MANUAL FOR ALL COURSES

ENGLISH YEAR I
Code: A0002

Universidade Católica de Moçambique (UCM)

Centro de Ensino à Distância (CED)
Copyright
This manual is the property of the Catholic University of Mozambique (UCM), Centre for Distance Education
(CED) and all rights reserved. Duplication and / or reproduction of this manual, in whole or in part in any form or
by any means (electronic, mechanical, recording, photocopying or otherwise) without permission from the
publisher (Catholic University of Mozambique - Distance Learning Centre) is liable to lawsuits.

Elaborated By: Dr. Amalia Merina Maua Dickie

Lecturer of English at the Faculty of Economics and Management,
of
Catholic University of Mozambique (UCM)

Revised by: Amalia Merina Maua Dickie

Universidade Católica de Moçambique (UCM)

Centro de Ensino à Distância (CED)
Rua Correia de Brito No 613 – Ponta-Gêa
Beira – Sofala

Telefone: 23 32 64 05
Cell: 82 50 18 440
Moçambique

Fax: 23 32 64 06
E-mail: ced@ucm.ac.mz
Website: www.ucm.ac.mz
Acknowledgements
The Catholic University of Mozambique (UCM) - Distance Learning Center (CED) and the author of this manual,
Dr.Amalia Merina Maua Dickie, would like to thank everyone who participated directly or indirectly in producing
this manual. Our sincere gratitude to all.

Contents contributed by: UCM - FACULTY OF EDUCATION AND

COMMUNICATION; - English Department.
TABLE OF CONTENTS

Overview 1
Introduction: .................................................................................................................. 1
Course Objectives ......................................................................................................... 1
Who should study this module? ..................................................................................... 1
Structure of the module ................................................................................................. 2
Activity Icons ................................................................................................................ 2
Study Skills ................................................................................................................... 3
Do you need support? .................................................................................................... 3
Tasks (Self-assessment and Evaluation)......................................................................... 4
Assessment .................................................................................................................... 5

Unit 1 7
GREETINGS AND VERB TO BE ................................................................................ 7
By the end of this unit students should be able to:................................................. 7
Summary ....................................................................................................................... 7
Exercise 1 ...................................................................................................................... 8
Exercise 2 ...................................................................................................................... 8

Unit 2 13
NUMBERS AND DATES........................................................................................... 13
By the end of this unit students should be able to:........................................................ 13
Summary ..................................................................................................................... 13
Exercise 1 .................................................................................................................... 15

Unit 3 16
VERB TO HAVE AND FAMILY ................................................................................ 16
By the end of this unit students should be able to:........................................................ 16
Summary ..................................................................................................................... 16
Exercise 1 .................................................................................................................... 17

Unit 4 19
VERB TO DO ............................................................................................................. 19
By the end of this unit students should be able to:........................................................ 19
Summary ..................................................................................................................... 19
Exercise 1 ................................................................................................................... 20
Exercise 2 .................................................................................................................... 21

Unit 5 22
PRESENT SIMPLE .................................................................................................... 22
By the end of this unit students should be able to ................................................ 22
 Summary ..................................................................................................................... 22
Exercise 1 .................................................................................................................... 25
Exercise 2 .................................................................................................................... 25

Unit 6 26
TELLING THE TIME ................................................................................................. 26
By the end of this unit students should be able to:............................................... 26
Summary ..................................................................................................................... 26
Exercises ..................................................................................................................... 27

Unit 7 29
PRESENT CONTINUOUS ......................................................................................... 29
By the end of this unit students should be able to:............................................... 29
Summary ..................................................................................................................... 29
Exercise 1 .................................................................................................................... 31
Exercise 2 .................................................................................................................... 31
Exercise 3 .................................................................................................................... 31
Exercise 4 .................................................................................................................... 32
Exercise 5 .................................................................................................................... 33

Unit 8 34
PLURALS ................................................................................................................... 34
By the end of this unit students should be able to:........................................................ 34
Summary ..................................................................................................................... 34
Exercises ..................................................................................................................... 36

Unit 9 37
PREPOSITIONS ......................................................................................................... 37
By the end of this unit students should be able to:............................................... 37
Summary ..................................................................................................................... 37
Exercise 1 .................................................................................................................... 38
Exercise 2 .................................................................................................................... 39
Exercise 3 .................................................................................................................... 39
Exercise 4 .................................................................................................................... 40
Exercise 5 .................................................................................................................... 42

Unit 10 43
COMPARATIVES AND SUPERLATIVES................................................................ 43
By the end of this unit students should be able to ................................................ 43
 Summary ..................................................................................................................... 43
Exercise 1 .................................................................................................................... 45
Exercise 2 .................................................................................................................... 45
Exercise 3 .................................................................................................................... 47
Exercise 4 .................................................................................................................... 48
African Elephant is bigger ........................................................................................... 48

Unit 11 51
THE PAST .................................................................................................................. 51
By the end of this unit students should be able to:........................................................ 51
Summary ..................................................................................................................... 51
EXPRESSING PAST TIME: THE SIMPLE PAST ................................................. 51
Simple Pas................................................................................................................... 52
FORMS OF THE SIMPLE PAST ............................................................................... 53
Exercise 1 .................................................................................................................... 54
Exercise 2 .................................................................................................................... 56
Exercise 3 .................................................................................................................... 58

Unit 12 61
THE PAST CONTINUOUS ........................................................................................ 61
By the end of this unit students should be able to:........................................................ 61
Summary ..................................................................................................................... 61
Exercises ..................................................................................................................... 64

Unit 13 70
ADVICE AND OBLIGATION ................................................................................... 70
By the end of this unit students should be able to:............................................... 70
Summary ..................................................................................................................... 70
Exercise 1 .................................................................................................................... 72

Unit 14 74
OBLIGATIONS .......................................................................................................... 74
By the end of this unit students should be able to ................................................ 74
Summary ..................................................................................................................... 74
Exercises ..................................................................................................................... 76

Unit 15 80
THE FUTURE ............................................................................................................ 80
By the end of this unit students should be able to:............................................... 80
Summary ..................................................................................................................... 80
Exercise 1 .................................................................................................................... 83
Exercise 2 .................................................................................................................... 86

Unit 16 89
FIRST CONDITIONAL .............................................................................................. 89
By the end of this unit students should be able to:............................................... 89
 Summary ..................................................................................................................... 89
Exercises ..................................................................................................................... 91

Unit 17 94

SECOND CONDITIONAL 94
By the end of this unit students should be able to:............................................... 94
Summary ..................................................................................................................... 94
Exercises ..................................................................................................................... 96

Unit 18 98
PRESENT PERFECT .................................................................................................. 98
By the end of this unit students should be able to:............................................... 98
Summary ..................................................................................................................... 98
Exercises ................................................................................................................... 100

Unit 19 103
PAST PERFECT ....................................................................................................... 103
By the end of this unit students should be able to:............................................. 103
Summary ................................................................................................................... 103
Exercises ................................................................................................................... 104

Unit 20 107
PASSIVE VOICE ..................................................................................................... 107
By the end of this unit students should be able to:............................................. 107
Summary ................................................................................................................... 107
Exercise 1 .................................................................................................................. 109
Exercise 2 .................................................................................................................. 111

Unit 21 113
ARTICLES ............................................................................................................... 113
By the end of this unit students should be able to:............................................. 113
Summary ................................................................................................................... 113
Exercise..................................................................................................................... 115

Unit 22 118
CONNECTIONS ....................................................................................................... 118
By the end of this unit students should be able to:............................................. 118
 Summary ................................................................................................................... 118
Exercise 1 .................................................................................................................. 119
Exercise 2 .................................................................................................................. 121

Unit 23 124
ADVERBS AND ADJECTIVES ............................................................................... 124
By the end of this unit students should be able to:............................................. 124
Summary ................................................................................................................... 124
Exercise 1 .................................................................................................................. 125
Exercise 2 .................................................................................................................. 127

Unit 24 128
READING ................................................................................................................ 128
By the end of this unit students should be able to:............................................. 128
Summary ................................................................................................................... 128
Exercises ................................................................................................................... 128

Bibliography 134
 Overview

Introduction:

This manual is intended for students who studying UCM distance

courses. It aims to develop a general understanding in different situations
and written communication and provide tools for handling different types
of texts, taking into account the audience intended.

Considering that the English Language organizes the curriculum or

knowledge of other subjects, this guide proposes the acquisition of certain
means of expression and development of skills and abilities that allow
individuals to learn a critical understanding of other subjects of study for
their profession.

Course Objectives

 To develop communicative competence in English Language in the

following areas: linguistic, sociological and practical.
 Develop knowledge of language and communication through an
orderly and critical reflection on:
1. The structure of the linguistic system components in the lexical, morph
syntactic, semantic and discursive.
Objectives
2. The organization of oral and written speeches in the various plans of
linguistic structure, textual and discursive.

Who should study this module?

This module is designed for all those attending distance learning courses
offered by the Catholic University of Mozambique (UCM), through its
Distance Learning Center (CED).
2 Overview

Structure of the module

All course modules produced by the Center for Distance Education are
structured as follows:

Introductory pages

 A contents page
 A detailed overview of the course / module, summarizing the key
aspects that one needs to know to complete the module. We strongly
recommend that you read this section carefully before you begin your
study.
Course/Module content

The course is structured in units. Each unit will include an introduction,

objectives of the unit, unit content including learning activities, a
summary of the unit and one or more activities for self-assessment.

Other resources

For anyone interested in learning more, we present a list of additional

resources for you to explore. These resources may include books, articles
or web sites.

Assessment tasks and / or self-assessment

Assessment tasks for this module are at the end of each unit. Where
necessary, individual sheets are given to develop the tasks and
instructions to complete them. These elements are at the end of the
module.

Comments and suggestions

This is your opportunity to give us suggestions and make comments on

the structure and content of the course / module. Your comments will be
useful to help us evaluate and improve this course / module.

Activity Icons
Throughout this manual you will find a series of icons in the margins.
These icons serve to identify different parts of the learning process. They
may indicate a specific portion of text, a new activity or task, a change of
activity, etc.
 Regarding the icons
The icons used in this manual are African symbols known as Adrinka.
These symbols come from the Ashanti people of West Africa, dating
from the seventeenth century and still used today.

You can see the full set of icons in this manual. Each icon has a
description of its meaning and how we interpret this meaning to represent
the various activities throughout this course / module.

Study Skills
Dear student, try to look at yourself in three dimensions namely: the
social, professional and student, hence it is very important to plan your
time well.

Try to reserve at least 2 (two) hours of study per day and use the
maximum time available on weekends. Remember the need to develop an
individual study plan, which includes the date, day, hour, what to study,
how to study and with whom to study (alone, with colleagues, other).

Avoid study based on memorization, because it is tiring and does not

produce good results, use more active methods, try to develop skills by
solving specific problems, case studies, reflection, etc..

The manual contains lots of information, some keys information, some

complementary versions, hence it is important to know how to filter and
present the most relevant information. Use this information to solve the
exercises, problems and development activities. The note-taking plays an
important role.

An important aspect to consider is the development of a personal

development plan (PDP), where you reflect on your strengths and
weaknesses and your development prospects.

Remember that your success depends on your delivery, you are

responsible for your own learning and it is up to you to plan, organize,
manage, monitor and evaluate your own progress.

Do you need support?

Dear students, we are sure that for one reason or another, the printed
material, may raise questions because of lack of clarity, some errors, like
spelling errors, etc. In these cases, contact your tutor by telephone,
4 Overview

writing, and visiting if you are close to the tutor, i.e contact them
personally.

Tutors have the obligation, to monitor your learning, thus student has the
opportunity to interact objectively with the tutor, using the mechanisms
presented above.

All tutors have an obligation to facilitate interaction in the event of

specific problems. They should be the first to be contacted before
contacting the course coordinator. For problems of general nature, please
contact the management of the EDC by the number 825018440.These
contacts may only be carried on weekdays and in the normal business
hours.

The classroom sessions are a time that you dear students, have the
opportunity to interact with the entire staff of the CED. During this
period, you may present questions, address administrative issues, among
others.

The study group, with colleagues is a good opportunity to seek support

with colleagues, discuss, giving each other mutual support, reflect on
strategies to overcome difficulties, but independently produce your own
knowledge and develop their skills.

Together in Distance Education, closing the distance.

Tasks (Self-assessment and

Evaluation)
The student must do all tasks (assignments, activities and self-
assessments exercises), though not all are to be handed in, but it is
important to be done. The assignments should be submitted in person.

For each assignment, deadlines will be established and failure to meet

these deadlines implies disqualifications of the student.

Work must be delivered to CED and they should be addressed to the tutor
/ teacher.

Different sources and research materials can be used; however they must
be properly referenced, respecting the rights of the author.

Plagiarism should be avoided at all costs. Verbatim transcript of more

than 8 (eight) words of an author without quoting is considered
plagiarism. Honesty, humility and respect for scientific copyright should
mark the completion of work.
Assessment
You will be assessed during the individual study (80% of the course) and
classroom tests (20%). The student evaluation is based on so called
regulated regulation evaluation.

The assignment on its own completed during the individual study is and it
contributes 25% of the final semester mark.

The written tests during the classroom sessions contribute 75% of the
final semester mark.

The final exam at the end of the course and during the sessions, represent
60%, which is added to 40% of the average semester mark. The final
mark obtained now determines the final mark in which the student passes
or fails the subject.

10 (ten) is the minimum mark of: (a) admission to the examination, (b)
examination mark obtained of and, (c) completion of the module.

In the whole course the student is entitled to do 3 (three) assignments, 2

(two) a written test and a written examination.
There is no provision for oral assessment.

Practical activities, reports and discussions will be used as tools for

formative assessment.

During the evaluations, students must take into consideration: the

presentation, the textual coherence, the degree of scientific, the way of
concluding matters, recommendations, indications of references used, the
rights of the author, among other.

The objectives and assessment criteria are listed in the manual. Check
them.

Some immediate feedback is presented in the manual.

Unit 1

GREETINGS AND VERB TO BE

By the end of this unit students should be able to:

 Introduce themselves

 Use verb to be in:

Objectives (a) first person

(b) second person

(c) third person

Summary
The verb TO BE is the most important verb in the English language.
Study the table below and do the exercises that follow.

To Be – Present Tense

PRESENT SHORT NEGATIVE QUESTION

I am I’m I’m not Am I?

You are You’re You’re not Are you?

He/She/It is He’s/She’s/It’s He’s/She’s/It’s not Is he/she/it?

We are We’re We’re not Are we?

You are You’re You’re not Are you?

They are They’re They’re not Are they?

8 Unit 1

Exercise 1
Meeting for the first time

Look at the following sentences David uses to introduce himself

to someone for the first time. Change the underlined words to
make sentences about yourself.
Hi, my name is David. I’m from Quelimane.

I’m 36 years old. I like football and music. I’m studying Portuguese.

(a) Hi, my name is David. What’s your name?

(b) My name is Maria.

(a) Nice to meet you Maria.

(b) Nice to meet you too. (shake hands). Where are you from?

(a) I’m from Quelimane, how about you?

(b) I’m from Cuamba. What do you study?

(a) I study Portuguese, how about you?

(b) I study English.

(a) How old are you?

(b) I’m 36, how about you?

(a) I’m 23. I like watching films. What do you like?

(b) I like swimming and going to the beach.

(a) Nice meeting you. I have a class now. See you later.

(b) OK, goodbye.

Exercise 2

(1) Complete using am or are.

(1) Where ______ you from, Mr. Antonio? I ______ from Chimoio.

(2) Good morning. I ______ Miss Odete, your geography teacher.

(3) How ______ you? Fine, thanks, and you?

(4) ______ you from Gaza? Yes, I ______.

(5) How old ______ you? I ______ twelve.

(6) ______ you Brazilian? No I ______ not.

(7) What nationality ______ you? I ______ English.

(8) ______ you eleven? Yes, I ______.

(2) Complete these sentences using am, are, and is.

1) What _______ that?

(2) _______ you Portuguese?

(3) His name ________ Roberto.

(4) Where ________ she from?

(5) My address __________ 90 Avenida Samora Machel.

(6) It _________ an orange.

(7) Who _________ he?

(8) I __________ thirteen.

(9) How old __________ you?

(10) Mr. Bernado _________ an English teacher.

(3) Complete these sentences using am, is, are, am not, isn’t, aren’t.

(1) Peas ________ red.

(2) A football ________ round.

(3) Crisps _________ cheap.

(4) You and I _________ friends.

(5) Sunil__________ fifteen

(6) You _________ a student.

(7) Pedro _________ English.

(8) I _________ Mozambican.

(9) We _________ Japanese.

10 Unit 1

(10) Marco and Rajiv ________ in England.

4) Write these sentences in the interrogative (question) form.

Example: You are intelligent. Are you intelligent?

(1) You are twelve. __________________________________?

(2) You are from Germany. ____________________________?

(3) You are my geography teacher. _____________________________?

(4) You are American. ______________________________________?

(5) You are my friend. ______________________________________?

(5) Write the missing sentences, questions and answers.

Sentence Question Answer

Mutola is Mozambican. Is Mutola is Mozambican? Yes, she is.

You are Japanese. No,

Is Marie Dutch? Yes,

That is a fish. No, it

I am a student. Yes, you

This is my English book. Yes,

Is your colleague fifteen? ,

I am your friend. , you are.

(6) Write these sentences in the Negative form. Then write a correct
answer.

Sentence Negative Answer

1 Marco is Spanish. Marco isn’t Spanish. He’s Italian.

2 Zaira is twenty.

3 Rome is in Holland.
4 You are Greek.

5 I am Mozambican.

(7) Write short answers for these questions.

Example: Is she from Maputo? Yes, she is.

Question Short Answer

1 Is your friend Tanzanian? No,

2 Is Ms Amalia your English teacher? Yes,

3 Are you French? Yes,

4 Is your best friend from Chimoio? No,

5 Are you fifteen? Yes,

6 Is your surname Alberto? No,

7 Are you from Quelimane? Yes,

8 Is your name Judite? No,

Unit 2

NUMBERS AND DATES

By the end of this unit students should be able to:

 Count in ordinal and cardinal numbers.

