Manual de Ingles

MANUAL DE TRONCO COMUM DOS CURSOS DE
LICENCIATURA
MANUAL DE INGLÊS
ENSINO ONLINE. ENSINO COM FUTURO 2022

MANUAL DE TRONCO COMUM DOS CURSOS DE
LICENCIATURA
MANUAL DE INGLÊS
1º ANO : MANUAL DE TRONCO COMUM

CÓDIGO
TOTAL HORAS/ 1 SEMESTRE 100
CRÉDITOS (SNATCA) 4
NÚMERO DE TEMAS 15
Direitos de autor (copyright)
Este manual é propriedade do Universidade Aberta ISCED (UnISCED) e contêm reservadostodos
os direitos. É proibida a duplicação ou reprodução parcial ou total deste manual, sob
quaisquer formas ou por quaisquer meios (electrónicos, mecânico, gravação, fotocópia ou
outros), sem permissão expressa de entidade editora (UnISCED).
A não observância do acima estipulado o infractor é passível a aplicação de processos judiciais
em vigor no País.
Universidade Aberta ISCED

Rua Paiva Couceiro, Macuti
Beira - Moçambique
Telefone: +258 23 323501
Cel: +258 82 3055839
Fax: 23323501
E-mail:suporte@unisced.edu.mz
Website: www.unisced.edu.mz
Agradecimentos
A Universidade Aberta ISCED endereça os seus agradecimentos às seguintes individualidades e instituições na

produção deste manual:
Autor Dr. Fernando Audusto Fazenda
Coordenação Vice-Reitoria para área académica da UnISCED
Design Universidade Aberta ISCED

Instituto Africano de Promoção da Educação à Distância (IAPED)
Financiamento e Logística
Dr. Conde Estunco
Revisão Científica e Linguística
Ano de Publicação 2015
Ultima revisão 2022
Local de Publicação UnISCED – BEIRA

Visão geral 1
Bem-vindo ao Módulo de Inglês ........................................................................................... 1
Objectivos do Módulo ........................................................................................................... 1
Quem deveria estudar este módulo ..................................................................................... 3
Como está estruturado este módulo .................................................................................... 3
Ícones de actividade .............................................................................................................. 4
Habilidades de estudo ........................................................................................................... 4
Precisa de apoio? .................................................................................................................. 6
Tarefas (avaliação e auto-avaliação) .................................................................................... 7
Avaliação ................................................................................................................................ 7
Possible variations of the basic form ..................................................................................43
STEP 1. CHOOSE A TOPIC 66
Tasks and exercises 66
i. Made in Mozambique 66
67
Tasks and exercises 67
STEP 3. STATE YOUR THESIS 70
STEP 4. MAKE A TENTATIVE OUTLINE 70
STEP 5. ORGANIZE YOUR NOTES 71
STEP 6. WRITE YOUR FIRST DRAFT 73
The Car-jacking 82
The Car-jacking 83
Here are some general rules about spelling ......................................................................84
Websites ..............................................................................................................................95
http://dictionary.cambridge.org .........................................................................................95
http.//digital.library.upenn.edu/books ...............................................................................95
http://free-esl.comwww.eslall.com ....................................................................................95
www.antimoon.com ............................................................................................................95
www.britishcouncil.org .......................................................................................................95
www.esl.tower.com ............................................................................................................95
www.examenglish.com .......................................................................................................95
www.english-hilfen.com......................................................................................................95
www.englishclub.com .........................................................................................................95
www.englishjet.com ............................................................................................................ 95
www.esl-galaxy.com ............................................................................................................ 95
www.piffe.com .................................................................................................................... 95
www.studyenglishtoday.net ............................................................................................... 95
www.usingenglish.com........................................................................................................ 95
www.webenglishteacher.com/research ............................................................................. 95
Unit 10 practice and exercise 64

Exercise and practice ............................................................................................................65
Exercise and practice ............................................................................................................66
Exercise and Practice ............................................................................................................70
Unit 11 Preparing for writing assignment 71

Writing the popic ..................................................................................................................72
Making an outline.................................................................................................................77
Organizing your notes ..........................................................................................................78
Example of the outline .........................................................................................................79
Writing the first draft ...........................................................................................................80
Writing the first draft ...........................................................................................................81
Unit 12 Recognising types of errors 82

Vocabulary ............................................................................................................................84
Grammar ...............................................................................................................................87
Spelling..................................................................................................................................92
Punctuation ..........................................................................................................................95
Sentence order in paragraph ...............................................................................................99
Exercises and revison ......................................................................................................... 101
References ................................................................................................................ 105

Appendixes: Websites
Visão geral
Bem-vindo ao Módulo de Inglês
Objectivos do Módulo
Ao terminar o estudo deste módulo de Inglês deverás ser capaz de Desenvolver
e consolidar as quatro competências linguísticas – reading, writing, listening,
speaking;
Sensibilizar para a aprendizagem da língua estrangeira como componente-base
da boa prática laboral, extensiva a aspectos culturais;
Objectivos Específicos
Resultados de Aprendizagem
Espera-se que o estudante:
Listening: Seja capaz de compreender os pontos essenciais de umdiscurso em
língua-padrão sobre assuntos correntes da vida pessoal ou profissional,
incluindo muitos programas de rádio e televisão quando o débito da fala é
relativamente lento e claro; Reading: Seja capaz de compreender textos em
língua-padrão e linguagem corrente sobre assuntos do dia-a-dia pessoal ou
profissional;
Speaking: Seja capaz de articular discursos de forma simples para descrever
experiências, acontecimentos, planos ou desejos, para explicar e justificar
opiniões, e para, sem preparação prévia, lidar com situações e conversas sobre
assuntos conhecidos do âmbito pessoal ou profissional;
Writing: Seja capaz de escrever um texto articulado de forma simples sobre
assuntos conhecidos ou de interesse pessoal ou profissional;
Seja capaz de utilizar métodos e técnicas de estudo, de apropriação de
conhecimentos e de pesquisa e cooperação em língua inglesa através de
consulta e utilização de diferentes tiposde materiais e suportes documentais
com relevância na futura vida profissional;
Tenha autonomia no desenvolvimento de estratégias de superação de
dificuldades e resolução de problemas.
This subject, on the other hand, aims specifically, to enable students to know,
develop and use the four skills (reading, writing, speaking and listening); to
enable and inculcate on the students, knowledge and abilities about
grammatical aspects of English language, so that they can be able to use the
English language effectively: to enable them to know and use( in speaking and
writing), terms related to the professional perspective of the course, spare
time, travel and journeys, making friends, education and learning, time,
weather and climate, health and nutrition, customs and traditions, and on.
• Reconhecer palavras e expressões básicas que se
usam habitualmente em relação a si mesmo, à família e
entorno imediato;
• Compreender palavras e nomes conhecidos e frases
muito simples, por exemplo, as que se encontram em
catálogos e cartazes;
• Participar de conversações simples sobre temas
habituais ou necessidades imediatas, descrever o lugar
onde mora e as pessoas que
conhece; Escrever postais e e-mails simples,
preencher formulários com dados pessoais, nome,
nacionalidade, endereço etc.
• Propiciar a reflexão, teórico e crítica para

a intervenção nas
expressões da questão social. Reconhecer palavras e expressões básicas que
se usam habitualmente em relação a si mesmo, à família e entorno
imediato;
• Compreender palavras e nomes
conhecidos e frases muito simples, por exemplo, as que se encontram em
catálogos e cartazes;
• Participar de conversações simples sobre
temas habituais ou necessidades imediatas, descrever o lugar onde mora e
as pessoas que conhece;
• Escrever postais e e-mails simples,
preencher formulários com dados pessoais, nome, nacionalidade, endereço
etc.
Resultados de Aprendizagem
Espera-se que o estudante:
Listening: Seja capaz de compreender os pontos essenciais de umdiscurso
em língua-padrão sobre assuntos correntes da vidapessoal ou profissional,
incluindo muitos programas de rádio etelevisão quando o débito da fala é
relativamente lento e claro; Reading: Seja capaz de compreender textos
em língua-padrão elinguagem corrente sobre assuntos do dia-a-dia pessoal
ou profissional;
Speaking: Seja capaz de articular discursos de forma simples para descrever
experiências, acontecimentos, planos ou desejos, para explicar e justificar
opiniões, e para, sem preparação prévia, lidar com situações e conversas
sobre assuntos conhecidos do âmbito pessoal ou profissional;
Writing: Seja capaz de escrever um texto articulado de forma simples sobre
assuntos conhecidos ou de interesse pessoal ou profissional;
Seja capaz de utilizar métodos e técnicas de estudo, de apropriação de
conhecimentos e de pesquisa e cooperação em língua inglesa através de
consulta e utilização de diferentes tipos
de materiais e suportes documentais com relevância na futura vida
profissional;
Tenha autonomia no desenvolvimento de estratégias de superação de
dificuldades e resolução de problemas.
This subject, on the other hand, aims specifically, to enable students to
know, develop and use the four skills (reading, writing, speaking and
listening); to enable and inculcate on the students, knowledge and abilities
about grammatical aspects of English language, so that they can be able to
use the English language effectively: to enable them to know and use( in
speaking and writing), terms related to the professional perspective of the
course, spare time, travel and journeys, making friends, education and
learning, time, weather and climate, health and nutrition, customs and
traditions, and on.
Quem deveria estudar este módulo

Este Módulo foi concebido para estudantes do 1º ano de todos os cursos de
licenciatura da UnISCED. Poderá ocorrer, contudo, que haja leitores que
queiram se actualizar e consolidar seus conhecimentos nessa disciplina,
esses serão bem-vindos, não sendo necessário para tal se inscrever. Mas
poderá adquirir o manual.
Como está estruturado este módulo
Este módulo de Inglês, para estudantes do 1º ano dos cursos da UnISCED está
estruturado como se segue:
Páginas introdutórias
▪ Um índice completo.
▪ Uma visão geral detalhada dos conteúdos do módulo, resumindo os aspectos-
chave que você precisa conhecer para melhor estudar. Recomendamos vivamente
que leia esta secção com atenção antes de começar o seu estudo, como
componente de habilidades de estudos.
Conteúdo desta Disciplina / módulo
Este módulo está estruturado em Temas. Cada tema, por sua vez comporta certo
número de unidades temáticas visualizadas por um sumário. Cada unidade temática
se caracteriza por conter uma introdução, objectivos, conteúdos. No final de cada
unidade temática ou do próprio tema, são incorporados antes exercícios de auto-
avaliação, só depois é que aparecem os de avaliação. Os exercícios de avaliação têm
as seguintes características: Puros exercícios teóricos, Problemas não resolvidos e
actividades práticas algumas incluído estudo de casos.
Outros recursos
A equipa dos académicos e pedagogos do ISCED pensando em si, num cantinho,
mesmo o recôndito deste nosso vasto Moçambique e cheio de dúvidas e
limitações no seu processo de aprendizagem, apresenta uma lista de recursos
didácticos adicionais ao seu módulo para você explorar. Para tal o ISCED
disponibiliza nas bibliotecas física e virtual do seu centro de recursos mais
material de estudos relacionado com o seu curso como: Livros e/ou módulos,
CD, CD-ROOM, DVD. Para além deste material físico ou electrónico disponível nas
bibliotecas física e virtual, pode ter acesso a Plataforma digital moodle para
alargar mais ainda as possibilidades dos seus estudos.
Auto-avaliação e Tarefas de avaliação

Tarefas de auto-avaliação para este módulo encontram-se no final de cada
unidade temática e de cada tema. As tarefas dos exercícios de auto-
avaliação apresentam duas características: primeiro apresentam exercícios
resolvidos com detalhes. Segundo, exercícios que mostram apenas
respostas.
Tarefas de avaliação devem ser semelhantes às de auto-avaliação mas sem
mostrar os passos e devem obedecer o grau crescente de dificuldades do
processo de aprendizagem, umas a seguir a outras. Parte das tarefas de
avaliação será objecto dos trabalhos de campo a serem entregues aos
tutores/docentes para efeitos de correcção e subsequentemente nota.
Também constará do exame do fim do módulo. Pelo que, caro estudante,
fazer todos os exercícios de avaliação é uma grande vantagem.
Comentários e sugestões
Use este espaço para dar sugestões valiosas, sobre determinados aspectos,
quer de natureza científica, quer de natureza diadáctico- pedagógica, etc
sobre como deveriam ser ou estar apresentadas. Pode ser que graças as
suas observações, o próximo módulo venha a ser melhorado.
Ícones de actividade
Ao longo deste manual irá encontrar uma série de ícones nas margens das
folhas. Estes icones servem para identificar diferentes partes do processo
de aprendizagem. Podem indicar uma parcela específica de texto, uma
nova actividade ou tarefa, uma mudança de actividade, etc.
Habilidades de estudo
O principal objectivo deste capítulo é o de ensinar aprender a aprender.
Aprender aprende-se.
Durante a formação e desenvolvimento de competências, para facilitar a
aprendizagem e alcançar melhores resultados, implicará empenho,
dedicação e disciplina no estudo. Isto é, os bons
resultados apenas se conseguem com estratégias eficientes eeficazes. Por isso
é importante saber como, onde e quando estudar. Apresentamos algumas
sugestões com as quais esperamos que caro estudante possa rentabilizar o
tempo dedicado aos estudos, procedendo como se segue:
1º Praticar a leitura. Aprender a Distância exige alto domínio de leitura.
2º Fazer leitura diagonal aos conteúdos (leitura corrida).
3º Voltar a fazer leitura, desta vez para a compreensão e assimilação crítica
dos conteúdos (ESTUDAR).
4º Fazer seminário (debate em grupos), para comprovar se a sua aprendizagem
confere ou não com a dos colegas e com o padrão.
5º Fazer TC (Trabalho de Campo), algumas actividades práticas ou as de
estudo de caso se existir.
IMPORTANTE: Em observância ao triângulo modo-espaço-tempo,
respectivamente como, onde e quando, estudar, como foi referido no início
deste item, antes de organizar os seus momentos de estudo reflicta sobre o
ambiente de estudo que seria ideal para si: Estudo melhor em
casa/biblioteca/café/outro lugar? Estudo melhor à noite/de manhã/de
tarde/fins-de-semana/ao longo da semana? Estudo melhor com música/num
sítio sossegado/num sítio barulhento!? Preciso de intervalo em cada 30
minutos, em cada hora, etc.
É impossível estudar numa noite tudo o que devia ter sido estudado durante
um determinado período de tempo; Deve estudar cada ponto da matéria
em profundidade e passar só ao seguinte quando achar que já domina bem o
anterior.
Privilegia-se saber bem (com profundidade) o pouco que puder lere estudar,
que saber tudo superficialmente! Mas a melhor opção é juntar o útil ao
agradável: Saber com profundidade todos conteúdos de cada tema, no
módulo.
Dica importante: não recomendamos estudar seguidamente por tempo
superior a uma hora. Estudar por tempo de uma hora intercalado por 10 (dez)
a 15 (quinze) minutos de descanso (chama-se descanso à mudança de
actividades). Ou seja que durante o intervalo não se continuar a tratar dos
mesmos assuntos das actividades obrigatórias.
Uma longa exposição aos estudos ou ao trabalho intelectual obrigatório, pode
conduzir ao efeito contrário: baixar o rendimento da aprendizagem. Por que
o estudante acumula um elevado volume de trabalho, em termos de
estudos, em pouco tempo, criando interferência entre os conhecimentos,
perde sequência lógica, por fim ao perceber que estuda tanto mas não
aprende, cai em insegurança, depressão e desespero, por se achar
injustamente incapaz!
Não estude na última da hora; quando se trate de fazer alguma avaliação.
Aprenda a ser estudante de facto (aquele que estuda sistematicamente), não
estudar apenas para responder a questões de alguma avaliação, mas sim
estude para a vida, sobre tudo, estude pensando na sua utilidade como
futuro profissional, na área em que está a se formar.
Organize na sua agenda um horário onde define a que horas e que matérias
deve estudar durante a semana; Face ao tempo livre que resta, deve decidir
como o utilizar produtivamente, decidindo quanto tempo será dedicado ao
estudo e a outras actividades.
É importante identificar as ideias principais de um texto, pois será uma
necessidade para o estudo das diversas matérias que compõem o curso: A
colocação de notas nas margens pode ajudar a estruturar a matéria de modo
que seja mais fácil identificar as partes que está a estudar e Pode escrever
conclusões, exemplos, vantagens, definições, datas, nomes, pode também
utilizar a margem para colocar comentários seus relacionados com o que está
a ler; a melhor altura para sublinhar é imediatamente a seguirà compreensão
do texto e não depois de uma primeira leitura; Utilizar o dicionário sempre
que surja um conceito cujo significado não conhece ou não lhe é familiar;
Precisa de apoio?
Caro estudante, temos a certeza que por uma ou por outra razão, o material
de estudos impresso, lhe pode suscitar algumas dúvidas como falta de clareza,
alguns erros de concordância, prováveis erros ortográficos, falta de clareza,
fraca visibilidade, páginas trocadas ou invertidas, etc). Nestes casos, contacte
os serviços de atendimento e apoio ao estudante do seu Centro de Recursos
(CR), via telefone, sms, e-mail, se tiver tempo, escreva mesmo uma carta
participando a preocupação.
Uma das atribuições dos Gestores dos CR e seus assistentes (Pedagógico e
Administrativo), é a de monitorar e garantir a sua aprendizagem com
qualidade e sucesso. Dai a relevância da comunicação no Ensino a Distância
(EAD), onde o recurso as TIC se torna incontornável: entre estudantes,
estudante – Tutor, estudante – CR, etc.
As sessões presenciais são um momento em que você caro estudante, tem a
oportunidade de interagir fisicamente com staff do seu CR, com tutores ou
com parte da equipa central da UnISCED indigitada para acompanhar as suas
sessões presenciais. Neste período pode apresentar dúvidas, tratar assuntos
de natureza pedagógica e/ou administrativa.
O estudo em grupo, que está estimado para ocupar cerca de 30% do tempo
de estudos a distância, é muita importância, na medida em que permite lhe
situar, em termos do grau de aprendizagem com relação aos outros colegas.
Desta maneira ficará a saber se precisa de apoio ou precisa de apoiar aos
colegas. Desenvolver hábito de debater assuntos relacionados com os
conteúdos programáticos, constantes nos diferentes temas e unidade
temática, no módulo.
Tarefas (avaliação e auto-avaliação)
O estudante deve realizar todas as tarefas (exercícios, actividades e
auto avaliação), contudo nem todas deverão ser entregues, mas é
importante que sejam realizadas. As tarefas devem ser entregues duas
semanas antes das sessões presenciais seguintes.
Para cada tarefa serão estabelecidos prazos de entrega, e o não cumprimento
dos prazos de entrega, implica a não classificação do estudante. Tenha
sempre presente que a nota dos trabalhos de campo conta e é decisiva para
ser admitido ao exame final da disciplina/módulo.
Os trabalhos devem ser entregues ao Centro de Recursos (CR) e os mesmos
devem ser dirigidos ao tutor/docente.
Podem ser utilizadas diferentes fontes e materiais de pesquisa, contudo os
mesmos devem ser devidamente referenciados, respeitando os direitos do
autor.
O plágio1 é uma violação do direito intelectual do(s) autor(es). Uma
transcrição à letra de mais de 8 (oito) palavras do texto de um autor, sem o
citar é considerado plágio. A honestidade, humildade científica e o respeito
pelos direitos autorais devem caracterizar a realização dos trabalhos e seu
autor (estudante da UnISCED).
Avaliação
Muitos perguntam: como é possível avaliar estudantes à distância, estando
eles fisicamente separados e muito distantes do docente/tutor!? Nós
dissemos: Sim é muito possível, talvez seja uma avaliação mais fiável e
consistente.
Você será avaliado durante os estudos à distância que contam com um mínimo
de 90% do total de tempo que precisa de estudar os conteúdos do seu
módulo. Quando o tempo de contacto presencial conta com um máximo de
10%) do total de tempo do módulo. A avaliação do estudante consta
detalhada do regulamento de avaliação.
Os trabalhos de campo por si realizados, durante estudos e aprendizagem no
campo, pesam 40% e servem para a nota de frequência para ir aos exames.
Os exames são realizados no final da cadeira disciplina ou modulo e decorrem
durante as sessões presenciais. Os exames pesam no mínimo 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 conclusão dacadeira.
Nesta cadeira o estudante deverá realizar pelo menos 3 (três) avaliações e 1
(um) (exame).
1 Plágio - copiar ou assinar parcial ou totalmente uma obra literária,

propriedade intelectual de outras pessoas, sem prévia autorização.
UNIT-1
Present Simple and Present Continuous
LESSONS-1/2
Present simple and present continuous
Tasks and exercises
I
Match activities with images: Example: 1. play piano = (c)
1. play piano / 2. go to the movies / 3.listen to music / 4. cook / 5. read books 6.

