Modulo de Inglês

MANUAL DO CURSO DE LICENCIATURA
do
TRONCO COMUM
1º Ano
Disciplina/Módulo: INGLÊS
Código: ISCED11-LIECFC001
Total Horas/1o Semestre: 100
Créditos (SNATCA): 4
Número de Temas: 13
INSTITUTO SUPER
INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO A DISTÂNCIA - ISCED

Direitos de autor (copyright)
Este manual é propriedade do Instituto Superior de Ciências e Educação a Distância (ISCED),
e contêm reservados todos os direitos. É proibida a duplicação ou reprodução parcial ou
total deste manual, sob quaisquer formas ou por quaisquer meios (electrónicos, mecânico,
gravação, fotocópia ou outros), sem permissão expressa de entidade editora (Instituto
Superior de Ciências e Educação a Distância (ISCED).
A não observância do acima estipulado o infractor é passível a aplicação de processos
judiciais em vigor no País.
Instituto Superior de Ciências e Educação a Distância (ISCED)

Coordenação do Programa de Licenciaturas
Rua Dr. Lacerda de Almeida. No 211, Ponta - Gea
Beira - Moçambique
Telefone: 23323501
Cel: +258 823055839
Fax: 23323501
E-mail: direcção@isced.ac.mz
Website: www.isced.ac.mz
Agradecimentos
O Instituto Superior de Ciências e Educação a Distância (ISCED) e o autor do presente manual

agradecem a colaboração dos seguintes indivíduos e instituições na elaboração deste
manual:
Pela coordenação Direcção Acadêmica do ISCED
Pelo design Direcção de Qualidade e Avaliação do ISCED

Financiamento e logística Instituto Africano de Promoção da Educação
à Distância (IAPED)
Pela revisão final Dr. Conde Estunco
Elaborado por:
Dr. Fernando Audusto Fazenda – Licenciado em Ensino de Inglês pela Universidade
Pedagógica
Table of contents
Instituto Superior de Ciências e Educação a Distância (ISCED) 1

Appendixes: Websites............................................................................. 2
Visão geral 1
Bem-vindo ao Módulo de Inglês .................................................................................... 1
Objectivos do Módulo ................................................................................................... 1
Quem deveria estudar este módulo .............................................................................. 3
Como está estruturado este módulo ............................................................................. 3
Ícones de actividade ...................................................................................................... 4
Habilidades de estudo ................................................................................................... 4
Precisa de apoio? .......................................................................................................... 6
Tarefas (avaliação e auto-avaliação) .............................................................................. 7
Avaliação ....................................................................................................................... 7
Possible variations of the basic form: ........................................................... 43
STEP 1. CHOOSE A TOPIC 66
Tasks and exercises 66
i. Made in Mozambique 66
67
Tasks and exercises 67
STEP 3. STATE YOUR THESIS 70
STEP 4. MAKE A TENTATIVE OUTLINE 70
STEP 5. ORGANIZE YOUR NOTES 71
STEP 6. WRITE YOUR FIRST DRAFT 73
The Car-jacking 82
The Car-jacking 83
Here are some general rules about spelling .................................................... 84
Websites .......................................................................................... 95
http://dictionary.cambridge.org ................................................................ 95
http.//digital.library.upenn.edu/books ......................................................... 95
http://free-esl.comwww.eslall.com ............................................................ 95
www.antimoon.com ............................................................................. 95
www.britishcouncil.org .......................................................................... 95
www.esl.tower.com ............................................................................. 95
www.examenglish.com .......................................................................... 95
www.english-hilfen.com ......................................................................... 95
www.englishclub.com ........................................................................... 95
www.englishjet.com ............................................................................. 95
www.esl-galaxy.com ............................................................................. 95
www.piffe.com ................................................................................... 95
www.studyenglishtoday.net .................................................................... 95
www.usingenglish.com .......................................................................... 95
www.webenglishteacher.com/research ........................................................ 95
Unit 10 practice and exercise 64