Objectives  Do all the days of the week and months of the year.

Summary
Sunday Wednesday

Monday Thursday

Tuesday Friday

Saturday

There are two different kinds of numbers in English. We have numbers

we use to count things (I have two brothers. I have ten CDs.). The other
kind of numbers is called Ordinal Numbers. We use them to say dates.

Example: My birthday is on December second. (Not December two).

0 1 2 3 4

Zero One Two Three Four

5 6 7 8 9

Five Six Seven Eight Nine

10 11 12 13 14

Ten Eleven Twelve Thirteen Fourteen

14 Unit 2

15 16 17 18 19

Fifteen Sixteen Seventeen Eighteen Nineteen

20

Twenty

Numbers Ordinals Other Ordinals

st
1 1 (first)
12 12th (twelfth)
nd
2 2 (second)
15 15th (fifteenth)
3 3rd (third)

4 4th (fourth) 20 20th (twentieth)

5 5th (fifth) 21 21st twenty-first

6 6th (sixth)
22 22nd (twenty second)
7 7th (seventh)
25 25th (twenty-fifth)
th
8 8 (eighth)
30 30th (thirtieth)
9 9th (ninth)

10 10th (tenth) 31 31st (thirty-first)

Exercise 1
What’s the date today?

It is ________________________________________

Find out the birthdays of your classmates by asking the question below.
Then write their names beside the correct month. Try to find someone for
every month.

When is your birthday?

My birthday is on ________________________________

January July

February August

March September

April October

May November

June December

Match the words and the numbers.

a. 1/1 1. the fifth of April

b. 5/4 2. the seventeenth of March

c. 4/7 3. the twenty-seventh of April

d. 17/3 4. the thirty-first of August

e. 22/10 5. the eleventh of February

f. 31/8 6. the fourth of July

g. 11/2 7. the first of January

h. 27/4 8. the twenty-second of October

16 Unit 3

Unit 3

VERB TO HAVE AND FAMILY

By the end of this unit students should be able to:

 Use verb to have in

(a) first person

Objectives (b) second person

(c) third person

 Say the family relationships in English

Summary
To Have – Present Tense

QUESTION WITH
PRESENT SHORT NEGATIVE QUESTION
‘DO’

I have I’ve I don’t have Have I? Do I have?

You don’t
You have You’ve Have you? Do you have?
have

He/She/It
Has
He/She/It has He/She/It ‘s Does he/she/it have?
he/she/it?
doesn’t have

We have We’ve We don’t have Have we? Do we have?

You don’t
You have You’ve Have you? Do you have?
have

They don’t
They have They’ve Have they? Do they have?
have
 We use the verb TO HAVE to talk about possession.

Example: I have two pens. She has three sisters. John has long hair.

Speakers of Portuguese often mistake the verb TO BE (SER/ESTAR) and

the verb TO HAVE (TER).

Example: Tenho fome = I am hungry. Ten 32 anos = He is 32 years old.

Example: I don’t like chicken. John doesn’t play tennis. (negatives)

Do you like chicken? Yes, I do. / No, I don’t. (question)

Does Maria study English? Yes, she does. / No, she doesn’t. (question)

What kind of food do you like? I like fruit. (question)

What kind of music does she like? She likes rap. (question)

FAMILY RELATIONSHIP

Masculine Feminine

Grandfather Grandmother

Father Mother

Husband Wife

Uncle Aunt

Son Daughter

Brother Sister

Cousin Cousin

Nephew Niece

Grandson Granddaughter

Brother in law Sister in law

Exercise 1

Use the words in the table above to complete the sentences

below about the Sitoe family.

(1) Victorino is Dangarilane’s ___________.

(2) Berta is Pedro’s ___________________.

18 Unit 3

(3) Pedro is Maria’s ___________________.

(4) Victorino is Rosa’s _________________.

(5) Dangarilane is Chicumba’s __________.

(6) Rosa is Maria’s ___________________.

(7) Chicumba is Victorino’s _____________.

(8) Berta is Rosa’s ___________________.

(9) Maria is Chicumba’s _______________.

(10) Pedro is Dangarilane’s _______________.

The Sitoe family

Victorino Sitoe is a clerk.

He has two daughters and a son.

He is 35 years old.

Victorino Sitoe’s wife is Rosa.

She works as a nurse.

She is 32 years old.

Pedro is the youngest in the Sitoe family.

He is 8 years of age.

He goes to A Luta Continua Primary School.

Berta Sitoe is 16.

She is a pupil at Maxaquene Secondary School.

Maria is her younger sister and Pedro is her younger brother.

Now write some sentences about your family.

Example: I have 1 brother and 3 sisters. My brother is a university

student.
 Unit 4

VERB TO DO

By the end of this unit students should be able to:

 Use verb to do in:

(a) first person

Objectives (b) second person

(c) third person

Summary
Another important verb in English is the verb TO DO. Look at the
table below.

Present Negative Past

I do I don’t I didn’t

You do You don’t You didn’t

He/She/It does He/She/It doesn’t He/She/It didn’t

We do We don’t We didn’t

You do You don’t You didn’t

They do They don’t They didn’t

20 Unit 4

Exercise 1
One very important use of TO DO is as an auxiliary verb. That is a
verb that helps us to make questions and negative sentences.

Example: I don’t like chicken. John doesn’t play tennis. (negatives)

Do you like chicken? Yes, I do. / No, I don’t. (question)

Does Maria study English? Yes, she does. / No, she doesn’t. (question)

What kind of food do you like? I like fruit. (question)

What kind of music does she like? She likes rock. (question)

Answer these questions about yourself.

(1) Where do you go to school?

________________________________________________________

(2) What do you eat for breakfast?

_______________________________________________________

(3) What do you usually drink in the morning?

________________________________________________________

(4) Do you go to school by bus?

________________________________________________________

(5) Do you like going to school?

________________________________________________________

(6) What do you like about your school?

________________________________________________________

(7) What do you like doing in your free time?

________________________________________________________

(8) What do you do at the weekend?

________________________________________________________

(9) What time do you usually go to bed?

________________________________________________________
Exercise 2

Rewrite these sentences as questions.

Example: Maria plays tennis every day.

Does Maria play tennis every day?

She is a teacher.

Is she a teacher?

(1) You always speak Italian with Andrea.

(2) He is coming back to Italy.

(3) Her husband leaves for work at 8.30.

________________________________________________________

(4) You and Peter live in the same house.

________________________________________________________

(5) We are having an English breakfast.

________________________________________________________

(6) John and Mary often go to bed late.

(7) Mike is looking for his suitcase.

(8) He usually eats a lot for dinner.

___________________________________________________________
22 Unit 5

Unit 5

PRESENT SIMPLE
By the end of this unit students should be able to

 Use Present Simple in

(a) first person

Objectives (b) second person

(c) third person

 Use Present Simple in question, negatives and positives

Summary
We use the Present Simple to talk about things that we do every day,
usually, etc. Look at the tables below.

Present Simple

You usually eat

often
He/She/It
never fish.
We
sometimes

You always eats

They
 Present Simple Negative

I
don’t
You

He/She/It doesn’t
eat fish.
We

You don’t

They

Present Simple
Question

I
Do
You

Does he/she/it
eat fish?
We

Do You

They

Short Answer

I/you/we/they do
Yes
he/she/it does

I/you/we/they don’t
No
he/she/it doesn’t
24 Unit 5

The Third Person (he/she/it)

In Portuguese verb endings are usually different for each person. In

English they are the same for all except the third person (he/she/it). This
is true of all verbs in English except the verb TO BE. (You can revise the
verb TO BE in Unit 1).

For third person there are 3 groups of spellings, and irregular verbs.

(1) Add “s” to the end of the verb. I play, you play, he plays.

(2) For verbs that end with “consonant-y”. Change the “y” to “i” and add
“es”.

Example:

I study, you study, she studies

I try, you try, he tries.

(3) For verbs that end with “ch”, “sh”, “x”, “z”, “s”, we add “es”.

Example

I watch, you watch, he watches

I wash, you wash, he washes

Some examples of common irregular verbs are:

be (I am, you are, he is)

have (I have, you have, she has)

do (I do, you do, it does)

There are many irregular verbs in English. For a full list check the
appendix at the back of the book

Work with another student. Ask them about things they do. Use the
Present Simple.

Example: What do you do every morning

(afternoon/evening/night/weekend)?

I get up early.

I study in the library.

I watch TV my family.

Write down your friends answers. Then write sentences in the third
person about them.
 Example: He gets up early.

He studies in the library.

He watches TV with his family. (NOTE: His, not my)

Finally, tell the class, or another student, about what you wrote.

Exercise 1
Write the third person Present Simple verb.

study have

run forget

fly learn

eat do

be carry

drive meet

worry come

like go

Exercise 2

Write sentences in the Present Simple using the pictures and the words
below.

Example: (a) He drinks a beer.

TAKE IRON CARRY TYPE CUT (SAW)

He She John Maria You They We

I

A B C D E F G
26 Unit 6

Unit 6

TELLING THE TIME

By the end of this unit students should be able to:

 Tell the time in 12 and 24 hour clock.

 Tell the time in 2 different ways.

Objectives  Use AM and PM in time.

Summary
There are various ways to tell the time in English. The easiest way is to
make 2 numbers.

Example: 03:30 → three (03): thirty (30)

We simply say the number before the colon (:), then the number after the
colon (:).

Example 2: 12:20 → twelve: twenty, 06:30 → six: thirty.

When the second number is ~:00, we use the expression o’clock.

Example: 12:00 → twelve o’clock

Note: We only use “o’clock” from one o’clock to twelve o’clock. We do

not say thirteen o’clock, for example. This is a difference between
English and Portuguese.

12:00 is also called midday. 24:00 is also called midnight.

When the time has a zero (0) in it, we call the zero “o” (the letter “o”).

Example: 03:05 → three: o five, 04:02 → four: o two

When we use the 24-hour clock the rule is the same.

Example: 16:30 → sixteen: thirty, 14:05 → fourteen: o five

 AM and PM

We use “AM” after times in the morning that is from 00:00 to 12:00.

We use “PM” for times after this.

Example: 03:15 → three: fifteen AM, 16:20 → sixteen: twenty or four:

twenty PM

We can also use the following expressions when telling the time:

In the morning (from 00:00 to 12:00)

In the afternoon (from 12:00 to about 16:00~17:00)

In the evening (from 17:00 to about 21:00)

At night (from about 21:00 to 24:00)

Exercises
1. Write these times in words.

(a) 11:15 (b) 12:30 (c) 9:00 (d) 7:45 (e) 3:50 (f) 8:23 (g) 5:41 (h) 4:33

2. Write the following times in words. Use AM, PM, in the morning, etc.

(a) 11:00 (b) 09:23 (c) 06:50 (d) 14:25 (e) 01:30 (f) 18:54 (g) 13:10 (h)
12:04 (i) 07:15 (j) 10:12 (k) 16:37 (l) 02:40 (m) 13:29 (n) 19:21 (o) 05:59

3. Using this second way of telling the time, write the following times in
words.

You can also use AM, PM, and in the morning, etc.

(a) 11:12 (b) 08:23 (c) 06:50 (d) 14:25 (e) 01:30 (f) 18:54 (g) 13:15

(h) 12:04 (i) 07:19 (j) 10:53 (k) 16:37 (l) 02:40 (m) 13:29 (n) 19:21

4 4. How many different ways can you say the time these
Example: Ten forty-four (in the morning, at night, AM,

Sixteen minutes to eleven.

28 Unit 6
Unit 7

PRESENT CONTINUOUS
By the end of this unit students should be able to:

 Use different variations in making the gerund

 Write a postcard using Present Continuous

Objectives  Make sentences in Present Continuous

Summary
We have already learned the Present Simple. In this unit we are going to
learn the Present Continuous.

The Present Simple talks about what we do every day, usually do, and so
on.

The Present Continuous talks about what we are doing now, at the
moment.

We always make the Present Continuous using the verb TO BE +

GERUND. The gerund is the –ing form of the verb (eating, drinking,
etc).

Note

We often use short forms.

I’m, You’re, He’s, She’s, It’s, We’re, They’re Aren’t, isn’t

30 Unit 7

Forms of The Present Continuous

Present Negative Question

I am eating I am not eating Am I eating?

You are eating You are not eating You are eating?

He/She/It is eating He/She/It is not eating Is he/she/it eating?

We are eating We are not eating Are we eating?

You are eating You are not eating Are You eating?

They are eating They are not eating Are they eating?

Maybe we started the action a long time ago, but it is still continuing
now.

Example: I am studying at UCM.

It’s possible that you started studying two years ago, but you are
continuing to study now.

There are some variations in spelling when we make the gerund. These
variations are common in English.

Most verbs simply use –ing (eating, drinking, etc).

Verbs that end with –e, lose the –e (phone → phoning, live → living).

Verbs of one syllable that end with a single vowel and a single consonant
have the final consonant doubled (cut → cutting, hit → hitting, run
→ running).

When the final consonant has 2 vowels before it, we do not

double the consonant

(shoot → shooting, keep → keeping - no double consonant

before –ing).
Exercise 1
Complete the Present Continuous table.

Present Negative Question

He’s drinking He isn’t drinking Is he drinking?

We’re eating

She isn’t sleeping

It’s playing

You aren’t studying

I’m talking

Are they reading?

Is he singing?

Exercise 2
What are the gerunds of the following verbs?

Write / stop / read / marry / talk / put / play / sit / swim / watch
/ dance

Exercise 3
Dear Joaquim,

Here we are on the Island of Ibo in the north of Cabo-Delgado and we are
having a wonderful time. We are staying in a villa near the beach. I am
writing this post card from the hotel you can see in the picture.

Amalia is learning to swim and Tania is bathing in the sun at the moment.
We are enjoying the holidays very much.

See you soon.

32 Unit 7

Love

Lucia and the kids.

1. Read the postcard and answer the following questions.

Who is writing the post card?

Where are they staying?

Where is she writing from?

Who is she writing it to?

2. Work in pairs and check your answers.

Write a postcard to a friend.

Use the postcard above to help you say:

- where you are

- where you are staying

- where you are writing the card from

- what you are doing

- if you are enjoying yourself or not.

Exercise 4

Read this dialogue and answer the questions that follow.

Lee: Hi, Peter. What are you doing out of bed before midday? Are you
looking for old watches for your collections?

Peter: Yes, I am actually.

Lee: You know, Marco, Peter collects old watches. He has about fifty,
but he is always late just the same!

Peter: How is Alison?

 Lee: She is OK. She is at home cooking Sunday lunch. She wants to
show Marco that

English food can be quite good…Oh, by the way, she needs some apples,
for an apple pie, doesn’t she Marco?

Marco: Yes, and we need some bread too. We haven’t got any at home.

Peter: Look, there is a fruit and vegetable stall over there…

Peter: Marco, our producer, John Alexander is looking for a part time
helper. Are you interested in the job?

Marco: Well, yes in fact I am looking for a job.

Peter: O.K. This is his number. Can you phone him this afternoon?

Marco: Yes, sure. Thanks Peter.

What is Peter looking for at the market?

Where is Alison?

What is she doing?

Who is John?

What is he looking for?

Exercise 5

Look at the pictures and write what the people are doing.

Use the verbs and nouns given. Some verbs can be repeated.

Luis He I They She You

A B C D E F

Take Play Fix Paint Deliver Carry

Basketball A television Letters The house

Suitcase Baseball
34 Unit 8

Unit 8

PLURALS

By the end of this unit students should be able to:

 Use different variations in making the plurals

Objectives  Pronounce different words in their plurals in the right way.

Summary
There are various ways of spelling plurals in English.

(a) Most words can be changed to plural simply by adding –s (book →

books, etc).

(b) Words that end with –s, –z, –x, –sh, –ch, are changed to plural by
adding –es (bus → buses, buzz → buzzes, box → boxes, dish →
dishes, watch → watches).

(c)Words that end with consonant-y lose the –y and add –ies (body →
bodies)

(d) When a word ends with –f or –fe, we lose the –f or –fe and
change it to –ves

(knife → knives, leaf → leaves, life → lives).

(e) There are some Irregular words in English. These do not change
to plural the same way as (a, b, c, and d). The table below shows
some of the most common.

(f) Words that end with –o change to plural by adding –es, the same as
(1) above. However, words that have come to English from other
languages are changed to plural simply by adding –s, the same as
 (2), (piano → pianos).

(g) Some words do not normally have plurals. Names of some animals
such as sheep, and fish are some examples.

(h) Some words are always plural. Some examples are words for
something that has two parts (trousers, scissors, glasses).

Note

(a) to (h) above give most of the rules for making plurals in English. You
may still see some words that are different. Now that you have studied
these rules try to change the words below into their plural forms.

A Final Note - Pronunciation of Plurals

-s is pronounced “s” after a P, F, or K sound.

ships, laughs, books

After other sounds it is pronounced “z”.

clubs, reads, opens, tries, etc

When –s comes after –ce, –ge, –se, or –ze, an extra sound is added –
“ez”.

notices, cabbages, cases, grazes

Singular Plural Singular Plural

tooth teeth child children

man men ox oxen

woman women goose geese

foot feet louse lice

mouse mice person people

36 Unit 8

Exercises

1. Try to write the plurals of the following words.

Self
Evaluatio
n

Singular Plural Singular Plural

elephant class

monkey student

army match

toothbrush television

fax lady

2. Write the plurals of the following words.

country tomato house wolf donkey ostrich kiss dog church fly
thief tooth trousers baby person street possibility doctor leaf mouse
scissors student watch foot library woman dream child brush
Unit 9

PREPOSITIONS
By the end of this unit students should be able to:

 Say where things are in relation to others using different prepositions

of place and position.
Objectives
 Use different prepositions of movement.