playguitar /
7. play computer games / 8. go dancing / 9. go bicycle riding 10. go for a walk /
11. run / 12 . play cards / 13. watch TV / 14. swim / 15. go fishing /
16. playbasketball / 17. play piano / 18 . play chess :
a) b) c) d)
e) f) g) h) i)
9
k) l) m) n)
o) p) q) r) s)
II
What do the following people like to do during their leisure time?
Example: My uncle likes to play computer
games.NOW YOU:
1. I like to ……..
2. My mother (or father) likes to………….
3. My best friend likes to ……
4. My wife/husband (or companion) likes to …….
5. My brother likes to ……
6. My sister likes to ……
10
Task three
Ask 5 classmates what they like to do. Fill in the chart below:
Do you like to Do you like to Do you like to Do you like to Do you like to
Example: play read books? go for a walk? go surfing? play chess?

basketball?
Student
Name
Alison Yes No Yes Yes No
Bruce No Yes No No Yes
Kevin No Yes Yes Yes Yes
Tammy Yes Yes Yes No Yes
Tim No No Yes Yes No
NOW YOU:
Student Name Do you like to Do you like to Do you like togo Do you like to Do you like t
play computer read books? dancing? watch TV? swim?
games?
11
………………………………………………………………………………………………………………………………….. etc
LESSONS-3/4
Adverbs Of Frequency
Adverbs Of Frequency
Adverbs of frequency tell how often or how frequently somebody does something.
Study this:
Amount Of Time Adverb

100% Always
80% Usually
70% Often
50% Sometimes
30% Seldom
10% Rarely
0% Never
Adverbs of frequency come between the subject and the verb:

Subject + Adverb Of Frequency + Verb
Oscar usually plays cards on Friday night.
Blanche always works in the garden on weekends.
Tasks and exercises
I
Add the frequency adverbs to the sentences below.
Example: (always) John always goes bicycle riding on his day off.
1. (rarely) Henry plays guitar on Sunday morning.

2. (never) Benjamin collects stamps.
3. (usually) Kim knits when she has free time.
4. (always) Barbara and Roger play bingo on Saturday afternoon.
5. (often) Patricia makes scrapbooks on weekends.
6. (sometimes) Barry runs after work.
7. (seldom) Mary swims at the city pool.
12
II
Use the information between brackets to fill in the blank with the correct adverb.
Example: (80%) Melanie _usually_ reads books during her leisure time.
(100%) Leonard plays soccer on Saturday afternoon.

(10%) Theresa plays piano.
(0%) Harry plays basketball on Monday morning.
(30%) Andrea watches TV after work.
(50%) Tom goes rollerblading on his day off from work.
(70%) Alice swims in the pool at the gym.
(80%) Sonya listens to music when she has free time.
III
Read these dialogs. Practice these dialogs with a classmate.
Dialog 1
Mary: Billy, name something that you always do on Friday night.
Billy: I always play cards on Friday night.
Dialog 2
Billy: Mary, name something that you never do on Saturday afternoon.
Mary: I never go rollerblading on Saturday afternoon.
Dialog 3
Mary: Billy, name something that you sometimes do on Sunday morning.Billy: I

sometimes go fishing on Sunday morning.
Dialog 4
Robert: How often do you watch TV when you have free time?Greg: I
usually watch TV when I have free time.
Dialog 5
Leslie: How often do you work in the garden on weekends?Audrey: I
often work in the garden on weekends.
Dialog 6
Joan: How often do you go bungee jumping on you day off from work?
Mark: I never go bungee jumping on my day off from work.
Dialog 7
Ben: How often do you cook?
Harvey: I seldom cook.
IV
(Speaking)
Answer these questions with a complete sentence that contains an adverb of frequency.
13
Example: Name something that you always do on Saturday morning. > I always run on Saturday morning. NOW
YOU /CHOOSE AT LEAST 10 OF THE FOLLOWING ACTIVITIES BELOW:
Name Name Name Name Name

somethin somethin somethin somethin somethin
g g g g g
that you always do that you usually do that you often do that that you seldom do
yo
u
on on on Saturday night. sometimes do on on

Saturda Saturda Saturda
y y y
morning. afternoon. Saturday morning. afternoon.
Name Name Name Name Name

somethin somethin somethin somethin somethin
g g g g g
that you rarely do that you never do that you rarely do that you always do that you seldom do
on Saturday night. on on on Saturday night. on

Saturda Saturda Sunda
y y y
morning. afternoon. morning
14
LESSONS-5/6
Present Progressive
The Present Progessive Tense, Information Questions, Short Answers
The present progressive is used to talk about what is happening right now.
Subject + Be + Main Verb + ing
She is pouring a cup of tea.
She is drinking a cup of coffee.
A sentence in the present progressive can begin with a contraction.
Contraction Of Subject And Be + Main Verb + ing
She’s pouring a cup of

tea. She’s drinking a
cup of coffee.
Tasks and
exercisesI
(speaking)
What’s she doing? What’s she doing?

She’s pouring a cup of tea. She’s drinking a cup of
coffee. Is she pouring a cup of tea? Is she drinking a cup
of coffee?Yes, she is. Yes, she is.
Is she drinking a cup of tea? Is she pouring a cup
of coffee?No she isn’t. No, she isn’t.
What’s she doing? What’s she doing?
She’s pouring a cup of tea. She’s drinking a cup of coffee.
Information questions in the present progressive begin with a question word.
15
What + Be + Subject + Main Verb + ing?
What is she doing?
Sometimes information questions begin with a contraction.
Short Answer questions in the present progressive begin
with Be.Be + Subject + Main Verb +

Is she drinking a cup of tea?
Are ing you pouring a cup of coffee?
Short Answers contain the subject and Be. A negative short answerusually
has a
contra
ction.
Yes/No + Subject + Be + (Not) No, + Subject + Contraction Of
Contraction of What And Be + Subject + Main Verb + ing?
What’s she doing?

Be And
Not
she is. No, she isn’t.
Yes,
No, she is not.
II
(Speaking)
16
What are you doing?
I’m holding a cat.
Are you holding Fred?
Yes, I am.
Is Fred a cat?
Yes, he is.
Are you holding a dog?
No, I’m not.
Is Fred a dog?
No, he isn’t.
17
What is Fred doing?
Fred is playing with a ribbon.
Is he sleeping?
No, he’s isn’t.
Is he playing with a ribbon?
Yes, he is.
What’s he doing?
He’s sleeping.
Is he playing?
No, he isn’t.
Is he sleeping?
Yes, he is.
What are you doing?
We’re taking pictures.
Are you watching TV?
No, we aren’t.
Are you taking pictures?
Yes, we are.
Sometimes the main verb has a spelling change in the present progressive tense.
Spelling Rules
1. When a verb ends in a consonant and e, drop the e and add ing.
take = taking dance = dancing ride = riding use = using drive = driving
2. When a verb ends in one vowel and one consonant, double the consonant and add
ing.
run = running hug = hugging
18
But, there is an exception to this rule. When a verb ends in w, x, or y, do not
doublethese consonants.
play = playing fix = fixing sew = sewing
3. When a verb ends in two consonants, do not double the consonant.

drink = drinking hold = holding watch = watching fish = fishingjump =
jumping talk = talking walk = walking
4. When a verb ends in two vowels and one consonant, do not double the consonant.
pour = pouring eat = eating feed = feeding sleep =

sleeping cook = cooking read = reading
III
Match the expressions with the pictures: I

Example: 1) they’re jumping in the pool = . picture j
1. They’re jumping into the pool. / 2.He’s talking. / 3. He’s driving. / 4.
They’re walking.
5. He’s cooking. / 6. He’s reading. / 7. They’re walking. / 7. She’s sleeping. / 8. He’s
sewing . / 9. They’re riding horses. / 10. They’re running. / 11. He’s using the
computer.
a)
b)
c)
d) e)
19
f) g) h)
i)
j)
k)
IV
Write questions for each of the images in the previous exercise.
Example:
Image a ) > What are they doing?
1.
Now answer your own questions with complete sentences.
Example: They’re jumping into the pool.
2.
Answer the questions with complete sentences:
Examples: Image a) Are they running? >> Yes,
they are. Image b) Are they eating? >> No, they
aren’t.
20
a) b)
d) e)
c)
Is he Playing the piano? Is she sleeping? Is he using the computer?
g) f) h)
Is he sewing? Is he fishing? Is he
riding abike?
21
i) j) k)
Are they walking? Are they dancing? Is he reading?
LESSONS-7/8
Verb to Have
Talking About Health Problems
When someone has a health problem, the verb have is often used.
I have an allergy. We have an allergy.

You have an All of you have an
allergy. allergy.
He has an allergy. They have an allergy.
She has an
allergy.
Tasks and
exercisesI
Health Problems
Write the health problems using the following expressions for each picture.
earache / toothache / backache /stomachache / asthma / cold / cough /
fever /headache
/ sore throat (<they’re in a mixed order!)
Example: a) She has a cold
22
a c) d) e)
j)
f) g) i)
k) l)
II
Fill in the blank with the correct form of have.

1. I a backache. 8. He asthma.
2. You an earache. 9. You a headache.
3. She a fever. 10. He a sore throat.
4. We an allergy. 11. She a burn.
5. He a cough. 12. I a cold.
6. They a stomach ache. 13. They chicken pox.
7. We a toothache.
III
23
Read each sentence and review any vocabulary that you do not know. Then, fill
in theblank with the correct form of have.
1. His ear hurts. He an earache.
2. My tooth hurts. I a toothache.
3. Jill is short of breath. She asthma.
4. Your back hurts. You a backache.
5. Your throat hurts. You a sore throat.
6. Bill and Don ate too much food. They a stomach ache.
7. My nose is congested. I a cold.
8. Kelly and I a temperature over 100F. We a fever.
9. I spilled hot water on my hand. I a burn on my hand.
10. Mary red spots on her skin. She chicken pox.
11. Carl takes cough medicine. He a cough.
12. Erin’s head hurts. She a headache.
13. I sneeze when I am outside. I an allergy.
LESSONS-9/10
Exercises-revision of the unit
Simple Present and present progressiveTense

Tasks and exercises
1. Every 10 years, the U.S. Census (nscout) counts every
resident in theUnited
States.
2. The federal government (ksema) political decisions.
3. Richard (rdinsk) a large cup of coffee at work every morning.
4. Cathy (si) a census taker.
5. Census takers (od) many things.
6. Each day, census takers (rnut ni) their completed
work to thecrew leader.
7. He is now (wiknorg) at the U.S. Census office.
8. A census taker (resdorc) the responses on paper.
9. The U.S. Census Bureau (sha) many temporary job
positions forcensus
takers.
10. A census taker (nocduts) interviews.
UNIT-2 Past Simple
LESSONS-11/12
24
Irregular Past Tense Verbs
And Question Formation In The Past Tense
Some English verbs have irregular past tense forms. For example, the past tense form of
eat is ate. This is the past tense of is conjugation
of eat:I ate
You ate He ate She ate We ate They ate
Example
Tim, Rita, and Karin ran the marathon yesterday. (from the verb “run”)
The past tense forms of these verbs are irregular.
bring – break - broke buy – bought catch – caught come – came do – did
brought
drink – drank drive - drove fly - flew get – got go – went

have – hadhear - heard meet - met pay -paid
put – put ride - rode run - ran
see – saw send - sent sleep – slept stand – stood think – write – wrot
thought
Tasks andexercises
I
Write the past tense form of the verb in the blank.
Example: Melinda came (come) home at 5:00 yesterday afternoon.

1. Julianne (see) a movie Saturday afternoon.
2. We (do) the laundry this morning.
3. Mia (sleep) for 9 hours last night.
4. Joe (eat) a hamburger for lunch.
5. Mark (stand) in line at the post office for 30 minutes this morning.
25
6. Lisa (get) up at 7:30 this morning.
7. Linda (write) in her journal every day last month.
8. Barry (go) downtown last week.
9. Nick (bring) his dictionary to class yesterday.
10. Annette (have) supper at 6:00 yesterday.
11. Marie (buy) new clothes last week.
12. Josh (put) his coat in the closet.
13. Frank (catch) a fish at the lake.
14. Ben and Yolanda (think) about their family this morning.
15. Charlie (run) a marathon in October.
16. Harry (drink) 5 cups of coffee this morning.
17. Stanley (drive) to the beach last summer.
18. Deborah (ride) her bicycle in the park on Sunday.
19. David (fly) to Chicago last week.
20. Jordan (send) his mother a birthday present.
21. We (hear) a baby cry this morning.
22. I (pay) the rent on the first of May.
23. I (break) my arm two years ago.
24. She (drink) tea this morning.
25. Bill (meet) his best friend at school.
II.
Write 6 sentences using the verbs in the right box; put them in the past tense!
Forms of Transportation Verbs
bicycle boat bus car helicopter motorcycle Drive flytake
pickup truck snowmobile sports car train jet ride
ski
1. My brother …………………. a truck to ........................ last week.
2. My sister ………………….. a motorcycle to......................... yesterday.
3. My ………… ………………… helicopter to ……………………. ………………..
4. etc. etc.
III
Write a sentence in the past tense for each of the following pictures adding the
word“yesterday”:
(Choose from the following past tense forms: drove rode slept –
these are inmixed order!)
The policemen …..horses….. / My little My friend ………. a truck …
26
Lessons-13/14
Irregular Past Tense Verbs And Question Formation In The Past
TenseQuestions In The Past Tense

Questions about the past use a question word, the past tense of do (did), the subject,
and the main verb.
The answer uses the past tense of the main verb.
When and What time ask for information about time.
Question Word + Did + Subject + Main Verb

When did Julianne see a movie? Julianne saw a movie Saturday afternoon.

What time did Lisa get up? Lisa got up at 7:30 this morning?
Where asks for information about a place.

Where did Bill meet his best friend? Bill met his best friend at school.
What asks for information about things.
27
What did Joe eat for lunch? Joe ate a hamburger.
Who asks about people.

Who did Bill meet at school? Bill met his best friend at school.
Last is added to the question in order to ask about the most recent
occasion thatsomething happened.
Question Word + Did + Subject + Last + Main Verb

When did you last pay the rent? I paid the rent on the first of May.
What time did you last see the doctor? I saw the doctor at 10:00 this
morning.Where did you last go on vacation? I went to Spain.
How many asks for a number.

How many hours did you sleep last night? I slept 9 hours last night.
How many cups of coffee did Harry drink this

morning?Harry drank 5 cups of coffee this
morning.
Exercises and revision of the unit

Tasks and
exercisesI
Fill in the blank with the correct form of the verb.
Example #1: When did Julianne _see a movie? Example #2: When did you
last writean e-mail?
Julianne _saw_ a movie Saturday afternoon. I _wrote_ an e-mail this morning.
1. When did you the laundry? 17. When did you a
baby cry?We the laundry this morning? We a baby cry last
night.
2. How many minutes did Mark in line at the post office? 18. When did you last
the rent?
Mark in line at the post office for 30 minutes this morning. I the renton the
first May.
3. What time did Lisa up this morning? 19. When did you
your arm?Lisa up at 7:30 this morning. I
my arm two years ago.
4. When did Barry go downtown? 20. Who did Bill
at school?Barry downtown last week. Bill
his best friend at school.
5. What did Nick to class yesterday? 21. When did you last drink a
Coca-Cola?Nick his dictionary to class yesterday. I a Coca-Cola
yesterday.
28
6. What time did Annette supper yesterday? 22. When did you
last do thelaundry?
Annette supper at 6:00 yesterday. I the laundry on Tuesday.
7. When did Marie new clothes? 23. Where did you last stand in
line?Marie new clothes last week. I in line at the grocery store.
8. Where did Josh his coat? 24. Where did you go last
weekend?Josh his coat in the closet. I to the park.
9. Where did Frank a fish? 25. Where did you buy

your shoes?Frank a fish at the lake. I my shoes at
Macy’s.
10. When did Ben and Yolanda about their family? 26. When did you
last drive acar?
Ben and Yolanda about their family this morning. I a
car thismorning.
11. When did Charlie a marathon? 27. When did you last fly in an
airplane?Charlie a marathon in October. I in an airplane last
year.
12. How many cups of coffee did Harry this morning? 28. When did
you lasthear a baby cry?
Harry 5 cups of coffee this morning. I a baby cry this morning.
13. When did Stanley to the beach? 29. Where did you last break
a glass?Stanley to the beach last summer. I a glass in the kitchen.
14. Where did Deborah her bicycle on Sunday? 30. Where did you
put yourwallet?
Deborah her bicycle in the park on Sunday. I my
wallet in mypocket.
15. When did David to Chicago? 31. How many e-mails did
you sendyesterday?
David to Chicago last week. I 6 e-mails yesterday.
16. What did Jordan his mother? 32. When did you last catch a
cold? Jordan his mother a birthday present. I a cold 6
months ago.
Unit 3. The Past Perfect and past progressive
Lessons-15/16
Grammar Structures: The past perfect

O Past Perfect é formado pelo verbo auxiliar "have" no passado (had) e o Past
Participle do verbo
principal. Note que o Past Perfect deve
29
estar sempre inserido em um contexto já no passado, ou sua utilização estará
errada.
The Past Perfect is quite simple and useful, we use it to show that one action in the
pastoccurred before another action in the past.
Use
1. A completed action before another activity in the past
2. a Third conditional sentences
(see unit 5)b Reported speech (see unit 17)
3. Dissatisfaction with the past
The Past Perfect is also used in a number of expressions like these:
I wish / as if / though / if only
wish hadn't gone there.