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

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

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

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

Este Módulo foi concebido para estudantes do 1º ano de todos os
cursos de licenciatura do ISCED. Poderá ocorrer, contudo, que haja
leitores que queiram se actualizar e consolidar seus
conhecimentos nessa disciplina, esses serão bem-vindos, não
sendo necessário para tal se inscrever. Mas poderá adquirir o
manual.
Como está estruturado este módulo
Este módulo de Inglês, para estudantes do 1º ano dos cursos do

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

Tarefas de auto-avaliação para este módulo encontram-se no final
de cada unidade temática e de cada tema. As tarefas dos
exercícios de auto-avaliação apresentam duas características:
primeiro apresentam exercícios resolvidos com detalhes. Segundo,
exercícios que mostram apenas respostas.
Tarefas de avaliação devem ser semelhantes às de auto-avaliação
mas sem mostrar os passos e devem obedecer o grau crescente de
dificuldades do processo de aprendizagem, umas a seguir a outras.
Parte das tarefas de avaliação será objecto dos trabalhos de
campo a serem entregues aos tutores/docentes para efeitos de
correcção e subsequentemente nota. Também constará do exame
do fim do módulo. Pelo que, caro estudante, fazer todos os
exercícios de avaliação é uma grande vantagem.
Comentários e sugestões
Use este espaço para dar sugestões valiosas, sobre determinados
aspectos, quer de natureza científica, quer de natureza diadáctico-
pedagógica, etc sobre como deveriam ser ou estar apresentadas.
Pode ser que graças as suas observações, o próximo módulo
venha a ser melhorado.
Ícones de actividade
Ao longo deste manual irá encontrar uma série de ícones nas
margens das folhas. Estes icones servem para identificar
diferentes partes do processo de aprendizagem. Podem indicar
uma parcela específica de texto, uma nova actividade ou tarefa,
uma mudança de actividade, etc.
Habilidades de estudo
O principal objectivo deste capítulo é o de ensinar aprender a
aprender. Aprender aprende-se.
Durante a formação e desenvolvimento de competências, para
facilitar a aprendizagem e alcançar melhores resultados, implicará
empenho, dedicação e disciplina no estudo. Isto é, os bons
resultados apenas se conseguem com estratégias eficientes e
eficazes. Por isso é importante saber como, onde e quando
estudar. Apresentamos algumas sugestões com as quais esperamos
que caro estudante possa rentabilizar o tempo dedicado aos
estudos, procedendo como se segue:
1º Praticar a leitura. Aprender a Distância exige alto domínio de
leitura.
2º Fazer leitura diagonal aos conteúdos (leitura corrida).
3º Voltar a fazer leitura, desta vez para a compreensão e
assimilação crítica dos conteúdos (ESTUDAR).
4º Fazer seminário (debate em grupos), para comprovar se a sua
aprendizagem confere ou não com a dos colegas e com o padrão.
5º Fazer TC (Trabalho de Campo), algumas actividades práticas ou
as de estudo de caso se existir.
IMPORTANTE: Em observância ao triângulo modo-espaço-tempo,
respectivamente como, onde e quando, estudar, como foi referido
no início deste item, antes de organizar os seus momentos de
estudo reflicta sobre o ambiente de estudo que seria ideal para si:
Estudo melhor em casa/biblioteca/café/outro lugar? Estudo
melhor à noite/de manhã/de tarde/fins-de-semana/ao longo da
semana? Estudo melhor com música/num sítio sossegado/num
sítio barulhento!? Preciso de intervalo em cada 30 minutos, em
cada hora, etc.
É impossível estudar numa noite tudo o que devia ter sido
estudado durante um determinado período de tempo; Deve
estudar cada ponto da matéria em profundidade e passar só ao
seguinte quando achar que já domina bem o anterior.
Privilegia-se saber bem (com profundidade) o pouco que puder ler
e estudar, que saber tudo superficialmente! Mas a melhor opção é
juntar o útil ao agradável: Saber com profundidade todos
conteúdos de cada tema, no módulo.
Dica importante: não recomendamos estudar seguidamente por
tempo superior a uma hora. Estudar por tempo de uma hora
intercalado por 10 (dez) a 15 (quinze) minutos de descanso
(chama-se descanso à mudança de actividades). Ou seja que
durante o intervalo não se continuar a tratar dos mesmos assuntos
das actividades obrigatórias.
Uma longa exposição aos estudos ou ao trabalho intelectual
obrigatório, pode conduzir ao efeito contrário: baixar o rendimento
da aprendizagem. Por que o estudante acumula um elevado
volume de trabalho, em termos de estudos, em pouco tempo,
criando interferência entre os conhecimentos, perde sequência
lógica, por fim ao perceber que estuda tanto mas não aprende, cai
em insegurança, depressão e desespero, por se achar injustamente
incapaz!
Não estude na última da hora; quando se trate de fazer alguma
avaliação. Aprenda a ser estudante de facto (aquele que estuda
sistematicamente), não estudar apenas para responder a questões