Summary
Prepositions
Prepositions of position are words we use to say where something is in
relation to another thing. There are other kinds of prepositions too.

We use to when there is movement, and we use at or in to indicate place

or position without movement.

Example:

I want to go to Italy.

What time do you go to bed?

My brother lives in Maputo.

The best shops are in the city.

She is at work.

They study at UCM.

38 Unit 9

Note

An exception to the rule of movement or no movement is arrive.

Example:

Arrive in a country We arrived in Italy.

Arrive at a place We arrived at the station.

Arrive home no preposition (home is an exception)

In or At?

You can be in:

a country, a town, a village, a square, a street, a room, a forest, a wood, a

field, a desert or any place which has boundaries or is enclosed.

You can be at:

Home, work, the office, school, university, an address, a certain point

such as the bridge, the crossroads, the bus-stop.

Exercise 1
Say whether the sentences below are TRUE or FALSE. If false write the
true sentence.

1 2 3 4 5

1. The window is in front of the plant.

________________________________________________________

2. The flowers are in the vase.

________________________________________________________

3. The computer is under the desk.

________________________________________________________

4. The pillows are on the bed.

 ________________________________________________________

5. The glasses are beside the wine.

_________________________________________________________

Exercise 2

Here is a list of some prepositions of place. Work with a partner and write
sentences about your classroom. Write one sentence for each preposition.

In behind between under in front of beside on

above next to inside near outside against

Exercise 3

Write sentences about these pictures. Use different prepositions

A B C D

(a) The flowers

____________________________________________________.

(b) The sun

________________________________________________________.

(c) The leaf

________________________________________________________.
40 Unit 9

(d) The insect

______________________________________________________.

Exercise 4

1. Complete the following sentences using to or at.

Sometimes it is not necessary to put a preposition.

1. Joao didn’t go to work yesterday.

2. Ana is ill. She has gone ____ the doctor.

3. Are you going ____ the party on Saturday evening?

4. I talked to some nice people ____ the party.

5. Where were you this morning? I was ____ work.

6. Do you usually walk ____ work? No I go by bicycle.

7. We had a good meal ____a restaurant and then we went back

____the hotel.

8. What time are you going ____ home?

9. Will you be ____ home this afternoon?

10. I went ____ Mary’s house but she wasn’t ____ home.

11. There were no taxis so we walked ____ home.

12. How often do you go ____ the dentist?

13. What time do you usually arrive ____ work in the morning?

14. It was very late when we arrived ____ home.

15. The boy jumped into the river and swam ____ the other side.

16. Would you like to study ____ university?

17. There were 20,000 people ____ the football match.

18. Are your children here? No, they’re ____ school.

 2. Complete the sentences with at or in.

1. Amade works ____a restaurant ____Nampula.

2. We live ____ number 32 Redland Road now.

3. We had a wonderful time ____Beira.

4. The accident happened because the driver didn’t stop ____the

traffic lights.

5. We had great fun last night ____ Mimi’s party.

6. Are there any fish ____ this river?

7. It’s too cold to go out. I ‘m staying ____ home tonight.

3. Here is a description of my house. Fill in the gaps using in or at.

We live ____ an old house ____ the end of a quiet street

____Birmingham. There are four rooms downstairs. I have my study on
the left ____ the front of the house. There are a few chairs ____ the room
and ____ one corner there is a table with a computer-that’s where I do
most of my work. The sitting room is also ____ the front of the house, on
the right as you come in. The kitchen is ____ the back. It looks out over
the garden. There is another small sitting room ____ the back of the
house. There are four bedrooms upstairs, two____ the back. There is a
bathroom ____the end of the corridor.

4. Complete with to or in.

1. Where is Jack? In bed

2. I’m going ____ the shop to buy some milk.

3. Tomas went ____ the kitchen to make some coffee.

4. Where’s Tomas? He’s ____ the kitchen making some coffee.

5. Would you like to go ____ the theatre this evening?

6. I got a postcard from Sue this morning. She‘s on holiday ____

Pemba.

7. Joel lives ____ a small village ____ the southwest of England.

8. What time do you usually go ____ bed?

9. Katia’s sister is very ill. She’s ____ hospital.

10. The train left Marromeu at 7 o’clock and arrived ____ Beira at
9:30.

11. I was tired this morning. I stayed ____ bed until 10 o’clock.
42 Unit 9

12. Next year we hope to go ____ Inhambane to visit some friends.

13. Would you like to live ____ another country?

Exercise 5

Do the following task and then compare with your friend.

Draw a house with a door and 2 windows. In front of the house, draw a
wall. In front of the wall there is a car. There is a cat sitting in a window.
There is a bird above the house. To the left of the house there is a tree. To
the right of the house there is a person. Behind the house there is a goat.
Next to the goat is a chicken.
 Unit 10

COMPARATIVES AND
SUPERLATIVES
By the end of this unit students should be able to

 Use adjectives to compare two and more items.

 Use adjectives with one or two and longer adjectives to compare

things.
Objectives
 Make up sentences in comparisons.

Summary
Comparative and Superlative adjectives are formed in three ways:

(1) with –er and –est

(2) with –ier and –iest

(3) with more and most

The table below shows the different ways we have in English to compare
things, or to say that one thing is unique when compared to all others.
Study the table and try to do the exercises that follow.

LENGTH OF ADJECTIVE COMPARATIVE

1. The novel is smaller than the dictionary.

One or two syllables 2. The dictionary is bigger than the novel.

3. The dictionary is heavier than the novel.

Some two-syllable, 4. Is the dictionary more useful than the novel?

44 Unit 10

all longer adjectives 5. The novel is less expensive than the dictionary.

LENGTH OF ADJECTIVE SUPERLATIVE

6. The dictionary is the thickest/ biggest/ heaviest of

One or two syllables
the three books.

Some two-syllable,
7. The dictionary is the most expensive of the three
books.
all longer adjectives

. Note: The novel is not as big as the dictionary

A B C

1. 500Mt 899Mt 699Mt

Cell phone A is more expensive than cell phone B.

Cell phone C is less expensive than cell phone B.

Cell phone A is the most expensive of all.

Cell phone C is the least expensive of all

more + adjective + than

less + adjective + than

This sentence is more difficult than that one.

the most + adjective

the least + adjective

That book is the most interesting of all.

Good → better than

Bad → worse
 Exercise 1
Copy and complete these sentences by writing one word for each gap
in your exercise book. Choose from these:

more double most change

(1) If the adjective ends with one vowel and one consonant (wet) (_______)
the consonant: wetter, wettest.

(2) If the adjective ends with consonant-y (easy) (_________) the y to i:

easier, easiest.

(3) Some two-syllable and all longer adjectives have (_______) or less
before them for the comparative and (_________) or least for the
superlative.

Exercise 2

1. Make up, and say, sentences comparing the three books. Use
the correct forms of these adjectives.

Heavy, light, big, small, thick, thin, cheap, useful, expensive

Dictionary 900mt Textbook 500mt Bible 200mt

46 Unit 10

Weight? How fast? Comfort? Noise? Price?

1,050kg 125km/h √√ √√√ 480M Mt

Landrover

900kg 130km/h √√√ √ 340M Mt

Suzuki 4 x 4

2. Read the report in the newspaper. What are the missing

words?

This week we compared the Landrover and the Suzuki 4x4. We found
that the Landrover was __________ than the Suzuki – it weighs 1, 050
kilos, but the Suzuki weighs only 900 kilos. The Landrover was also
____________ than the Suzuki. It could only do 125 km per hour. The
Suzuki was 5 km/hr ____________ than the Landrover. The Suzuki was
_____________ than the Landrover – the seats in the Landrover were not
very comfortable. But the Suzuki was a noisy vehicle: it was
__________ than the Landrover when it drove normally. And the price?
The Landrover is a stronger and _______ reliable vehicle than the
Suzuki… but it is also 1.4 million meticais __________________ than
the Suzuki. So which vehicle is better than the other?

More More expensive

Slower Heavier

Noisier Faster

More comfortable

Which vehicle do you think is better than the other?

3. True or False. Write T or F.

a) The Suzuki is heavier than the Landrover.

b) The Landrover was slower than the Suzuki.

c) The Landrover was less comfortable than the Suzuki.

d) The Landrover is less expensive than the Suzuki.

 e) The Suzuki is more reliable than the Landrover

Exercise 3

1. Use the table below to make your own sentences in

comparatives and superlatives. Make sure you use all the
adjectives given.

Appearance Lion Leopard Elephant Horse Donkey Goat

(stylish, smart, snazzy)

Cost $102,000 $100,000 $32,000 $30,000 $10,500 $10,000

(expensive, cheap)

No. of seats 5 2 7 5 5 4

(more/fewer)

Maximum speed 220km/h 250 km/h 180km/h 180km/h 160km/h 110km/h

(fast/slow)

Engine capacity 3.5 litres 4 litres 3 litres 2 litres 1.6 litres 1.3 litres
(powerful)

Length (long/short) 470cm 460cm 500cm 420cm 420cm 350cm

Width (wide) 177cm 177cm 176cm 160cm 158cm 150cm

No. of km to litre 4 5 10 16 20 25
(economical)

2. QUIZ

Write the right question with the right answer.

(1) What is the longest river in the world?

(2) What is the tallest building in the world?

48 Unit 10

(3) What is the highest mountain in the world?

(4) What is the longest river in South America?

(5) What is the biggest city in the United States?

(6) What is the highest mountain in Africa?

(7) What is the biggest desert in the world?

(8) What is the largest ocean in the world?

(9) What is the largest lake in Africa?

(10) What is the biggest city in Mozambique?

ANSWERS

Lake Victoria New York

The Amazon Mount Everest

Mount Kilimanjaro The Pacific

Maputo Burj Khalifa

The Sahara The Nile

3.Answer these questions

1. The most dangerous snake I know is the ________________.

2. The fastest animal in the world is ______________.

3. The biggest animal in the world is _____________.

4. The biggest bird in the world is _______________.

5. The smallest bird in my area is _______________.

Exercise 4

African Elephant is bigger

There are two types of elephant: the African and the Asian. African
elephants live only in the part of Africa south of the Sahara Desert. There
were 1.3 million in 1981 but only 600 000 in 1991. Hunters kill them to
get the precious ivory from their tusks. Elephant hunting is now illegal.

Asian elephants are more numerous. They are found in different Asian
countries, especially in India. African elephants are wild animals but
Asian elephants are often trained to work.

The African elephant is bigger than its Asian cousin. It is 3.5 meters tall
and weighs 7 tons. The tusks are sometimes 2 or 3 meters long. The
Asian elephant is about 3 meters tall and weighs 5-6 tons. Its tusks are
much shorter.

There are also other differences between the two animals. The Asian
elephant has smaller ears and it has a rounder forehead. The African
elephant has a flatter forehead.

(1) Underline the correct words. African/ Asian elephants are

smaller.

1. African/ Asian elephants are taller.

2. African/ Asian elephants are heavier.

3. African/ Asian elephants are wilder.

4. African/ Asian elephants are more numerous.

5. African/ Asian elephants have shorter tusks.

6. African/ Asian elephants have flatter foreheads.

2) Talk to your partner. Compare these two animals as pets: pony,

snake

More interesting, more dangerous, more friendly, more independent,

more active, more expensive to look after, more aggressive, more
intelligent

(3) Fill in the spaces using the following words

Longer, taller, bigger, smaller, faster, heavier

1. The whale is bigger than the elephant.

2. The snake is _______________ than the crocodile.

3. The dog is ______________ than the cat.

4. The hummingbird is ______________ than the ostrich.

5. The rabbit is _________________ than the tortoise.

50

6. The giraffe is _______________ than the bear.

4. What are the comparatives and superlatives of the adjectives

below?

a) Beautiful ____ n) quiet ____

b) cold ____ o) Cheap _____

c) old ____ p) heavy ____

d) Ugly ____ q) polluted ____

e) hot ____ r) Expensive ____

f) near ____ s) wet ____

g) crowded ____ t) Clean _____

h) far ____ (irregular) u) boring _____

i) Small _____ v) dry ____

j) exciting ____ w) Dirty _____

k) noisy ____ x) modern _____

l) Busy _____ y) good ______

m) friendly ____ z) bad (irregular)___

 Unit 11

THE PAST

By the end of this unit students should be able to:

 Form the past of any given verb.

 Use the past in negatives questions and in third form.

Objectives
 Distinguish between the regular and irregular verbs.

Summary

EXPRESSING PAST TIME: THE SIMPLE PAST

52 Unit 11

a. Mary walked downtown The Simple Past is used to talk about activities or
yesterday. situations that began and ended in the past
(yesterday, last night, two days ago, in 1990)
b. I slept for eight hours last
night.

c. Bob stayed home yesterday

Most simple past verbs are formed by adding –ed
morning.
to a verb, as in a), c) and d)
d. Our plane arrived on time.

e. I ate breakfast this morning. Some verbs have irregular past forms, as in b),
e), and f).
f. Sue took a taxi to the airport.

g. Mary phoned last night. In g) we add only d, because the verb already
ends in -e. Verbs ending in consonant-y end in -
h. I studied hard for the test. ied, as in h).

Simple

Form

Finish Finished

Stop Stopped

REGULAR Wait Waited

VERBS Hope Hoped

Play Played

Try Tried

Carry Carried

See Saw

Make Made

IRREGULAR Sing Sang

VERBS Eat Ate

Put Put

Go Went
 Note

The verb TO BE makes negatives and questions differently than other

verbs. It does not use the auxiliary verb TO BE.

Negatives Questions

I was not (wasn’t) Was I?

You weren’t Were you?

He/She/it wasn’t Was he/she/it?

We weren’t Were we?

You weren’t Were you?

They weren’t Were they?

FORMS OF THE SIMPLE PAST

I- you- she- he- it- we- they worked yesterday / ate
STATEMENT
breakfast

I- you- she- he- it- we- they did not (didn’t) work
NEGATIVE
yesterday / did not (didn’t) eat breakfast

Did I- you- she- he- it- we- they work yesterday / eat
QUESTION
breakfast?

SHORT Yes / No, I- you- she- he- it- we- they did / didn’t.
ANSWER

All of the following sentences have inaccurate information. Correct them

by writing a negative sentence, and writing an affirmative statement with
accurate information.
54 Unit 11

Exercise 1
Example: Thomas Edison invented the telephone.

Thomas Edison didn’t invent the telephone.

Alexander Graham Bell invented the telephone.

Example: Rocks floated.

Rocks didn’t float.

Rocks sank.

1. Negate the following sentences and write the correct statement.

(1) Wood sank.

(2) You took a taxi to school today.

(3) You sat on a soft, comfortable sofa.

2. Read this newspaper report and fill in the blanks with the verbs in
the box in the past simple.

Wait / is / drive / go / whistle / dance / wave / arrive /

stay / sing

Yesterday afternoon a large crowd ________ for several hours for Rocky
Shout the American rock star to appear at the Central Stadium. When he
finally _______, he __________ a number of his most popular songs.
The crowd ________ very pleased by his performance and ________ to
the music. After each song they _________ and enthusiastically
_________. Rocky _________ on stage until nearly midnight. After his
performance he _________ back to his hotel. This morning he _______
on a tour of the city, visiting the radio station, the music school and a
children’s hospital.

A Zulu speaks: “I was born in a brick house in Soweto, near

Johannesburg in South Africa. We were poor. My mother was a maid
and my father was a factory worker. He died when I was six. I was
always unhappy, when I was a small child. Life was very hard. White
people were terrible to us.”

A Maori speaks: “I ______ born in a wooden house in a village near

Rotorua in New Zealand. We _________ not poor, but we _______ not
rich. My mother and my father ______ farmers. I ______ never hungry
when I was a small child; I ______ quite happy really. Life ________
not hard, but white people _________ not always kind to us.

A Dakota Indian speaks: “________ in a cloth tipi near Sisseton, South

Dakota, _______ United States. _________ _________ poor.
_________ farmers. ____________ sometimes hungry ___________ a
small child, but ____________ happy. My mother _______ a good cook,
and my father __________ a good teacher, _____________ hard, and
white people _________ not usually ___________ us.”

A Mozambican speaks: …

3. Write a short autobiography to complete.

4. Read the article about a modern writer. Then do the exercises that
follow.

Ana Castillo is modern poet, novelist, short story, writer, and

teacher. She was born in Chicago in 1953, and she lived there for
thirty-two years. Outro Canto, her first book of poetry, appeared in
1977. In her work, she uses humour and a lively mixture of Spanish
and English (Spanglish). She got her special writer’s “voice” in a
neighbourhood with many different ethnic groups. She also thanks
her father. “He had an outgoing and easy personality and this
…sense of humour. I got a lot from him…”

Castillo attended high school, college, and graduate school in

Chicago. In the 1970s, she taught English as a Second Language and
Mexican history. She received a PhD in American Studies from
Bremen University in Germany in 1992.

Read the statements. Write that’s right or That’s wrong. Correct the
wrong statements.

Example

Ana Castillo was born in Mexico City.

That’s wrong. She wasn’t born in Mexico City. She was born in Chicago.

(1) She lived in Chicago until 1977.

_____________________________________________________

(2) Her father was very shy.

_____________________________________________________

(3) She grew up among people of different cultures.

_____________________________________________________

(4) Castillo got most of her education in Chicago.

_________________________________________________________

(5) She taught Spanish in the 1970s.

56 Unit 11

Exercise 2

George Mataka went to South Africa to report on the release of Nelson

Mandela from prison. He wrote a report in English, for a newspaper in
Kenya. His report was in the paper on the day after Mandela left prison
in April 1990. Here is George’s report.

MANDELA IS FREE

By George Mataka

Cape Town

A big crowd waited outside the Victor Vector Prison all morning
yesterday. They all wanted to see Nelson Mandela, the Deputy President
of the ANC, walk out of prison, free after 27 1/2 years. I was there in the
crowd, with the other journalists from all over the world, with the men,
women and children who waited for their leader to walk out from his
prison. This is what I saw.

