? 28. When did you last 
hear a baby cry? 
Harry __________ 5 cups of coffee this morning. I_______ a baby cry this morning. 
13. When did Stanley ___________ to the beach? 29. Where did you last break a glass? 
Stanley __________ to the beach last summer. I_______a glass in the kitchen. 
14. Where did Deborah __________ her bicycle on Sunday? 30. Where did you put your 
wallet? 
Deborah __________ her bicycle in the park on Sunday. I_______my wallet in my 
pocket. 
15. When did David ___________ to Chicago? 31. How many e-mails did you send 
yesterday? 
David _______________ to Chicago last week. I_______6 e-mails yesterday. 
16. What did Jordan ___________ his mother? 32. When did you last catch a cold? 
Jordan ___________ his mother a birthday present. I _______ a cold 6 months ago. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Unit 3. The Past Perfect and past progressive 
 
 
Lessons-15/16 
 
 
 28
Grammar Structures: The past perfect 
O Past Perfect é formado pelo verbo auxiliar "have" no passado (had) e o Past Participle 
do verbo principal. 
Note que o Past Perfect deve estar sempre inserido em um contexto já no passado, ou 
sua utilização estará errada. 
The Past Perfect is quite simple and useful, we use it to show that one action in the past 
occurred before another action in the past. 
Use 
1. A completed action before another activity in the past 
2. a Third conditional sentences (see unit 5) 
b Reported speech (see unit 17) 
3. Dissatisfaction with the past 
 The Past Perfect is also used in a number of expressions like these: 
I wish / as if / though / if only 
 
I wish I hadn't gone there. 
John looked as if he had done something terrible. 
Form 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Past participle 
My train Had Left 
Examples: 
By the time I got to the station my train HAD left. (use 1) 
My mum asked me whether I had visited grandma the previous day. (Use 2b) 
By the time I got to the market, most of the stalls had already been closed. 
(Use 1) 
Use 3 is the so-called hypothetical past. We're talking about things that never 
happened. 
I wish I had fixed my umbrella. (but I didn't) 
If only I had known the answer to that question. (but I didn't) (Use 2a) 
 
 
 
 
 
 
 
In questions: 
Auxiliary verb 
+ 
Subject 
+ 
Past participle 
had my train Left? 
Examples: 
Had he known some words before he started learning English? 
Had they had any pet before they bought the giraffe? 
 
 29
 
Common time expressions (time adverbials) in the Past Perfect: 
after, before, already, as soon as, just, yet, until, till, by the time that. 
 
In negative sentences: 
 
 
 
 
 
Tasks and exercises 
 
I. Put the verbs between brackets in the correct tenses: 
1. When we arrived, the concert __________________(already finish). 
2. It ______________(got) worse before it got better. 
3. By the time I watched my favorite program, I ________________(drink) a 
glass of beer. 
4. Mr.Johnson ___________ (read) the document carefully before he signed it. 
5. Before I was born, my grandfather __________ (go) to war. 
 
 
 
 
 
 
 
 
 
 
 
 
 
Lessons-17/18 
 
 
 
 The past Perfect continuous 
 
The Past Perfect Continuous (Progressive) is very similar to the Past Perfect. However, 
while using this tense, we focus on the duration of an activity rather than the result of it. 
Use 
1. Duration of a past action up to a certain point in the past 
2. Third conditional sentences (a) and reported speech (b) 
 
Subject 
+ 
Auxiliary verb + not 
+ 
Past participle 
My train hadn't/ had not left. 
 
 30
 
 
Form 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/a dog etc. Had been eating/swimming, etc. 
Examples: 
I had been running for an hour when it started raining. (Use 1) 
Mary said she had never been swimming so much in one day. (Use 2b) 
Kathy put on weight because she had been eating too much sugar (Use 1) 
When I saw him I knew that he had been training. (Use 1) 
 
In questions:Auxiliary verb 
+ 
Subject 
+ 
Auxiliary verb 
+ 
Verb + ing 
Had I/a dog etc. been eating/swimming, etc. 
Had Fred been painting the house for many hours when the ladder fell? (Use 1) 
How long had the player been playing before he scored? (Use 1) 
 
 
 
 
 
