Manual de Inglês - Ano I

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ENGLISH YEAR I: Código: A0002
1
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.
Índice
1Visão geral
1Introdução:
1Objectivos do curso
2Quem deveria estudar este módulo
2Como está estruturado este módulo
3Ícones de actividade
3Acerca dos ícones
3Habilidades de estudo
4Precisa de apoio?
4Tarefas (avaliação e auto-avaliação)
5Avaliação
7Unit 1
7GREETINGS AND VERB TO BE
7By the end of this unit students should be able to:
7Summary
8Exercícios
13Unit 2
13NUMBERS AND DATES
13By the end of this unit students should be able to:
13Summary
15Exercícios
16Unit 3
16VERB TO HAVE AND FAMILY
16By the end of this unit students should be able to:
16Summary
19Unit 4
19VERB TO DO
19By the end of this unit students should be able to:
19Summary
20Exercícios
22Unit 5
22PRESENT SIMPLE
22By the end of this unit students should be able to
22Summary
25Exercícios
26Unit 6
26TELLING THE TIME
26By the end of this unit students should be able to:
26Summary
27Exercícios
29Unit 7
29PRESENT CONTINUOUS
29By the end of this unit students should be able to:
29Summary
31Exercícios
34Unit 8
34PLURALS
34By the end of this unit students should be able to:
34Summary
36Exercícios
37Unit 9
37PREPOSITIONS
37By the end of this unit students should be able to:
37Summary
38Exercícios
42Unit 10
42COMPARATIVES AND SUPERLATIVES
42By the end of this unit students should be able to
42Summary
44Exercícios
47African Elephant is bigger
50Unit 11
50THE PAST
50By the end of this unit students should be able to:
50Summary
50EXPRESSING PAST TIME: THE SIMPLE PAST
51Simple Pas
52FORMS OF THE SIMPLE PAST
53Exercícios
61Unit 12
61THE PAST CONTINUOUS
61By the end of this unit students should be able to:
61Summary
64Exercícios
70Unit 13
70ADVICE AND OBLIGATION
70By the end of this unit students should be able to:
70Summary
72Exercícios
74Unit 14
74OBLIGATIONS
74By the end of this unit students should be able to
74Summary
76Exercícios
80Unit 15
80THE FUTURE
80By the end of this unit students should be able to:
80Summary
83Exercícios
89Unit 16
89FIRST CONDITIONAL
89By the end of this unit students should be able to:
89Summary
91Exercícios
94Unit 17
94SECOND CONDITIONAL
94By the end of this unit students should be able to:
94Summary
96Exercícios
98Unit 18
98PRESENT PERFECT
98By the end of this unit students should be able to:
98Summary
100Exercícios
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.
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. 
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 longo deste 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 cansativoe 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. 
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.
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.
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?
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.
(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) You and I _________ friends.
(5) Sunil__________ fifteen
(6) You _________ a student.
(7) Pedro _________ English.
(8) I _________ Mozambican.
(9) We _________ Japanese.
(10) Marco and Rajiv ________ in England.
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 afish.
	 
	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.
	 
	 
(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,
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
	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)
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 
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?
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 ___________________.
(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.
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
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? 
________________________________________________________
(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 leavesfor 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.
___________________________________________________________
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
	
	
	
	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
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.
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) 
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
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
 Sixteen minutes to eleven.
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
	Negative
	Question
	I am eating
	I am not eating
	Am I eating?
	You are eating
	You are not eating
	You are eating?
	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).
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.
Read the postcard and answer the following questions.
Who is writing the post card?
Where are they staying?
Where is she writingfrom?
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?
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
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 (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
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
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 in London.
My brother lives in Italy.
The best shops are in the city.
I like reading in bed.
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.
__________________________________________________________
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 ______________________________________________________.
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.
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.
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.
	 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
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 500mt Bible 200mt
 
	
	Weight?
	How fast?
	Comfort?
	Noise?
	Price?
	Landrover
	1,050kg
	125km/h
	√√
	√√√
	480M Mt
	Suzuki 4 x 4
	900kg
	130km/h
	√√√
	√
	340M Mt
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
	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
      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?
 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.
(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 _____
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
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
	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).
	
	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
Go
	Saw
Made
Sang
Ate
Put
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
	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.
All of the following sentences have inaccurate information. Correct them by writing a negative sentence, and writing an affirmative statement with accurate information.
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 ________ 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.
_________________________________________________________
(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 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.
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 these verbs? 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.
(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.
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) _____________________.
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.
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.
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.
	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.
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.
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:
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:
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 alonein 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.
(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.
- 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 arrival in 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?
 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, 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 ____________________?
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.
	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.