14:00: The crowd laughed and talked and sang songs. It was a happy,
exciting day for us all. 14:30: Winnie Mandela, the young wife of
Nelson, arrived at the prison. She went inside.

14:50: More cars arrived with other friends and family inside them.

15:04: Three police cars stopped outside the prison gates. The crowd
suddenly went quiet… then the singing and laughing again…

15:50: The gates opened. A black car drove out and gates closed behind
it. The crowd whistled and laughed. The car drove away.

16:10: The gates opened for a second time. The crowd was very excited
now. Every one pushed, everyone wanted to see the great man. The
gates stayed open…

16:14: A tall man with grey hair walked slowly out through the prison
gates. With him were his wife Winnie, and other members of his family.
He smiled and waved at the crowd. People whistled and danced and
sang. Some people cried; other people watched quietly and took
photographs.

Mandela was free!

1. In his report George wrote about things that happened

“yesterday”, so he wrote his report in the past simple tense.
What is the past simple of these verbs? Some are regular and
some irregular.

Open Arrive Go

Stay Whistle Drive

Talk Wave Push

Walk Take Sing

Want Be Close

Laugh Watch Wait

Dance Start

2. Now find the verbs in the report and check if you have given
the correct form.

3. Read this excerpt from a biography of Japanese poet Matsuo

Basho.

Matsuo Basho wrote more than 1000 three-line poems called “haiku”.
He chose topics from nature, daily life, and human emotions. He became
one of Japan’s most famous poets, and his work established haiku as an
important art form.

Matsuo Basho was born near Kyoto in 1644. He did not want to become
a samurai (warrior) like his father. Instead, he moved to Edo (present day
Tokyo) and studied poetry. By 1681, he travelled on foot and on
horseback all over Japan. Sometimes his friends joined him and they
wrote poetry together. Travel was difficult in the seventeenth century,
and Basho often got sick. He died in 1694, during a journey to Osaka.
At that time he had 2000 students.

Write questions for the following answers.

(1)__________________________________________________?

1000 three-line poems.

(2) _________________________________________________?

Nature, daily life, and human emotions?

(3) _________________________________________________?

Near Kyoto in 1644.

(4) _________________________________________________?

Because he did not want to become a samurai.

(5) ________________________________________________?

Travel on foot and on horseback all over Japan.

(6) _________________________________________________?

2000 students.
58 Unit 11

Exercise 3

Irregular Verbs

1. Complete the sentences by using the PAST SIMPLE of the

given verbs. Use each verb only one time. All of the verbs
have irregular past forms.

begin, go, read, cut, hold, shake, drink, keep, shut, eat, lose, speak, find,
meet, and spend

(1) Sue ____________ a cup of coffee before class this morning.

(2) We ____________ a delicious dinner at a Mexican restaurant last

night.

(3) When it ____________ to rain yesterday afternoon I

____________all of the windows in the apartment.

(4) Chris hurt his finger when he was fixing his dinner last night. He
accidentally ____________ it with a sharp knife.

(5) I don’t have any money in my pocket. I ____________ my last dime

yesterday. I’m flat broke.

(6) Jessica didn’t throw her old shoes away. She ____________ them
because they were comfortable.

(7) I ____________ an interesting article in the newspaper yesterday.

(8) Jack ____________ his pocket knife at the park yesterday. This
morning he ____________ back to park to look for it. Finally he
____________ it in the grass. He was glad to have it back.

(9) I ____________ Jennifer’s parents when they visited her. She

introduced me to them.

(10) Yesterday I called Jason on the phone. He wasn’t home, so I

____________to his sister.

(11) When I introduced Tom to Ryan, they ____________ hands and

smiled at each other.

2. Complete the following dialogues. Use the words in

parentheses. Give short answers where necessary.

A: (you go) Did you go to class yesterday?

B: No, I didn’t, I (stay) stayed home because I (feel, not) didn’t feel
good.

A: (you, sleep) _____________________ well last night?

B: Yes, __________________, I (sleep) __________________very well.

A: (Tom’s plane, arrive) _____________________ on time yesterday?

B: Yes, ___________________. It (get in) _____________________ at

6.05.

A: (you, stay) _____________________ home and (study)

_____________________last night?

B: No, _________________. I (go) _____________________to a new

movie.

A: (you, like) _____________________ it?

B: It was ok, I guess. But I don’t really like horror movies.

A: (Mary, study) _____________________last night?

B: No, _____________________. She (watch) _____________________

TV.

A: (Mark Twain, write) _____________________ Tom Sawyer?

B: Yes, _____________________. He also (write)

___________________Huckleberry Finn.

A: (the children, go) to the zoo yesterday?

B: Yes, _____________________. And they (have)

_____________________ a wonderful time.

A: (you, eat) _____________________ breakfast this morning?

B: Yes, _____________________. But I (have, not)

_____________________ enough time. I was late for class because my
alarm clock (ring not) _____________________.

IRREGULAR VERBS

3. Complete the sentences by using the SIMPLE PAST of the

given verbs. Use each verb only one time. All the verbs have
irregular past forms.

Bite, feel, leave, draw, forget, lend, drive, get, ride, fall, hear, steal, feed,
hurt, take

(1) Mary walked to school yesterday. Rebecca _____________________

60 Unit 11

her car. Alison_____________________ her bicycle. Sandy

_____________________ the bus.

(2) When Alan slipped on the icy sidewalk yesterday he

________________ down and _____________________his back. His
back is very painful today.

(3) I didn’t have any money yesterday, so my roommate

________________ me enough so I could pay for lunch.

(4) The children had a good time at the park yesterday. They
____________ the ducks small pieces of bread.

(5) Alice called the police yesterday because someone

_________________ her bicycle while she was in the library studying.
She’s very angry.

(6) Dick _____________________his apartment in a hurry this morning

because he was late for school. That’s why he _____________________
to bring his books to class.

(7) The children _____________________pictures of themselves in art

class yesterday.

(8) I have a cold. Yesterday I _____________________terrible, but I’m

feeling better today.

(9) Last night I _____________________a strange noise in the house

around 2:00 am, so I _____________________to investigate.

(10) My dog isn’t very friendly. Yesterday she

_____________________my neighbour’s leg. Luckily, my dog is very
old and doesn’t have sharp teeth, so she didn’t hurt my neighbour.
Unit 12

THE PAST CONTINUOUS

By the end of this unit students should be able to:

 Tell the difference between the Past Simple tense and the Past
Continuous.

 Use the Past Continuous for all persons in negatives, questions and
Objectives affirmatives.

Summary

The simple past is used to talk

(a) Mary walked downtown about activities or situations
THE yesterday. that began and ended at a
particular time in the past
SIMPLE (b) I slept for eight hours last (yesterday, last night, two
night. days ago, in 1990), as in (a)
PAST and (b).

(c) I sat down at the dinner table The past continuous expresses
at 6 PM yesterday. Tom came to an activity that was in progress
my house at 6.10 PM. I was eating (was occurring, was
THE dinner when Tom came. happening) at a point of time
in the past (at 6.10) or at the
PAST time of another action (when
CONTINUOUS Tom came). In (c): Eating
(d) I went to bed at 10:00. The was in progress at 6.10; eating
phone rang at 11:00. I was was in progress when Tom
sleeping when the phone rang. came.
62 Unit 12

FORM: was, were + ing

When = at that time

(e) When the phone rang, I was sleeping
While = during that time
(f) The phone rang while I was sleeping.
(c) and (f) have the same
meaning.

In (g): When two actions are

in progress at the same time,
(g) While I was doing my homework, my roommate
the past progressive can be
was watching TV.
used in both parts of the
sentence.

STATEMENT I- she- he- it- was working

You- we- they- were working

NEGATIVE I- she- he- it- was not (wasn’t) working

You- we- they- were not (weren’t) working

QUESTION Was I- she- he- it- working?

Were you- we- they- working?

SHORT ANSWER Yes, I- she- he- it- was. No, I- she- he- it- wasn’t.

Yes, you- we- they-were. No, you- we- they-

weren’t.

FORMS OF THE PAST CONTINUOUS

USE OF PAST CONTINUOUS (I was doing) AND PAST SIMPLE (I

did)

A. To talk about a temporary situation that existed at or around a

particular time in the past, we use the past continuous:

At the time of the robbery, they were staying with my

parents.

My head was aching again, so I went home.

Compare the use of the past continuous and the past simple in these
sentences:
 She was shaking with anger as she left the hotel.

When he realised I was looking at him, he turned away.

Erika dropped her bag while she was getting into her car.

We often use the past simple to talk about a completed past event and the
past continuous to describe the situation that existed at the time. The
completed event might have interrupted the situation, or just occurred
while the situation or event was in progress.

We don’t normally use the past continuous with certain verbs describing
states:

This house belonged to the King of Sweden (not: was

belonging to)

B. When we talk about two past actions or events that went on over the
same period of time, we can often use the past continuous for both.

Sally was reading to the children while Kevin was washing up.

Mario was working in a restaurant when I was living in London.

However, we can often use the past simple to express a similar meaning:

Mario worked in a restaurant while he lived in London. (or was living in

London)

When we talk about two or more past complete events that follow each
other, we use the past simple for both. The first may have caused the
second:

She got up when the alarm went off.

He jumped out of bed and ran to see who the parcel was for.

C. When we talk about a permanent or long-term situation that existed in

the past, we use the past simple rather than the past continuous:

When I was a child I played the violin. (not: I was playing)

I was working in a car factory during the summer of 1976.

(or I worked)

He worked hard all his life. (not: He was working.)

D. We use the past simple rather than the past continuous when we are
talking about repeated actions or events in the past:

We visited Spain three times last year. (not: We were visiting Spain.)

I went past her house every day. (not: I was going past)

She slept very badly whenever she stayed with her grandparents. (not was
sleeping)
64 Unit 12

However, the past continuous can also be used when we want to

emphasise that the repeated actions only went on for a limited and
temporary period of past time.

When Carlo was in hospital, we were visiting him twice a

day. (or we visited)

To get fit for the race, I was going to the sports centre every
day (or I went)

We use the past continuous when the repeated actions or events provide a
longer background to something else that happened.

During the time I started to get chest pains, I was playing

tennis a lot.

Exercises
1. Look at this weather report from the newspaper

WORLD WEATHER

Yesterday’s weather report

S= SUN R= RAIN SN= SNOW

Maputo S Moscow SN

Chimoio R Johannesburg S

Tete S New York R

Dublin SN Paris S

Cape Town R Sydney SN

Ask and answer:

Example:

What was the weather like in Maputo yesterday?

The sun was shining.

Then write five sentences about yesterday’s weather in different cities of

the world.
Example: It was raining in Chimoio yesterday

2. Complete the sentences with the words in parentheses.

Use the SIMPLE PAST or PAST CONTINUOUS.

1) At 6:00 PM, Bob sat down at the table and began to eat. At 6:05, Bob
(eat) ________________ dinner.

(2) While Bob (eat) ________________dinner, Ann (come)

________________through the door.

(3) In other words, when Ann ________________through the door, Bob

(eat) ________________dinner.

(4) Bob went to bed at 10:30. At 11:00 Bob (sleep) ________________.

(5) While Bob (sleep) _____________, the phone (ring) _____________.

(6) In other words, when the phone (ring) _______, Bob (sleep) _______.

(7) Bob left his house at 8:00 AM and (begin) ________________to walk
to class. While he (walk) ________________to class, he (see)
______________ a car crash.

3. Put the verbs in brackets into the past continuous tense.

(1) As she (climb) ________________the ladder, she fell off it.

(2) I was alone in the house at the time because Mr Smith (work)
________________ and Mrs Smith (shop) ________________.

(3) I went into the kitchen to see what they (do) ______________.

(4) John and Mary (talk) ________________about you yesterday!

(5) When he first saw him, he (swim) ________________in the sea.

(6) I (take) ________________a bath, when the phone rang.

(7) Mary ate nothing for lunch; she said she (try) ______________ to
lose 3 kilos.

(8) From the sounds it was clear Ann (practice) ____________ the fiddle.

(9) There was nobody in the car, but the engine (run) __________.

(4a) Complete the sentences using the pairs of verbs. Use the past
simple in one space and the past continuous in the other.
66 Unit 12

Arrive/get go/get look/slip wait/order ski/break

meet/work

(1) Just as I was getting into the bath the fire alarm went off.

(2) Helen ____________her leg while she ____________ in

Switzerland.

(3) We ____________when I ____________in a music shop.

(4) When his mother ____________in the other direction, Steve

____________ away quietly.

(5) I ____________a drink while I ____________for Pam to arrive.

(6) Our guests were early. They ____________as I

____________changed.

(4b) Look at the past continuous verbs you wrote in (4a). Which of these
could also be in the past simple? What difference in meaning, if any,
would there be

5. Complete the sentences with one of these verbs: be, enjoy, have,
live. Use the same verb for each sentence in the pair. In one, you can
use only the past simple, in the other you can use either the

Past simple or the Past continuous

- It was now getting late, and my eyes ____________trouble focusing

on the birds in the disappearing light.

- I __________trouble with that car the whole of the time I owned it.

- As a historian, I’m interested in how people ____________in the

past.

- During the hard winter, people ____________by selling what few

remaining possessions they had.

- She____________ very good at talking to children in a way that

kept them entertained.

- Before the party, the children got very excited and

____________naughty.

- He ____________learning Japanese until the class had a new

teacher.

- Even when he was young, Jonathan ____________learning

languages.
 6. Correct the sentences if necessary or write correct.

- Whenever I called in on Sam, he talked on the phone.

- When I lived in Paris, I was spending three hours a day travelling

to and from work.

- Peterson was winning the tournament four times before he

retired.

- We were having to play netball twice a week when I went to

school.

- The weather was so good last summer that we went to the beach
most weekends.

7. Read the article and answer the questions.

THE TITANIC DISASTER

The British passenger liner the Titanic sank on the night of Sunday, 14th
of April 1912, while it was sailing from Southampton to New York on its
maiden voyage. The ship, considered unsinkable, was the largest and
most luxurious passenger ship of its time. It was crossing the Atlantic on
a route further north than the usual one and was travelling at a speed of
22 knots (41 km per hour). Just before midnight it struck an iceberg,
which cut a hole 100 m long in the ship. At the time of the disaster, many
of the first-class passengers were celebrating their arrival in New York
the following day.

However, not all passengers were very rich. The majority of the third-
class passengers were poor emigrants, many of them Irish, who were
going to America to look for work and a better life. Of the 2, 224
passengers and crew who were travelling on the Titanic, 1,513 lost their
lives. It was the greatest ship disaster of all time.

What kind of ship was the Titanic?

Where was it travelling to when it sank?

Why was it special?

How fast was it travelling when it struck the iceberg?

What were many of the first-class passengers doing at that time?

Why were there a lot of poor people on the Titanic?

How many people was the ship carrying?

How many of these survived the disaster?

68 Unit 12

8. Answer the questions.

1. What were you doing this time yesterday?

________________________________________________________

2. Where were you living three years ago?

________________________________________________________

3. What school were you going to two years ago?

________________________________________________________

4. What were you studying before doing this exercise?

________________________________________________________

5. What were you thinking of, when you started this exercise?

________________________________________________________

9. Setting the scene

Joseph Dale, a reporter, was one of the survivors of the Titanic disaster.
When the ship hit the iceberg he was writing a report for his newspaper.
Read his report. Then, in pairs, ask and answer questions using the
prompts.

14th of April, 11.30 pm

Here I am on the world’s largest and most luxurious passenger liner, the
Titanic. We’re just entering an area of the Atlantic called the Grand
Banks (off the coast of Newfoundland). The ship is travelling at its
maximum speed because the captain wants to break the record for the
fastest Atlantic crossing.

I’m writing this report from the First Class Lounge. This is our last night
on board and the first class passengers are having a Gala dinner. J.J.
Astor, the millionaire, is sitting at the Captain’s table. The captain is
drinking champagne and chatting to Benjamin Guggenheim, the
American industrialist. The orchestra is playing a waltz and some young
couples are dancing.

Besides the 2, 224 passengers and crew, the ship is carrying animals like
cows, chickens and rabbits to make sure the passengers have fresh milk,
eggs and meat every day. There is also a special compartment for the
passengers’ pets. There are 55 bulldogs travelling to New York with
their owners!

It’s a beautiful night. There’s a light breeze blowing, but the sea is
incredibly calm. Some of the passengers are walking along the deck.
Everybody is talking about our arrival in New York tomorrow. They’re
all excited about it.
Example: What area was the Titanic entering? It was entering the Grand
Banks.

(1) What area ____________________the Titanic?

(2) Why ____________________at maximum speed?

(3) Where __________________Joseph Dale __________________?

(4) Who ____________________ at the Gala Dinner?

(5) Whose table _______________Lord Astor ________________at?

(6) What _________________the Captain ____________________?

(7) What music ____________________?

(8) ____________________anyone dancing?

(9) Why ____________________cows, chickens and rabbits?

(10) ___________any pets ___________________with their owners?

(11) Where _____________some of the passengers_____________?

70 Unit 13

Unit 13

ADVICE AND OBLIGATION

By the end of this unit students should be able to:

 Use should when giving advice.

 Use should in question, negatives and positives

Objectives

Summary
When we give or receive advice in English we use should.

Form

Should + infinitive (without to)

The forms of should are the same for all persons.

Look at the tables below.

Positive & Negative

He
should do more exercise.
We
Shouldn’t tell lies.
They

Etc.
 Question

Should she

they
see a doctor?
I

Do you think he should

we

Short answer

Yes, you should.

Should I phone home?

No, you
shouldn’t.
Should I buy a Mercedes Benz?

Use

Should is used to express what the speaker thinks is right or the best thing
to do. It expresses mild obligation, or advice.

Example:

I should do more work. (This is my opinion)

You should do more work. (I’m telling you what I think)

Do you think we should stop here? (I’m asking you for your opinion)

Shouldn’t express negative advice.

You shouldn’t sit so close to the TV. It’s bad for your eyes.