de alguma avaliação, mas sim estude para a vida, sobre tudo,
estude pensando na sua utilidade como futuro profissional, na área
em que está a se formar.
Organize na sua agenda um horário onde define a que horas e que
matérias deve estudar durante a semana; Face ao tempo livre que
resta, deve decidir como o utilizar produtivamente, decidindo
quanto tempo será dedicado ao estudo e a outras actividades.
É importante identificar as ideias principais de um texto, pois será
uma necessidade para o estudo das diversas matérias que
compõem o curso: A colocação de notas nas margens pode ajudar
a estruturar a matéria de modo que seja mais fácil identificar as
partes que está a estudar e Pode escrever conclusões, exemplos,
vantagens, definições, datas, nomes, pode também utilizar a
margem para colocar comentários seus relacionados com o que
está a ler; a melhor altura para sublinhar é imediatamente a seguir
à compreensão do texto e não depois de uma primeira leitura;
Utilizar o dicionário sempre que surja um conceito cujo significado
não conhece ou não lhe é familiar;
Precisa de apoio?
Caro estudante, temos a certeza que por uma ou por outra razão, o
material de estudos impresso, lhe pode suscitar algumas dúvidas
como falta de clareza, alguns erros de concordância, prováveis
erros ortográficos, falta de clareza, fraca visibilidade, páginas
trocadas ou invertidas, etc). Nestes casos, contacte os serviços de
atendimento e apoio ao estudante do seu Centro de Recursos (CR),
via telefone, sms, e-mail, se tiver tempo, escreva mesmo uma carta
participando a preocupação.
Uma das atribuições dos Gestores dos CR e seus assistentes
(Pedagógico e Administrativo), é a de monitorar e garantir a sua
aprendizagem com qualidade e sucesso. Dai a relevância da
comunicação no Ensino a Distância (EAD), onde o recurso as TIC se
torna incontornável: entre estudantes, estudante – Tutor,
estudante – CR, etc.
As sessões presenciais são um momento em que você caro
estudante, tem a oportunidade de interagir fisicamente com staff
do seu CR, com tutores ou com parte da equipa central do ISCED
indigitada para acompanhar as sua sessões presenciais. Neste
período pode apresentar dúvidas, tratar assuntos de natureza
pedagógica e/ou administrativa.
O estudo em grupo, que está estimado para ocupar cerca de 30%
do tempo de estudos a distância, é muita importância, na medida
em que permite lhe situar, em termos do grau de aprendizagem
com relação aos outros colegas. Desta maneira ficará a saber se
precisa de apoio ou precisa de apoiar aos colegas. Desenvolver
hábito de debater assuntos relacionados com os conteúdos
programáticos, constantes nos diferentes temas e unidade
temática, no módulo.
Tarefas (avaliação e auto-avaliação)
O estudante deve realizar todas as tarefas (exercícios, actividades e
autoavaliação), contudo nem todas deverão ser entregues, mas é
importante que sejam realizadas. As tarefas devem ser entregues
duas semanas antes das sessões presenciais seguintes.
Para cada tarefa serão estabelecidos prazos de entrega, e o não
cumprimento dos prazos de entrega, implica a não classificação do
estudante. Tenha sempre presente que a nota dos trabalhos de
campo conta e é decisiva para ser admitido ao exame final da
disciplina/módulo.
Os trabalhos devem ser entregues ao Centro de Recursos (CR) e os
mesmos devem ser dirigidos ao tutor/docente.
Podem ser utilizadas diferentes fontes e materiais de pesquisa,
contudo os mesmos devem ser devidamente referenciados,
respeitando os direitos do autor.
O plágio1 é uma violação do direito intelectual do(s) autor(es). Uma
transcrição à letra de mais de 8 (oito) palavras do texto de um
autor, sem o citar é considerado plágio. A honestidade, humildade
científica e o respeito pelos direitos autorais devem caracterizar a
realização dos trabalhos e seu autor (estudante do ISCED).
Avaliação
Muitos perguntam: como é possível avaliar estudantes à distância,
estando eles fisicamente separados e muito distantes do
docente/tutor!? Nós dissemos: Sim é muito possível, talvez seja
uma avaliação mais fiável e consistente.
Você será avaliado durante os estudos à distância que contam com
um mínimo de 90% do total de tempo que precisa de estudar os
conteúdos do seu módulo. Quando o tempo de contacto presencial
conta com um máximo de 10%) do total de tempo do módulo. A
avaliação do estudante consta detalhada do regulamento de
avaliação.
Os trabalhos de campo por si realizados, durante estudos e
aprendizagem no campo, pesam 25% e servem para a nota de
frequência para ir aos exames.
Os exames são realizados no final da cadeira disciplina ou modulo e
decorrem durante as sessões presenciais. Os exames pesam no
mínimo 75%, o que adicionado aos 25% da média de frequência,
determinam a nota final com a qual o estudante conclui a cadeira.
A nota de 10 (dez) valores é a nota mínima de conclusão da
cadeira.
Nesta cadeira o estudante deverá realizar pelo menos 2 (dois)
trabalhos e 1 (um) (exame).
1 Plágio - copiar ou assinar parcial ou totalmente uma obra literária, propriedade