 
 
 
 
 
In negative 
 
sentences: 
Subject 
+ 
Auxiliary verb + not 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/a dog /Mary, etc. hadn't Been going/swimming, etc. 
He said he wasn't tired because he hadn't been preparing his car. (Use 2b) 
If it hadn't been raining, we would have played football. (Use 2a) 
Had I not been studying all night, I would have problems with this test now. (Use 2a) 
 
Exercise and revision of the unit 
Tasks and exercises 
I. 
Complete the gaps using the verbs between brackets (in the past perfect continuous 
tense): 
1. They ______________ (shout) for a few hours before their parent-arrived. 
2. They ______________ (eat noisily) for a few hours before their parents arrived 
 
 31
 
3.They ______________ (play music at full volume) for a few hours before 
their parents arrived. 
4. They ______________ (jump on their parents' bed) for a few hours before 
their parents arrived. 
5. They ______________ (try on Mary's clothes) for a few hours before their 
 
 
 
 
 
 
 
 
 
 
 
 
 Unit 4. Modal Verbs 
 
 
 Lessons-19/20 
 
 
 
Reading 
At the Store 
"I'm going to the store." can have a variety of meanings in English because there are a 
wide variety of different stores. "Store" can be a Supermarket, a Convenience Store, a 
neighbourhood grocery store, a shoe store, a clothing store, a hardware store, a paint 
store, a book and magazine store, a butcher shop, a candy store, an automotive parts 
store, a toy store or a pet store. A store can be a tiny 2 m. by 3 m. Newspaper and 
magazine store or a huge "open 24 hours" Super Waymart as large as several football 
fields. 
"I'm going to the store." can mean you are going to buy a pack of cigarettes, a week's 
worth of groceries, a pair of shoes or a new television set. Sometimes it means that you 
are bored and just plan to "window shop" - walk along the street or walk up and down 
the aisles of a large store or mall looking at the merchandise on display. 
There are a few different ways to buy something from a store. You could pay for the 
items you want with cash - actual paper money and coins - or with a personal check. You 
could use a "charge card" issued by and only valid at specific stores - Sears, Penney's, 
Circuit City, Macy's, etc. - for which you receive a monthly bill showing all of your 
purchases during the previous month. You could pay for your items with a "debit card" - 
a plastic card that allows money in the amount of your purchase to be withdrawn from 
 
 32
your checking account. Finally, you could use a "credit card" such a VISA, Master Card, 
Discover or American Express, which is like a loan allowing you to purchase something 
now and pay for it later. Of course, if you cannot pay for it later, the credit card 
companies add large amounts of "interest" to the amount you owe so that the longer 
you take to pay, the greater the amount is that you have to pay. 
 
 
 
 
 
 
 
Comprehension: 
Tasks and exercises 
 
I. 
Answer the following questions: 
1. What can the word “store” mean? Present synonyms. 
2. Mention a few ways in which you can pay when buying something. 
3. Which way do you prefer and why? 
 
Grammar Structures: MODALS 
Modals (can, could, may, might, shall, should, will, would must) are verbs that are 
normally used together with one or more other verbs; never use ‘to’ between a modal 
and the following verb 
e.g. He can speak English. - Ele sabe falar inglês. 
(c.f. He likes to speak English. - Ele gosta de 
falar inglês.) 
Can I smoke here? - Posso fumar aqui? 
 (c.f. Do you want to smoke? - Você quer 
fumar? 
Note:"May", "might" e "must" são verbos, mas nunca terão sua forma alterada por 
conjugação. It is very important to study the use and meanings of the modals because 
they are used very frequently in English. Below is a list of the most important uses and 
meanings with examples: 
 a. can 
i. Ability: (=to be able) I can speak English - Eu consigo falar inglês. 
ii. Permission: Can I smoke here? - Posso fumar aqui? 
iii. Possibility: It can happen to anyone. - Isso pode acontecer com 
qualquer um. 
(See for Possibility also ‘may’ or ‘might’ .) 
b. could 
 