Note

Should expresses the opinion of the speaker and it is often introduced by I

think or I don’t think.

Example:

I think politicians should listen more.

I don’t think people should get married until they’re 21.

72 Unit 13

Exercise 1
1. Give advice to the following people.

Use I think……should or I don’t think…..should.

Example:

Peter’s got a very bad cold.

I think he should go to bed.

I don’t think he should go to work.

1) ‘One of my teeth is loose.’

___________________________________________________________

(2) ‘I’ve lost my credit cards and cheque book.’

___________________________________________________________

(3) ‘Salomao wants to drive home, but he hasn’t got his glasses.’

___________________________________________________________

(4) ‘Albertina’s phone bill was enormous! 3 000 Meticais!’

___________________________________________________________

(5) ‘My shoes have got a hole in them. I only bought them last week!’

___________________________________________________________

(6) ‘Obete and Lurdes are only sixteen, but they say they want to get
married.’

___________________________________________________________

(7) ‘My children spend all their pocket money on sweets.’

___________________________________________________________

2. Asking for advice.

Ask for advice in the following situations.

Use Do you think …………should…………?

Example:

George has asked me to marry him.

Do you think I should say yes?

(1) Teresa has invited me to a party at her parents’ house.

__________________________________________________________?

(2) Hazel still hasn’t given me back the money she owes me.

__________________________________________________________?

(3) My boss said today that I can have a pay rise if I learn Chinese.

__________________________________________________________?

(4) Lulu isn’t speaking to me today because yesterday I said she was
stupid.

__________________________________________________________?

(5) Jeremias doesn’t know whether to go to university or travel round the

world.

_________________________________________________________?

(6) This stereo’s beautiful, but it’s so expensive.

_________________________________________________________?

(7) Lulu isn’t speaking to me today because yesterday I said she was
stupid.

____________________________________________________?

(8) Mirza doesn’t know whether to go to university or travel round the

world.

____________________________________________________?

(9) This stereo’s beautiful, but it’s so expensive.

____________________________________________________?
74 Unit 14

Unit 14

OBLIGATIONS
By the end of this unit students should be able to

 Use have to in all persons to express obligations.

Objectives  Use have to in negatives and questions.

Summary

When we speak about obligations we use have to or has to.

Form: has/have + to + infinitive

Look at the tables below.

Positive & Negative

We have
to work hard.
You don’t have

They
He
has
She
doesn’t have
It

Question

we
Do
you

they have to work hard?

he

Does she

it

Short answer

Do you have to wear a

Yes, I do.
uniform?

No, he
Does he have to go now?
doesn’t.

Use

Have to expresses strong obligation. The obligation comes from ‘outside’

– perhaps a law, a rule at school or work, or someone in authority.

Example:

You have to have a driving licence if you want to drive a car.

I have to start work at 8:00.

The doctor says I have to do more exercise.

Don’t/Doesn’t have to expresses an absence of obligation. It isn’t

necessary.
76 Unit 14

You don’t have to do the washing-up. I’ve got a dishwasher.

She doesn’t have to work on Mondays.

Note

The past tense of have to is had to, with did and didn’t in the question and
the negative.

Example:

I had to get up early this morning.

Why did you have to work last weekend?

They liked the hotel because they didn’t have to do any cooking

Note 2

Must is also used to express strong obligation. Generally, when it is used,

the obligation comes from the speaker.

Example:

I must get my hair cut. (This suggests that I feel it is necessary).

You must…. can be used to express a strong suggestion.

Example:

You must see the art exhibition! It’s wonderful.

You must call me when you’re next in town.

Exercises
1. Complete the following sentences in a suitable way. Use have
to, has to, or had to.

Use the following verbs. go, be, take, drive, make, wear, go.

Example

I have to wear glasses because my eyes aren’t very good.

(1) I’ve got some tablets from the doctor. I ______________________

them three times a day.
(2) Thanks for a lovely evening! We __________________________
now or we’ll miss our bus.

(3) Remember! When you drive in England you

_____________________________ on the left!

(4) Mary’s in a panic. She ________________ at the airport at 2:30, but

it’s 2:00 and she isn’t ready yet.

(5) ‘Can I go and see the dentist when I want?’

‘Well, usually _______________ have an appointment, unless it’s an

emergency.

(6) At the weekend Jack wears jeans and a T-shirt. During the week he
__________________ a suit and tie.

(7) ‘Why are you late?’

‘Sorry. I ___________________ to the bank, and there was a queue.’

2. Put a form of have to or should into each gap. Sometimes the verb
forms are negative.

(1) Your hair’s too long. I think you _____________________________

get it cut.

(2) You smell bad you’ve got a cough. You _______________________

smoke.

(3) I’m going to bed. I _____________________________ be up early

tomorrow.

(4) I’d like to meet your boyfriend. You ___________________ invite

him around.

(5) I _____________________tell my parents where I am, then they

don’t worry.

(6) You ________________ come with me if you don’t want to. I’ll go
on my own.

(7) If you need some help with your homework, you

_____________________ go to the library.

(8) If you’ve got a ticket, you __________________queue. You can go

straight in.

(9) You ___________________________________ tell lies. It’s naughty.

(10) Geoff works too much. I think he _________________________

take it easy.
78 Unit 14

3.Look at the table below and make 10 true sentences about you and
your family, and add a comment.

Examples:

My grandfather doesn’t have to work. He’s retired.

I have to make the bed in the morning. I don’t mind.

We don’t have to do the washing-up. We have a dishwasher.

A B C

I do the washing-up.

We baby-sit.

My parents make the bed in the

have to morning.
My mother
has to do the shopping
My father
do the cooking.
My sister
don’t have to do the ironing.
My brother
doesn’t have to go to work.
My grandmother
work in the kitchen.
My grandfather
get up early in the
morning.

4. Making negatives

Complete the following sentences in a suitable way.

Use don’t have to, doesn’t have to, or didn’t have to.

Use the following verbs. work, do, ask, pay, do, go, do, iron.

Example

I like weekends because I don’t have to get up early.

(a) ‘How much are the tickets for the concert?’

‘They’re free. You __________________________ for them.

(b) Lady Vanessa has a maid. She _________________ any housework.

(c) The holiday was marvellous. We ________________________
anything. We just sat by the pool all day!

(d) I’ve just bought my first car. It’s great! Now I _______________
people for a lift all the time.

(e) When I go on holiday I take nylon shirts because you

_________________________ them. You just hang them up to dry and
they’re ready to wear.

(f) Paul’s won a million pounds! He _________________________

another day in his life.

(g) ‘Did you go to church when you were young?’

‘Yes, I ________________________, but I wanted to.

5. Making questions

Put the words in the right order to form a question.

Example: time you up what have get do to?

What time do you have to get up?

(1) job wear have in uniform you your to do a?

____________________________________________________?

(2) books have many you buy so why did to?

____________________________________________________?

(3) States visa get to to go you do have a the to?

____________________________________________________?

(4) John does pills take often his how have to?

________________________________________________________?

(5) plant carefully you after look do have to this very?

________________________________________________________
80 Unit 15

Unit 15

THE FUTURE
By the end of this unit students should be able to:

 Use WILL, GOING TO and PRESENT CONTINUOUS in future.

 Use the future tense with all persons.

Objectives  Use the future form in negatives and questions.

Summary

The easiest way to talk about the future in English is to use will in front
of the verb.

I will go to school tomorrow.

Mary will cook dinner tonight.

But this is not the only way to talk about the future. We can also express
the future using the verb TO BE + going to + VERB.

I am going to be a teacher when I graduate from university.

Paulo is going to play football tomorrow.

(a) I am going to leave at nine tomorrow
morning.

(b) I will leave at nine tomorrow morning. (a) and (b) have the same meaning.

(c) Marie is going to be at the meeting (c) and (d) have the same meaning.
tonight.

(d) Marie will be at the meeting tonight.

(e) I shall leave at nine tomorrow morning. The use of shall (with I or we) is not
used very often, and is formal.
(f) We shall leave at nine tomorrow
morning.

Future using the verb TO BE + going to + VERB

I am

You are

He/She/It is
going to play football tomorrow.

We

You are

They

So what is the difference between be going to and will?

82 Unit 15

BE GOING TO OR WILL

(a) She is going to succeed because she Be going to and will are the same when
works hard. they are used to make predictions about
the future. (a) and (b) have the same
(b) She will succeed because she works meaning.
hard.

Be going to (but not will) is used to

(c) I bought some wood because I’m
express a plan we have for the future. In
going to build a bookcase for my
(c) the speaker is planning to build a
apartment.
bookcase.

Will (but not be going to) is used to

(d) This chair is too heavy for you to carry
volunteer or express willingness. In (d)
alone. I’ll help you.
the speaker is happy to help.

USING WILL

STATEMENT {I-You-She-He-It-We-They} will visit Paris.

NEGATIVE {I-You-She-He-It-We-They} will not (won’t) visit Paris.

QUESTION Will {I-You-She-He-It-We-They} visit Paris?

SHORT Yes, {I-You-She-He-It-We-They} will.

ANSWER
No, {I-You-She-He-It-We-They} won’t.

I’ll, you’ll, she’ll, he’ll, it’ll, Will is usually contracted

we’ll, they’ll with pronouns.

CONTRACTIONS Bob + will = Bob’ll

Will is usually contracted
with nouns in speech, but
The teacher + will = the not in writing.
teacher’ll

YES/NO QUESTIONS USING GOING TO + VERB

Am I I am.
have a
going to Yes,
party?
Are you you/we/they are.
 Is he/she/it he/she/it is.

Are
we/you/they I’m

No, you’re/we’re/they’re not.

he’s/she’s/it’s

There is another way we can talk about the future. We can use the
Present Continuous.

(If you don’t remember the Present Continuous, go back and look at Unit
4 again.)

I’m going to Pemba tomorrow.

I’m visiting my grandmother next weekend.

In these examples we say the time in the future (tomorrow, next

weekend). We don’t always do this but it is helpful so the listener knows
we are talking about the future and not the present.

Present Continuous can be used to talk abut future plans. It is very similar
to be going to + verb form. However, it is usually used with certain verbs
that talk about a plan we have with another person (go, come, visit, meet,
etc). We don’t usually use the verbs GO or COME with be going to +
verb form.

Exercise 1
1. Talk with a friend about your plans for tomorrow. You can
use the pictures below to help you.

do my homework read a book write a letter

go swimming cut my hair play football

2. Complete the dialogues using a form of will or going to, and

any other necessary words. Sometimes both future forms are
possible.

Example: Why are you wearing your old clothes? Because I’m going to
wash the car.
84 Unit 15

a. I’ve got a headache. Have you got any aspirin? Yes, It’s in the
bathroom. I _________________________ it for you.

b. Don’t forget to tell me if I can help you. Thank you. I

___________________________ a ring if I think of anything.

c. Why are you making sandwiches? Because we

_____________________________________ a picnic on the beach.

What a lovely idea! I ______________________________ the towels

and the swimming costumes.

d. I’m going now! Bye!

Bye! What time _____________ you _______________ back tonight?

I don’t know. I _________________________ phone you later.

e. Who do you think ________________ win the next election? The

Frelimo party _______________ win, definitely!

f. You still owe me ten pounds. Have you forgotten? I’m sorry. Yes, I’d
forgotten. I __________________________back tomorrow.

g. Wow, Pete! What a lovely new bike!

It’s good. Isn’t it?

Pete, I was wondering. What ______________________________do

with your old bike?

I don’t know. Why? Do you want it?

Er…well. Maybe.

Fine. You can have it.

I ___________________________ you for it. How much do you want?

It’s OK .You can have it for nothing.

3. Two people are travelling to the car show. Read their

conversation and underline the best verb form.

Jason: I just heard the weather report.

Ariel: Oh? What’s the forecast?

Jason: It’s raining/ It’s going to rain tomorrow.

Ariel: Oh no! I hate driving in the rain. And it’s a long drive to the car
show.

Jason: Wait! I have an idea. We’ll take / We’re going to take the train
instead!

Ariel: Good idea! Do you have a train schedule?

Jason: Yes, here’s one. There’s a train that will leave / leaves at 7:00
A.M.

Ariel: What about lunch? Oh, I know, I’ll make / I’m making some
sandwiches for us to take along.

Jason: Sounds good. You know, it’s a long trip. What are we doing / are
we going to do all those hours?

Ariel: Don’t worry. We’ll think / We’re thinking of something.

Jason: You know. We have to get up really early.

Ariel: That’s true. I think I’m going / I’ll go home now.

Jason: OK. I’m seeing you / I’ll see you tomorrow. Good night.

4. Ask your class mate the same questions and report his/her
answers.

1. What football team will win the Mozambican championship this year?

I think …………………………………………..championship.

My class mate thinks…………………………….championship.

2. How many points do you think this team will get?

I think …………………………………………..points.

He/She………….……………………………….points.

3. What football player will score the highest number of goals?

I think …………………………………………..of goals.

He/She………….……………………………….of goals.

4. What make of car will win the Formula 1 racing championship?

I think …………………………………….. racing championship.

He/She………….…………………………. racing championship.

5. What racing driver will win the world championship?

I think ………………………………………. world championship.

He/She………….………………………………. world championship.

6. What country will win the World Cup?

86 Unit 15

I think ………………………………………….. the World Cup.

He/She………….………………………………. the World Cup.

7. What basketball team will win the NBA championship?

I think ………………………………………….. NBA championship.

He/She………….………………………………. NBA championship.

Exercise 2

1. Read the text below and underline all future tenses.

Exciting new changes in the car Highway to the future….

On the road to design.

By Harry Vroom SPECIAL TO THE AUTO GAZETTE

Get ready! We’re on the road to exciting new changes in car design. How
will the vehicles of the future look? Well, it will probably still have four
wheels, but it’s going to come in many more colours and patterns. You’ll
be able to choose a green and yellow polka dotted model or design your
very own personal look! Its going to be environmentally friendly too. The
material will be 100% recyclable and the car will run on solar energy.
What about speed? The car of the future will go a lot faster than current
cars. One day it will even fly!

But it will also be safe. An electronic shield around the car will warn of
danger and automatically avoid accidents. And you won’t get lost
anymore! You’ll just say the destination and the car will give you the
directions.

One manufacturer, Smart Transporting, is holding a press conference next

week. At the conference you’ll see actual models of these fantastic new
cars. And before very long, you’ll be able to zip around town in the real
thing! So, full speed ahead to the future! It’s going to be a great trip!

RADIO CALL-IN QUESTIONS

2. Radio listeners are calling in with questions for Professor Vroom.

Complete question and answers. Use the words in (brackets) and
will or won’t.

CALLER 1: Hello, Professor Vroom. My question is this: will the car of

the future run (run) on gasoline?

VROOM: No, it ________. It _________ probably __________(use)

solar Energy. Thanks for calling. Next?
CALLER 2: I had a flat tire yesterday. I was wondering _________we
still ________(get) flat tires on these future cars?

VROOM: No, we __________. In fact, the year 2010,flat tyres

__________(be) a thing of the past. Tires ________________(have) a
special seal so they _______________(repair) themselves automatically.

CALLER 3: Sounds great. In what other ways ____________ the car of

the future _________ different?

3. Write about professor Vroom’s plans for next week. Use the
information below and the Present Continuous. Add the and
a when necessary.

Monday Tuesday Wednesday Thursday Friday

Take train Go to Attend Talk on

to annual
A.M Washingt radio
New on car show show
Work in
Haven
(8:00
AM) research
lab all day
P.M Give lecture Date with
at Yale his
girlfriend

1. On Monday morning he’s taking the train to New Haven.

2. On Monday evening
_________________________________________________

3. On Tuesday morning
_________________________________________________

4. All day Wednesday

__________________________________________________

5. On Thursday morning
________________________________________________

6. On Friday morning
__________________________________________________

7. On Friday night
_____________________________________________________
88 Unit 15

4. Dear Val,

I’m so excited that you’re coming to visit!

Everything’s planned for your holiday here (sorry! Vacation…I think I’m
becoming British!). Of course Mom, Dad and I are meeting you at the
airport in London, after which we’re returning to Oxford for three days.
We’re having a party for you the next evening. All my friends and their
parents are coming. I particularly want you to meet Brian! If you don’t
like him, I shall die and I wont ever speak to you again! …. I’m only
kidding. I’m sure you’ll think he’s really great neat; I do!
Although Oxford isn’t very exciting, it’s very pretty. If it interests you,
we’ll go on a tour of the university and if it doesn’t rain we’ll walk along
the river. Unfortunately your holiday vacation is short, so we decided that
the best idea is a coach tour (oops again! bus tour). We found a really
interesting one.
When you arrive, I’ll tell you all about the places that we’re visiting .One
of them is in Edinburgh, in Scotland. Our cousins, the Bennett’s are
coming there to meet us from Longbridge. I stayed there last year and had
a great time.

At the end of the tour, we’re staying in London until you leave. London’s
fantastic! Maybe we’ll see the queen at Buckingham palace or perhaps
we’ll meet Anne Boleyn’s ghost in the tower, who knows?

Well Val, these are the plans. I hope you’ll enjoy yourself. I really want
us to have a wonderful time!

See you soon.

Lots of love,

Debbie

Look at the letter above. There are many sentences using the Present
Continuous and others using will. Can you find them?

1. Who is writing the letter?

__________________________________________________________

2. To whom was she writing?

___________________________________________________________

3. Write all Debbie’s plans for her friend.

 Unit 16

FIRST CONDITIONAL
By the end of this unit students should be able to:

 Use will to construct a sentence in first conditional.

Objectives  Use first conditional in negatives and questions.

Summary
First Conditional

We use First Conditional to talk about something that might happen in

the future. A sentence in the First Conditional has 2 parts (a present verb,
and a future verb). We combine these 2 parts using the word if.

So we can say that First Conditional sentences always have three things:

A verb in the present simple

A verb in the future

The word if

Example: If it rains tomorrow, I will stay at home.