John looked as if he had done something terrible.
Form
In positive sentences:
Subject Auxiliary verb Past participle
+ +
My train Had Left
Examples:
By the time I got to the station my train HAD left. (use 1)
My mum asked me whether I had visited grandma the previous day. (Use 2b)
By the time I got to the market, most of the stalls had already been closed.
(Use 1)
Use 3 is the so-called hypothetical past. We're talking about things that never
happened.
I wish I had fixed my umbrella. (but I didn't)
If only I had known the answer to that question. (but I didn't) (Use 2a)
In questions:
Auxiliary verb Subject Past participle
+ +
had my train Left?
Examples:
Had he known some words before he started learning English?
Had they had any pet before they bought the giraffe?
30
Common time expressions (time adverbials) in the Past Perfect:
after, before, already, as soon as, just, yet, until, till, by the time that.
In negative sentences:
Subject Auxiliary verb + not Past participle

+ +
My train hadn't/ had not left.
Tasks and exercises
I. Put the verbs between brackets in the correct tenses:

1. When we arrived, the concert (already finish).
2. It (got) worse before it got better.
3. By the time I watched my favorite program, I (drink) a

glass of beer.
4. Mr.Johnson (read) the document carefully before he signed it.
5. Before I was born, my grandfather (go) to war.
Lessons-17/18
The past Perfect continuous
The Past Perfect Continuous (Progressive) is very similar to the Past Perfect.
However,while using this tense, we focus on the duration of an activity rather
than the result of it.
Use
1. Duration of a past action up to a certain point in the past
2. Third conditional sentences (a) and reported speech (b)
Form
Subject Auxiliary verb Auxiliary verb Verb + ing
+ + +
I/a dog etc. Had been eating/swimming, etc.
31
Examples:
I had been running for an hour when it started raining. (Use 1)
Mary said she had never been swimming so much in one day. (Use 2b)
Kathy put on weight because she had been eating too much sugar (Use 1)
When I saw him I knew that he had been training. (Use 1)
In questions:
Auxiliary verb Subject Auxiliary verb Verb + ing
+ + +
Had I/a dog etc. been eating/swimming, etc.
Had Fred been painting the house for many hours when the ladder fell?
(Use 1)How long had the player been playing before he scored? (Use 1)
In
neg
Subject Auxiliary verb + not Auxiliary verb Verb + ing
+ + +
ativ
I/a dog /Mary, etc. hadn't Been going/swimming, etc.
sent
enc
es:
He said he wasn't tired because he hadn't been preparing his car.

(Use 2b)If it hadn't been raining, we would have played football.
(Use 2a)
Had I not been studying all night, I would have problems with this test now. (Use 2a)
Exercise and revision of the unit

Tasks and exercises
I.
Complete the gaps using the verbs between brackets (in the past perfect
continuous tense):
1. They (shout) for a few hours before their parent-arrived.They
2. (eat noisily) for a few hours before their parents arrived
32
3.They (play music at full volume) for a few hours before
their parents arrived.
4. They (jump on their parents' bed) for a few hours before
their parents arrived.
5. They (try on Mary's clothes) for a few hours before their
Unit 4. Modal Verbs
Lessons-19/20
Reading
At the Store
"I'm going to the store." can have a variety of meanings in English because there
are a wide variety of different stores. "Store" can be a Supermarket, a Convenience
Store, a neighbourhood grocery store, a shoe store, a clothing store, a hardware
store, a paint store, a book and magazine store, a butcher shop, a candy store, an
automotive parts store, a toy store or a pet store. A store can be a tiny 2 m. by 3
m. Newspaper and magazine store or a huge "open 24 hours" Super Waymart as
large as several football fields.
"I'm going to the store." can mean you are going to buy a pack of cigarettes, a
week's worth of groceries, a pair of shoes or a new television set. Sometimes it
means that youare bored and just plan to "window shop" - walk along the street
or walk up and down the aisles of a large store or mall looking at the merchandise
on display.
There are a few different ways to buy something from a store. You could pay for
the items you want with cash - actual paper money and coins - or with a personal
check. Youcould use a "charge card" issued by and only valid at specific stores -
Sears, Penney's, Circuit City, Macy's, etc. - for which you receive a monthly bill
showing all of your purchases during the previous month. You could pay for your
items with a "debit card" -a plastic card that allows money in the amount of your
purchase to be withdrawn from
33
your checking account. Finally, you could use a "credit card" such a VISA, Master
Card, Discover or American Express, which is like a loan allowing you to purchase
something now and pay for it later. Of course, if you cannot pay for it later, the
credit card companies add large amounts of "interest" to the amount you owe so
that the longer you take to pay, the greater the amount is that you have to pay.
Comprehension:
Tasks and exercises
I.
Answer the following questions:
1. What can the word “store” mean? Present synonyms.
2. Mention a few ways in which you can pay when buying something.
3. Which way do you prefer and why?
Grammar Structures: MODALS

Modals (can, could, may, might, shall, should, will, would must) are verbs that are
normally used together with one or more other verbs; never use ‘to’ between a
modal and the following verb
e.g. He can speak English. - Ele sabe falar inglês.
(c.f. He likes to speak English. - Ele gosta de
falar inglês.)
Can I smoke here? - Posso fumar aqui?
(c.f. Do you want to smoke? - Você quer
fumar?
Note:"May", "might" e "must" são verbos, mas nunca terão sua forma alterada
por conjugação. It is very important to study the use and meanings of the modals
because they are used very frequently in English. Below is a list of the most
important uses and meanings with examples:
a. can
i. Ability: (=to be able) I can speak English - Eu consigo falar inglês.
ii. Permission: Can I smoke here? - Posso fumar aqui?
iii. Possibility: It can happen to anyone. - Isso pode acontecer com
qualquer um.
(See for Possibility also ‘may’ or ‘might’ .)
b. could
34
i. Ability / Permission in the past:
I couldn't speak English before going to England. -Eu não sabia falaringlês
antes de ir para a Inglaterra.
I couldn't go. Não pude ir.
You couldn't smoke in the presence of your parents at that time. Não se
podia fumar na presença dos pais,naquela época.
ii. Possibility in the present: We could send him a letter.
iii. Unreal past ability or possibility: You could have called me.
Você poderia ter me ligado.
iv. Polite request: Could you do me a favor? Você poderia me
fazer umfavor?
c. may
i. Permission: May smoke here? Posso fumar aqui?
Polite Request: May I have this dance?
ii. Possibility: It may rain today. Pode ser que chova hoje.
iii. To express a wish (um desejo): May all your dreams come true. -
Que todos seus sonhos se realizem. (This is quite formal English.)
d. might
(Remote) possibility: It might rain this weekend. É capaz de chover no próximo
fim de semana.
You might not like this film.
e. will
i. to express the future i.e. predictions of events or the
weather:It will be rainy tomorrow.
ii. to express personal intentions:
He will marry her after he has finished his studies.
f. would
Conditional sentences, i.e. in the main clause:
I would buy a car, if I had enough money.
g. shall
suggestion or proposal (British English):
Shall we go to the movies? Que tal, vamos ao cinema?
(Note: Shall is only used in the interrogative and the first person singular ‘I’ or
plural ‘we’).
h. should /ought to
advice: You should (ought to) study more. Você deveria estudar mais.
i. must (past tense: ‘had to’)

i. strong advice: You must stop drinking.
35
The windscreen is very dirty. You must clean it to drive
safely.
ii. personal obligation: I’m not feeling well. I must go and see a doctor.
I must go to a bank today. I haven’t got any money.
iii. prohibition (forbidden): You mustn't drive; you’ve been drinking.
iv. inference, logical deduction: He has bought the Cardoso
Hotel inMaputo. He must be very rich.
j. have to
i. External rule or obligation (generally considered as important
orenforced by law)
Our accountant says that we have to pay our tax monthly.I’ll be late
for work tomorrow. I have to see a dentist.
You have to pass a test before you can get a licence.
ii. Manuel negative: don’t/doesn’t have = there is no need to
I’m on holiday, so I don’t have to get up before 9.
Lessons-21/22
Exercises and Revision of the unit
Tasks and exercises

I. Underline all the modal verbs that you can find in the expressions
below thatare commonly used in stores:
How much does this cost?" "Do you have this blouse in a size
"May I help you, Sir?" 16?"
"May I help you, Ma'am" "Excuse me, do you work here?"
"No, thank you. I'm just looking." "How fresh are these
"Will that be cash or charge?" strawberries?"
"Where are those jeans that were on "Would you like to try those shoes
sale?" in a larger size?"
36
"I'm sorry, but we're out of those. We "Excuse me, Miss. Where can I
have some very nice Wranglers, find the cake mixes?"
though." "Cake mixes are on the right at
"What colour paint were you looking the far end of aisle five."
for, lady?" "I'd like a chicken salad sandwich
"Do you deliver?" and a small Coke."
"Would you like me to help you with "Are these the only colours you
that package, Ma'am?" have?"
"Where is the Electronics "You can't take your packages
Department?" into the dressing room, Ma'am."
"Where can I find the children's "Please don't squeeze the
clothing?" tomatoes."
"Your ad showed some dresses on "How can I tell if these melons are
sale. Could you tell me where they ripe?"
are?" "I'm afraid we don't have that
"When I got this CD player home, it style in your size."
wouldn't play." "We sold out of that item. Would
"Do you have your receipt?" you like a rain check?"
"Will you take a personal check?"
II. Translate the expressions below that have something to do with stores
orshopping:
credit card / salesperson / counter / display case / cash register / sale / credit /
jewelry store / supermarket / receipt / Visa / mall / department store / discount
store / barbershop / delivery / refund / discount
III. Use each verb with a modal in a sentence that you make up:
deliver / purchase / buy / charge / cash / accept / choose / select / borrow / try
IV. Use modal verbs, either in the present or the past tense (affirmative
ornegative):
1. Did you know that she .............. play the piano?
2. Well, when I was young, I ........... dance the tango, but I too old now.
3. In this street you ......... park your car anywhere you like.
4. She ...................leave the airport in Harare because didn’t have a visa.
5. Dercio didn’t pass his exam, so he ............. to do a re-sit.
6. I ............ finish this work today or I’ll be fired tomorrow.
7. Hurry up! We ......... be late for the meeting.
8. If there is a fire in the building, you ......... use the lift.
37
9 you wait outside, please.
10 you mind waiting a few minutes?
11 I borrow your dictionary, please?
12. You............ stop contacting him! Can’t you see that he is abusing you?
13. - I ………. get in. I have lost my key! – You............... have bought a spare key when
you still had the original.
14. I’m not sure if I want to do the test now. I ............... do it next year after finishing
my studies.
15. I ............ join you; who knows.
V. Use any of the modal verbs, either in the present or the past tense.
1. Hey partner, next week we have a holiday; we..................... plan a holiday trip to
divert ourselves and refresh our minds.
2. I’m not sure about our financial situation.............. I go to the bank this afternoon
and see how much we still have?
3. O.K., meanwhile let’s decide about a few things. Where ............. we go and how
……… we travel? - What about traveling abroad?
4. I’m not too sure. South Africa is expensive. We.............. go to Zimbabwe, but isn’t
it a bit unsafe there?
5. Lake Niassa, perhaps ? I have always wanted to go there. I ................... see it one
day, before I am too old to travel.
6. Too old! You .................. be joking! You have still got a whole life before you.
7. Don’t exaggerate. There are a lot of things I .............do some 15 years ago, that I
…………..do any longer these days.
8 ........................ I ask you how old you are, actually?
Unit 5. Talking about the Future
Lesson-23/24
The Future Tenses

a. Present Progressive (plans :what somebody has already arranged or decided to
do in the future:)
Some examples:
Are you doing anything this evening?
I’m working on Thursday
38
We’re traveling along the Mozambican coast for two months.
Our cousin is probably coming on Thursday.
b. Be going to+ infinitive (plans and predictions)

- PLANS
e.g. I’m going to learn Chinese.
What are you going to do next year?
This is going to be our new office.
Is he going to be here today?
- PREDICTIONS about (very) near and obvious future:
e.g. It’s going to rain.
The plan is going to crash. She’s going to have a baby.
* Use Going to forms to express predictions based on observing the present situation.
** Sometimes you may encounter the form gonna, which is a contraction of going
to.Gonna is informal so should not be used in writing!
c. Will
I / you he etc. will (‘ll) go We / they will I, you, etc. will not Will I / you, etc. go?
(‘ll) go (won’t) go
e.g. I think Manchester will beat Liverpool 2 –
0. Something very strange will happen next
Thursday.Tomorrow will be warm and sunny.
If you don’t eat you’ll die.
Use
1. Promises (Use 1)
2. Unplanned actions (spontaneous decisions) (Use 2)
3. Predictions based on experience or intuition * (Use 3)
Form
Subject Auxiliary verb Infinitive
+ +
I/a dog etc. will go/take etc.
CAUTION
Remember, you should never use will to say what somebody has already arranged or
decided to do in the future:
• Mike is moving to New Jersey next month ( not "Mike will move")
More
I think he will regret his choice
(Use 3)I will come back at 10
p.m. (Use 1)
When I'm 60 years old, I will be totally bald (Use 3)
I will go to Mary (Use 2 - the speaker decided to go to Mary in the moment of
speaking.)Let's buy the snacks at the supermarket - they will be cheaper (Use 3)
39
In questions:
Auxiliary verb Subject Infinitive
+ +
Will I/a dog etc. go/take etc.
Will he be angry when he sees me? (Use 3).

What do you think - will Mark arrive at 10 or 9? (Use 3)
Subject Auxiliary verb + not Infinitive
+ +
I/a dog etc. will not/won't go/take etc.
I won't take any equipment with me (Use 2).
Mmmm... you know what? I won't be able to help you with your English today (Use
2) (The speaker didn't know you wouldn't be able to help his or her friend with
English - that's why it's Use 2.)
Remember
We often use will with events that were in progress when another event happened. We
often use when to link these two events:
probably, most likely I'll probably drop in on uncle.
I think This gift is great. I think we'll love it.
It's not going to be boring there. I'm sure there will
I'm sure
be a lot ofboys at your age.
I wonder (if, what, when,
It's a bit late. I wonder if he'll
come.etc.)
I expect I haven't seen Matthew today. I expect he'll call today.
Lessons-25/26
Summary: The three future forms (a, b, and c)

PLANS PREDICTIONS
We use both the Present We use both be going to and will to predict (to
Progressive or be going to talk say what we think or know will happen in the
40
about plans. We use the Present future). We prefer going to when we can ‘see things
Progressive especially when we talk coming’ – when it is very clear what is going to
about times and places. happen.
Compare: Compare:
I’m going to travel round theworld. Look! It’s going to rain.
I’m traveling to France next week.
Exercises and revision of

the unit Tasks and
exercises
I. Although will and going to may seem similar, in fact there's a world of
difference between them. Will is used to express decisions (spontaneous), while
going to - intentions. Complete the sentences using the verbs in the brackets:
1. What (do) in the summer holidays?
2. I (pass) my driving test at last.
3. Oh, that's cool. I think (go) to Chimoio to visit my grandparents.
4. How long (stay) there?
5. Oh, I'm not sure. (take;probably) at least a week. I
41
(visit;also) my uncle who lives nearby.
6. And what (you;now;do)?
7. (have, I) lunch in 30 minutes.
8. Watch out! This car (explode) any minute.
9. Can you remind me of my visit to the dentist tomorrow?

(I, forget,certainly)
10. The bus is late. I have a feeling (not arrive) before 5 o'clock.
11. Look at the engine! (never, we, repair) on time!
12. Let's stop by the supermarket. (be, Coke, cheaper)
13. Jane knows maths well. (help,she) you.
II. Put the infinitives in the most correct future tenses:

1. I think ……(there be) a lot of new investments in Sofala this year.
2. They ......... (make a tour) around Africa from May to October.
3. The weather forecast is that it ......... (rain) tomorrow.
4. Careful, the baby ........ (fall off) the table!
5. He .......... (leave) for Durban at 8 tomorrow morning.
6. I ................... (borrow) some books from the library this afternoon.
7. What ......... you (do) at the weekend?
8. The provincial elections .............(be) next year.
9. My brother phoned me saying that he ................. (visit) us later this year.
Unit 6. Talking about the Future - More Complex forms
Lessons-27/28
The Future Continuous (Progressive)
We use the Future Continuous (Progressive) to indicate that we will be in the

middle ofdoing something in a specified time in the future.
Use
1. Incomplete actions in the future
Form
+ + +
I/you/we etc. Will be going/taking
She will be having a bath when I'm back home.
Tomorrow at nine, I will be hosing off (=washing with a hose) my
car.I am going to (=will) be watching TV when my mother arrives.

42
Tomorrow at this time, I will be getting bored at school!
In questions:
Auxiliary verb Subject Auxiliary verb Verb + ing
+ + +
will I/you/we etc. be going/taking
Will she be cooking when we knock at the door?
Will Mark be playing football at 6 p.m.?

+ + +
I/you/we etc. won't be going/taking
We won't be having supper tomorrow before 8 o'clock.
I won't be learning English tomorrow at this time because I'll be at disco.
If you're here the first time, you might want to see a list of subjects that will make
browsing this website more beneficial.
2. We use the Future Perfect to express an action that will be finished

before somepoint in the future.
Use
Actions that will be finished before some point in the future
Common time expressions used in the Future Perfect:
• Before
• By tomorrow/7 o'clock/next month
• Until/till
Form In
positive sentences:
Subject Auxiliary verb Auxiliary verb Past participle
+ + +
I/a dog etc. Will have gone, seen, etc.
They will have graduated from Cambridge by July
2009.I will have retired by the end of the year.
I read 40 pages a day. If I keep up the pace, I will have read the book by Tuesday.
Subject Auxiliary verb Auxiliary verb Past participle
+ + +
I/a dog etc. won't have gone, seen, etc.
They won't (will + not) have graduated from from Cambridge by July
2009.I won't have retired by the end of the year.
In questions:
Auxiliary verb Subject Auxiliary verb Past participle

+ + +
Will I/a dog etc. have gone, seen, etc.
Will they have graduated from Cambridge by July 2009?
Will I have retired by the end of the year?
43
Tasks and exercises
I. Decide which form of “will” is the most suitable for the following
sentences(a)will + infinitive, (b)will + be …ing, (c) will + have + past participle:
1. I read 40 pages a day. If I keep up

the pace,I (read) the book by
Tuesday.
2. I think he (regret) his choice.
3. she (cook) when we knock at the door?
4. I (watch) TV when my mother arrives.
5. You might want to see a list of subjects that (make) browsing
this website more beneficial.
6. I (come) back at 10 p.m.
7. When I'm 60 years old, I (be) totally bold.
8. I (go) to Mary.
9. I (retire) by the end of the year.
10. Let's buy the snacks at the supermarket - they (be) cheaper.
11. he (be) angry when he sees me?
12. What do you think - Mark (arrive) at 10 or 9?
13. She (have) a bath when I'm

back home.
14. Tomorrow at nine, I (hose off) (=wash with a
hose) my car.
15. Tomorrow at this time, I (get) bored at school!
16. Mark (play) football at 6 p.m.?
17. We not (have) supper tomorrow before 8
o'clock.
18. I be (learn) English tomorrow at
this time because I'll be at thedisco.
19. they(graduate) from Cambridge by July 2009?
44
Unit 7. Conditional Sentences
Lesson-29/30
Conditional
Sentences
Grammar
Structures:
Usamos os conditionals quando queremos dizer que uma coisa irá acontecer em
função de outra, ou seja, quando se estabelece uma condição para que certas
situações ocorram.
Ex: If I have time, I will go. = Se eu tiver tempo, eu irei.
O primeiro passo para conhecermos essas estruturas é saber distinguir as condições

reais das irreais. Real conditionals são aquelas situações reais, enquanto as unreal
conditionals são situações supostas e hipotéticas. Outro factor que facilita o
entendimento é que quando se vem primeiramente a condição, depois vem o
resultado, e
vi
ce-versa.
Ex: If I have time (condição), I will go. (resultado) = Se eu tiver tempo, eu

irei.I will go (resultado) if I have time. (condição) = Eu irei se tiver
tempo.
a. Real conditionals
Form
main clause: (subject) will+infinitive…// condition: if +(subj.) present tense:
45
- I willl go if you invite me.- Irei se me convidares.
Note: the condition can come first: If you invite me I will go.
- If it doesn't rain, we willl go to the beach. - Iremos à praia se não chover.
Use
We use the First Conditional to talk about a future situation that is possible.
The verb in the if-clause is in the present tense; the verb in the main clause is in the
future simple. It doesn't matter which comes first. There is usually a comma
between the two clauses. (Utilizados para expressar condições no presente, com
resultados no presente ou no futuro.)
Possible variations of the basic form:
if + present + may (permission) or can (permission or ability)
If your documents are in order, you may/can leave at once. (permission)If
it stops raining, we can go out. (permission or ability)
b. Instructions / General facts

Form
main clause: (subject) present tense…// condition: if +(subj.) present tense:
- If you want to look slim, eat less meat."