 33
i. Ability / Permission in the past: 
I couldn't speak English before going to England. -Eu não sabia falar 
inglês 
antes de ir para a Inglaterra. 
 I couldn't go. Não pude ir. 
You couldn't smoke in the presence of your parents at that time. Não se 
podia fumar na presença dos pais, 
naquela época. 
ii. Possibility in the present: We could send him a letter. 
iii. Unreal past ability or possibility: You could have called me. 
 Você poderia ter me ligado. 
iv. Polite request: Could you do me a favor? Você poderia me fazer um 
favor? 
c. may 
i. Permission: May smoke here? Posso fumar aqui? 
 Polite Request: May I have this dance? 
ii. Possibility: It may rain today. Pode ser que chova hoje. 
iii. To express a wish (um desejo): May all your dreams come true. - Que 
 todos seus sonhos se realizem. (This is quite formal 
English.) 
d. might 
(Remote) possibility: It might rain this weekend. É capaz de chover no próximo 
 fim de semana. 
 You might not like this film. 
e. will 
i. to express the future i.e. predictions of events or the weather: 
It will be rainy tomorrow. 
ii. to express personal intentions: 
 He will marry her after he has finished his studies. 
f. would 
Conditional sentences, i.e. in the main clause: 
I would buy a car, if I had enough money. 
g. shall 
suggestion or proposal (British English): 
Shall we go to the movies? Que tal, vamos ao cinema? 
(Note: Shall is only used in the interrogative and the first person singular ‘I’ or 
plural ‘we’). 
 
h. should /ought to 
advice: You should (ought to) study more. Você deveria estudar mais. 
 
i. must (past tense: ‘had to’) 
i. strong advice: You must stop drinking. 
 
 34
The windscreen is very dirty. You must clean it to drive 
safely. 
ii. personal obligation: I’m not feeling well. I must go and see a doctor. 
I must go to a bank today. I haven’t got any money. 
iii. prohibition (forbidden): You mustn't drive; you’ve been drinking. 
iv. inference, logical deduction: He has bought the Cardoso Hotel in 
Maputo. He must be very rich. 
j. have to 
i. External rule or obligation (generally considered as important or 
enforced by law) 
Our accountant says that we have to pay our tax monthly. 
I’ll be late for work tomorrow. I have to see a dentist. 
You have to pass a test before you can get a licence. 
ii. Manuel negative: don’t/doesn’t have = there is no need to 
I’m on holiday, so I don’t have to get up before 9. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Lessons-21/22 
 Exercises and Revision of the unit 
 
Tasks and exercises 
I. Underline all the modal verbs that you can find in the expressions below thatare commonly used in stores: 
1. How much does this cost?" 
2. "May I help you, Sir?" 
3. "May I help you, Ma'am" 
4. "No, thank you. I'm just looking." 
5. "Will that be cash or charge?" 
6. "Where are those jeans that were on 
sale?" 
17. "Do you have this blouse in a size 
16?" 
18. "Excuse me, do you work here?" 
19. "How fresh are these 
strawberries?" 
20. "Would you like to try those shoes 
in a larger size?" 
 
 35
7. "I'm sorry, but we're out of those. We 
have some very nice Wranglers, 
though." 
8. "What colour paint were you looking 
for, lady?" 
9. "Do you deliver?" 
10. "Would you like me to help you with 
that package, Ma'am?" 
11. "Where is the Electronics 
Department?" 
12. "Where can I find the children's 
clothing?" 
13. "Your ad showed some dresses on 
sale. Could you tell me where they 
are?" 
14. "When I got this CD player home, it 
wouldn't play." 
15. "Do you have your receipt?" 
16. "Will you take a personal check?" 
 
21. "Excuse me, Miss. Where can I 
find the cake mixes?" 
22. "Cake mixes are on the right at 
the far end of aisle five." 
23. "I'd like a chicken salad sandwich 
and a small Coke." 
24. "Are these the only colours you 
have?" 
25. "You can't take your packages 
into the dressing room, Ma'am." 
26. "Please don't squeeze the 
tomatoes." 
27. "How can I tell if these melons are 
ripe?" 
28. "I'm afraid we don't have that 
style in your size." 
29. "We sold out of that item. Would 
you like a rain check?" 
 