In this example rains is our present simple verb, and stay is our future
verb. We also have if, so this is a good First Conditional sentence.

First Conditional sentences are about a possible future result or

consequence of some action or event.

In the example above the event or action is rain, and the result or
consequence is stay at home.

Look at the following example. Can you say what the action or event is,
and what the result or consequence is?
90 Unit 16

If I pass my exams I will be happy

Word order in First Conditional sentences

First Conditional sentences can be written in two ways. See below.

I will be happy if I pass my exams.

If I pass my exams, I will be happy. (note the comma)

Both of the above sentences are correct. We can see that the word if is
always followed by a verb in the present.

Negatives & Questions

First Conditional sentences can also use negative forms.

Present verbs become negative using don’t and doesn’t (remember the
verb TO BE is an exception).

Future verbs become negative using won’t (will not).

Example: If I don’t pass my exams, I won’t be happy.

If it rains, I won’t go to the beach.

If she doesn’t feel better, she will go to the hospital.

We can also make questions in the First Conditional.

Example: Will you go to the beach if it rains?

Will Lucia come to the party if she is feeling better?

Final notes on First Conditional

We sometimes get confused about which verb is Future, and which verb
is Present. Just remember - after if the next verb is always Present.

Also, remember that in English the third person is different in the present
tense. Don’t forget to add –s, -es, or –ies at the end of the verb.

In the negative form third person uses doesn’t, not don’t.

Exercises
1. Try to complete the following sentences by putting the verbs
in the correct forms.

Remember there is always 1 present verb and 1 future verb.

Be careful about the third person.

1. He ____________ (be) surprised if they ____________ (get)

home on time.

2. Claudia __________________ (bake) a cake if you ___________

(have) a party.

3. If you __________ (come) to the party , I____________ (dance)

with you.

4. If I ___________ (get) some money I _______________ (buy) a

new car.

5. It ____________ (be) difficult to find a hotel if we

_________(arrive) late.

6. John ________________ (pass) the test if he _____________

(study) hard.

2. Complete the following First Conditional sentences.

1. I ________________ (be) very happy if I ____________ (pass)

my exam.

2. If it _____________ (rain), I _____________________ (not go)

to the beach.

3. If Mary _________________ (visit) me, I _______________

(bake) a cake.

4. I __________________ (give) you $50 if you

_____________(win) the game.

5. If you _____________ (eat) that, you _________________ (get)

sick.

6. Julia _________________ (hit) you if you ______________

(say) that.

7. I _______________ (not go) to the party if he

_____________(be) there.

8. I _____________ (be) angry if you ______________ (copy) in

the exam.
92 Unit 16

9. If Mussa __________(fail) the exam, he ________ _____ (not

be) happy.

10. Claudia _____________ (not be) happy if you

__________(forget) to call.

11. If he ______________ (work) hard, he _______________ (get)

rich.

12. They ___________(not pass) their exams if they __________

(not study).

13. I __________________ (swim) if it ________________ (be) hot.

14. If we __________ (go) to bed late, we ____________ (be) tired

tomorrow.

15. She ____________ (get) a better job if she __________ (have) a

degree.

16. If there _________ (be) a nuclear explosion, we ________ (die).

3. Complete these sentences in the First Conditional.

(1) If you __________ (invite) me I __________ (come).

(2) If it ___________ (rain) we _____________ (not go) to the beach.

(3) I __________ (stay) in bed if I ___________ (be) sick.

(4) If she ___________ (cheat) in the exam she ___________ (get) zero.

(5) If you ___________ (eat) that you ___________ (be) sick.

(6) He ____________ (help) you if you ____________ (ask) him.

(7) She ____________ (be) angry if you _____________ (do) that.

(8) If I ____________ (pass) my exam I _____________ (have) a party.

(9) If you __________ (come) for dinner I ____________ (cook) matapa.

(10) If it __________ (be) sunny we __________ (go) to the swimming

pool.

4.Try to complete the sentences below in the First

Conditional using your own ideas.

1. If I visit England _____________________________________

2. I will be sad __________________________________________

3. ________________________________________if they visit me.

4. If it rains ____________________________________________

5. I will go to university __________________________________

6. If you love him________________________________________

7. __________________________________if a mosquito bites her.

8. The teacher _____________________if they copy in the exam.

94 Unit 17

Unit 17

SECOND CONDITIONAL
By the end of this unit students should be able to:

 Use WOULD to construct sentences in second conditionals.

Objectives  Use second conditionals in negatives and questions.

Summary
The First Conditional is used to express things we think are possible or
likely in the future. The Second Conditional is also used to talk about the
future but it expresses things that are not likely, but they are still possible.
We also use Second Conditional to express wishes or desires.

Second Conditional has 2 parts (a past verb, and the word would +
infinitive verb). We combine these 2 parts using the word if.

So we can say that Second Conditional sentences always have three

things:

A verb in the past simple

The word would + an infinitive verb (without TO)

The word if

Example: If I had a million dollars, I would travel around the world.

In this example had is our past simple verb. We have would + travel, and
we have if. So this is a good Second Conditional sentence.

In this sentence we don’t really feel or believe that we will have a million
dollars in the future, but it is not impossible. It is unlikely, so sometimes
we say that Second Conditional expresses unreal situations in the future.
 Word order in Second Conditional sentences

The same as First Conditional sentences, Second Conditional sentences

can be written in two ways. See below.

If I had money, I would buy a new car.

I would buy a new car if I had money.

Both of the above sentences are correct. We can see that the word if is
always followed by a verb in the past.

Negatives

The negative of would is wouldn’t.

Remember that we make negatives in the past using didn’t + infinitive.

Example: If I had a million dollars, I wouldn’t work anymore.

I would be lonely if I didn’t have any friends.

Final notes about Second Conditional

In the previous exercise we saw some examples of people making a wish.

These sentences are related to the Second Conditional and are expressed
in the past tense.

Example: I wish I had more free time. If I had more free time I would
play sports.

I wish I were famous.

In the second example above we use the phrase I were, not I was. As we
know, the verb TO BE is very irregular in English. This is another
example of an irregular use of TO BE. However, these days we often hear
both I were and I was. So, really both are OK.

Questions in the Second Conditional

We often ask people questions using the Second Conditional. We call

these hypothetical questions. We are asking someone what they would do
in an unreal or unlikely situation.

Example: What would you do if you had a million dollars?

I would buy a big house near the beach.

When we ask this question, we don’t really feel or believe that the other
96 SECOND CONDITIONAL

person will have a million dollars in the future.

We can see that the question has the 3 parts necessary to make it Second
Conditional (past verb, would + infinitive, and if).

A question asked in the Second Conditional must be answered in the

Second Conditional.

Exercises
1. Can you complete these sentences using Second Conditional?

Jim doesn’t study hard. If he ____________(study) harder, he

___________(get) better grades.

The weather isn’t nice. I _________ (take) a walk if the weather (be)
______________nice.

My wife and I want to buy a house, but it is too expensive. We

_______________ (buy) a house, if we (have) _______________enough
money.

2. Complete the following sentences in the Second Conditional.

1. If money _____________ (grow) on trees, all of us

________________ (be) rich.

2. If I (be) __________________you, I (tell)

________________ Jim the truth.

3. Life ________________ (be) boring if everyone

_______________ (have) the same opinions about
everything.

4. Airplane tickets are expensive. If they _______________

(be) cheap, I ________________ (fly) to Paris for the
weekend.

5. I wish I _________ (have) a camera. I __________ (take) a

picture of the sunset tonight if I ________ (have) a camera.

6. The student cafeteria is relatively inexpensive, but the food

isn’t very good. I ____________ (eat) there all the time if
the food _____________ (be) better.

7. Sometimes our teacher gives surprise tests. If I ________

(teach) this English class, I __________ (not give) surprise
tests.

8. I wish I ____________ (have) a car. If I ___________

(have) a car, I ____________ (drive) to school.
 3. Here are some hypothetical situations. Ask and answer these
questions with some other students. Then write down the best
answers. Remember! The answers must be in the Second
Conditional. Start your answers with If.

Example: What would you do if you lived in America?

If I lived in America, I would eat hamburgers every day.

What would you do if you were the president of Mozambique?

___________________________________________________________
___________________________________________________________

What would you do if you saw a ghost?

___________________________________________________________
___________________________________________________________

What would you do if you found out that your friend was HIV positive?

___________________________________________________________
___________________________________________________________

If you could go anywhere in the world where would you go?

___________________________________________________________
___________________________________________________________

If you could be any famous person in the world, who would you be?

___________________________________________________________
___________________________________________________________

If you could change one thing about yourself, what would it be?

___________________________________________________________
___________________________________________________________

If you could only eat one food for the rest of your life, what would you
choose?

___________________________________________________________
___________________________________________________________
98 Unit 18

Unit 18

PRESENT PERFECT
By the end of this unit students should be able to:

 Use HAVE/HAS make present perfect.

 Distinguish between when to use present perfect and past simple.

Objectives  Use present perfect in negatives and questions.

Summary

We studied the Past Simple already. Now we are going to look at another
English tense, which can be used to talk about the past - The Present
Perfect.

We make the Present Perfect by using the verb TO HAVE + Past

Participle.

(For regular verbs, past participles are the same as past simple. Check the
table at the back of the book for past participles of irregular verbs.)

Example: I have been to South Africa.

John has visited Pemba.

The table below shows the different situations when we use the Present
Perfect.
 Uses of the Present Perfect

Jim has already eaten lunch.

The present perfect
expresses activities or
Ann hasn’t eaten lunch yet.
situations that happened
(or didn’t happen)
Have you ever eaten at that restaurant?
“before now”, at some
time in the past.
I have never eaten at that restaurant.

I have eaten at that restaurant many The present perfect often

times. expresses activities that
were repeated many
I have flown in an airplane many times. times in the past. The
exact number of times
It has rained three times so far this week. may be unspecified.

We also use the present

I have been to the United States.
perfect to talk about
I have eaten monkey.
experiences we have had
I have never seen a ghost.
in our lives.

Alice has lived in this city since 1980.

When the present perfect
is used with since or for,
I have known Bob for ten years.
it expresses a situation
that began in the past and
We have been in class since ten o’clock
continues to the present.
this morning

Ever & Never

We use the word never to express that we have not done something in
our life.

Example: I have never visited China.

Ever is only used when making a question in the Present Perfect.

Example: Have you ever visited China?

Has Maria ever been to your house?

PRESENT PERFECT I finished my work at an unspecified time in the

past.
I have already finished my work.

SIMPLE PAST I finished my work at a specified time in the

past.
I finished my work two hours ago.

Note: When we use Present Perfect, we can’t say a time in the past that is
completed. When it is necessary to say a completed time in the past (yesterday, last
week, etc), then we use Past Simple.
100 Unit 18

Exercises
1. Complete the sentences below in the Present Perfect. Discuss
with your friends the use of the Present Perfect in each case.

1) (I, meet) I’ve (I have) met Ann’s husband. I met him at a party last
week.

(2) (I, finish) _________________ my work. I finished it two

hours ago.

(3) (She, fly) Ms. Parker travels to Washington, D.C., frequently.

____________ there many times.

(4) (They, know) Bob and Jane are old friends.

_________________ each other for a long time.

(5) (It, be) I don’t like this weather. ___________ cold and cloudy
for the last three days.

( 6) (You, learn) Your English is getting better. _________________ a

lot of English since you came here.

(7) (We, be) My wife and I came here two months ago.
_______________ in this city for two months.

(8) (He, finish) Tom can go to bed now. _______________ his

homework.

2. Complete the sentences with the words in parentheses. Use the

present perfect or the simple past.

A: Have you ever been in Europe?

B: Yes, I ______________. I (be) ______________ in Europe several

times. In fact, I (be) ______________ in Europe last year.

A: Have you ever eaten at Al’s Steak House?

B: Yes, I ______________. I (eat) ______________ there many times.

In fact, I (eat) ___________________ there last night.

A: Have you ever talked to professor Alston about your grades?

B: Yes, I ______________. I (talk) ______________ to him about my

grades a couple of times. In fact, I (talk) ______________ to him after
class yesterday about the F I got on the last test.

A: What European countries (you, visit) ______________?

B: I (visit) ______________ France, Germany, and Switzerland. I (visit)
______________ Germany and Switzerland in 1984.

A: (Bob, have, ever) ______________a job?

B: Yes, he ______________. He (have) ______________lots of part-time

jobs. Last summer he (have) ______________ a job at his uncle’s bakery.

4. Complete the sentences with the words in parentheses. Use

the Present Perfect or the Past Simple. Use the Present Perfect
with already.

A: Are you going to finish your work before you go to bed?

B: I (finish, already) ________________________ it. I (finish)

________________________ my work two hours ago.

A: Is Jim going to eat lunch with us today?

B: No. He (eat, already) ________________________ . He (eat)

__________________ lunch an hour ago.

A: Do you and Virginia want to go to the movie at the Bijou with us

tonight?

B: No thanks. We (see, already) ________________________ it. We

(see) _______________it last week.

A: When are you going to write your paper for Dr. Roth?

B: I (write, already) _____________________it. I (write) ____________

it two days ago.

A: When is Jane going to call her parents and tell them about her
engagement?

B: She (call, already) ________________________ them. She (call)

____________________them last night.

A: This is a good book. Would you like to read it when I’m finished?

B: Thanks, but I (read, already) ________________________ it. I (read)

__________________ it a couple of months ago.

5. Complete these sentences using the Present Perfect.

(1) John knows Mary. He met her at Easter. He ________________her

for ten months.

(2) Tom works in a Post Office. He started there two years ago. He
_______________ there for two years.

(3) I like my house. I ____________________ here all my life.

102 Unit 18

(4) Kate is at the School of Art. Her classes started today at 10.30. She
______________ there since 10.00.

(5) Mary’s parents live in Edinburgh. They moved there in 1968. They
_____________ there for 20 years.

(6) This book is wonderful, I ____________ just ____________ it.

(7) Granny is well, today. She ____________ just ____________ me.

(8) Tom likes playing football. He liked it when he was very young too.
He ______________ always ____________ it.

(9) We are interested in art. We were also interested in it ten years ago.
We ______________ always ____________ interested in art.

(10) How is your toothache? ____________ you ____________ to the

dentist this morning?
 Unit 19

PAST PERFECT
By the end of this unit students should be able to:

Form the Past Perfect using Subject + had + past participle

Use the Past Perfect tense to refer to an invent that happened before
another event in the past.
Objectives

Summary
(a) We use the Past Perfect tense to refer to an invent that happened
before another event in the past.

Example:

Event 1: Lucky Dube became interested in the Rastafarian religion in

1974.

Event 2: Lucky Dube started his first band at school in the late 1970s.

When we join these two past event s together in one sentence we get
the following:

When Lucky Dube became interested in the Rastafarian religion, he had

already started his first band.

The past perfect is formed in the following way.

Subject + had + past participle

Example: He had become.

104 Unit 19

(b) Compare these sentences. Is there any difference in meaning?

When we got to the bus stop, the bus left. When we got to the bus stop, the
bus had left.

When my father came home, we ate dinner. When my father came home,
we had eaten dinner.

Exercises
1. Choose the correct verb form in the following sentences.

- Belmiro wasn’t at home when I phoned. He went / had gone out.

- Nilsa was at home when we arrived, but she went / had gone out soon
afterwards.

- Maria was late for school yesterday. When she got to the classroom, the
lesson started / had started.

2. Look at the text about Lucky Dube again and underline two
examples of the past perfect.

3. Fill in the blanks with the Past Continuous, Past Simple, or Past
Perfect.

Last night I _______________ (go) to a fantastic concert with my friend

Patrick. There ______________ (be) local bands as well as some big
names from South Africa. We _______________ (have) good seats in
front of the stage with a good view of the musicians. About halfway
through the show while we _______________ (wait) for the next act,
Patrick _______________ (say) quietly into my ear, “Look! Next to me!”
I _______________ (look) and _______________ (see) Lucky Dube. I
couldn’t believe it. He _______________ (come) into the audience and
_______________ (sit) next to Patrick. We _______________ (be) very
surprised and _______________ (not know) what to say. But Lucky
Dube _______________ (smile) at us and asked if we _______________
(enjoy) the show. Soon we _______________ (talk) like old friends and
we _______________ (be) sorry to say goodbye to him at the end of the
show.

Lucky Dube

Lucky Dube is one of Africa’s best known and most successful reggae
stars. He was born in Eastern Transvaal in 1964 and started his first band
while still at school in the late 1970s. He had become interested in the
Rastafarian religion when he was only 9 years old. His interest in
Rastafarian music – reggae – followed. His talent soon showed itself, and
when his distant relative, Richard Siluma, heard him play, he was on his
way to success.

Lucky’s first solo album was released in 1984; called Lengane Ngeyetha,
it featured Zulu soul music and went gold, as did his second album
Kukuwe. He recorded the first reggae album ever recorded in South
Africa, Rastas Never Die, in 1985, but it was never played on South
African radio because of its political content.

His backing group, The Slaves, was formed in 1986 and they joined him
for his next reggae album, Think About The Children. Slave, their next
album in 1987, sold over 300,000 copies and crowds of over 50,000
attended each of the Johannesburg concerts.

Lucky’s international career was established in 1989 at a festival in

France of 60 of South Africa’s top musicians. That same year he starred
in the international film Voice In The Dark, though he had made his first
film, Getting Lucky, in 1985. Also in 1989, he released Prisoner, his first
internationally successful album which sold over 600,000 copies, and
went on a promotional tour of the USA. In 1991 Lucky released his
double album, Captured Live, which contains some of his best known
songs such as One Love, Peanut Butter, and Khululeka, His albums
House Of Exile and Victims were released in 1993.

The year before, at the height of his success, he had begun a world tour to
Europe, North and South America, Australia and Japan. But possibly his
greatest honour was starring at the Reggae Sunsplash Show in Jamaica,
the birthplace of reggae music.

