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