- If you heat ice, it melts." (will melt is also possible)
- If there is a shortage of any product, prices of that product go up.
Use if + two
present tenses is used to express automatic or habitual results:
if + present + must, should or any expression of command, request or advice
- If you want to look slim, you must/should eat less meat.
- If you want to look slim, you had better eat less meat.
c. Unreal conditionals
Form
main clause: (subj.) would+ infinitive….. // condition: if + (subj.) past tense
- I would give you a nice present if I had money. - Eu te daria um bom presentese
tivesse dinheiro.
- If I were you, I wouldn't buy a new car. - Eu não compraria um carro novo se
fosse você.
Use
When we don't expect the action in the if-clause to happen: The time is present
but thecondition cannot be fulfilled because the action in the if-clause will not
happen.
46
Variations of the main clause might or could may be used instead of would:
- If you tried again, you would succeed." (certain result)
- If you tried again, you might succeed." (possible result)
- If I knew her number, I could ring her up." (ability)
- If he had a permit, he could get a job." (ability or permission)
- If man and woman were machines, how easy would they be to operate?
d. Past conditionals
Form
main clause: (subj.)would have +past participle…. // condition: if (subj.) past perfect
tense:
- I would have gone if you had invited me. - Eu teria ido se tivesses me convidado.
- If you had studied harder, you would have passed the exam. - Terias passado no
exame se tivesses estudado mais.
Use The time
is past and the condition cannot be fulfilled because the action in the if-clause
didn't happen.
1. could or might may be used instead of would:
- If the rescue crew had found him earlier they could have saved his life. (ability)-If
the rescue crew had found him earlier they might have saved his life. (possibility)
- If we had the necessary documents, we could have left at once. (ability or
permission)
Lessons-31/32
reading
If The Earth was A Village!
If we could shrink the earth's population to a village of precisely 100 people, with
all theexisting human ratio remaining the same, it would look something like the
following:
47
There would be:
• 57 Asians
• 21 Europeans
• 14 from the Western Hemisphere, both north and south
• 8 Africans
• 52 would be female
• 48 would be male
• 70 would be non-white
• 30 would be white
• 70 would be non-Christian
• 30 would be Christian
• 89 would be heterosexual
• 11 would be homosexual
• 6 people would possess 59% of the entire world's wealth and all
6 wouldbe from the United States.
• 80 would live in substandard housing
• 70 would be unable to read
• 50 would suffer from malnutrition
• 1 would be near death
• 1 would be near birth
• 1 (yes, only 1) would have a college education
• 1 would own a computer
When one considers our world from such a compressed perspective, the need for
acceptance, understanding and education becomes glaringly apparent.
The following is also something to ponder...
If you woke up this morning with more health than illness...you are more blessed
than many others. If you have never experienced the danger of battle, the
loneliness of imprisonment, the agony of torture, or the pangs of starvation...you
are ahead of 500 million people in the world.
If you can attend a church meeting without fear of harassment, arrest, torture, or
death...you are more blessed than three billion people in the world.
If you have food in the refrigerator, clothes on your back, a roof overhead and a
place tosleep...you are richer than 75% of this world.
If you have money in the bank, in your wallet, and spare change in a dish someplace
... you are among the top 8% of the world's wealthy.
If your parents are still alive and still married ... you are very rare, even in the United
States and Canada.
If you can read this message, you are more blessed than over two billion people in
the world that cannot read at all.
Exercises and revision of the unit

Tasks and exercises
I.
Decide for the conditional sentences in the above text which type they are (a, b , c or d)
48
II.
Which two or three “facts” above did you find most surprising and why?
III.
Match the halves and also put the predicates in the right tenses:
1. If you dial a free phone number a. you ...................(renew) it.
2. If you type the wrong password b. it ................ (not cost) you anything.
3. If the subscription expires c. tell her I ................. (call) her next week.
4. If the weather is bad d. access .................. (be) denied.
5. If you see Joanna e. the ferry .............. (not sail).
IV. Match the Portuguese translations with their English counterparts and
thenindicate for each pair which type of conditional they are:
1. Se eu tiver tempo, eu irei. a. If I don’t have to go to school, I will go to
your home
2. Se tiver dinheiro, eu comprarei b. If I had the chance, I would study in
este livro. Harvard.
3. Se não tiver que ir pra escola, eu c. If I had studied more, I would have passed.
irei para sua casa
4. Se eu tivesse oportunidade, eu d. If I have time, I will go.
estudaria em Harvard.
5. Se eu tivesse estudado mais, eu e. If I have money, I will buy this book.
teria passado.
V. Form complete conditional sentences by putting the infinitives between

brackets inthe correct tense; add ‘will’ or ‘would’ where needed :
1. If he drives fast, he ............ (get) there in time.
2. That dog will bite you, if you .......... (enter that gate.
3. If you had done what we told you, this ............ (not happen).
4. If we reduced the price we .................... (sell) more bikes.
5. If he didn’t lock his car, somebody .............. (steal) it.
6. If you have the right qualifications, they ........ (offer) you a job.
49
7. They are going to give me a desk job. I would be much happier, if they
………..(offer) me an ambulant post.
8. If you asked them for that type of job, you .......... (get) it, I think.
9. It is too late now. They would have considered giving me that position
of salesrepresentative, if I .......... (apply) for it earlier.
10. If we had known that you were coming, we .............(prepare) an extra bedroom.
VI.
Put the predicates of both clauses in the right forms:
1. If I …………… (buy) a house now, I ................ (save) money in the long term.
2. You …………… (arrive) later, if you................... (go) by train.
3. We can’t accept your offer but we ……..… (accept) it, if you ............. (reduce) your
price.
4. I don’t know what I …………. (do) if they …………….. (cancel) the flight,
but it stillseems we are flying this afternoon.
Unit 8. . Basic Points about the Organization of Written Texts
Lessons-33/34
Basic Points about the Organization of Written

TextsReading
a. The Organisation of a text in paragraphs
A text is divided into paragraphs to show the reader the steps in the argument.
Usually each paragraph contains one topic defined at the beginning of the
paragraph by a topic sentence. The division into paragraphs should be clearly
observable by the layout , or visual arrangement of the words and lines of your
text: each paragraph begins on a new line by indenting (leaving space open at the
beginning of the line of about five letters).
50
b. The topic sentence
The information contained within a paragraph is based on the topic sentence of a
paragraph. The topic sentence is generally the first sentence and expresses the
main idea to be developed within the paragraph. Every sentence following the
topic sentence should be directly related to the topic sentence and not give
distracting information.
A very common pattern in paragraphs is that the topic sentence is first followed by
a major supporting point and then by one or a number of minor supporting points
or examples. This type of paragraph is illustrated below:
1 .Topic sentence: (1)Computers are amazing machines and they seem to be able to
2.Major supporting do anything. (2)They execute tasks with enormous precision and
point: can relieve us from many boring tasks. Companies can no longer
be run without them. (3) For example, computers fly aircraft and
3.Minor supporting spaceships, and control power stations and hazardous chemical
points: plants. They serve lawyers and judges who seek evidence for trials
and help scientists in informing immensely complicated
mathematical computations.
c. Links Between Paragraphs

Like sentences, paragraphs rarely occur in isolation. They are parts of larger unit.
Each paragraph usually ends with a sentence that paraphrases the main idea of
the paragraph. This sentence also often leads the reader on to the next paragraph.
I. Tasks and exercises
The text below contains 6 short paragraphs. The topic sentences of the 6 paragraphs
have been left out and listed below the text in a mixed order. Indicate which topic
sentence fits in which gap by putting the numbers of these topic sentences in the
gaps:
[Topic sentence number ] …… This has become a very urgent matter since, as
we all know, cars are one of the major sources of air pollution: the gases produced
by the internal combustion engine leaving the car through the exhaust pipe are
toxic and anywhere where people live on this earth we can find thousands or even
millions of cars producing toxic gases 24 hours a day, year after year. We can
mention five possibilities to reduce this air pollution:
[Topic sentence number ] … For example, we can put higher taxes on petrol and
on cars themselves, especially the larger ones that use a lot of petrol.
[Topic sentence number ] …… For instance, we can make train and bus services
cheaper and more convenient. And we can build a mass transit system in large
cities, particularly an underground railway system, such as in London, New York,
Moscow and Tokyo.
51
[Topic sentence number ] ……… Possibilities include natural gas, fuel cells,
i.e. batteries and liquid hydrogen.
[Topic sentence number ] ………… There are several possibilities being researched
at present, such as electric, gas turbine and steam engines. However, each of
these engine designs has its own disadvantages.
[Topic sentence number ] ………………This, for example, can be done with a catalytic
converter. It converts the most dangerous ingredients of the exhaust into harmless
gases and water. The catalyst removes the oxygen from the nitrogen oxide and
combines it with unburned hydrocarbons and carbon monoxide. The end products
are water, carbon dioxide and nitrogen, all relatively harmless.
Choose from the topic sentences below and fill in their numbers in the rightgaps
above:
1. We can use a cleaner and different fuel for the internal combustion engine.
2. Let’s focus our attention on the ways of controlling or reducing the
amount of airpollution caused by the car.
3. We are trying to control the emissions from the internal
combustion enginemuch more strictly.
4. We can encourage alternatives methods of transport, both between
and withinurban areas.
5. We can discourage the use of cars.
6. We can replace the present internal combustion engine with other designs.
Lessons-35/36
Tasks and exercises
I-Form complete conditional sentences by putting the infinitives between

brackets in the correct tense; add ‘will’ or ‘would’ where needed :
11. If he drives fast, he ....................................................................... (get) there in time.
12. That dog will bite you, if you ....................................................... (enter) that gate.
13. If you had done what we told you, this ............................................................ (not
happen).
14. If we reduced the price we ......................................................................... (sell) more
bikes.
15. If he didn’t lock his car, somebody ........................................................... (steal) it.
16. If you have the right qualifications, they .................................................. (offer) you
a job.
17. They are going to give me a desk job. I would be much happier, if they
………..(offer) me an ambulant post.
18. If you asked them for that type of job, you ………………………………………
(get) it, Ithink.
52
19. It is too late now. They would have considered giving me that position
of salesrepresentative, if I .......... (apply) for it earlier.
20. If we had known that you were coming, we ……….……….. (prepare) an
extrabedroom
II. Read the following text and then decide where you would put the sub-
headings(in the box) to reinforce paragraph divisions:
“Reasons for Optimism” / “For some, Optimism is too Early” / “South Africa the
Exception” / “ Growth Rates” / “Africa's Insulated Economies less likely to Suffer”
AFRICA AND THE CREDIT CRISIS
………………………………………………………
Is the credit crisis about to send Africa into yet another downward spiral? Perhaps
not.In fact it is possible that the continent could fare better than the rest of the
world. This is at least in part because most African economies have been so
marginal to the international economic system that they have been less affected
than other regions of the globe. Davinder Sikand, managing partner for the
Aureos Africa Fund, which has
$400m (£236m) invested in the continent, says that Africa's banks have been so
conservatively managed that they have almost no exposure to the sub-prime
market that has caused such havoc elsewhere in the world. "Most of our financial
institutions are not directly impacted," he says. "Many countries have regulations
which prevented them from investing in the so-called 'toxic' financial products."
The International Monetary Fund (IMF) takes a similar view and says there is no
systemic risk to any African country in terms of banking.
……………………………………………………
But if most African states have been relatively insulated from the credit crunch, the
same cannot be said of the most developed economy on the continent - South
Africa. South Africa is affected in at least two ways: Firstly, the rand has been
severely hit, experiencing record falls as international investors claw back their
money to meet more urgent needs at home. South Africa has run a sizeable
balance of payments deficit in recent years, financed by foreign investment and
this has been flowing out of the country. Besides, unlike many other African
countries, South Africa has relied on raising large sums on international markets.
The state's electricity supply company, Eskom, needs to raise more than $30bn
(£17bn) over the next five years, but had to delay issuing bonds in the current
market conditions.
……………………………………………………………
But the rest of Africa does not get off scot free. If the world goes into a slump,
demand for Africa's commodities will fall, taking export earnings with them. Oil
prices have halved from $147 (£87) a barrel to $70 (£41). Although this will hit
countries like Angola, Chad, Nigeria, and Sudan, most based their budgets on
conservative oil prices and will not be too severely affected. Nigeria's budget - for
example - is based on a benchmark price of $62.50 (£37) a barrel. Copper has also
fallen, which will have a substantial effecton Zambia and the Democratic Republic
of Congo. But these are likely to be short-term
53
effects, as China has an almost insatiable appetite for minerals. It is likely to dent
growthrates, which have averaged around 5% a year over the last 10 years. Before
this autumn's financial meltdown, the IMF was predicting growth of 6.6% this year;
now it is predicting a 3% growth. Mr Sikand agrees. "There is likely to be a
slowdown in African economies, but instead of talking about a 6% or 7% growth
rate, you are talking about 3%, 4% or 5% growth."
……………………………………………………………
Economists believe Africa's growth is more solidly based than it has been in
previous years. And it is not just the obvious oil-producing countries that have
been benefiting. Countries like Botswana, Ghana, Mozambique, Tanzania, Uganda
and Zambia have all done well in recent years. So what has really improved Africa's
economic prospects? Major injections of foreign aid have helped, as have the
billions sent back in remittances. But probably the most important factor has been
the improvement in economic management. Razia Khan heads Standard Chartered
Bank's African research effort. "In recent year's we've seen improved macro-
economic management; bringing budget deficits down, not having high rates of
inflation, bringing interest rates down," says Ms Khan. "This has helped change the
prospects in Africa." Once the dust settles from the current credit crisis, the
prospects for African growth look distinctly promising. It may just be that it can -
at last - shrug off its label once given it by the Economist magazine as "the hopeless
continent".
……………………………………………………………………
But if the future looks brighter in some countries, the same cannot be said right
across the continent. Africa still has its fair share of instability. There is Sudan's
western region of Darfur, Somalia and eastern DR Congo for a start - and that is
before anyone mentions Zimbabwe. Farouk Soussa deals with Africa for the
international credit rating agency, Standard and Poor's. For someone like him -
advising international investor son whether to put their cash into African projects
- risk is a constant headache. "If you are adirect investor, and you are going to buy
up a company, then political risk affects your every waking hour - from corruption,
to changes in rules, to violence and crime," he says.
By Martin Plaut(www.bbcworldservice.co.uk:15/11/2008) “Is the credit crisis
about to send Africa into yet another downward spiral?”
Lessons-
37/38
Coherence
The sentences within a paragraph need to be connected to each other in such

a waythat they form a unified whole, i.e. they must be coherent. A writer should
examine every sentence in relation to the others, checking whether each sentence
follows logically from the preceding sentence and leads logically to the next one.
54
The coherence of paragraphs is also increased by the correct use of: vocabulary,
reference words and connecting words or conjunctions.
a. Choice of Vocabulary
Coherence can be established by the choice of words in a paragraph, for instance
by the use of repetition of key words, or by using words that belong to the same
word families.
For example, in the following passage, of which the topic is ‘how to speak English
fluently’, all the underlined words are related to the idea of language learning:
The student has probably got difficulty in speaking English fluently. He has the
ideas, he knows what to say in his own language, but he doesn’t know howto say
it in English. The advice here will seem difficult to follow, but it’s necessary. Firstly
he must simplify his language so that he can express himself reasonably clearly.
For example short sentences will be better than long ones. Secondly, he must try
to think in English, not translate from his mother tongue. This will only begin to
take place when his use of English becomes automatic. Using a language
laboratory and listening to as much English as possible will help. In general, he
should practise speaking as much as possible.
b. Reference words
Examples of reference words are: the / it / these / she
etc..(articles andpronouns).
In the previous passage the reference words that form coherence (presented in
bold print) are:
‘he’ ‘his’ ‘himself’ (referring back to the student)
‘it’ (referring back to ‘ideas’)
‘ones’ (referring back to ‘sentences
‘this’ (referring to ‘thinking in English’)
c. Connecting words or conjunctions
Good paragraphs construction depends mainly on using appropriate connecting
expressions or conjunctions. This means making each of the parts of the paragraph
– thesentences – fit together properly. The sort of connecting words you need
depends on the logical relationships given in a specific passage or paragraph.
Grammar Structures: conjunctions

Here follow some basic paragraph structures:
i) reasons for a point of view
ii) causes and consequences
55
iii) comparison or contrast
iv) steps in a process or enumeration
v) a description of a person, object or machine, etc.
Some of the connecting words useful for these various thought processes are:
Contrast But (mas) / however (no entanto, contudo, embora) / nevertheless