Lucky is loyal to his reggae roots. His heroes are still Peter Tosh and Bob
Marley. His songs reflect his inner thoughts. “I believe, as I did when I
recorded Together As One, that we should always be optimistic – the
track Different Colours, One People reinforces my message that we
should all unite irrespective of race, colour or creed.”

(Adapted from an article in Jive magazine, October 1993)

Answer the following questions based on the text.

1. Who is Lucky Dube?

2. Where and when was he born?

3. When did he start his first band?

4. What happened when he was 9 years old?

5. How did he become interested in reggae?

6. What do you know about the Rastafarian religion?

7. Where’s the birthplace of reggae music?

8. Who is Richard Siluma and what influence did he have on Lucky

Dube?
106 Unit 19

9. What’s Lengane Ngeyetha and what does it feature?

10. What was his first reggae album?

11. Why was it never played on South African radio?

12. What was his backing group called and when was it formed?

13. Name Lucky’s 3 best tracks on Captured Alive.

14. Who are Peter Tosh and Bob Marley?

15. According to the text, what are Lucky’s inner thoughts?

4.Make short notes about what happened in the following years. The
first two are done for you.

1964: Born

1974: Became interested in Rastafarianism

1984:

1985:

1987:

1989:

1991:

1992:
 Unit 20

PASSIVE VOICE
By the end of this unit students should be able to:

 Use VERB TO BE plus Past participle to make Passive Voice s.

 Distinguish between active and passive voice sentences.

Objectives  Change sentences from active to passive and passive to active.

Summary
We used past participles when we studied about the Present
Perfect. We make the Passive Voice using the verb TO BE +
past participle.

Example: English is spoken in Australia.

The window was broken yesterday.

Passive sentences describe what happens to people or things,

often as a result of action by other people or things.

Passive sentences often indicate that what happens is more

important than who is responsible. Look at the table below.
108 Unit 20

Active Passive

Simon broke the window. The window was broken.

The speaker is talking about Only the window is

Simon and the window. important, not the person
who broke it.

Passive voice always uses the verb TO BE + past participle.

However, Passive Voice can be past, present, future, or present
perfect. See below.

Tense Active Passive

Present They grow cassava. Cassava is grown.

Past They grew cassava. Cassava was grown.

Future They will grow cassava. Cassava will be grown.

Present They have grown Cassava has been grown.

Perfect cassava.

Note: The Present Perfect Passive is a mix of Present Perfect and

Passive Voice. It uses both the verb TO HAVE and TO BE.

TO HAVE + been (past participle of TO BE) + past participle

Example: The cake has been eaten.

In this sentence we are talking about the cake. We put it at the

start of the sentence.

In active sentences what we are talking about usually comes at

the end.

Example: John ate the cake.

This is one big difference in the structure of active and passive

sentences.
Exercise 1
1. Complete the sentences below in the Passive Voice.

PRESENT SIMPLE

The teacher helps me. → I am helped by the teacher.

The teacher helps John. → _____________________________ by

the teacher.

The teacher helps us. → _______________________________ by

the teacher.

PAST SIMPLE

The teacher helped me. → _____________________________ by

the teacher.

The teacher helped them. → ____________________________ by

the teacher.

PRESENT PERFECT

The teacher has helped Mary. → _________________________

by the teacher.

The teacher has helped us . → __________________________ by

the teacher.

FUTURE

The teacher will help me. → _____________________________

by the teacher.

The teacher is going to help John. → ______________________

by the teacher.

Note: In this exercise we know who (or what) is doing the

action. When we want to include this information we use the
word by + “who” or “what”.
110 Unit 20

2. Change the verbs to the passive. Do not change the tense. Be

careful about singular and plural of the verb TO BE (is or are).

(1) Bob mailed the package.

The package was + mailed by Bob.

(2) Mr. Smith delivers our mail.

Our mail _______________ + _____________ by Mr. Smith.

(3) The children have eaten the cake.

The cake ____________ + ______________ by the children.

(4) Linda wrote that letter.

That letter________________ + _______________ by Linda.

(5) The jeweler will fix my watch.

My watch ____________ + ______________ by the jeweler.

(6) Ms. Bond will teach our class.

Our class______________ + _____________ by Ms. Bond.

(7) That company employs many people.

Many people __________________ + _________________

by that company.

(8) That company has hired Sue.

Sue ________________ + _______________ that company.

(9) The secretary is going to type the letters.

The letters __________________________ +

_______________ by the secretary.

(10) A high school student bought my old car.

My old car ____________________ + _______________

by a high school student

3.Change these sentences from active to passive. Keep them in

the same tense. It’s not important who did the actions, or
maybe we don’t know who did the actions, so remove they, we,
someone, etc.

Example 1: We clean the garages every day. → The garages are

cleaned every day.
 Example 2: Someone has given him a lot of money. → He has been
given a lot of money.

Example 3: The police arrested two hundred people. → Two

hundred people were arrested.

(1) We export this computer to seventy different countries.

____________________________________________________.

(2) They have cancelled the meeting.

____________________________________________________.

(3) They send two million books to America every year.

____________________________________________________.

(4)We have told him not to be late again.

____________________________________________________.

(5) They posted all the letters yesterday.

____________________________________________________.

(6) The machine wraps the bread automatically.

____________________________________________________.

(7) They paid me a lot of money to do the job.

____________________________________________________.

(8) Fortunately, they didn’t damage the machinery.

____________________________________________________.

(9) We send newspapers to Scotland by train.

____________________________________________________.

Exercise 2

1. Read the following article about acid rain and underline

all verbs in the passive voice .

Acid rain is caused by burning coal or oil. When either fuel is

burned, it releases poisonous gases which are carried up into the
atmosphere and sometimes transported long distances.
112 Unit 20

Over 3,000 research projects have been carried out to look into acid
rain, and a decision to tackle the problem has been taken in most
western European countries. Measures have been taken in
Scandinavia and in Central Europe to stop the pollution before it is
dumped on the environment, and a diplomatic campaign has been
launched to convince other countries that the problem has to be
considered as a major ecological threat.

‘Five years ago this issue was not being treated seriously,’ says one
leading environmental group, ‘but now that damage has been
reported in large areas of forest and lakeland, our politicians are
being forced to take action. This problem must be solved quickly; if
governments do nothing, they will be faced in two or three years’
time with the accusation that they have allowed our forests to die.’
A major international initiative to combat acid rain is expected in
the near future.

2. Change this paragraph into the passive voice.

Propedêutico Students Celebrate Valentine’s Week

The students of AP4 celebrated Valentine’s Week in their class.

They invited special guests, Teachers Amalia and Discussion. They
arranged the furniture so that they could present their dialogues in a
restaurant, on the street and a garden. Everyone enjoyed the
presentations very much. At the end of the class, each student
received a Valentine as a souvenir. Many students at the University
talked about the AP4 event.

3. Ilha de Moçambique: The Conservation Situation.

Various proposals have been made for the preservation of Ilha de

Moçambique’s unique architectural heritage, although progress so far has
been limited to the rehabilitation of a handful of buildings in Stone Town.

Part of the problem has been the issue of ownership – the concept that
unless a local community views something as its own, and so has an
interest in maintaining it – all attempts at conservation will ultimately be
futile. Following the withdrawal of the colonial government, there was
never a transfer of ownership in which the residents of Makuti Town
moved into and took over Stone Town. As a result, many of Stone
Town’s buildings have been vacant for several decades. Apart from the
fact that many are now so disintegrated as to be uninhabitable, this
situation has persisted despite the chronically cramped and crowded
conditions in Makuti Town.

(Lonely Planet – Mozambique – page 156)

Read the article about Ilha de Moçambique and list the verbs that
are in the following tenses.

(1) Present Simple (3) (3) Future (1)

(2) Present Perfect (5) (4) Past Simple (3)

 Unit 21

ARTICLES
By the end of this unit students should be able to:

 Distinguish between a definite and an indefinite article.

 Use articles in different situations.

Objectives

Summary
What is an article? Basically, an article is an adjective. Like adjectives,
articles modify nouns.

English has two articles: the and a/an. The is used to refer to specific or
particular nouns; a/an is used to modify non-specific or non-particular
nouns. We call the the definite article and a/an the indefinite article.

the = definite article

a/an = indefinite article

For example, if I say, "Let's read the book," I mean a specific book. If I
say, "Let's read a book," I mean any book rather than a specific book.

Here's another way to explain it: The is used to refer to a specific or

particular member of a group. For example, "I just saw the most popular
movie of the year." There are many movies, but only one particular
movie is the most popular. Therefore, we use the.

"A/an" is used to refer to a non-specific or non-particular member of the

group. For example, "I would like to go see a movie." Here, we're not
talking about a specific movie. We're talking about any movie. There are
many movies, and I want to see any movie. I don't have a specific one in
mind.
Let's look at each kind of article a little more closely.
114 Unit 21

Indefinite Articles: a and an

"A" and "an" signal that the noun modified is indefinite, referring to any
member of a group. For example:

 "My daughter really wants a dog for Christmas." This refers to

any dog. We don't know which dog because we haven't found the
dog yet.

 "Somebody call a policeman!" This refers to any policeman. We

don't need a specific policeman; we need any policeman who is
available.

 "When I was at the zoo, I saw an elephant!" Here, we're talking

about a single, non-specific thing, in this case an elephant. There
are probably several elephants at the zoo, but there's only one
we're talking about here.

Remember, using a or an depends on the sound that begins the next

word. So...

 a + singular noun beginning with a consonant: a boy; a car; a

bike; a zoo; a dog

 an + singular noun beginning with a vowel: an elephant; an egg;

an apple; an idiot; an orphan

 a + singular noun beginning with a consonant sound: a user

(sounds like 'yoo-zer,' i.e. begins with a consonant 'y' sound, so 'a'
is used); a university; a unicycle

 an + nouns starting with silent "h": an hour

 a + nouns starting with a pronounced "h": a horse

o In some cases where "h" is pronounced, such as

"historical," you can use an. However, a is more
commonly used and preferred.

A historical event is worth recording.

If the noun is modified by an adjective, the choice between a and an

depends on the initial sound of the adjective that immediately follows the
article:

 a broken egg

 an unusual problem

 a European country (sounds like 'yer-o-pi-an,' i.e. begins with

consonant 'y' sound)
Remember, too, that in English, the indefinite articles are used to indicate
membership in a group:

 I am a teacher. (I am a member of a large group known as

teachers.)
  Brian is an Irishman. (Brian is a member of the people known as
Irish.)

Definite Article: the

The definite article is used before singular and plural nouns when the
noun is specific or particular. The signals that the noun is definite, that it
refers to a particular member of a group. For example:

"The dog that bit me ran away." Here, we're talking about a specific dog,
the dog that bit me.

"I was happy to see the policeman who saved my cat!" Here, we're
talking about a particular policeman. Even if we don't know the
policeman's name, it's still a particular policeman because it is the one
who saved the cat.

"I saw the elephant at the zoo." Here, we're talking about a specific noun.
Probably there is only one elephant at the zoo.

Exercise
Choose the correct article a, an, or the, or NO article)

Q1 - ...... apple a day keeps the doctor away (An, The, A)

Q2 - Mount Everest is in ....... Himalayas (a, the, ----)

Q3 - ....... President of the United States was elected last year (The, A, --)

Q4 - We spent a lot of time swimming in ...... sea on holiday (the, a, ----)

Q5 - London is on ...... River Thames (----, a, the)

Q6 - She did ..... MA in French literature (an, a, ----)

Q7 - My garden’s looking lovely now that ...... daffodils are in flower

Q8 - It’s ...... most expensive hotel in town (---- ,a, the)

Q9 - .......Mount Everest is in the Himalayas (a, the, ----)

Q10 - My mother is allergic to ........ cigarette smoke (the, ----, a)

Q11 - An atheist does not believe in ....... God (a, the, ----)

Q12 - He never listens to ....... classical music (a, ----, the)

Q13 - You can pay that bill at ..... bank (the, ----, an)

Q14 - My flat is on ..... second floor (the, a, an)

Q15 - It was ...... excellent meal last night (the, an, ----)
116 Unit 21

Q16 - We usually have ...... dinner at eight (a, the, ----)

Q17 - I’m against ..... capital punishment (the, ----, a)

Q18 - .....Underground is a very convenient way of getting around

London (A, The, ----)

Q19 - Could you turn off ...... light when you leave? (a, ----, the)

Q20 - I don’t go to ...... theatre very often (a, the, ----)

Q21 - His birthday is on ...... fourth of May (a, the, ----)

Q22 - I bought ...... umbrella last week (an, a, ----)

Q23 - ..... roses are my favourite flowers (----, The, A)

Q24 - I don’t believe in ...... death penalty for any crime (----, a, the)

Q25 - Do you know how to use ....... computer? (a, an, ----)

Q26 - Would you like .... orange? (a, an, ----)

Q27 - Did you see the film on ..... TV last night? (the, ----, a)

Q28 - I’ve got to get to ...... post office before it closes (a, ----, the)

Q29 - It is ..... largest producer of computer keyboards in the world (the,

a, --)

Q30 - I always listen to ..... radio on my way into work (a, the, ----)

Q31 - ..... Andes are in South America (The, ----, An)

Q32 - An apple a day keeps ...... doctor away (a, ----, the)

Q33 - There is a major problem with ....... crime nowadays (----, the, a)

Q34 - Paris is ...... capital of France (a, ----, the)

Q35 - Could you close ..... door, please? (a, the, ----)

Q36 - They go to ....... church every week (----, a, the)

Q37 - They crashed because they had ..... burst tire (the, a, ----)

Q38 - Would you mind turning off ....lights when you leave? (----, the, a)

Q39 - The party was so loud that she asked them to turn ...... music down
(a, the, ----)

Q40 - They live in ...... lovely flat (the, ----, a)

Q41 - Their offices are on ....... fifth floor (----, the, a)

Q42 - We start ...... work at a quarter to nine (----, the, a)

Q43 - The only sport I enjoy is ...... rugby (----, the, a)

Q44 - It’s ...... old house and needs some work (the, an, a)

Q45 - I left it at ...... office (the, an, ----)

Q46 - Could you take ....... books you borrowed back to the library,
please? (----, the, a)

Q47 - Come in- ...... water’s lovely and warm (the, ----, a)

Q48 - He joined .... union when he started work (a, an, ----)

Q49 - It’s in ....... Milton Road (the, a, ----)

Q50 - It’s ...... second road on the right (----, the, a)

Q51 - He’s wearing ..... blue suit (a, ----, an)

Q52 - He’s wearing ...... tie I gave him (----, the, a)

Q53 - What time would you like ...... breakfast? (----, the, a)

Q54 - I don’t know anywhere in ...... world quite as beautiful as here (----
, the, a)

Q55 - We were stopped by ...... police last night (----, the, a)

Q56 - She’s been looking for ...... job since she was made redundant (----
, the, a)

Q57 - The River Nile is .... longest river of all (----, the, a)

Q58 - I was really angry because I missed ...... bus (----, the, a)
118 Unit 22

Unit 22

CONNECTIONS
By the end of this unit students should be able to:

Use different types of connectors including whether and if.

Identify functions of connectors.

Objectives

Summary
Grammar Point - Whether and If

The word whether is used to show that a choice has to be made:

Example a: ‘Do you want to go by air or by sea?’ the travel agent

asked.

→ The travel agent asked whether I wanted to go by air or by sea.

In this example we must choose to go by air or by sea.

Sometimes we use the expression whether or not.

Example b: ‘Do you want to go to Pemba or not?’ he asked.

→ He asked whether or not I wanted to go to Pemba.

If can also be used to show that a choice has to be made. In example a

above we could replace whether with if without changing the meaning of
the sentence.

With if we often don’t mention the second choice; it is implied. It’s not
necessary to mention it.

Example c: She asked me if I liked chocolate.

Exercise 1
Lucky George

“Today is going to be a lucky day for me,” announced George Beckstone

as he drank his first cup of coffee. “The first cup of coffee in the morning
is always the best,” he thought. “Everything is going to be fine.”

His wife, Muriel, a fat woman with black curly hair and a round moonlike
face, was frying eggs at the stove. “You’re a fool,” she said loudly,
looking at the stove but talking to George at the same time. “Just a
superstitious old fool. The only reason you feel lucky is because it’s
Friday and you don’t go to the office on Saturdays.” She turned around at
glared at George.

“You’re happy because you think you are going to play golf all day with
your friend Willie,” she shouted. “Well, let’s get one thing straight.
Tomorrow. Tomorrow you’re going to clean the basement first.” She
banged the eggs on the table and lit a cigarette. She blew smoke in
George’s face.

George looked at the eggs and then at his wife. He didn’t like eggs very
much especially the way Muriel cooked them, and he didn’t like cigarette
smoke, especially in the morning. But Muriel was different. A man likes
some things and loves others. A man doesn’t like some things, but other
things he just hates. George hated Muriel. According to George, life with
Muriel was not worth living. Today was going to be lucky, lucky for
George. George was going to kill Muriel.

1. Write some questions about the text for the following

answers.

__________________________________________________________?

Because he was going to kill Muriel.

__________________________________________________________?

No, he doesn’t.

__________________________________________________________?

With his friends.

__________________________________________________________?

In the kitchen.

__________________________________________________________?

Today.
120 Unit 22

Relevant and Irrelevant Information

2. The police came to George and Muriel’s house to

investigate her death. They asked many questions
because they wanted to discover how she died. Some
were obvious, but others weren’t. Some seemed stupid,
but others didn’t. Read the following questions and say if
they are relevant (good questions) or irrelevant (not
important). Why? What information can we learn from
the relevant questions?

Questions

1 What did Muriel eat for breakfast?

2 Why was Mrs. Herbert watching the Beckstone’s

kitchen?

3 How far is Willie’s house from the golf course?

4 Who won the game of golf?

5 Did George stay at the golf course all morning?

6 What kind of shoes was Muriel wearing?

7 Did Muriel have a lot of money?

8 How old was Muriel

9 Was the basement clean?

10 What did Muriel’s mother do from 11:45 a.m. to noon?

Example: I think question 6 is relevant because maybe Muriel fell and

died because of her shoes.