 
 
 
II. Translate the expressions below that have something to do with stores or 
shopping: 
credit card / salesperson / counter / display case / cash register / sale / credit / jewelry 
store / supermarket / receipt / Visa / mall / department store / discount store / barber 
shop / delivery / refund / discount 
 
III. Use each verb with a modal in a sentence that you make up: 
deliver / purchase / buy / charge / cash / accept / choose / select / borrow / try 
 
IV. Use modal verbs, either in the present or the past tense (affirmative or 
negative): 
1. Did you know that she …………… play the piano? 
2. Well, when I was young, I …………dance the tango, but I too old now. 
3. In this street you ……... park your car anywhere you like. 
4. She ………………. leave the airport in Harare because didn’t have a visa. 
5. Dercio didn’t pass his exam, so he …………. to do a re-sit. 
6. I ………… finish this work today or I’ll be fired tomorrow. 
7. Hurry up! We ……… be late for the meeting. 
8. If there is a fire in the building, you ……… use the lift. 
 
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9. ……………. you wait outside, please. 
10. …………….. you mind waiting a few minutes? 
11. ……………… I borrow your dictionary, please? 
12. You ………… stop contacting him! Can’t you see that he is abusing you? 
13. - I ………. get in. I have lost my key! – You …………… have bought a spare key when 
you still had the original. 
14. I’m not sure if I want to do the test now. I …………… do it next year after finishing 
my studies. 
15. I ………… join you; who knows. 
 
 
 
V. Use any of the modal verbs, either in the present or the past tense. 
1. Hey partner, next week we have a holiday; we ………………… plan a holiday trip to 
divert ourselves and refresh our minds. 
2. I’m not sure about our financial situation. ………… I go to the bank this afternoon 
and see how much we still have? 
3. O.K., meanwhile let’s decide about a few things. Where ………… we go and how 
……… we travel? - What about traveling abroad? 
4. I’m not too sure. South Africa is expensive. We …………. go to Zimbabwe, but isn’t 
it a bit unsafe there? 
5. Lake Niassa, perhaps ? I have always wanted to go there. I ………………. see it one 
day, before I am too old to travel. 
6. Too old! You ………………. be joking! You have still got a whole life before you. 
7. Don’t exaggerate. There are a lot of things I ………….do some 15 years ago, that I 
…………..do any longer these days. 
8. …………I ask you how old you are, actually? 
 
 
 
 
 
 Unit 5. Talking about the Future 
 
 
Lesson-23/24 
 
 The Future Tenses 
a. Present Progressive (plans :what somebody has already arranged or decided to 
do in the future:) 
 
Some examples: 
Are you doing anything this evening? 
I’m working on Thursday 
 
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We’re traveling along the Mozambican coast for two months. 
Our cousin is probably coming on Thursday. 
 
b. Be going to+ infinitive (plans and predictions) 
- PLANS 
e.g. I’m going to learn Chinese. 
What are you going to do next year? 
This is going to be our new office. 
 Is he going to be here today? 
- PREDICTIONS about (very) near and obvious future: 
e.g. It’s going to rain. 
The plan is going to crash. She’s going to have a baby. 
* Use Going to forms to express predictions based on observing the present situation. 
** Sometimes you may encounter the form gonna, which is a contraction of going to. 
Gonna is informal so should not be used in writing! 
 
c. Will 
I / you he etc. will (‘ll) go We / they will 
(‘ll) go 
I, you, etc. will not 
(won’t) go 
Will I / you, etc. go? 
e.g. I think Manchester will beat Liverpool 2 – 0. 
Something very strange will happen next Thursday. 
Tomorrow will be warm and sunny. 
If you don’t eat you’ll die. 
Use 
1. Promises (Use 1) 
2. Unplanned actions (spontaneous decisions) (Use 2) 
3. Predictions based on experience or intuition * (Use 3) 
 
 
Form 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Infinitive 
I/a dog etc. will go/take etc. 
 
CAUTION 
Remember, you should never use will to say what somebody has already arranged or 
decided to do in the future: 
 Mike is moving to New Jersey next month ( not "Mike will move") 
More 
I think he will regret his choice (Use 3) 
I will come back at 10 p.m. (Use 1) 
When I'm 60 years old, I will be totally bald (Use 3) 
I will go to Mary (Use 2 - the speaker decided to go to Mary in the moment of speaking.) 
Let's buy the snacks at the supermarket - they will be cheaper (Use 3) 
 
 38
 
 
 
 
 
 
 
 
 
 
In questions: 
Auxiliary verb 
+ 
Subject 
+ 
Infinitive 
Will I/a dog etc. go/take etc. 
 