(todavia) / on the other hand (por outro lado) / nevertheless ,
and yet (mesmo assim) / in contrast, on the
contrary , while (enquanto)/
Comparison Likewise, similarly (assim)
Concession Although (embora), though (embora), even though (mesmo
que), despite (apesar de)
Cause As (como) / because (porque) / since (uma vez que, já que)
Addition and / besides (além de) / furthermore (além do mais) / in
addition (além disso) / moreover (além do mais, além disso) /also
(também),
Examples For example / for instance / in other words / in this case / in
particular / specifically
Conclusion Consequently (consequentemente) / hence , as a result (por essa
razão), so (então, portanto) / then (então) / therefore
(consequentemente) / thus (por essa razão) / aaccordingly , in
brief, in short, in conclusion, on the whole, to sum up (em
conclusão)
Enumeration first (of all), second(ly), then, next, finally
and time when / while / meanwhile /as soon as / at the same time / as
relationships long as / after
I went swimming. It was cold. I went swimming in spite of the cold

weather. Although it was cold, I went
swimming.
Many people watch TV. I don't like to Although many people watch TV, I don't
waste my time watching television. like to waste my time watching
The quality of the programs is very television because the quality of the
poor. I'm going to read books. I'm programs is very poor. Therefore I'm
not going to watch soap operas going to read books instead of watching
soap operas.
Note the difference between coordinating and subordinating conjunctions:
- Coordinating conjunctions (logical): and, or, but
(correlative): both … and / either… or / neither …
nor »
They studied a lot and passed the exam.
56
They studied a lot but failed the exam. // They both studied and cheated a lot so
passedthe exam.
- Subordinating Conjunctions (all the other conjunctions) are followed by

dependentsub-clauses.»
They did not study a lot so (therefore) they failed the exam.
He was talking to his wife on his cell-phone while driving his girlfriend home.
Lessons-39/40
Tasks and
exercises
Reading
I.
The coherence of a text is clear, in the first place, by the repetition of key words.
Decide what the main theme(s) of the following text is (are) and consequently list
the words that are related to the main theme(s) (=key words):
Women are getting married much earlier these days, at least some women. A recent
raid on a spin-off Mormon sect in Texas was triggered by a 15-year-old girl notifying
authorities that she had had a baby, and was presumably married when she
conceived that baby. Oddly enough, we are more shocked that this young girl might
be married, than by the fact that she has a baby. No surprise. Teen pregnancy is
not exactlya new, or hidden, phenomenon; Jamie Lynn Spears, age 16, the latest
poster child for unmarried teen pregnancy has been gracing all the tabloid
magazines at the grocery store for months. We also know full well that as soon as
girls reach reproductive maturity, signaled by the onset of menstruation which
occurs any time between ages 11and 16, they can have sex and babies. But still, we
are shocked by the teen wife and assume that sex at this age must be abuse.
As a mother, and an anthropologist, I have conflicting feeling about this issue. If any
man or boy so much as touched my young daughter, I would kill him. I know the
damage such attention causes, how it scars an underage boy or girl for life. And if
she went into such a relationship willingly, I would be stunned, baffled, and
wonder what
57
was missing in my parenting to push her into sexual adulthood, or marriage, way
before her time.
But as an anthropologist, I also know that the age at which girls are ready for
marriage is culturally constructed. In Western culture, we think that marriage is
only appropriate for 20-year-olds, not teens, and that has been true for more than
a hundredyears. But with the introduction of the birth control pill, the feminist
revolution and economic independence for women, the age at first marriage has
risen sharply. In 1860, the median age for marriage in America was 22 for women,
and now it's 26. As those numbers show, there simply is no connection between
reproductive maturity and the accepted age of marriage for girls in Western
culture; the median wait between first period and marriage is eight years. But in
other cultures, that connection is much more explicit — the median wait is three
years.
More interesting, there is wild variation in what girls are allowed to do during those
three years. For example, the Trobriand Islanders of Melanesia encourage girls to
engage in premarital sex as a way to find a good match. The Efe of Zaire let girls
have several trial marriages (which means, of course, sex with different men or
boys), before they settle down. Other cultures marry off their girls at first period,
or before, toeliminate the possibility of premarital relations, while some cultures
strictly forbid any male contact until marriage and keep their girls under lock and
key.
These social rules are based on how each culture thinks about women as the
instruments of passing on genes; controlling female sexuality is controlling female
reproduction. Underneath it all, worry over the passing on genes, worry that a man
might be cuckolded into caring for another man's child, worry about how much
females like sex and what they might do with their desires, directs cultural norms.
And maybe that's why marriage at a young age bothers us so much in Western
culture. We appropriately worry that these girls are unprotected, abused, forced
into passing on genes with some disgusting guy who doesn't have her best
interests in mind. We know the cultural norm — marriage at 26 — and know it's
there for a reason. When that age- specific norm is violated, we all stand up and
take notice because our girls are in trouble and it's our job, as a culture, to step in
and enforce the rules we have all agreed upon, and for culturally constructed good
reasons.
By Meredith F. Small on the Internet as “The Shocking Truth About Married Girls”
Tasks and exercises
I.
Now, put a circle around the words of the last paragraph that are defined as
reference words in this unit (section b.)
III. Finally, underline the connective expressions of the text above and
decide towhich types of conjunctions they belong; (see diagram of section c on
pp. 16 & 17).
58
IV. What is your opinion about girls having sex at an early (what is
“early”?) ageand what do you think is the best age for getting married
Unit 9. Relative Sub Clauses
Lessons-41/42
RELATIVE
PRONOUNS
Os relative pronouns são aqueles pronomes usados quando queremos identificar
alguém ou obter maiores informações sobre alguma coisa. São palavras referidas
a termos que já foram mencionados anteriormente na oração.
1. Who (que): É usado quando queremos nos referir a um sujeito (pessoas).

Ex: The man who lives on your floor wants to talk to you = O homem que
mora no seu andar quer falar com você.
2. Whom (que, quem): Semelhante ao “who”, contudo é utilizado para se
referirao objeto direto (pessoas) ou como complemento de uma preposição.
Ex: The policeman whom Robert saw yesterday is my uncle = O policial que
Robert viu ontem é meu tio.
3. Which (que): Se refere tanto ao sujeito quanto ao objeto, porém só é
utilizadoquando essas palavras se referirem à animais ou coisas, nunca a pessoas,
como nas duas formas anteriores.
Ex: Where is the book which I left here on the bed? = Onde está o livro que
eu deixei aqui sobre a cama?
4. Whose (cujo): Pode se referir a tudo: pessoas, animais ou coisas,
porém seu detalhe é que essa forma pronominal indica posse.
Ex: Do you know the boy whose father is dead? = Você conhece o garoto cujo pai está morto?
5. Where (onde): Refere-se a um lugar físico.
Ex: That is the school in where I studied in 1998. = Aquela é a escola onde eu estudei
em 1998.
6. That (que, quem): Pode substituir “who” “whom” ou “which” nas chamadas
Identifying Relative Clauses (veja a proxima secção.)
Ex. The man that lives on your floor wants to
talk to you.The policeman that Robert saw yesterday is my
uncle.
Where is the book that I left here on the bed?
RELATIVE CLAUSES
Relative Clauses são orações que identificam ou qualificam os elementos que as
59
precedem em uma frase. Elas são iniciadas por um pronome relativo (relative
pronoun): who (wose- possessivo) para pessoas // which para coisas, animais.
Ex.: The boy who* sits next to me is very handsome. (* ou

“that”)(o "boy" está sendo identificado pelo que está escrito após o pronome
relativo)
My best friend, who is very fat, loves Chinese food.(já sabemos

quem é a pessoa -- é meu melhor amigo - a "relative clause" dá
informações complementares sobre ele.)
As "Relative Clauses" são identificadas em "identifying" (identificadoras) e "non-

identifying".
Identifying Relative Clauses
São "relative clauses" que identificam ou classificam o substantivo a que se

referem. Estas orações dizem a que coisa ou pessoa estamos nos referindo. Não
há virgula antes do relative
pronoun!
Ex.: Was it your car which* was towed by the police? (* ou “that”)
Non-Identifying Relative Clauses
Estas orações apenas acrescentam informações sobre o substantivo que já foi

identificado.
Ex.: Frank Mcourt wrote the book 'Angela's Ashes', which won a
Pulizer Prize. This is my friend Perry, who works at Contry
Hospital.
Tasks and exercises

I
Nestes frases sempre há uma virgula antes do relative pronoun e nunca pode-se
substituir “who” ou “which” por “that”
For persons
Identifying or essential relative sub- Non-identifying or non-essential relative sub-
clauses NO COMMAS! clauses USE COMMAS!
who (whom: object) / that ,who (whom: object)
60
whose (possessive) ,whose
Complete the sentences below with the correct relative pronouns:
The man ………… robbed you has been My neighbour, …………is very pessimistic, says
arrested. there will be many cyclones this year.
The book is about a man ……………
abandons his wife and children.
The man ............. I saw told me to come She introduced me to her husband, .............. I
back today. had never met before.
That’s the man .............. daughters work They introduced me to Jorge, ............. wife I had
in our shop. known for many years.
For things
Defining or essential rel. subclauses Non-defining or non-essential rel. subclauses
NO COMMAS COMMAS!
which / that ,which
whose / of which (possessive) ,whose / of which (possessive)
The car …………… I hired broke down The 8.15 plane, …………… is usually very
after five kilometres. punctual, was late today.
The car …………… I had received thekeys The plane, ............ the (whose) engine had been
was the only one left in the car repaired last week, crashed after five
park. kilometres.
Lessons-
43/44 Tasks
and
exercises
I. Fill in relative pronouns (‘who’, ‘which’, ‘that’, ‘whose’ or omission.

Putcommas where needed (that is, in non-defining relative clauses).
1. Fantasia is a federation of three states ............ are Moldenia, Stravegan and East
Mork.
2. San Fantastico ……………is the capital is the centre of power for
the federalgovernment.
3. The laws ………are of national interest are made by the federal government.
4. Each state, though, has its own government and governor........... are responsible
for education, heath, roads and other things.
5. Elections …… are held every five years decide ...........party’s representatives are
sent to the federal government and who is to become the president.
6. The Fantasian parliament …….. decides mainly about long term issues
leaves the decisions about urgent or short term matters in hands of the executive
power.
61
7. Matters ……… need quick decisions are the responsibility of the
president andher 15 ministers.
8. The states ……. are each represented by five ministers have equal
executivepowers.
9. The president …..… home state may be at an advantage tries to
remain asimpartial as possible .......... is not always easy.
10. The government ………… decisions depend on the majority in
Parliament maygive promising initiatives extra support.
11. The companies ………are considered beneficial for the economy are
givenpreferential interest.
12. Each businessman ……….. wants to invest must deal with a lot of bureaucracy.
13. Problems….………. solutions can’t wait sometimes take months to be resolved.
Unit 10. Extra Practice
Lesson-45/46
Tasks and exercises

I. Underline the connective words and phrases and decide to which
types ofconjunctions they belong:
Let’s focus our attention on the ways of controlling or reducing the amount
of airpollution caused by the car. We can mention five possibilities.
First, we can discourage the use of cars. For example, we can put higher taxes on
petrol and on cars themselves, especially the larger ones that use a lot of petrol.
Second, we can encourage alternatives methods of transport, both between and
within urban areas. For instance, we can make train and bus services cheaper and
more convenient. And we can build a mass transit system in large cities,
particularly an underground railway system, such as in London, New York, Moscow
and Tokyo.
Next, we can use a cleaner and different fuel for the internal combustion
engine. Possibilities include natural gas, fuel cells, i.e. batteries and liquid
hydrogen.
Fourth, we can replace the present internal combustion engine with other designs.
There are several possibilities being researched at present, such as electric, gas
turbine and steam engines. However, each of these engine designs has its own
disadvantages.
And finally, we are trying to control the emissions from the internal combustion
engine much more strictly. This, for example, can be done with a catalytic
combines it with unburned hydrocarbons and carbon monoxide. The end
products are water, carbon
62
dioxide and nitrogen, all relatively harmless. These are five possible ways then of
controlling air pollution caused by cars.
II. Put the sentences below in the correct order by numbering them from one (1)
to eight (8). (the first one has been done for you; 2 means that this sentence should be the
second one in a logical text.) Then fill the gaps by using the following connecting words:
However despite Nevertheless such as Moreover and

Concluding while because 1 Due to for instance for example
that is
Number: ……………………., algorithmic problems can be incredibly complex
……and ............ can take years of work to solve.
2
To explain how to write an algorithm would seem easy when one begins
by comparing it to a cooking book recipe ................... baking a cake.
…………………, many problems do not admit satisfactory solutions, or
algorithms, ...................... others do not admit any solutions at all.
……………………, to get a feel for the difficulty in designing algorithms , we
can analyse some relatively simple algorithmic problems, …………………..
how to get a newspaper distributed in the fastest and most economical
way. Algorithmic
For many problems the status, as far as good solutions are concerned, is as
yet unknown, ………………… extensive work by many talented
mathematicians.
……………………, this algorithmic problem of newspaper distribution is
shown to be a good example of to begin to understand how algorithmic
problems are actually designed.
…………………. the limited and specified nature of input sets, the output will
also be limited and specified, ………….a number of specified tasks for a
number of specified deliverers.
To analyse this problem is relatively simple ................. the number of inputs
is fairly limited,.................... personnel, the distance to be covered means of
transport, fuel costs, numbers of subscribers, etc.
Lessons-47/48 Tasks
and exercises
63
Match the conditions with the most logical consequences; the predicates
should also match grammatically!
1. If a society wants public health a. companies would not get qualified staff.
and education
2. If the general population is b. if they start making bigger profits.
unhealthy and unable to work
3. If there were no public education c. its government will raise revenue by taxation.
systems
4. A government would not build d. they would have paid lower taxes.
roads for economic activities
5. Companies will have to pay higher e. if they had made false declarations.
taxes
6. You would have to pay a higher f. it will increase its revenues.
tax rate
7. If the government levied much g. firms won’t find either enough staff or
higher taxes customers.
8. If companies had invested more in h. if it didn’t collect taxes.
new machines and so on
9. They would have avoided paying i. many more people would cheat by doing jobs
tax without official contracts.
10. The state income would have j. if your salary rose.
been a lot higher
11. If the state stimulates businesses k. if there had been so many people working in
to register the ‘black’ or ‘underground’ economy.
I. Use modals to complete the spaces in the text below (for can, could,
may,might shall, should, have to, has to, must, will, would – some more than
once):
SOLAR ENERGY
The use of solar energy has some disadvantages. For example, the solar energy
reaching the earth is widely dispersed, so it …….. (1) be collected over a very
large area, and it
………(2) be concentrated so that it …. (3) be used. Another problem is that solar
energy stations ….. (4) not operate at night, when electrical needs are highest.
Furthermore, thesupply varies with the amount of cloud and with the season of
the year. So, because its supply changes, we …… (5) develop a method of storing
solar energy received on sunny days – so we .. (6) use it at night and in the winter.
Suppose, however, that we …. (7) place the solar mirrors (called collectors) above
the earth’s surface 100s of kilometres in space. There the collectors … (8) be in the
sunshine 23 hours a day, spending only one hour in the earth’s shadow. Each
satellite
…… (9) have two ‘wings’, about 31 km2 in area covered with solar cells. The generator
…. (10) beam the electricity in the form of microwave to a receiving station on earth.
One satellite of this size … (11) generate 10 000 megawatts, enough to meet the
needs of a city the size of New York. What we …. (12) do now is to invest very.
64
money into the necessary research and development so that one day in the
(near)future large areas in the world …. (13) be benefiting from this technique.
II. Join and match the following halves of sentences adding the missing
relativepronouns:
SOME IMPORTANT MATHEMATICAL FACTS
1. Charles Babbage conceived his difference (they) are used in all branches of pure
machine in 1832............ (relative pronoun) and applied mathematics.
2 It was Ada Brown, Babbage’s programmer, (it) proved that any consistent
.... mathematical system must be
incomplete.
3. The core of mathematics are equations .... (it) was a predecessor of the digital
computer.
4. Chaos theory describes phenomena ..... (his) efforts produced ‘analytic’ or
‘coordinate geometry’.
5. Kurt Gödel published a theorem in 1931 .... (she) laid the foundations for
planning.
6. René Decartes was the greatest European (their) functions are plotted on axes x
innovator in mathematics ..... and y.
7. In analytic geometry the relationships (they) are not random nor predictable.
between variables are conveyed ....
Lessons-
49/50 Tasks
and exercises
I. Underline the connective words and phrases and decide to which types
ofconjunctions they belong:
Let’s focus our attention on the ways of controlling or reducing the amount
of airpollution caused by the car. We can mention five possibilities.
First, we can discourage the use of cars. For example, we can put higher taxes on
petrol and on cars themselves, especially the larger ones that use a lot of petrol.
Second, we can encourage alternatives methods of transport, both between and
within urban areas. For instance, we can make train and bus services cheaper
and more
65
convenient. And we can build a mass transit system in large cities, particularly an
underground railway system, such as in London, New York, Moscow and Tokyo.
Next, we can use a cleaner and different fuel for the internal combustion
engine. Possibilities include natural gas, fuel cells, i.e. batteries and liquid
hydrogen.
Fourth, we can replace the present internal combustion engine with other designs.
There are several possibilities being researched at present, such as electric, gas
turbine and steam engines. However, each of these engine designs has its own
disadvantages.
And finally, we are trying to control the emissions from the internal combustion
engine much more strictly. This, for example, can be done with a catalytic
combines it with unburned hydrocarbons and carbon monoxide. The end products
are water, carbon dioxide and nitrogen, all relatively harmless. These are five
possible ways then of controlling air pollution caused by cars.
II. Put the sentences below in the correct order by numbering them from
one (1) to eight (8). (the first one has been done for you; 2 means that this
sentence should be the second one in a logical text.) Then fill the gaps by using
the following connecting words:
However despite Nevertheless such as Moreover and

Concluding while because 1 Due to for instance for example
that is
Number: ……………………., algorithmic problems can be incredibly complex
……and ............ can take years of work to solve.
2
To explain how to write an algorithm would seem easy when one begins
by comparing it to a cooking book recipe..................baking a cake.
…………………, many problems do not admit satisfactory solutions, or
algorithms, ......................others do not admit any solutions at all.
……………………, to get a feel for the difficulty in designing algorithms , we
can analyse some relatively simple algorithmic problems, …………………..
how to get a newspaper distributed in the fastest and most economical
66
way. Algorithmic
For many problems the status, as far as good solutions are concerned, is as
yet unknown, ………………… extensive work by many talented
mathematicians.
……………………, this algorithmic problem of newspaper distribution is
shown to be a good example of to begin to understand how algorithmic
problems are actually designed.
…………………. the limited and specified nature of input sets, the output will
also be limited and specified, ………….a number of specified tasks for a
number of specified deliverers.
To analyse this problem is relatively simple .................. the number of inputs
is fairly limited, .................... personnel, the distance to be covered means of
transport, fuel costs, numbers of subscribers, etc.
III. Match the conditions with the most logical consequences; the
predicatesshould also match grammatically!
1. If a society wants public health a. companies would not get qualified staff.
and education
2. If the general population is b. if they start making bigger profits.
unhealthy and unable to work
3. If there were no public education c. its government will raise revenue by taxation.
systems
4. A government would not build d. they would have paid lower taxes.
roads for economic activities
5. Companies will have to pay higher e. if they had made false declarations.
taxes
6. You would have to pay a higher f. it will increase its revenues.
tax rate
7. If the government levied much g. firms won’t find either enough staff or
higher taxes customers.
8. If companies had invested more in h. if it didn’t collect taxes.
new machines and so on
9. They would have avoided paying i. many more people would cheat by doing jobs
tax without official contracts.
10. The state income would have j. if your salary rose.
been a lot higher
11. If the state stimulates businesses k. if there had been so many people working in
to register the ‘black’ or ‘underground’ economy.
67
IV. Use modals to complete the spaces in the text below (for can, could,
may,might shall, should, have to, has to, must, will, would – some more than
once):
SOLAR ENERGY
The use of solar energy has some disadvantages. For example, the solar energy
reaching the earth is widely dispersed, so it …….. (1) be collected over a very
large area, and it
………(2) be concentrated so that it …. (3) be used. Another problem is that solar
energy stations ….. (4) not operate at night, when electrical needs are highest.
Furthermore, thesupply varies with the amount of cloud and with the season of
the year. So, because its supply changes, we …… (5) develop a method of storing
solar energy received on sunny days – so we .. (6) use it at night and in the winter.
Suppose, however, that we …. (7) place the solar mirrors (called collectors) above
the earth’s surface 100s of kilometres in space. There the collectors … (8) be in the
sunshine 23 hours a day, spending only one hour in the earth’s shadow. Each
satellite
…… (9) have two ‘wings’, about 31 km2 in area covered with solar cells. The generator
…. (10) beam the electricity in the form of microwave to a receiving station on earth.
One satellite of this size … (11) generate 10 000 megawatts, enough to meet the
needs of a city the size of New York. What we …. (12) do now is to invest very large
sums of money into the necessary research and development so that one day in
the (near) future large areas in the world …. (13) be benefiting from this technique.
Unit 11. Preparing for a writing assignment
Lessons-51/52
10. Preparing for a writing

assignmentReading
The remaining units of this course prepare you for the writing assignment to be
handed in by the end of this semester (before the exams!). So this will help you to
finish your assignment by accompanying you with the following activities:
STEP 1. CHOOSING A TOPIC