3. Below is a list of words we might hear during a police

investigation. Check the meanings of the words with
your colleagues, and then complete the sentences that
follow using the correct words.

die / dead / death / solve / solution / give evidence / take (down) evidence
/ according to / alibi / accident / accidental / observe / observant / crime /
guilty / murder / murderer / witness / policeman / police / details / clue /
innocent
 1. Mrs. Herbert is probably a good _____________ because she is very
curious and ______________.

2. The _______________ probably _______________ the evidence in his

notebook.

3. the police detective thinks George _______________ Muriel, so he is

looking for _____________.

4. _______________ George, he and Willie were playing golf all

morning, but the _______________ are probably going to check.

5. The police need more _______________ in order to _______________

the crime and arrest the _______________ person.

4. The following are some questions that the police asked George.
Use whether or if to make sentences based on the questions.

Example: Did George return home between 7:30 and 8:30? →

The police don’t know if George returned home between

7:30 and 8:30.

1. Did Mrs. Herbert tell the truth?

______________________________________________________

2. Did Muriel die accidentally?

_____________________________________________________

3. Did George push his wife down the stairs?

______________________________________________________

4. Did Muriel intend to clean the basement herself?

______________________________________________________

5. Did Muriel have an insurance policy?

______________________________________________________

5. There are many things the police don’t know about Muriel’s
death. Imagine that you are a police detective. Write some questions
you want to ask George.

Exercise 2

Connecting sentences and ideas

(1) Look at the following pairs of sentences and study the way we join
them together.

- I like Fanta. I don’t like Coke. → I like Fanta but I don’t like Coke.
122 Unit 22

- It was raining. I didn’t go the beach. → It was raining so I didn’t go to

the beach.

- I didn’t go to the beach. it was raining. → I didn’t go to the beach

because it was raining.

- I usually listen to music. I do my homework. → I usually listen to music

while I do my homework.

(2) The words in bold text are called connectors (but / so / because /
while). These are words or phrases we use to join two ideas.
They indicate the relationship between the two ideas which are
connected. Match the connectors used above with the following
functions.

1. To express a time relationship.

2. To express a reason.

3. To express a result.

4. To express a contrast.

(3) What are the functions of these connectors? Discuss with some
other students.

before / after / therefore / however / next / when / because / although / as

(4) Join the pairs of sentences in 1 above with as many connectors as

possible.

Example: I don’t like Coke, although I like Fanta.

Look at the position of the connectors – does it change?

Does the meaning of the sentence change when we use different

connecters?

(5) Choose 4 of these connectors and write your own sentences.

Writing - Biographies

Film stars, politicians and other well-known people often write books
about themselves. These stories, called autobiographies, are about all
those strange, interesting, funny and ordinary things which happen during
their lives. But you don’t need to be famous to write an autobiography.
Everybody’s life is interesting in its own way and deserves to be written
about. Some of us come from families that are poor; others come from
more comfortable circumstances. Whatever our background, it has made
us who we are, and therefore we can include it in our autobiography.
Here are some ideas to help you write a story about your life. Add
more parts if you want.

Part 1: I was born…….

What’s your full name? Why did your parents choose these names? Were
you named after someone? What date and day of the week were you
born? What time was it? Were you the first child in your family, or did
you already have brothers and sisters when you were born? Were there
any other important things happening in the world on that day?

Part 2: Childhood

Where did you grow up? Who did you live with? What did your parents
do for a living? When and where did you first go to school? What did you
like doing when you were a child? How did you go to school?

Part 3: School today

What school do you go to now? Do you enjoy school? What subjects are
you good at? Who are your friends at school?

Part 4: My own time

Do you still live in the same house? What jobs do you have to do at
home? What are your hobbies? What do you do in your free time? Who
do you live with now? Do you have a girlfriend/boyfriend?

Part 5: Today

What kind of person do you think you are? Is there a part of your
personality that you want to change? What are your hopes and dreams for
the future? What do you fear in the future and what do you look forward
to? What have your past experiences taught you about the world,
yourself, and other people?
124 Unit 23

Unit 23

ADVERBS AND ADJECTIVES

By the end of this unit students should be able to:

 Identify adverbs in a given text.

 Use ADVERBS to make sentences.

Objectives  Identify adjectives used to describe people and use them.

Summary
Adverbs
Adverbs modify verbs, adjectives, and other adverbs. (You can recognize
adverbs easily because many of them are formed by adding -ly to an
adjective, though that is not always the case.) The most common question
that adverbs answer is how.

Let's look at verbs first.

"She sang beautifully." Beautifully is an adverb that modifies sang. It tells

us how she sang.

"The cellist played carelessly." Carelessly is an adverb that modifies

played. It tells us how the cellist played.

Adverbs also modify adjectives and other adverbs.

Adjectives
Adjectives modify nouns. To modify means to change in some way. For
example:
"I ate a meal." Meal is a noun. We don't know what kind of meal; all we
know is that someone ate a meal.

"I ate an enormous lunch." Lunch is a noun, and enormous is an adjective

that modifies it. It tells us what kind of meal the person ate.
 Adjectives usually answer one of a few different questions: "What kind?"
or "Which?" or "How many?"

Exercise 1
Neighbours

1. Write one sentence about yourself using the following

adverbs.

always / usually / never / often / seldom / sometimes

The Neighbours

Miss Ann Johnson is twenty-seven years old. She lives alone in an

apartment on main Street. Her apartment is on the third floor. Miss
Johnson is a musician. She plays the piano. She practices for two hours
every day. She never plays the piano at home in the evening because she
works in a nightclub. She seldom practices in the morning because she
usually sleeps late. She usually sings and plays the piano in the afternoon
after lunch.

Mr. Wallace is the owner of thee apartment building. He lives on the first
floor. He’s an old man and seldom goes out. He is a retired banker. He is
a little deaf, but he loves radio programmes and television. He always
turns on the radio early in the morning. He usually listens to the radio all
morning and then turns on the TV after lunch. He never misses his
favourite TV shows. He turns up his radio and TV because he is deaf.
People in the street often hear the programmes too.

A family of four lives on the second floor. Mr. Post is a teacher. He

teaches English in a big high school. Mrs. Post is an engineer. She is Mr.
Post’s second wife. She doesn’t like Mr. Post’s two sons. She always
criticizes them. The boys are Michael and James. Michael is sixteen years
old and James is ten. She says the boys are lazy and noisy. They play
records in the morning and after school every day. They like loud music.
Mrs. Post usually feels sick in the morning because she has a headache.
She hates noise. The fourth apartment is on the top floor. It’s empty now.

Questions

1. Who does Ann Johnson live with?

2. Why doesn’t she play the piano in the evening?

3. What does Mr. Wallace do?

4. Why can people in the street hear the programmes too?

126 Unit 23

5. Why doesn’t Mrs. Post like Mr. Post’s two sons?

6. How many floors are in the building?

2. How often do these people do these things?

1 Miss Johnson plays the piano

2 Miss Johnson practices in the morning

3 Miss Johnson sings and plays after lunch

4 Mr. Wallace goes out

5 Mr. Wallace turns on the radio early

6 Mr. Wallace misses his favourite TV shows

7 People on the street hear the programmes

8 Mrs. Post criticizes the children

9 Mrs. Post feels sick in the morning

3. For this exercise work in a group. Read the story

again together and then complete the following
sentences. There are no exactly correct answers. You
must use your imagination. Do you have your own
ideas about the people in the story? Do you have
opinions about them? What can you guess about
them?

1. I think Mr. Post has a problem because …………………………..

2. I think Mrs. Post doesn’t like Mr. Wallace because ……………...

3. I think the fourth apartment is empty because ……………………

4. I think Mr. Wallace has a problem because ………………………

4. Look at these words and check the meanings with a friend. Then
read the text. Which words would you use to describe William
Wilson?

intelligent / trusting / elderly / boring / fortunate / suspicious / stupid /

unlucky / exciting / young
Exercise 2
1. Read the following text and answer questions that follow.

A Miracle

According to advertisements, certain products can produce miracles.

Consider what happened to Mr. William Wilson, for example. For
years Will, as his mother calls him, was the most unpopular man in
his company. Nobody ever invited him home for dinner. Nobody
even sent him a Christmas card except his aunt Agatha. In the
company cafeteria he was never asked to join the other salesmen who
laughed loudly and told jokes. Even his secretary seemed to avoid
him. She spoke to him as little as possible: “Yes, Sir”, “No, Sir”, and
“A call for you on line three”, was all she ever said to him. Last
month, however, everything changed. About the time that his Aunt
Agatha died, Will bought a bottle of after-shave lotion. It Was quite
expensive, but with half a million dollars his aunt left him in her will,
he could afford it. After that his life changed. Today he is like a new
man. The secretaries in the office smile and wave at him. He never
sits alone in the cafeteria; in fact, he is usually surrounded by women.

Questions

1. Why did nobody ever send William a Christmas card?

2. How often was he asked to join the other salesmen to tell

jokes?

3. Do you think his secretary liked him? Why, or why not?

4. Why did his life change?

5. How has his life changed?

6. Look at the following phrase from the text – as little as

possible. Discuss this phrase.

Can you make similar phrases using other words besides little?

Writing

2. Write a short composition about your neighbours. Give your

opinions about them. Give examples to say why you have those
opinions.
128 Unit 24

Unit 24

READING
By the end of this unit students should be able to:

 Develop the ability to read and to comprehend what they read.

 Develop the knowledge, skills, and experiences they must have if

they are to become competent and enthusiastic readers.
Objectives

Summary
Comprehension is the only reason for reading. Without comprehension,
reading is a frustrating, pointless exercise in word calling.

Teaching reading comprehension is an active process of constructing

meaning, not skill application. The act of constructing meaning is:
Interactive – It involves not just the reader, but the text and the
context in which reading takes place.
Strategic – Readers have purposes for their reading and use a variety
of strategies as they construct meaning.
Adaptable – Readers change the strategies they use as they read
different kinds of text or as they read for different purposes.

Exercises
1. There are many words missing from this story. Put the
correct words in the spaces to complete the story. The
story is in the Present Simple.
The Wolf and the Dog

A wolf _____ looking for food. He _____ very hungry. One

evening, _____ sees some chickens. He wants to eat the chickens,
but there _____ a dog in the yard too. The dog _____ very big
_____ strong. The wolf does _____ want to fight the dog, but he
_____ very hungry. _____ waits near the chickens.

The wolf sees _____ man come out of the house. The man gives
some food to the dog. Then _____ goes back in the house.

“Good evening,” the wolf says to the dog.

“Good evening,” answers the dog. He _____ eating _____ dinner.

The wolf says, “_____ you get food every day?”

“Two times a day,” answers _____ dog. “_____ get breakfast

_____ the morning and dinner _____ the evening.” He eats some
more food. Then he looks at the wolf. “Are _____ hungry? Come
live here with me. This _____ a good life. I help the man a little.
_____ night I sleep near the chickens. No animals can get them.”

The dog eats all _____ dinner and sits down. He says to the wolf,
“You are always running and fighting. _____ life is not easy. Come
live here. Life _____ easy here.”

The wolf sits down near the dog. He thinks, “Why not? I can eat
every day here, and _____ can have a friend.”

But then _____ looks at the dog.

“What is that under _____ ears?” he asks.

“What?” says the dog.

“Look at _____ neck! It is all red!” says the wolf.

“Oh, that is nothing,” says the dog.

“Nothing!” says the wolf. “It _____ terrible!”

“No, no,” says the dog. “It is the chain. In the day, the farmer puts a
chain on _____ neck.”

“A chain!” says the wolf. “So you can’t run. You must stay there
by the house all day!”

“Yes,” answers the dog.

“Then no, thank you, my friend. I cannot stay here with _____. I do
not want a chain on _____ neck. I _____ going back to _____ old
life. Good-bye!”
130 Unit 24

And the wolf runs away, still hungry.

2. Read the story below about The Boy and The Wolf and
complete it.

Kamal lives in _____ little village. Every day _____ goes out with
his sheep. He stays with the sheep all day. _____ the evening
_____ comes back to the village.

One day the boy thinks, “_____ do not like this! I am with the
sheep all day. The sheep _____ not want to talk, and _____ do not
listen to me. What can _____ do?”

Kamal sits there for some time. Then _____ says, “I know!” And
he shouts, “Wolf! Wolf!”

In a few minutes, people come running from the village.

“Where _____ the wolf?” _____ ask.

“Oh, there _____ no wolf,” says _____ boy. “I wanted to see you
and talk to _____.”

The people _____ not happy. They go back to the village. “That
bad boy!” they say.

The next day, Kamal _____ with his sheep. Again, he _____ not
want to be alone. He cries, “Wolf, wolf!”

Again, the people come from _____ village. This time, _____ are
very angry. “_____ must not do that again!” they say. “Next time,
_____ are not going to listen.” And they go back to their work.

That same afternoon, Kamal is alone with _____ sheep. _____ is

almost asleep. Then he hears something in the trees,. He opens
_____ eyes. It _____ a wolf. The wolf _____ coming to eat his
sheep.

“Help! Help!” shouts Kamal. “There _____ a wolf!”

The people in the village hear the boy, but this time _____ do not
want to come.So Kamal runs away, and the wolf kills and eats all
the sheep.
 3. Read the following story Two sisters and The Cat and
answer the questions below.

Mrs. Wilson and Mrs. Smith are sisters. Mrs. Wilson lives in a
house in Duncan and Mrs. Smith lives in a condominium in
Victoria. One day Mrs. Wilson visited her sister. When her sister
answered the door Mrs. Wilson saw tears in her eyes. "What's the
matter?" she asked. Mrs. Smith said "My cat Sammy died last night
and I have no place to bury him".

She began to cry again. Mrs. Wilson was very sad because she
knew her sister loved the cat very much. Suddenly Mrs. Wilson
said "I can bury your cat in my garden in Duncan and you can
come and visit him sometimes. Mrs. Smith stopped crying and the
two sisters had tea together and a nice visit.

It was now five o'clock and Mrs. Wilson said it was time for her to
go home. She put on her hat, coat and gloves and Mrs. Smith put
the dead Sammy into a shopping bag. Mrs. Wilson took the
shopping bag and walked to the bus stop. She waited a long time
for the bus so she bought a newspaper. When the bus arrived she
got on the bus, sat down and put the shopping bag on the floor
beside her feet. She then began to read the newspaper. When the
bus arrived at her bus stop she got off the bus and walked for about
two minutes. Suddenly she remembered she left the shopping bag
on the bus.

1. Where does Mrs. Smith live?

2. Why is Mrs. Smith upset?

3. What did Mrs. Wilson do?

4. Who did Sammy the cat live with?

5. What time did Mrs. Wilson go home?

6. How did Mrs. Wilson go home?

7. What did Mrs. Wilson forget?

8. Where did Sammy die?

4. Read the following story The Hours that Count in my

Life and answer the questions below.

Time is very important in our lives. It organizes our everyday

moments. However, time never had any importance in my life until
I received a watch from my father that organized my life and made
me more responsible. It came from Denmark to the U.A.E. jewelry
shop in a gray box. It weighs 8 oz. It's round in the center with two
silver bands that go around my wrist. And all of it is made of silver.
132 Unit 24

This object tells me the importance of time in my life.

I received this gift on a gray-sky day. I had to go to the airport at

9:00 AM to pick up my Uncle Ali and take him to my father's
house. However, I was late because I was hanging out with my
friends. Later on that day, around 11:00 AM, I remembered my
uncle, but I was very late for him. He had left the airport and taken
a taxi to my father's house.

I got to my father's house at 2:00 PM on the same day and looked

at my angry father's face. I felt ashamed of myself at that moment.
After I said hi to my angry father and tired uncle, my father asked
me to sit next to him where he handed me this watch which was a
gift from him. Then he said, "Essa did you have fun with your
friends today?" I answered, "Yes father, and I'm sorry about not
picking up my Uncle Ali." He said, "What you did was not very
nice and you should be sorry for your actions." I was ashamed and
said, "Father I'll never do it again. I promise." He said, "I hope
today you learned something important, and this watch will be a
reminder for you." He told me to take this watch and use it as an
organizer of my life.

I learned a very important lesson from my father: to respect time

and never be late to get someone. This watch is important to me,
not because of its price, but because of the lesson that I learned
from it.
(1) When did time become important to Essa?

(2) Which of these is not true about Essa’s watch?

It came from his father.

It weighed about one pound.

It was made of silver.

It will be a reminder to Essa.

It helps to organize his life.

(3) Which of the following is true?

Essa was playing with his friends at 2:00 PM.

Uncle Ali took a taxi to Essa's father's house.

Essa was supposed to pick up his father at the airport.

Essa never tried to pick up his uncle at the airport.

Essa's uncle had only been on a short trip.

(4) Which happened last?

Essa was playing with his friends.

Essa went to meet his Uncle Ali at the airport.

Essa's father talked with him about being on time.

Essa got a watch.

Essa arrived at his father's house.

(5) At the end of the story, which was NOT important to Essa?

Pleasing his father

Playing with his friends

The watch

The price of the watch

Being on time and treating people nicely.

134 Bibliography

Bibliography
Soares L and J (2009): New Headway Elementary 3rd edition United
Kingdom: Oxford University Press

Soares L and J (2009): New Headway Elementary Workbook 3rd

edition United Kingdom: Oxford University Press

Soares L and J (2009): New Headway Pre-Intermediate 3rd edition

United Kingdom: Oxford University Press

Soares L and J (2009): New Headway Pre-Intermediate Workbook 3rd

edition United Kingdom: Oxford University Press

UCM - FACULTY OF EDUCATION AND COMMUNICATION; -

(2006) Ano Propedeutico English Course English Department.

UCM - FACULTY OF EDUCATION AND COMMUNICATION; -

(2006) First Year English Course English Department

Murphy R and Smalzer, W (2002) Basic Grammar in Use 2nd edition

United Kingdom: Cambridge University Press