 
Will he be angry when he sees me? (Use 3). 
What do you think - will Mark arrive at 10 or 9? (Use 3) 
In negative sentences: 
Subject 
+ 
Auxiliary verb + not 
+ 
Infinitive 
I/a dog etc. will not/won't go/take etc. 
I won't take any equipment with me (Use 2). 
Mmmm... you know what? I won't be able to help you with your English today (Use 2) 
(The speaker didn't know you wouldn't be able to help his or her friend with English - 
that's why it's Use 2.) 
Remember 
We often use will with events that were in progress when another event happened. We 
often use when to link these two events: 
probably, most likely I'll probably drop in on uncle. 
I think This gift is great. I think we'll love it. 
I'm sure It's not going to be boring there. I'm sure there will be a lot of boys at your age. 
I wonder (if, what, when, 
etc.) It's a bit late. I wonder if he'll come. 
I expect I haven't seen Matthew today. I expect he'll call today. 
 
 
Lessons-25/26 
 
Summary: The three future forms (a, b, and c) 
PLANS PREDICTIONS 
We use both the Present 
Progressive or be goingto talk 
We use both be going to and will to predict (to 
say what we think or know will happen in the 
 
 39
about plans. We use the Present 
Progressive especially when we talk 
about times and places. 
Compare: 
future). We prefer going to when we can ‘see 
things coming’ – when it is very clear what is 
going to happen. 
Compare: 
I’m going to travel round the 
world. 
I’m traveling to France next week. 
Look! It’s going to rain. 
 
 
Exercises and revision of the unit 
Tasks and exercises 
I. Although will and going to may seem similar, in fact there's a world of 
difference between them. Will is used to express decisions (spontaneous), while going 
to - intentions. Complete the sentences using the verbs in the brackets: 
1. What ___________ (do) in the summer holidays? 
2. I ___________ (pass) my driving test at last. 
3. Oh, that's cool. I think __________ (go) to Chimoio to visit my grandparents. 
4. How long _________ (stay) there? 
5. Oh, I'm not sure. __________ (take;probably) at least a week. I _______ 
(visit;also) my uncle who lives nearby. 
6. And what __________(you;now;do)? 
7. ______________ (have, I) lunch in 30 minutes. 
8. Watch out! This car _____________ (explode) any minute. 
 
9. Can you remind me of my visit to the dentist tomorrow? _______ (I, forget, 
certainly) 
10. The bus is late. I have a feeling ___________ (not arrive) before 5 o'clock. 
11. Look at the engine! _______________ (never, we, repair) on time! 
12. Let's stop by the supermarket. _____________ (be, Coke, cheaper) 
13. Jane knows maths well. ___________ (help,she) you. 
 
II. Put the infinitives in the most correct future tenses: 
1. I think ……(there be) a lot of new investments in Sofala this year. 
2. They …….…(make a tour) around Africa from May to October. 
3. The weather forecast is that it ……… (rain) tomorrow. 
4. Careful, the baby ………(fall off) the table! 
5. He ………..(leave) for Durban at 8 tomorrow morning. 
6. I ………………..(borrow) some books from the library this afternoon. 
7. What ……… you (do) at the weekend? 
8. The provincial elections …………. (be) next year. 
9. My brother phoned me saying that he ……………… (visit) us later this year. 
 
 
 Unit 6. Talking about the Future - More Complex forms 
 
 
 40
 
 
 
Lessons-27/28 
 
 The Future Continuous (Progressive) 
 
We use the Future Continuous (Progressive) to indicate that we will be in the middle of 
doing something in a specified time in the future. 
Use 
1. Incomplete actions in the future 
Form 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/you/we etc. Will be going/taking 
She will be having a bath when I'm back home. 
 
Tomorrow at nine, I will be hosing off (=washing with a hose) my car. 
 