intelectual de outras pessoas, sem prévia autorização.
Algumas actividades práticas, relatórios e reflexões serão utilizados
como ferramentas de avaliação formativa.
Durante a realização das avaliações, os estudantes devem ter em
consideração a apresentação, a coerência textual, o grau de
cientificidade, a forma de conclusão dos assuntos, as
recomendações, a identificação das referências bibliográficas
utilizadas, o respeito pelos direitos do autor, entre outros.
Os objectivos e critérios de avaliação constam do Regulamento de
Avaliação.
UNIT-1
Present Simple and Present Continuous
LESSONS-1/2
Present simple and present continuous
Tasks and exercises
I
Match activities with images: Example: 1. play piano = (c)
1. play piano / 2. go to the movies / 3.listen to music / 4. cook / 5. read books 6. play
guitar /
7. play computer games / 8. go dancing / 9. go bicycle riding 10. go for a walk /
11. run / 12 . play cards / 13. watch TV / 14. swim / 15. go fishing / 16. play
basketball / 17. play piano / 18 . play chess :
a) b) c) d)
e) f) g) h) i)
9
k) l) m) n)
o) p) q) r) s)
II
What do the following people like to do during their leisure time?
Example: My uncle likes to play computer games.
NOW YOU:
1. I like to ……..
2. My mother (or father) likes to………….
3. My best friend likes to ……
4. My wife/husband (or companion) likes to …….
5. My brother likes to ……
6. My sister likes to ……
10
Task three
Ask 5 classmates what they like to do. Fill in the chart below:
Do you like to Do you like to Do you like to Do you like to Do you like to
Example: play read books? go for a walk? go surfing? play chess?
basketball?
Student Name
Alison Yes No Yes Yes No
Bruce No Yes No No Yes
Kevin No Yes Yes Yes Yes
Tammy Yes Yes Yes No Yes
Tim No No Yes Yes No
NOW YOU:
Student Name
Do you like to Do you like to Do you like to Do you like to Do you like to
play computer read books? go dancing? watch TV? swim?
games?
………………………………………………………………………………………………………………………………….. etc
LESSONS-3/4
Adverbs Of Frequency
Adverbs Of Frequency
Adverbs of frequency tell how often or how frequently somebody does something.
Study this:
Amount Of Time Adverb

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

Subject + Adverb Of Frequency + Verb
Oscar usually plays cards on Friday night.
11
Blanche always works in the garden on weekends.
Tasks and exercises
I
Add the frequency adverbs to the sentences below.
Example: (always) John always goes bicycle riding on his day off.
1. (rarely) Henry ___________ plays guitar on Sunday morning.

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

(10%) Theresa __________ plays piano.
(0%) Harry __________ plays basketball on Monday morning.
(30%) Andrea __________ watches TV after work.
(50%) Tom __________ goes rollerblading on his day off from work.
(70%) Alice __________ swims in the pool at the gym.
(80%) Sonya __________ listens to music when she has free time.
III
Read these dialogs. Practice these dialogs with a classmate.
Dialog 1
Mary: Billy, name something that you always do on Friday night.
Billy: I always play cards on Friday night.
Dialog 2
Billy: Mary, name something that you never do on Saturday afternoon.
Mary: I never go rollerblading on Saturday afternoon.
Dialog 3
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Mary: Billy, name something that you sometimes do on Sunday morning.
Billy: I sometimes go fishing on Sunday morning.
Dialog 4
Robert: How often do you watch TV when you have free time?
Greg: I usually watch TV when I have free time.
Dialog 5
Leslie: How often do you work in the garden on weekends?
Audrey: I often work in the garden on weekends.
Dialog 6
Joan: How often do you go bungee jumping on you day off from work?
Mark: I never go bungee jumping on my day off from work.
Dialog 7
Ben: How often do you cook?
Harvey: I seldom cook.
IV
(Speaking)
Answer these questions with a complete sentence that contains an adverb of frequency.
Example: Name something that you always do on Saturday morning. > I always run on
Saturday morning. NOW YOU /CHOOSE AT LEAST 10 OF THE FOLLOWING ACTIVITIES
BELOW:
Name something Name something Name something Name something Name something
that you always do that you usually do that you often do that you that you seldom do
on Saturday on Saturday on Saturday night. sometimes do on on Saturday
morning. afternoon. Saturday morning. afternoon.
Name something Name something Name something Name something Name something
that you rarely do that you never do that you rarely do that you always do that you seldom do
on Saturday night. on Saturday on Saturday on Saturday night. on Sunday
morning. afternoon. morning.
LESSONS-5/6
Present Progressive
The Present Progessive Tense, Information Questions, Short Answers
13
The present progressive is used to talk about what is happening right now.
Subject + Be + Main Verb + ing
She is pouring a cup of tea.
She is drinking a cup of coffee.
A sentence in the present progressive can begin with a contraction.
Contraction Of Subject And Be + Main Verb + ing
She’s pouring a cup of tea.

She’s drinking a cup of coffee.
Tasks and exercises

I
(speaking)
What’s she doing? What’s she doing?

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

What is she doing?
Sometimes information questions begin with a contraction.
14
Contraction of What And Be + Subject + Main Verb + ing?
What’s she doing?
Short Answer questions in the present progressive begin with Be.
Be + Subject + Main Verb + ing

Is she drinking a cup of tea?
Are you pouring a cup of coffee?
Short Answers contain the subject and Be. A negative short answer
usually has a
contra
ction.
Yes/No + Subject + Be + (Not) No, + Subject + Contraction Of
Be And
Not
Yes, she is. No, she isn’t.
No, she is not.
II
(Speaking)
What are you doing?