STEP 2. FINDING INFORMATION
STEP 3. STATING YOUR THESIS
STEP 4. MAKING A TENTATIVE OUTLINE
STEP 5. ORGANIZINGYOUR NOTES
68
STEP 6. WRITING YOUR FIRST DRAFT
STEP 7. REVISING YOUR OUTLINE AND DRAFTSTEP 8.
PRODUCING A FINAL PAPERSTEP 1. CHOOSE A TOPIC
Choose a topic which interests and challenges you. Your attitude towards the topic
may well determine the amount of effort and enthusiasm you put into your
research.
Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion"
to "Buddhism". Obtain teacher approval for your topic before embarking on a full-
scale research. If you are uncertain as to what is expected of you in completing
the assignment or project, re-read your assignment sheet carefully or ASK your
teacher.
Select a subject you can manage. Avoid subjects that are too technical, learned, or
specialized. Avoid topics that have only a very narrow range of source materials.
Tasks and exercises
I. Below you find a series of topics and issues you MAY choose from.
Each topic isaccompanied by some ideas in note form. You can choose any
other substantial topic(NOT topics such as , “My holidays on Pemba beach”
“The discos in Swaziland”, etc.) After you have chosen a topic or found an
alternative idea (first consult your tutorabout any other topic that you would
like to write about you hand in your choice on apaper.
i. Made in Mozambique
your arguments for and against;
some issues: Mozambique’s raw materials from agriculture (cotton, fruits, etc.) +
minerals (gas, precious stones, coal, etc.) exported to foreign industrialized
countries for low prices, their finished products exported to Mozambique at high
prices!
how reverse this process – suggestions : boost national production +
industries(efficiency); better education > more local specialists - foreign
investments; improved transport conditions less bureaucracy - tax free and
prioritised production areas - state subsidies or tariffs – a more supportive role of
the World Bank / IMF
ii. Traditional versus conventional medical care
traditional doctors ‘curandeiros’ knowledge of curative herbs - cure mental
problems, protection against witch doctors ‘feticeiros’
unscientific, superstition, unsafe, some religions against
iii. Public transport versus private transport
aspects for and against – e.g. cost (increasing fuel prices, air pollution, etc)and
safety aspects (‘chappa cem’) – TPB advantages – disadvantages, etc.
iv. Staying healthy in a country such as Mozambique
drinking, eating and smoking habits drug abuse - – stressful situations – poverty –
medical care – HIV and related issues
v. How (un)attractive is Beira?
The quality of public entertainment places –- cinemas – swimming pools- sports
69
grounds – shops – cafes – bars – discos – transport conditions – housing –
educational institutions –libraries
vi. Environmental Problems and the effects of Climate Change and
effects on the Mozambican economy and life in general – the use of renewable
resources to combat the energy crisis – the green revolution – the use of solar and
other alternative energy sources
vii. Mozambique’s present government
How well (badly) do governmental institutions (town council – police-central
government – parliament – democracy) function?
viii. Religions in Mozambique
Lessons-53/54
Preparing for a writing assignment
II. The next step cannot be done in the classroom. It is work you will have to do
outsidethe classroom, for instance, by using a PC or by going to a well-equipped
library.
Below you can read about some ways how to get information:
Reading
Develop your time line
Allow for editing, revision and unexpected developments
• Inspiration phase:
This is continuous to prevent losing ideas and inspirations Keep
a convenient place to preserve phrases, vocabulary, events, etc. for later use
• Research phase; information gathering and recording:
See below
• Organizing/prewriting phase
with concept mapping, outlining, even
brainstormingDetermine how you will build the scenes of your
argument, narrative, story, etc. See our definitions of writing term»
http://www.studygs.net/writing s in our Guides.
Research phase; information gathering and recording:

Document all interviews, readings, experiments, data, websites, reports, etc.
People: instructor, teaching assistant, research librarian, tutor, subject matter
experts, professionals
Tasks and exercises
1. Develop research strategies and a list of resources
70
2. Narrow your topic and its description; pull out key words and categories
Develop a list of key words--50 or so--that form the foundation of both your
research and writing. Build the list from general sources and overviews
3. Bring your topic and keyword list to a local research librarian, teacher,
support professional on resources
available Text books (!), reference works, web sites, journals, diaries,
professional reports
4. International conventions of copyright govern the use and reproduction
of all material: all information should be properly cited
c.f. our guide on citing websites for models :
http://www.studygs.net/writing/prewriting.htm (how to write papers)
What are some INTERNET resources?

• Search engines
www.SearchEngineColossus.com / with links to search engines
from 148countries
www.google.com/intl/en/
www.buscaaqui.com.br (site de busca e diretório de
sites do Brasil)
• Directories and portals on the Internet that categorize/organize
information and links
http://www.dmoz.org/World (Open Directory
Project )
http://lili.org (Librarians Index to the
Internet ) http://scholar.google.com/scholar
• Web sites devoted to particular topics, including text, graphics, movies,
music files
http://allafrica.com (articles and news about any Africancountry)

http://www.bbc.co.uk/worldservice (international news)
www.openarchives.org (books and articles on any subject)
http://en.wikipedia.org/wiki/ (online Encyclopaedia)
www.aluka.org (a digital library of scholarly
resources fromand
about Africa)
www.oaresciences.org/es/ (online Access to Research in the
Environment and
climate change – Meio ambiente) http://earthtrends.wri.org/ (World
Research Institute researchinto the
scale environmental development – ambiental)
pollution, andcrise
interaction between
human disease, large-

71
www.dominiopublico.gov.br/pesquisa (Biblioteca digital
desenvolvida...Pesquisa
Básica –
Selecione o critério da pesquisa)
http://www.onlinenewspapers.com/ (Listing of 10000

newspapers fromaround
the world, searchable by country and then bypublication)
www.magportal.com/ (Magazine article search
engine andcategorization
covering magazines from many publishers)
http://www.economicsnetwork.ac.uk/subjects/
http://www.bresserpereira.org.br/ (artigos
Macroeconómicos) www.helsinki.fi/WebEc
www.multimap.com (maps)www.nationalgeographic.com
www.multimap.com
www.openphoto.net (Fotos e arquivos de mídia
licenciadospara uso livre para
fins educacionais - University of
North Texas)
• Government documents, forms, laws, policies, etc.
• Services and information by

non-profit organizations and by for-profit businesses
• Resources at your local (public) library
These may require membership or registration
• Newspaper, journal, magazine databases, Encyclopaedias, Dictionaries,
Government Publications, Guides, Reports Almanacs, Atlases, Often
restricted to subscribers, require registration, or can be fee-based for access
Using an Internet search engine: Find the
best combination of key words to locate information you need; Enter
these in the search engine
• Refer to known, recommended, expert, or reviewed web sites
• Review the number of options
returned.If there are too many web sites, add more
keywords. If there are too few options, narrow/delete some
keywords, or substitute other key words
• Review the first pages returned:
If these are not helpful, review your key words for a better description
72
• Use advanced search options in search engines:
Search options include
o Key word combinations, including Boolean strings
o Locations where key words are foundFor
example: in the title, 1st paragraphs, coded metadata
o Languages to search in
o Sites containing media files (images, videos, MP3/music,
ActiveX, JAVA,etc.)
o Dates web sites were created or updated
• Research using several search engines Each
search engine has a different database of web sites it searches Some
"Meta-Search" engines actually search other search engines! If one
search engine returns few web sites, another may return many!
• Evaluate the content of the web sites you've found:
c.f. the Study Guide Evaluating web site content »
http://www.studygs.net/writing
Beware referencing blogs as they are basically opinions and not "fact"
• Track your search: List
resources you checked; the date your checked them Identify the
resource, especially its location and the date you found it
c.f. index card system
• When printing, set your options to print the
Title of the page | the Web address | the date printed
As you gather your resources, jot down full bibliographical information (author,
title, place of publication, publisher, date of publication, page numbers, URLs,
creation or modification dates on Web pages, and your date of access) on your
work sheet, printout, or enter the information on your laptop or desktop
computer for later retrieval. If printing from the Internet, it is wise to set up the
browser to print the URL and date of access for every page. Remember that an
article without bibliographical information is useless since you cannot cite its
source.
Lessons-53/54
Steps for writing assignment
STEP 3. STATE YOUR THESIS

Tasks and exercises
I. Do some critical thinking and write your thesis statement down in one
sentence. Your thesis statement is like a declaration of your belief. The main portion
of your essay will consist of arguments to support and defend this belief.
STEP 4. MAKE A TENTATIVE OUTLINE

Reading
73
The purpose of an outline is to help you think through your topic carefully and
organizeit logically before you start writing. A good outline is the most important
step in writing a good paper. Check your outline to make sure that the points
covered flow logically from one to the other. Include in your outline an
INTRODUCTION, a BODY, and a CONCLUSION. Make the first outline tentative. Just
use key words to write the outline not complete sentences (that happens in your
draft - rascunho).
INTRODUCTION - State your thesis and the purpose of your research paper clearly.
What is the chief reason you are writing the paper? State also how you plan to
approachyour topic. Is this a factual report, a book review, a comparison, or an
analysis of a problem? Explain briefly the major points you plan to cover in your
paper and why readers should be interested in your topic.
BODY - This is where you present your arguments to support your thesis statement.
You explain what it is the problem/issue you focus on, why and for whom. You can
present a series of possible solutions and explain which one(s) you are in favour of
and which strategy or strategies you are against, usually by giving arguments for
or/and against a certain point of view supported by examples from your own
experience, or from newspapers, periodicals or books, etc, and giving quotations
and references to the titles and writers.
Remember the Rule of 3, i.e. find 3 supporting arguments for each position you
take. Begin with a strong argument, then use a stronger one, and end with the
strongest argument for your final point.
CONCLUSION - Restate or reword your thesis. Summarize your arguments. Explain
why you have come to this particular conclusion.
The conclusion should:
i. say what your main topic/question/view in the writing has been and
what mainaspects of it you have covered (i.e. a brief summary);
ii. say what general point(s) can be drawn from the essay as a whole.
iii. but it should not:
1. include any further points not mentioned in the body of the essay;
2. introduce new information or ideas.
STEP 5. ORGANIZE YOUR NOTES

Before beginning to write your first draft (rascunho) of a paper it is wise to make an
outline. Organize all the information you have gathered according to your outline.
Critically analyze your research data. Using the best available sources, check for
accuracy and verify that the information is factual, up-to-date, and correct.
Opposing views should also be noted if they help to support your thesis. This is the
most important stage in writing a research paper. Here you will analyze,
synthesize, sort, and digest the information you have gathered and hopefully learn
something about your topic which is the real purpose of doing a research paper in
the first place. You must alsobe able to effectively communicate your thoughts,
ideas, insights, and research findings to others through written words as in a
report, an essay, a research or term paper, or through spoken words as in an oral
or multimedia presentation with audio-visual aids.
74
Do not include any information that is not relevant to your topic, and do not include
information that you do not understand. Make sure the information that you have
noted is carefully recorded and in your own words, if possible. Plagiarism is
definitely out of the question. Document all ideas borrowed or quotes used very
accurately. As you organize your notes, jot down detailed bibliographical
information foreach cited paragraph and have it ready to transfer to your Works
Cited page at the end of the paper.
Devise your own method to organize your notes.

(Also see:http://owl.english.purdue.edu/owl/resource/544/01/ )
Lessons-55/56
Sample
Outlines
Alphanumeric
Outline
The College Application Process
I. Choose Desired Colleges
A. Visit and evaluate college campuses
B. Visit and evaluate college websites
1. look for interesting classes
2. note important statistics
a. student/faculty ratio
b. retention rate
II. Prepare Application
A. Write Personal Statement
1. Choose interesting topic
a. describe an influential person in your life
(1) favourite high school teacher
(2) grandparent
2. Include important personal details
a. volunteer work
b. participation in varsity sports
B. Revise personal statement
III. Compile resume
A. List relevant coursework
B. List work experience
C. List volunteer experience
1. tutor at foreign language summer camp
2. counsellor for suicide prevention hotline
Full Sentence Outline

I. Man-made pollution is the primary cause of global warming.
75
A. Greenhouse gas emissions are widely identified by the scientific community to
be
harmful.
1. The burning of coal and fossil fuels are the primary
releasers ofhazardous greenhouse gases.
Full sentence outlines are often accompanied with an APA reference list on a
separatepage.
Quotes within the outline must also utilize APA in-text citations.
Decimal Outline
1.0 Choose Desired College
1.1 Visit and evaluate college campuses
1.2 Visit and evaluate college websites
1.2.1 Look for interesting classes
1.2.2 Note important statistics
Tasks and exercises

I. Now produce your own outline which should be handed in to your
tutor forassessment at the end of this lesson or the beginning of the next.
Lessons-
57/58
Draftin
g
STEP 6. WRITE YOUR FIRST DRAFT
Reading
A rough draft is "a late stage in the writing process".1 It assumes that you have
adequate information and understanding, are near or at the end of gathering
research, and have completed an exercise in prewriting.
What you need:
• Adequate time period for focus
• Clear study area to
eliminate distractions, whether other school projects or friends' demands,in
order to concentrate on the task at hand
• Preparation and research
with as much current and historical data and viewpoints as necessary
• Target audience
or a clear idea for whom you are writing:your
professor, an age group, a friend, a profession, etc.
• Prewriting exercises
and notes on ideas from your research
• Review all the above.Don't
"study" it; just refresh yourself on the main concepts for now
What you will not need:
76
• Title or introduction:
derive these from your prewriting exercise
• Reference works, print-outs, quotes, etc. Rely on
your notes, and don't overwhelm yourself with facts.Details can be
added; you now want to focus on developing your argument
• Edits!
Do not revise as you write, or correct spelling, punctuation, etc. Just write, write, write.
This is the first draft, so what you put down will be revised and organized "after"
• Review the ideas, topics, themes,
questions you have come up with in your prewriting exercise. Try reading
the prewriting text out loud ( a type of self-mediation). Listen for patterns that
seem most interesting and/or important. Summarize them.
• Evaluate the ideas, topics, themes,
questionswhether by scoring, prioritizing, or whatever method
seems best. Keep this list in case your first choice(s) don't work
• Sequence what you have prioritized as in outlining, above.
Writing your draft:
Your first paragraph
• Introduce the topic; entice the reader (remember: audience)
• Establish perspective and/or point of view!
• Focus on three main points to develop
Establish flow from paragraph to paragraph
• Topic sentences of each
paragraphdefine their place in the overall scheme
• Transition sentences, clauses, or words at the beginning of paragraph
connect one idea to the next
Avoid one and two sentence paragraphs which
may reflect lack of development of your point
• Continually prove your point of view throughout the essay
o Don't drift or leave the focus of the essay
o Don't lapse into summary in developing paragraphs--wait until its
time, atthe conclusion
• Keep your voice active
o "The Academic Committee decided..." not "It was decided by..."
o Avoid the verb "to be" for clear, dynamic, and effective
presentation (Avoid the verb "to be" and your presentation will be effective, clear,
and dynamic)
o Avoiding "to be" will also avoid the passive voice
• Support interpretations with quotes, data, etc.
o Properly introduce, explain, and cite each quote
o Block (indented) quotes should be used sparingly;
they can break up the flow of your argument
Conclusion
77
• Read your first paragraph, the development, and set it aside
• Summarize, then conclude, your argument
• Refer back (once again) to the first paragraph(s) as well as the development
o do the last paragraphs briefly restate the main ideas?
o reflect the succession and importance of the arguments
o logically conclude their development?
• Edit/rewrite the first
paragraphto better set your development and conclusion
Tasks and exercises

I. Use the outline you have produced in unit 11 to write a draft during this
and nextlesson to be handed in to your tutor.
Unit 12. Recognising types of Errors
Lessons-59/60
Tasks and exercises

I. In the column on the left there are 14 underlined
errors. In the column on the right there are thirteen types of errors (mostly
grammatical ones). Decide for each error to which category it belongs by putting
the number of the sentencein which the error occurs before the category on the
right side of the diagram. The first one has been done for you; the error in the first
sentence is categorised as an error of ‘word order’. Also correct the errors.
1 Has got your mother any sisters? Determiners & quantifiers

2. How long do you live in this town Vocabulary
3. Could you give me some informations? Passive Voice
4. He speaks a very good English. Countables - uncountables
5. I’ve got any friends. Spelling
6. My daughters are very talls. The use of articles
7. Would you like try these? Infinitive + to
8. Could I borrow you some sugar? 1 Word order
9. They couldn’t avoid to break some Conditionals
glasses.
10. However he was ill he came to work Present perfect
today.
11. Who was responsable for this? Adjectives
12. He was take to hospital after the Adverbs
78
accident.
13. If you go by plane you get there fastly. Connectives (conjunctions)
14. He would come if he can. Gerund
II. In the following 15 sentences there are errors, which have been underlined.
Decide for each error what type of error it is by choosing from the box below and
then correct them.
Example:
Today is the oneth of February »» Category of error: Grammar ( ordinal numbers )
This is a very clear summary; and good He went home late at night at 15.00
criticism. hours.
This is a damn good story. Rome is very old and archaic city
We haven’t got some money. He usually is at home on Sundays.
They prefered to finish before 5 o’clock. If she came we will go to the beach
together.
Most universities have highs rates of He never see a lion in reality
dropouts in their first years.
Today it is terrible hot. He went to the library to buy some
books.
That new shop has a lot of softwares for She take to hospital by an ambulance.
finance.
The money does not make happy. I hope to speaking english well one day.
In spite he was angry, he listened I can’t avoid to make mistakes.
Patiently
CATEGORIES OF ERRORS: Style / Vocabulary / Punctuation and capitals / Spelling / Word
order / Repetition and redundancy / logical ordering and sequencing of ideas / Grammar
(e.g. Conditionals, The use of articles, Adverbs, Determiners & quantifiers. Adjectives,
Present perfect, Gerund, Numbers, Connectives (conjunctions),
Countable – uncountable nouns, Passive Voice, Infinitive + to etc.)
Lessons-61/62
Vocabulary
Reading
When focusing on the vocabulary of a text there a number of aspects to
consider forwhich dictionaries (online or in book-form) have, in most case,
proved to be useful:
1. Does a word really mean what you think it in means? Are there any words
that have been wrongly chosen within the given context? Also be aware of false
friends! A lot of words in English and in Portuguese are very similar in written form
and have the same Latin origin but do not have the same meanings; they belong
to the group called ‘false friends’. (See Appendix 1 on P.51) The use of a dictionary
(or a reliable (!) online
79
translating device) is important to avoid a lot of misunderstandings in your written
work.
2. Do not use empty or meaningless expressions to mask your lack of
thought or knowledge about a certain topic, (e.g. the word chosen is too abstract
or vague).
3. What words can be simplified to be clearer or stronger? Avoid the use
of fancy words giving false impression of intellectuality, by being unnecessary
difficult or too sophisticated within the given context.
4. Do you over-use any words causing repetition or redundancy of words.
Wouldsynonyms add interest?
5. Are there any colloquialisms or trendy expressions, informal expressions
that imitate speech? Their use may not be clear of effective in your writing since
they are so familiar, and may tend toward predictability.
6. Use the correct forms of the word (=parts of speech) in the given
grammatical contexts, e.g. do not use a noun where you should use a verb or an
adjective; or do not use an adverb where you should use an adjective.
Tasks and exercises

I. Below are a number of sentences in which the underlined vocabulary
exemplify the type of errors made listed above.
(If you are not quite sure of the meaning of a word check its meaning in a dictionary.
If you find a word in a Portuguese – English dictionary, double-check in an English-
English dictionary by looking at the examples given in the dictionary to see if the
word really means what you think it means.)
1. I can’t support his behaviour any longer.
2. His bad behaviour has caused the party a lot of prejudice.
3. Before introducing my thesis I´m gonna explain why I chose this topic.
4. Did you intend his lecture?
5. His impressively writing contribution a lot to our understand the problem.
6. Mozambique is eventually hit by cyclones
7. Could I borrow you some sugar?
8. It is a terrific method to solve the problem of pollution and saving energy.
9. The lecture focused on the main issue of delinquent criminals stealing and
robbingpeople after killing and assassinating them.
10. The multiplicity of functionality is really advantageous to the
overallmarketability of the product.
10. As a conclusion, I could say that it is an absolutely marvellous and
positive wayof relaxing and refreshing one´s mind.
11. His conclusions are too personal and subjective.
II. To write a correct text in English you must be able to efficiently and rapidly
look up words in a (good) dictionary. Train yourself to make maximum use of the
alphabeticalordering of words; put the following words in the order in which they
would come in a dictionary.
1. think / consider / decide / appreciate
80
2. write / type / print / draw
3. economy / discover / deep / day
4. economy / economics / economist / economist
5. businesslike / busy / busily / business
6. theory / transform /technology / taste
7. intertwine /interview / interior / intersperse
8. quest / event / happening / adventure
9. systematic / systemic / systematise / system
10. orphan / option / ontology / oven
11. scientist / specialist / science / selective
12. screwdriver / scholar / school / scholastic
13. psychologist / psyche / psychological / physical
14. xylose / yoke / yield / wychelm
III. Most words have two or more different meanings depending on the
context which of the meanings is relevant. Match the dictionary definitions in the
right column with the word ‘plant’ in the sentences on the left side and taking the
contexts into account:
Sentences: Dictionary definitions:
1. The Boers were the first to plant a new colony at the a. (n) a living organism
Cape. growing on soil
2. That plant needs to be cultivated with great care. b. (n)the machinery, building,
3. The submarine’s power plant is an atomic reactor. etc. of a factory
4. Some nuclear plants in Russia had to be shut down c. (n)the apparatus for a
because they were leaking radioactive substances. certain mechanical operation
5. Before leaving the moon the astronauts did not d. (v)to set firmly in position
forget to plant the United States flag. e. (v)to settle, found, establish
IV. Write this text substituting all the ‘nulls’ by words that make sense
within the context:
One (1)null summer day at (2)null you see the most (3)null creature you have ever
seen. (Her/His) name is (4)null , and every move (5)null makes just turns you on
more and more. You nudge your best friend (6)null and say, "Wow, that has to be
the most (7)null body I have ever seen. Suddenly, (8)null looks in your direction
and starts walking right towards you!!! (10)null says, "I noticed you staring at me
from over there. I just had to tell you, that I think you are so (11)null and was
wondering if you'd like to go to (12)null with me and (13)null ?" With a stupid smile
on your face you say, " null " and go with (him/her). When you finally get to (14)null
, /(15)null moves closer to you, and gives you the biggest kiss ever. The two of you
are passionately kissing, when you feel a (16)null hit you on the back of the head.
You open your eyes to find out it's all a dream, butthere is a note left next to
your bed. It reads: " (17)null is the love you've been waiting your whole life for.
(18)null will ask you out in (19)null days or less, but only if you forward this site on
ICQ or by email to at least 5 people within the next few minutes. The more people
you send it to, the sooner
81
they will ask you out, and you both will fall in love. Do not take this lightly, because
if yousimply ignore this, you will have bad luck in love for the next (20)null years!"
V. You should be aware of the fact that many parts of speech (the various
grammatical functions of words in sentences) can be recognised by their affixes
and that prefixes help to define their meanings.(See appendix “ on page 59) Make
as many words as you can from the following stems indicating for each new word
to what word class it belongs:
use – produce examples: abuse (verb) / production (noun)
VI. Form as many new words as you can by using affixes with the following
words: sell – turn - trust – use – collect – connect – work – true – able –
known – fly – fit –refutable – print – real – geology – trust – busy – memory –
material - operative rare –plant – possible – cycle – repairable – distribute -
convert – sense - responsible
Lessons-63/64
Gra
m
ma
r
Re
adi
ng
Before you start correcting grammar errors in a draft, you should realise that there
is a big difference between speaking and writing English. For example, when you
speak, there is little time for correction of mistakes.
English has a relatively irregular grammar system. Learning all the rules and the
exceptions to the rules will probably not help you much in avoiding to make
mistakes when speaking English, because concentrating on the rules makes you
self-conscious. You may become afraid that other people will laugh when you
make errors when speaking. You can learn vocabulary and grammar rules
unconsciously by watching English TV or movies, etc. It is actually better to risk
making mistakes when trying to communicate, while at the same time remaining
receptive to corrections by the teacher.However, when you are writing in English,
you have much more time to avoid making grammatical errors, so you should avail
yourself of that opportunity. Many errors in the grammar confuse or irritate the
reader and may even lead to misunderstandings.
82
Tasks and exercises
I. There are two or more errors in each of the following sentences. The
errors areunderlined. Correct the errors.
Example:
If somebody become ill, then he go to an local doctor.
> …becomes … …… goes…a ………
1. We have all hers documents here, but your are still missing.
2. He is leaving in 4 September, that is, at Friday afternoon.
3. Where he went yesterday? and for what?
4. There is much books at the library.
5. There products are of a low quality, but our are the best.
6. They ordered fourty five bicycles and fiftyhundred t-shirts on the nineth of Julho.
7. We finish work usually late at the evening, so we never can do any
shopping afterwork.
8. The number of schools growed gradually until 1994, and then rised
suddenlydramatically.
9. My company transfers monthly my salary to my account, whom I opened last year.
10. They solve that problem yesterday? – Yes, but now we having another one.
11. We often are in the library at that time, because we use always the computers.
12. We haven’t yet received those books what we ordered last week of
whom thetitles were all clear listed on the order form.
13. You do not need to contact they about theirs errors, because they have
alreadydiscovered this errors themselves.
II. Complete the following passage by choosing from the words (or
phrases) in theright column.
For each gap choose one option from the four and underline it.
83
Father, son and donkey
A father and his son [a]……………. taking their donkey were - was - is - are
to the market. [b] ………. man who was riding on a An – The - A - (zero)
bicycle shouted to c]……….., ‘Hey. You are stupid! their – them - us - they
[d]…………. are you[walking? You can ride the When – How - Where - Why
donkey!’
So the father got on the donkey.
Then a woman, who saw the father riding on the were riding - ‘re riding – ride -
donkey, said, ‘You are not very kind. You [e]…………. riding
on the donkey and your little boy is walking!’ off – in – on - of
So the father got [f]……… the donkey and his son got notice - noticed - notices -
on the donkey. noticing
Then the teacher of the village [g] the boy on your – our – his - yours
the donkey and said, ‘You are not very nice to i ourselves – our – ours - us
[h]……….. father! Remember we must always are walking - is walking - was
respect [i]……… parents. Why are you riding while walking - walks
he [j] ..............?’ on – behind - next to - after
So the father got on the donkey and sat [k]………... whose – who – whom - which
84
his son. m. zero – what – who - which
Another woman, [l]………… was selling fish, saw n. slow – slower – slowy - slowly
both of them sitting on the donkey, [m] ........ by
now was becoming very tired and walking very
[n]............. and she said, ‘ Is that your donkey? Are died - deadly – dead - die
you crazy? Two people? You are very heavy! The
donkey is nearly [o] ............ ’ rides – rode - were riding - as
So the father and son got off the donkey. riding
The same man who [p] ……… on a bicycle passed
them again and shouted, ‘Are you going to the Is it – Is – Its - It’s
market? Then carry the donkey! [q] .............. very near - at - to - for
tired!’
So the father and his son carried the donkey didn’t want - doesn’t want - don’t
[r] ......... the market. want - not wanted
In the market everybody laughed! They [s]…………..
to buy the donkey! his – it - him - he
‘It’s a very lazy donkey!’, they said. ‘You are walks - was walking - were
carrying [t]…… to the market!’ walking – are walked
So the father and his son and the donkey [u]……...
home again.
If you try to make everybody happy you will make
nobody happy.
85
III.
The Car-jacking
An elderly Florida lady (a)…… … to her car with her a. was returning-- returns – is
shopping when she found four young men in the act returning - return
of leaving with (b) ........................... vehicle. She b. her - his- their - our
(c) ..................... her shopping bags and while she was c. drops - dropping - dropped drop
screaming, ‘I have a gun and I (d) ................how to use d. know - knows - knowing - knew
it!’, she actually (e)………. a formidable handgun ready e. drawing – draw - draws - drew
for shooting. When they saw (f) gun f. no article – a – an - the
and heard the woman yelling ‘Get (g)……. of my car g. out - in - on -off
you scumbags’, the young men jumped out of the car
and started running for (h) lives. h. their – his - her - our
Somewhat shaken, the lady loaded her shopping bags
(i) the back of her car and got into the i. onto - into - out of - in
driver’s seat. She was shaking so much that she (j)……….
get the key into the ignition. While she was trying and j. can’t - wouldn’t - shouldn’t -
trying, it began to dawn on her (k) couldn’t
…… not. A few minutes later she (l)…….. her own car k. when - why - how - what
parked four of five spaces farther down, the same l. find – finds – found - finding
colour and type of car. She loaded her bags again and
drove to the police station. A policeman there asked, m. Do - Did - Does - Is
‘(m)………… you want report something?’ (n)…….. n. The – a - no article - an
policeman listened to her story and started laughing. o. to – at - in - on
While he was falling about laughing and no longer able p. which - who - whose -
to talk, he pointed (o)…. the group of four young men, that
(p)………. were very pale now and waiting at the end q. was – were – is - are
of the counter, where they (q)..................... reporting r. crazily - craze – crazy - craza
a car-jacking by a tiny, (r)……….., grey-haired woman s. a – an – the - no article
carrying (s)…… gun. t. not understood - understoodn’t -
They (t)................. that the old lady was mistaken, and understood not - didn’t
that she was thinking that the young men were robbing understand.
her car.
86
The Car-jacking
An elderly Florida lady (a)…… … to her car with her a. was returning-- returns – is
shopping when she found four young men in the act returning - return
of leaving with (b) ........................... vehicle. She b. her - his- their - our
(c) ......................her shopping bags and while she was c. drops - dropping - dropped drop
screaming, ‘I have a gun and I (d) ................ how to use d. know - knows - knowing - knew
it!’, she actually (e)………. a formidable handgun ready e. drawing – draw - draws - drew
for shooting. When they saw (f) gun f. no article – a – an - the
and heard the woman yelling ‘Get (g)……. of my car g. out - in - on -off
you scumbags’, the young men jumped out of the car
and started running for (h) lives. h. their – his - her - our
Somewhat shaken, the lady loaded her shopping bags
(i) the back of her car and got into the i. onto - into - out of - in
driver’s seat. She was shaking so much that she (j)……….
get the key into the ignition. While she was trying and j. can’t - wouldn’t - shouldn’t -
trying, it began to dawn on her (k) couldn’t
…… not. A few minutes later she (l)…….. her own car k. when - why - how - what
parked four of five spaces farther down, the same l. find – finds – found - finding
colour and type of car. She loaded her bags again and
drove to the police station. A policeman there asked, m. Do - Did - Does - Is
‘(m)………… you want report something?’ (n)…….. n. The – a - no article - an
policeman listened to her story and started laughing. o. to – at - in - on
While he was falling about laughing and no longer able p. which - who - whose -
to talk, he pointed (o)…. the group of four young men, that
(p)………. were very pale now and waiting at the end q. was – were – is - are
of the counter, where they (q) ..................... reporting r. crazily - craze – crazy - craza
a car-jacking by a tiny, (r)……….., grey-haired woman s. a – an – the - no article
carrying (s)…… gun. t. not understood - understoodn’t -
They (t) ................ that the old lady was mistaken, and understood not - didn’t
that she was thinking that the young men were robbing understand.
her car.
Lessons-65/66
Spelling
Reading
An academic paper that is full of spelling mistakes obviously will not easily impress
your reader! Use a dictionary, or the spelling-check device in Word by Microsoft
to correct spelling mistakes. As you will see in exercise III below, the English
spelling is quite
87
complicated to learn, because English spelling often does not accurately reflect the
way modern English is pronounced. English has a very conservative spelling: in fact,
the spelling gives an idea of how the language was probably spoken hundreds of
years ago.
Here are some general rules about spelling

a. NOUNS plural –s : bird birds
place places
-s or s-like sounds + s > -es: bus buses
dish dishes
watch watches
box boxes
also : potato potatoes
tomato tomatoes
b. VERBS –s third person singular: Think thinks
live lives
-s or s-like sounds + s > es: wish wishes
also: do does
go goes
c. NOUNS f/ fe > plural - ves knife knives
shelf shelves
but: roof roofs
d. NOUNS and VERBS y>I baby babies
fly flies
try tries
study studies
study studied
easy easier
easiest
happy happily
heavy heavily
e. VERBS y remains y in –ay –oy – uy – ey: enjoy enjoys
stay stays
but: pay paid
say said
f. VERBS -e + -ing> drop : e: make making
come coming
but: lie lying
die dying
g. NOUNS and VERBS i always before e: believe
shield
except after c : and when the sound is like ay : receive
ceiling
weigh
88
neighbour
height
h. prefixes must remain complete(mis-, misspelling
with- withhold
un- etc.) : unnecessary
i. differences between c – s noun - verb : advice advise devise
device
j. suffix added to a word ending in –e Manage management
k. if a word ends with a consonant occur occurred
usually double the consonant when trip tripped
adding an ending that begins with travel travelling
vowel:
but: benefit benefited
develop developed
Tasks and exercises
I. Correct the spelling mistakes below:

1. stoped 8. devided .
resourses
2. tryed 9. crittisism . begginning
3. acomodation 10. frecuently 17. desappear
4. goverment 11. insuficient 18. refering
5. maked 12. neccessary 19. wich
6. geting 13. ocurred 20.
medesine
7. prefered 14. acheives 21. studing
II. Underline the spelling mistakes in the following two passages and
correct them:
Can you give me some advise, please? I have never traveled to Maputo and I am
makeing a trip next week. Our managment has developped some planes to be
recievedby the central office in Maputo. I’ll be staing there for ten dais.
III. Group the following words that have vowels (printed in bold) with
the samepronunciation:
bush – use – us – occur – truck – fur – rude - fuss – Luke – pull – quick
- truedog – work – low – hot - short – stock – shoot – shot – love -
lose
through - rough – daughter - laugh – house – court – board – glue – enough –
though –load – Boer – loud
wash – raw – fast – fat – father – behave – half – watch – cash – wall – hate - hat
here – nerve – web – blew – let - beef – hear – heard – clean – weight – leisure –
deadwit – white – bird – rice - bid – skirt - right – birth - thief – wait – stairs -
IV. Rewrite the following text trying to correct all the spelling mistakes:
89
Visual Memory!
Aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it deosn't mttaer in waht
oredr the ltteers in a wrod are, the olny
iprmoetnt tihng is taht the frist and
lsat ltteer be at the rghit pclae.
The rset can be a total mses and you can

sitll raed it wouthit porbelm. Tihs is
bcuseae the huamn mnid deos not raed
ervey lteter by istlef, but the wrod as a wlohe.
Amzanig huh?
V. Use a good English dictionary to learn the correct pronunciation and meaning
of the look-alike words in the following sentences.
1. The dump was so full that it had to refuse more refuse.
2. We must polish the Polish furniture.
3. He could lead the team to victory if he would get the lead out.
4. The soldier decided to desert his dessert in the desert.
5. Since there is no time like the present, he thought it was time to present the present
to his mother.
6. When the shot came near, the dove dove into the bushes.
7. The medical insurance was invalid for the invalid.
8. There was a row among the oarsmen about how to row.
9. The buck does funny things when the does are present.
10. The sewer in the shirt factory dropped a spool of thread down into the sewer line.
11. To help with planting, the farmer taught his prize sow to sow.
12. The wind was too strong to wind the sail.
13. I had to subject the subject to a series of tests.
Lessons-65/66
Punctuation
Structures:
1. Full-stop.
a. A full-stop is used to end a sentence. The next sentence begins with a capital
letter.
b. After people’s initials
e.g. M.R. Augusto
2. Comma ,
Together with the full-stop the comma is the most commonly used punctuationmark.
Basically it separates parts of the sentence. It is use
90
a. to separate a non-defining relative clause from the rest of the sentence.
e.g. It is years ago that I read Anna Karenina, which is my favourite novel.
b. to separate some non-defining adjectival phrases from the rest of
thesentence.
e.g. The speaker, getting to his feet, began to….
c. when a subordinate clause comes before the principal clause.
e.g. If you do not understand, please tell me.
d. to separate a number of connectives from the rest of the sentence:
too,however, nevertheless, though, of course, then. etc.
e.g. You can, however, do it if you wish.
e. in many kinds of lists.
e.g. I shall need a book, some paper, a pencil, and a ruler.
3. Colon :
a. It indicates that what follows is an explanation or amplification of
whatprecedes it.
e.g. I have some news for you: John’s father has arrived.
b. It can be used to introduce a list of items, often preceded by namely,
such as,as follows, etc.
e.g. Please send the items indicated below, namely: (i) passport (ii) visa
application (iii) correct fee.
4. Semi-colon ;
a. A semi-colon coordinates or joins two independent but related clauses.
e.g. The lecture was badly delivered; it went on far too long as well.
b. It is used in lists to show sub-groupings.
e.g. The chief commodities are: butter, cheese, milk eggs; lamb, beef veal,pork;
oats barley, rye and wheat.
5. Apostrophe ’
a. An apostophe is used to indicate genitive (possessive) singular and plural.
e.g. the student’s book / the
students’ bookschild’s / children’s
b. It is also used in contractions to indicate letters ommitted.
e.g. I’ve
= I havedidn’t = did not
6. Dash —
A dash is used to indicate a break, often informally.
e.g. He received a prize — and a certificate as well.
7. Quotation marks ‘ ’ " "
Quotation marks (quotes) or inverted commas can be single or double. They
inclose the actual words of direct speech.
e.g. He said, “Why did you do that?”or
He said, ‘Why did you do
that?’
91
8. Question mark ?
A question mark is used after a direct question.
e.g. What time is it?
It is not used after an indirect question.
e.g. Please tell me what the time is.
9. Hyphen -
a. A hyphen separates, in some cases, the prefix from the second part of
theword.
e.g. co-opt
b. It joins some compound words.
e.g. self-control, twenty-one
10. Capital Letters

a. To begin a sentence.
c. For names of people, places, events and organisations
e.g. Mr Williams, Manica, Presidential Elections, British BroadcastingCorporation
(BBC)
d. For nationalities and
languages
e.g. Mozambican, Chinese
e. For calender information like months, days etc.
e.g. Thursday 16 November
f. For job titles
e.g. Marketing Manager
NOTE:
In general, in written Portuguese sentences are longer than in English. The
semi-colon (;) is used far less in English than in Portuguese!
Compare how in Portuguese long (run-on) sentences are acceptable; in Englishthey
are preferably cut into smaller units with full stops.
Accepted in Portuguese Preferred in English:

Run-on sentences
Sentence) Em 1979, a SLC cedeu 20% do In 1979, SLC sold 20 percent of its
seu capital à John Deere, uma das stocks to John Deere, one of the
maiores fabricantes de máquinas largest agricultural machinery
agrícolas do mundo, e foi aperfeiçoando manufacturers in the world. Sales
sua colheitadeira que, de pequenas went on from the small rural
propriedades rurais da região Noroeste properties in the state of Rio Grande
do Rio Grande do Sul, conquistou a do Sul to take over Latin America,
América Latina, a América Central, a Africa and the world. Today SLC- John
África e o mundo, sendo hoje Deere harvesters are sold in
comercializada em mais de 20 países. more than 20 countries.
92
During my vacation in July, when I went Last July I went on vacation in the
to the south of France and other parts of south of France and other parts of
central Europe, I bought many souvenirs central Europe. I bought many
and I saw many interesting places, both souvenirs and saw many interesting
the normal tourist sites and the lesser places. Some of the places I visited
known locations. were the normal tourist sites, and
others were lesser known locations.
Lessons-67/68
Summary and final exercises
Tasks and
exercisesI
He said: "I want some oranges."
Simple Present Simple Past
He said he wanted some oranges.
They said: "We are studying hard."They
Present Continuous Past Continuous
said they were studying hard.
She said: "I needed you, but uou
Simple Past Past Perfect * weren't here."
She said she had needed him, but he
hadn't been there.
Tom said: "I was talking to Mary."Tom
Past Continuous Past Perfect Continuous
said he had been talking to Mary.
They said: "We've worked together."
Present Perfect Past Perfect *
They said they had worked together.
I said: "I'm going to visit Jim"!
Going to- Future was/were going to.
I said I was going to visit Jim"
She told me: "I must hurry up."
Must Had to*
She told me she had to hurry up.
II. Put the words in the right order.

1. spoke I last week to the manager
2. once a month to South Africa travels usually Pedro Azar
3. the budget the director before the weekend wants to see
4. today this work you finishing are ?
5. accept cheques they usually
6. always doesn’t he the answer know
7. a Portuguese course last year our new manager attended in Lisbon
8. the door the secretary shuts never
93
9. in the evening always don’t they ring
10. at our plant in Maputo we last year one million tonnes produced
11. starting her project this month is?
12. there in Lisbon once a year a big conference is
13. for a substitute often don’t ask they
14. me a letter writes at the end of the month my friend always
15. talked we yesterday to the director
16. the design by next month wants to have the director
17. don’t normally very young children accept they
18. at their factory near Dondo they last year 5000 tonnes produced
19. every weekend to Chimoio travels Maxima
20. this week his report he finishing is ?
21. usually doesn’t she an answer give
22. rings on Sundays always she
b. Sentence order in a paragraph

It is also important that the ideas within a paragraph are arranged in logical order.
Be careful not to change abruptly from one subject to another subject that has little
todo with the previous one.
III. Scrambled sentences: The sentences in the following two texts (paragraphs)
arenot in a correct order. Indicate the correct order by re-numbering them.
i. Television
1. In the second group, the companies that run the television stations receive
theirmoney from advertising.
2. Television networks can be broadly classified into two types, on the basis of
howthey
are financed.
3. This type is known as non-commercial television.
4. Such an organisation, which therefore shows advertisements or commercials,
iscalled
commercial television.
5. In the first group the money is provided by the government.
ii. The Geography of Britain
1. The highland are comprises the whole of Scotland, Wales, Devon and
Cornwall inthe south-west of England, and parts of the north-west of England.
2. The other region, the lowlands, lies mainly in the south-east of England.
3. This highland area, however, is not continuous but also contains valleys and plains.
4. Geographically, the island of Great Britain can be roughly divided into two
mainregions, highlands and lowlands.
5. The area contains all the mountainous parts of Great Britain and extensive uplands
lying above 300 metres.
III-Put the following sentences in a logical order by numbering them from 1 to 6, that is,
you put number 1 before the sentence with which the text should begin, number 2 for
94
the next sentence and so on until you get to the concluding sentence which you give
number 6.
……… In the planning stage, open space can be achieved by grouping domestic
accommodation, so that areas of land are left open.
……… An increasing number of urban planners are now becoming aware of the
importance of open space.
……… The result of this policy is that people who live in cities and towns can experience
achange from the noise and pollution of traffic, and the closed-in feeling among tall
buildings.
……… They realize that cities need areas of open space to make them visually more
attractive to establish recreational areas and to absorb noise and air pollution.
……… Later when rebuilding domestic accommodation in the newly planned areas, open
space can be achieved by demolishing old buildings and, for instance, disused railway
tracks and restoring the land to a park or playground.
……… Furthermore, open space helps to reduce adverse effects of urban climates, and
provides habitats for birds and forms of wild life in or near urban areas.
Exercise Revision
IV. Use the following connecting words to complete the gaps in the text below:
although furthermore concluding moreover nor consequently
therefore because for example however
A communication system conveys information from its sources to a destination some
distance away. …………(1), there are so many different applications of communication
systems that we cannot attempt to cover every type ........................................... (2) can
we
discuss in detail all the individual parts that make up a specific system, …………(3) a typical
system involves numerous components that run the gamut of electrical engineering,
………(4) circuits, electronics, electromagnetics, signal processing, microprocessors and
communication networks. ……………(5) , a piece-by-piece treatment would obscure the
essential point that a communication system is an integrated whole that really does
exceed the sum of its parts.
……………(6), we approach the subject from a more general viewpoint ...............................(7)
there are many types of communication systems, they have the same basic function of
information transfer. We will, ……………(8) , seek out and isolate the principles and
problems of conveying information in electrical form ............... (9), these will be
examined
in depth to develop analysis and design methods suited to a wide range of applications.
…………(10), this text is concerned with communication systems as systems.
V. ead the following text about eco-tourism and then complete the gaps in
theexercise below:
Though there are many definitions of ecotourism, the term is most commonly used to
describe any recreation in natural surroundings. The International Ecotourism Society
95
defines ecotourism as: "responsible travel to natural areas that conserves the
environment and improves the welfare of local people".
Worldwide, tourism generates annual revenues of nearly 3 trillion dollars and

contributes nearly 11% of the global GNP (Gross National Product), making it the
world'slargest industry. Although the events of September 11th rocked the tourism
industry and made it difficult to predict long-term trends, ecotourism is a growing
component of the larger tourism industry, and several factors indicate that it is likely
to thrive over time. These factors include increased awareness of environmental
problems among tourist populations, willingness of tourists to engage in socially-aware
travel, and interest in visiting lesser-known countries like Thailand and Belize rather
than traditionalvacation getaways.
In 1993 the World Tourism Organization (WTO) estimated nature tourism generated 7
per cent of all international travel expenditure. More recent research reveals this is
nowmuch higher, accounting for 20 per cent of international travel in the Asia-Pacific
region and some areas, such as South Africa, experiencing a massive growth in visitors
of over 100 per cent annually.
Ecotourists tend to travel on economy and to use clean but private 2 or 3 star
accommodation. They typically stay with local families, or at small, environmentally-
friendly hotels called ecolodges. These opportunities for personal contact with
membersof the host community facilitate cross-cultural exchange and add greatly to
the value of ecotourism experiences for some people.
Ecotourists are articulate, assertive and well educated. They demand quality
experiences. When they are planning their trips ecotourists have many questions. They
want to be informed on the best times to visit any particular site and what are the
trade-offs going there at other times.
Amongst international ecotourists, most come from northern Europe and North
America rather than from southern Europe or Latin America. Many Australians are also
keen to experience ecotourism.
Practically speaking, ecotourism includes activities in which visitors enjoy hands-on

experiences, such as bird-watching in the Brazilian rainforest, hiking in the mountains
of Nepal, participating in a traditional village celebration, or taking a canoe trip down a
river
The following are just some of the many topics which interest ecotourists: local flora
and fauna, geology (people are interested in soils and what makes them different),
spectacular features (waterfalls, lakes, grand forests, rocky headlands, coral reefs),
96
history and culture. The aspects ecotourists find very interesting are: customs and
rituals, religion, traditional art and crafts (such as weaving), ceremonies (the Balinese
attract many hundreds of people to their cremation ceremonies), traditional music and
dance, traditional architecture and building, traditional lifestyle generally from the
forms of agriculture to the diet and style of cooking.
There are many factors which attract ecotourists. Apart from the destinations providing
quality information is the key factor to ecotourism. Ecotourists are prepared to endure
agreat deal of discomfort to explore areas if the subjects can be made interesting.
The more that it explained and the better the explanations, the more time they will
spend exploring. Ecotourists don't want to be rushed. They prefer fewer stops with
more quality time at each. They want to watch the sunsets. They want to be assured
that they will get adequate, well planned quality-time.
Ecotourism has the capacity to deliver a lot of economic benefits to traditional cultures.
However whether those benefits are realized depends on how ell the ecotourism is
managed. Having a good resource to attract ecotourists is a good start but to get the
greatest local benefits requires careful management to maximize the time which they
spend locally.
VI.
Fill the gaps in the sentences, using the phrases below:
accommodation, to endure, annual revenues, hands-on experiences, recreation, to
deliver, eco-lodges, assertive, want to be assured, improves the welfare, travel
expenditure, to thrive
1. Though there are many definitions of ecotourism, the term is most commonly
used to describe any........................... in natural surroundings.
2. The International Ecotourism Society defines ecotourism as: "responsible
travel to natural areas that conserves the environment and .................of local people".
3. Worldwide, tourism generates …………………………of nearly 3 trillion dollars and
contributes nearly 11% of the global GNP (Gross National Product), making it the
world'slargest industry.
4. Although the events of September 11th rocked the tourism industry and made
it difficult to predict long-term trends, ecotourism is a growing component of the larger
tourism industry, and several factors indicate that it is likely
over
time.
5. In 1993 the World Tourism Organization (WTO) estimated nature tourism
generated 7 per cent of all international ………………………….
6. Ecotourists tend to travel on economy and to use clean but private 2 or 3 star
…………………………….
VII
97
The differences between how humans think Choose for each gap between the three
and computers operate options a)
b) or c)
When we compare the way in which computers
function with the way in …………(1) the human 1. a) what b) which c) that
brain operates, there appear to be (2)
superficial similarities. Firstly, 2. a) some b) any c) much
humans and computers (3) communicate the 3. a) will b) could c) can
use of 4. a) logically b) logical
language. Secondly, both are able to …….. (4) c) logic
draw conclusions a number of related facts.
………(5), one of the major differences between 5. a) Therefore b) Because
human and computer intelligence is that c) However
computers can only ‘think’ ………(6) the strict 6. a) within b) between
parameters that their programmes, designed c) among
7. a) so b) moreover
by humans, will allow them,
c) whereas
…….(7) there are virtually no limits to what 8. a) but b) and c) or
humans can think or talk about. Human 9. a) constant b) constantly
thinking is not static c) constants
………(8) dynamic and creative and . (9) develops
10. a)Moreover b) Although
its
perceptions on the basis of newly acquired c) While
impressions and the storage of facts in its 11. a) who b) whose
memory.................................................... (10), c) which
12. a) who b) whom
the c) which
human brain has self-consciousness, ……….. (11) 13. a) must b) could c) has
in a philosophical sense could be considered the 14. a) can b) are c) will
‘mind’ as opposed to the brain. 15. a) most b) much c) more
Nevertheless, there are scientists …….. (12) claim 16. a) many b) much c) any
that modern technology (13) develop to 17. a) fast b) faster
such a level, c) fastest
that one day they (14) be able to design 18. a. must b. are c. will
robots with
an artificial ‘brain’ that can function (15)
creatively
and produce original ideas and solve
........................................................................ (16
)
complicated problems much …….. (17)
and more efficiently than humans are able to
do ........................................................... (18)
these
machines also be able to dominate human
beings and take control of our lives?
98
REFERENCES
Alexander R. (1989, 2003) New International Business Studies, Cambridge: CUP.
Aztar, B Shrimper (1989) Understanding and Using English Grammar, New Jersey:
Prentice-Hall.
Arnold J. & Harmer J. (1988) Advanced Writing Skills, London: Longman.
Hedge T. (1995) Writing, Oxford: UP.
English J & Lewis R. (1995) How to Write Reports, Cambridge: Collins Educational.
Jordan R.R. (1990) Academic Writing Course, London: Longman.
Mackenzie (1997, 2002) English for Business Studies, Cambridge: CUP
McArthur T. (1992) The Oxford Companion to English Language, New York: OUP.
McArthur T. (1984) the Written Word Book 2, Oxford: OUP.
Murphy R. (1998, 2004) Essential Grammar in Use, Cambridge: CUP
Schofield J. (2004) Double Dealing, Oxford: Summer town Publishing
Ltd.Wald horn A, (1981) English Made Simple, New York: Doubleday
Wallace M. (1988) Study Skills, Cambridge: CUP.
Websites
http://dictionary.cambridge.org www.englishclub.com
http.//digital.library.upenn.edu/books www.englishjet.com
http://free-esl.comwww.eslall.com www.esl-galaxy.com
www.antimoon.com http://owl.english.purdue.edu/owl/
www.britishcouncil.org www.piffe.com
www.esl.tower.com www.studyenglishtoday.net
www.examenglish.com www.usingenglish.com
www.english-hilfen.com www.webenglishteacher.com/research
Eastwood, J. (2002). Oxford Guide to English Grammar. Oxford: Oxford University Press. Available online
at https://www.uop.edu.jo/download/research/members/oxford_guide_to_english_grammar.pdf.
Hewkings, M. (2005). Advanced Grammar in Use: A self-study reference and practice book for advanced
students of English. Cambridge: Cambridge University Press. Online available at
http://144.122.235.170/ckfinder/userfiles/files/Advanced%20Grammar%20in%20Use%202nd%20Editio
n.pdf;
Murphy. R. (2019). English Grammar in Use. A self-study reference and practice book for intermediate
learners of English. 5th Edition. Cambridge: Cambridge University Press. Online available at
https://corsidilaurea.uniroma1.it/sites/default/files/english_grammar_in_use_intermediate_2019_5th-
ed.pdf.
Murphy. R. (1998). Grammar in Use: Reference and Practice for Intermediate Students of English.
Cambridge: Cambridge University Press. Available online at
https://g5tring.files.wordpress.com/2014/04/english-grammar-in-use-new-downloaded.pdf;
99
Naylor, H. & Murphy, R. (2001). Essential Grammar in Use: Supplementary Exercises with Answers.
Cambridge: Cambridge University Press. Online available at
https://www.polyglotworld.com/EssentialGrammarinUseSupplementaryExercises.pdf;
100

Manual de Ingles

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Manual de Ingles

Enviado por

Direitos autorais:

Formatos disponíveis

MANUAL DE TRONCO COMUM DOS CURSOS DE

ENSINO ONLINE. ENSINO COM FUTURO 2022

1º ANO : MANUAL DE TRONCO COMUM

TOTAL HORAS/ 1 SEMESTRE 100

Universidade Aberta ISCED

A Universidade Aberta ISCED endereça os seus agradecimentos às seguintes individualidades e instituições na

Autor Dr. Fernando Audusto Fazenda

Coordenação Vice-Reitoria para área académica da UnISCED

Design Universidade Aberta ISCED

Ano de Publicação 2015

Ultima revisão 2022

Local de Publicação UnISCED – BEIRA

Unit 10 practice and exercise 64

Unit 11 Preparing for writing assignment 71

Unit 12 Recognising types of errors 82

References ................................................................................................................ 105

• Propiciar a reflexão, teórico e crítica para

Quem deveria estudar este módulo

Como está estruturado este módulo

Auto-avaliação e Tarefas de avaliação

1 Plágio - copiar ou assinar parcial ou totalmente uma obra literária,

Present Simple and Present Continuous

1. play piano / 2. go to the movies / 3.listen to music / 4. cook / 5. read books 6.

Example: play read books? go for a walk? go surfing? play chess?

Amount Of Time Adverb

Adverbs of frequency come between the subject and the verb:

Blanche always works in the garden on weekends.

Tasks and exercises

1. (rarely) Henry plays guitar on Sunday morning.

(100%) Leonard plays soccer on Saturday afternoon.

Read these dialogs. Practice these dialogs with a classmate.

Mary: Billy, name something that you sometimes do on Sunday morning.Billy: I

Name Name Name Name Name

on on on Saturday night. sometimes do on on

morning. afternoon. Saturday morning. afternoon.

Name Name Name Name Name

on Saturday night. on on on Saturday night. on

morning. afternoon. morning

The Present Progessive Tense, Information Questions, Short Answers

A sentence in the present progressive can begin with a contraction.

Contraction Of Subject And Be + Main Verb + ing

She’s pouring a cup of

What’s she doing? What’s she doing?

Information questions in the present progressive begin with a question word.

Sometimes information questions begin with a contraction.

Short Answer questions in the present progressive begin

with Be.Be + Subject + Main Verb +

Contraction of What And Be + Subject + Main Verb + ing?

What’s she doing?

run = running hug = hugging

play = playing fix = fixing sew = sewing

3. When a verb ends in two consonants, do not double the consonant.

pour = pouring eat = eating feed = feeding sleep =

Match the expressions with the pictures: I

Is he Playing the piano? Is she sleeping? Is he using the computer?

Are they walking? Are they dancing? Is he reading?

Talking About Health Problems

I have an allergy. We have an allergy.

Example: a) She has a cold

Fill in the blank with the correct form of have.

Simple Present and present progressiveTense

The past tense forms of these verbs are irregular.

drink – drank drive - drove fly - flew get – got go – went

Example: Melinda came (come) home at 5:00 yesterday afternoon.