I am going to (=will) be watching TV when my mother arrives. 
Tomorrow at this time, I will be getting bored at school! 
 
In questions: 
Auxiliary verb 
+ 
Subject 
+ 
Auxiliary verb 
+ 
Verb + ing 
will I/you/we etc. be going/taking 
Will she be cooking when we knock at the door? 
 
Will Mark be playing football at 6 p.m.? 
In negative sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/you/we etc. won't be going/taking 
We won't be having supper tomorrow before 8 o'clock. 
I won't be learning English tomorrow at this time because I'll be at disco. 
If you're here the first time, you might want to see a list of subjects that will make 
browsing this website more beneficial. 
 
2. We use the Future Perfect to express an action that will be finished before some 
point in the future. 
Use 
 Actions that will be finished before some point in the future 
Common time expressions used in the Future Perfect: 
 Before 
 By tomorrow/7 o'clock/next month 
 
 41
 Until/till 
Form 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Past participle 
I/a dog etc. Will have gone, seen, etc. 
They will have graduated from Cambridge by July 2009. 
I will have retired by the end of the year. 
I read 40 pages a day. If I keep up the pace, I will have read the book by Tuesday. 
In negative sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Past participle 
I/a dog etc. won't have gone, seen, etc. 
They won't (will + not) have graduated from from Cambridge by July 2009. 
I won't have retired by the end of the year. 
In questions: 
 
Auxiliary verb 
+ 
Subject 
+ 
Auxiliary verb 
+ 
Past participle 
Will I/a dog etc. have gone, seen, etc. 
Will they have graduated from Cambridge by July 2009? 
Will I have retired by the end of the year? 
 
 
 
 
 
Tasks and exercises 
I. Decide which form of “will” is the most suitable for the following sentences 
(a)will + infinitive, (b)will + be …ing, (c) will + have + past participle: 
 
1. I read 40 pages a day. If I keep up the pace, 
 I _________(read) the book by Tuesday. 
2. I think he _______(regret) his choice. 
3. _________________ she ______________(cook) when we knock at the door? 
4. I ___________________ (watch) TV when my mother arrives. 
5. You might want to see a list of subjects that ______________ (make) browsing 
this website more beneficial. 
6. I _______________(come) back at 10 p.m. 
7. When I'm 60 years old, I _______________(be) totally bold. 
8. I _______________(go) to Mary. 
9. I ________________ (retire) by the end of the year. 
10. Let's buy the snacks at the supermarket - they _______________(be) cheaper. 
11. _________________ he (be) angry when he sees me? 
12. What do you think - ________________ Mark (arrive) at 10 or 9? 
 
 42
13. She _________________ (have) a bath when I'm back home. 
14. Tomorrow at nine, I _________________ (hose off) (=wash with a hose) my car. 
15. Tomorrow at this time, I ______________ (get) bored at school! 
16. _____________ Mark ___________(play) football at 6 p.m.? 
17. We __________________ not (have) supper tomorrow before 8 o'clock. 
18. I ______________ be (learn) English tomorrow at this time because I'll be at the 
disco. 
19. _______________they(graduate) from Cambridge by July 2009? 
 
 
 
 
 
 
 
 
 
 
 Unit 7. Conditional Sentences 
 
 
Lesson-29/30 
 
Conditional Sentences 
Grammar Structures: 
Usamos os conditionals quando queremos dizer que uma coisa irá acontecer em função 
de outra, ou seja, quando se estabelece uma condição para que certas situações 
ocorram. 
 
Ex: If I have time, I will go. = Se eu tiver tempo, eu irei. 
 
O primeiro passo para conhecermos essas estruturas é saber distinguir as condições 
reais das irreais. Real conditionals são aquelas situações reais, enquanto as unreal 
conditionals são situações supostas e hipotéticas. Outro factor que facilita o 
entendimento é que quando se vem primeiramente a condição, depois vem o resultado, 
e vice-versa. 
 
Ex: If I have time (condição), I will go. (resultado) = Se eu tiver tempo, eu irei. 
I will go (resultado) if I have time. (condição) = Eu irei se tiver tempo. 
 
a. Real conditionals 
 Form 
main clause: (subject) will+infinitive…// condition: if +(subj.) present tense: