Catholic University of Mozambique

Distance Learning Center

Exercises

Course: Licenciatura em ensino de História

Subject: English I

Level: First year

Teacher:

Maputo, September of 2023

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Categori Indicadores Padrões Classificação
as
Pontuaç Nota do Subt
ão tutor otal
máxima
 Capa 0.5
Estrutura Aspectos  Índice 0.5
organizacionais
 Introdução 0.5
 Discussão 0.5
 Conclusão 0.5
 Bibliografia 0.5
 Contextualização (indicação clara 1.0
Introdução do problema).
 Descrição dos objectivos. 1.0
 Metodologia adequada ao objecto 2.0
do trabalho.
Analise e  Articulação e domínio do discurso 2.0
Conteúd
discussão académico (expressão escrita cuidada,
o
coerência/coesão textual).
 Revisão bibliográfica nacional e 2.0
internacionais relevantes na área de
estudo.
 Exploração de dados 2.0
Conclusão  Contributos teóricos práticos 2.0
Aspectos Formatação  Paginação, tipo e tamanho de 1.0
gerais letra, paragrafo, espaçamento entre
linhas.
Referênc Normas APA 6ª  Rigor e coerência das 4.0
ias edição em citações/referências bibliográficas.
bibliográ citações e
ficas bibliografia

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Index
1 Introduction...................................................................................................................3

1.1 Objectives.....................................................................................................................3

1.2 Methodology.................................................................................................................3

2 Theoretical foundation..................................................................................................5

2.1 Activity 1: Reading comprehension.............................................................................5

2.2 Activity 2: Grammar I..................................................................................................5

2.3 Activity 3: Grammar II.................................................................................................6

2.4 Activity 4: Writing an argument (Composition)..........................................................7

3 Bibliographic references.............................................................................................11
1 Introduction

Language is a remarkable tool that allows us to express a wide range of thoughts, experiences
and ideas. The different tenses and forms of adjectives provide the framework for conveying
the nuances of time, comparison, and sustained action in our communications. In this study,
we discuss fundamental aspects of grammar that affect the use of our language: present
simple, past simple, present continuous, present perfect, future forms, and
comparative/superlative forms of adjectives. Each of these elements plays a specific role in
how we convey information and add depth to expression.

1.1 Objectives

 Solve exercises

1.2 Methodology

According to Marconi and Lakatos (2004, p. 44), “method is the path by which a certain result
is reached, even if this path has not been fixed in advance in a reflected and deliberate way”.

In this research, bibliographic research will be applied in order to guarantee scientific support
through the comment or studies that were previously developed by several authors around the
topic under study. Likewise, the bibliographic research will be applied in order to help in the
triangulation of the data that are collected during the research and, observed by the author of
the work during the course of it.

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2 Theoretical foundation

2.1 Activity 1: Reading comprehension

1. According to the document, the government survey suggests that most people…

ANSWER: (Option B): Ought to brush their teeth more often.

2. According to the document, teeth are cleaned best by…

ANSWER: (Option C): systematic and planned brushing.

3. In the last paragraph, the document states that…

ANSWER: (Option C): National Health Services treatment is more popular than private

4. The main purpose of this document is to…

ANSWER: (Option B): describe the findings of a survey.

5. The quotation in the third paragraph could best be described as…

ANSWER: (Option C): an informal instruction.

2.2 Activity 2: Grammar I

Choose the best word or group of words to go in the blank in each sentence. (Circle your
answer). (0.5 x 10 = 5.0 marks)

1. When we got home, we found that the boys _____had left_____the door open.
A. were left B will leave C would leave D. had left
2. So far I ____have written____six letters this morning and I still have more two to do.
A. am writing B was written C. have written D would write
3. She ______was taken_______ to the hospital soon after the accident
A. had taken B. has taken C. is taken D. was taken
4. Which expression shows disagreement?
A. That’s exactly what I think. B. I couldn’t agree more

C. I see things from the same perspective D. I see things differently

ANSWER: Option D: I see things differently

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5. Could you please help me _____with_______the washing up?
A. about B. at C. by D. with
6. I cannot swim ______however_________ I love going to the sea.
A. because B. however C. although D. so
7. Here are three statements Q, R, and S which make a coherent paragraph.

R Durable foods, for example, have a wider market than perishable ones.

Q Certain commodities have a wider market than others.

S For this reason such goods are a good commercial proposition because the risk of
investing in them is relatively low.

Which is the correct order?

A. Q, S, R B. R, Q, S C S, Q, R D. Q, R, S
ANSWER: Option B: R, Q, S
8. For the first time, John has eaten his words. The underlined expression means:
A. John has accepted to be quiet B. John has accepted to stop speaking

C. John has admitted to be right D. John has admitted to be wrong

9. The Executive Director is going ______on______ holiday on the 12th.

A. at B. for C. in D. on
10. I am playing tennis this afternoon _________unless__________ it is raining.
A. even B. for C. in spite D. unless

2.3 Activity 3: Grammar II

In the following passage some words have been left out. From the words given below the
passage select (circle) the one that best completes each space. (0.5 x 10 =5.0 marks).

I will never forget the day that they dropped the bomb on Hiroshima. I was in one of the
villages with my aunt when the bomb actually exploded We had been warned that there
we’re going to be an air raid and we had taken all the necessary precautions. We could
be prepared for normal bombing but not for an atomic bomb. The first thing that I knew
about it was an unbelievable, ear-shattering roar and an extraordinary blast that threw me
across the room through the wall. Stunned and deafened I lay in _ a minute, trying to gather
my wits together. Then slowly I picked myself of the floor and stumbled to the door. I put
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my shaking hands on the warm handle and wrenched the door open. I ___ looked that I
had not done so. The plants and trees in the garden were black and stripped of foliage and
somewhere I looked I could see towering columns of smoke and leaping flames. Ignoring
the anxious screams and calls of my aunt I ran into the street. I was worried about my family
who lived quite close to the centre of the town.

1. A. erupted B. was erupted C. exploded D. was exploded

2. A. we’re going B. is going C. was going D. will be going

3. A. necessity B. necessary C. wanted D. need

4. A. have B. were C. could D. would

5. A. of B. on C. about D. from

6. A. at B. for C. through D. against

7. A. for B. in C. along D. on

8. A. I B. my C. mine D. myself

9. A. wished B. needed C. liked D. looked

10. A. everywhere B. therefore C. somewhere D. her

2.4 Activity 4: Writing an argument (Composition)

Composition

The Impact of Education on Oral Health: Toothbrush Failures in Mozambique

In Mozambique, the prevalence of inadequate oral hygiene practices is a growing concern,

and one key factor contributing to this issue is the lower level of education among the
population. While it may seem surprising, the correlation between education and proper
toothbrush use is well-documented and has significant implications for public health.

First and foremost, education plays a pivotal role in raising awareness about the importance of
oral hygiene. People with higher levels of education are more likely to be informed about the
risks of dental problems such as cavities and gum disease, as well as the preventive measures,
including regular brushing. They are also better equipped to understand the instructions on
toothpaste labels and are more likely to seek professional dental care.

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Furthermore, education fosters critical thinking skills, enabling individuals to make informed
decisions about their health. In contrast, those with lower levels of education may lack the
ability to critically evaluate information regarding oral health, leading to misconceptions and
misguided practices.

Another aspect to consider is access to information and resources. Educated individuals are
more likely to access and comprehend educational materials, whereas those with limited
education may struggle to access reliable sources of information about oral health and
toothbrush techniques.

Moreover, education can significantly impact socioeconomic status, which in turn affects
access to dental care and oral hygiene products. People with higher education levels tend to
have better-paying jobs and, consequently, more resources to invest in their oral health.

In conclusion, the failure to use toothbrushes effectively in Mozambique is undeniably linked

to lower levels of education. To address this issue and improve oral health outcomes, it is
crucial to prioritize education and awareness campaigns that target underserved populations,
providing them with the knowledge and resources necessary for proper oral hygiene practices.
Ultimately, investing in education is not just an investment in individuals' future, but also in
their overall well-being.

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3 Bibliographic references

Dickie, A. (s/d). English year I. Universidade Católica de Moçambique (UCM)

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