I’m holding a cat.
Are you holding Fred?
Yes, I am.
Is Fred a cat?
Yes, he is.
Are you holding a dog?
No, I’m not.
Is Fred a dog?
No, he isn’t.
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What is Fred doing?
Fred is playing with a ribbon.
Is he sleeping?
No, he’s isn’t.
Is he playing with a ribbon?
Yes, he is.
What’s he doing?
He’s sleeping.
Is he playing?
No, he isn’t.
Is he sleeping?
Yes, he is.
What are you doing?

We’re taking pictures.
Are you watching TV?
No, we aren’t.
Are you taking pictures?
Yes, we are.
Sometimes the main verb has a spelling change in the present progressive tense.
Spelling Rules
1. When a verb ends in a consonant and e, drop the e and add ing.
take = taking dance = dancing ride = riding use = using drive = driving
2. When a verb ends in one vowel and one consonant, double the consonant and add
ing.
run = running hug = hugging
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But, there is an exception to this rule. When a verb ends in w, x, or y, do not double
these consonants.
play = playing fix = fixing sew = sewing
3. When a verb ends in two consonants, do not double the consonant.

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

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

Example: 1) they’re jumping in the pool = . picture j
1. They’re jumping into the pool. / 2.He’s talking. / 3. He’s driving. / 4. They’re
walking.
5. He’s cooking. / 6. He’s reading. / 7. They’re walking. / 7. She’s sleeping. / 8.
He’s sewing . / 9. They’re riding horses. / 10. They’re running. / 11. He’s using
the computer.
a) b)
c) d) e)
17
f) g) h)
i) j)
k)
IV
Write questions for each of the images in the previous exercise.
Example:
Image a ) > What are they doing?
1.
Now answer your own questions with complete sentences.
Example: They’re jumping into the pool.
2.
Answer the questions with complete sentences:
Examples: Image a) Are they running? >> Yes, they are.
Image b) Are they eating? >> No, they aren’t.
18
a) b)
c) d) e)
Is he Playing the piano? Is she sleeping? Is he using the computer?
f) g) h)
Is he sewing? Is he fishing? Is he riding a

bike?
i) j) k)
Are they walking? Are they dancing? Is he reading?
19
LESSONS-7/8
Verb to Have
Talking About Health Problems
When someone has a health problem, the verb have is often used.
I have an allergy. We have an allergy.

You have an All of you have an
allergy. allergy.
He has an allergy. They have an allergy.
She has an
allergy.
Tasks and exercises

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

1. I__________ a backache. 8. He __________ asthma.
2. You __________ an earache. 9. You __________ a headache.
3. She __________ a fever. 10. He __________ a sore throat.
4. We __________ an allergy. 11. She __________ a burn.
5. He __________ a cough. 12. I __________ a cold.
6. They _________ a stomach ache. 13. They __________ chicken pox.
7. We __________ a toothache.
III
21
Read each sentence and review any vocabulary that you do not know. Then, fill in the
blank with the correct form of have.
1. His ear hurts. He __________ an earache.
2. My tooth hurts. I__________ a toothache.
3. Jill is short of breath. She __________ asthma.
4. Your back hurts. You __________ a backache.
5. Your throat hurts. You __________ a sore throat.
6. Bill and Don ate too much food. They __________ a stomach ache.
7. My nose is congested. I __________ a cold.
8. Kelly and I __________ a temperature over 100F. We __________ a fever.
9. I spilled hot water on my hand. I __________ a burn on my hand.
10. Mary __________ red spots on her skin. She __________ chicken pox.
11. Carl takes cough medicine. He __________ a cough.
12. Erin’s head hurts. She __________ a headache.
13. I sneeze when I am outside. I __________an allergy.
LESSONS-9/10
Exercises-revision of the unit
Simple Present and present progressiveTense

Tasks and exercises
1. Every 10 years, the U.S. Census (nscout) ___counts____ every resident in the
United
States.
2. The federal government (ksema) _____________ political decisions.
3. Richard (rdinsk) ___________ a large cup of coffee at work every morning.
4. Cathy (si) ____________ a census taker.
5. Census takers (od) ____________ many things.
6. Each day, census takers (rnut ni) ____________ their completed work to the
crew leader.
7. He is now (wiknorg) ____________ at the U.S. Census office.
8. A census taker (resdorc) _____________ the responses on paper.
9. The U.S. Census Bureau (sha) _____________ many temporary job positions for
census
takers.
10. A census taker (nocduts) _____________ interviews.
UNIT-2 Past Simple
LESSONS-11/12
22
Irregular Past Tense Verbs
And Question Formation In The Past Tense
Some English verbs have irregular past tense forms. For example, the past tense form of
eat is ate. This is the past tense of is conjugation of eat:
I ate
You ate
He ate
She ate
We ate
They ate
Example
Tim, Rita, and Karin ran the marathon yesterday. (from the verb “run”)
The past tense forms of these verbs are irregular.
bring – break - broke buy – bought catch – caught come – came do – did
brought
drink – drank drive - drove fly - flew get – got go – went have – had
hear - heard meet - met pay -paid put – put ride - rode run - ran
see – saw send - sent sleep – slept stand – stood think – write – wrote
thought
Tasks and
exercises
I
Write the past tense form of the verb in the blank.
Example: Melinda __came__ (come) home at 5:00 yesterday afternoon.

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

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

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

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

Where did Bill meet his best friend? Bill met his best friend at school.
What asks for information about things.
25
What did Joe eat for lunch? Joe ate a hamburger.
Who asks about people.

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

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

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

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

Tasks and exercises
I
Fill in the blank with the correct form of the verb.
Example #1: When did Julianne _see__ a movie? Example #2: When did you last write
an e-mail?
Julianne _saw_ a movie Saturday afternoon. I _wrote_ an e-mail this morning.
1. When did you_______ the laundry? 17. When did you _______a baby cry?
We________the laundry this morning? We_______a baby cry last night.
2. How many minutes did Mark_______in line at the post office? 18. When did you last
_______the rent?
Mark________in line at the post office for 30 minutes this morning. I_______the rent
on the first May.
3. What time did Lisa_______up this morning? 19. When did you_______your arm?
Lisa_______up at 7:30 this morning. I_______my arm two years ago.
4. When did Barry_______go downtown? 20. Who did Bill_______at school?
Barry_______downtown last week. Bill________his best friend at school.
5. What did Nick________to class yesterday? 21. When did you last drink a Coca-Cola?
Nick_______his dictionary to class yesterday. I________ a Coca-Cola yesterday.
6. What time did Annette ___________ supper yesterday? 22. When did you last do the
laundry?
Annette __________ supper at 6:00 yesterday. I _______ the laundry on Tuesday.
26
7. When did Marie_______new clothes? 23. Where did you last stand in line?
Marie_______new clothes last week. I_______in line at the grocery store.
8. Where did Josh_______his coat? 24. Where did you go last weekend?
Josh_______his coat in the closet. I________to the park.
9. Where did Frank __________ a fish? 25. Where did you buy your shoes?
Frank __________ a fish at the lake. I_______ my shoes at Macy’s.
10. When did Ben and Yolanda______about their family? 26. When did you last drive a
car?
Ben and Yolanda __________ about their family this morning. I________a car this
morning.
11. When did Charlie __________ a marathon? 27. When did you last fly in an airplane?
Charlie _______________ a marathon in October. I________in an airplane last year.
12. How many cups of coffee did Harry __________ this morning? 28. When did you last
hear a baby cry?
Harry __________ 5 cups of coffee this morning. I_______ a baby cry this morning.
13. When did Stanley ___________ to the beach? 29. Where did you last break a glass?
Stanley __________ to the beach last summer. I_______a glass in the kitchen.
14. Where did Deborah __________ her bicycle on Sunday? 30. Where did you put your
wallet?
Deborah __________ her bicycle in the park on Sunday. I_______my wallet in my
pocket.
15. When did David ___________ to Chicago? 31. How many e-mails did you send
yesterday?
David _______________ to Chicago last week. I_______6 e-mails yesterday.
16. What did Jordan ___________ his mother? 32. When did you last catch a cold?
Jordan ___________ his mother a birthday present. I _______ a cold 6 months ago.
Unit 3. The Past Perfect and past progressive
Lessons-15/16
27
Grammar Structures: The past perfect
O Past Perfect é formado pelo verbo auxiliar "have" no passado (had) e o Past Participle
do verbo principal.
Note que o Past Perfect deve estar sempre inserido em um contexto já no passado, ou
sua utilização estará errada.
The Past Perfect is quite simple and useful, we use it to show that one action in the past
occurred before another action in the past.
Use
1. A completed action before another activity in the past
2. a Third conditional sentences (see unit 5)
b Reported speech (see unit 17)
3. Dissatisfaction with the past
The Past Perfect is also used in a number of expressions like these:
I wish / as if / though / if only
I wish I hadn't gone there.

John looked as if he had done something terrible.
Form
In positive sentences:
Subject Auxiliary verb Past participle
+ +
My train Had Left
Examples:
By the time I got to the station my train HAD left. (use 1)
My mum asked me whether I had visited grandma the previous day. (Use 2b)
By the time I got to the market, most of the stalls had already been closed.
(Use 1)
Use 3 is the so-called hypothetical past. We're talking about things that never
happened.
I wish I had fixed my umbrella. (but I didn't)
If only I had known the answer to that question. (but I didn't) (Use 2a)
In questions:
Auxiliary verb Subject Past participle
+ +
had my train Left?
Examples:
Had he known some words before he started learning English?
Had they had any pet before they bought the giraffe?
28
Common time expressions (time adverbials) in the Past Perfect:
after, before, already, as soon as, just, yet, until, till, by the time that.
In negative sentences:
Subject Auxiliary verb + not Past participle
+ +
My train hadn't/ had not left.
Tasks and exercises
I. Put the verbs between brackets in the correct tenses:

1. When we arrived, the concert had already finished
__________________(already finish).
2. had got
It ______________(got) worse before it got better.
3. had drank
By the time I watched my favorite program, I ________________(drink) a
glass of beer.
4. had readed
Mr.Johnson ___________ (read) the document carefully before he signed it.
5. had went (go) to war.
Before I was born, my grandfather __________
Lessons-17/18
The past Perfect continuous
The Past Perfect Continuous (Progressive) is very similar to the Past Perfect. However,
while using this tense, we focus on the duration of an activity rather than the result of it.
Use
1. Duration of a past action up to a certain point in the past
2. Third conditional sentences (a) and reported speech (b)
29
Form
Subject Auxiliary verb Auxiliary verb Verb + ing
+ + +
I/a dog etc. Had been eating/swimming, etc.
Examples:
I had been running for an hour when it started raining. (Use 1)
Mary said she had never been swimming so much in one day. (Use 2b)
Kathy put on weight because she had been eating too much sugar (Use 1)
When I saw him I knew that he had been training. (Use 1)
In questions:
Auxiliary verb Subject Auxiliary verb Verb + ing
+ + +
Had I/a dog etc. been eating/swimming, etc.
Had Fred been painting the house for many hours when the ladder fell? (Use 1)
How long had the player been playing before he scored? (Use 1)
In negative
sentences:
Subject Auxiliary verb + not Auxiliary verb Verb + ing
+ + +
I/a dog /Mary, etc. hadn't Been going/swimming, etc.
He said he wasn't tired because he hadn't been preparing his car. (Use 2b)
If it hadn't been raining, we would have played football. (Use 2a)
Had I not been studying all night, I would have problems with this test now. (Use 2a)
Exercise and revision of the unit

Tasks and exercises
I.
Complete the gaps using the verbs between brackets (in the past perfect continuous
tense):
1. had been shouting (shout) for a few hours before their parent-arrived.
They ______________
2. had been eating noisily(eat noisily) for a few hours before their parents arrived
They ______________
30
had been playing
3.They ______________ (play music at full volume) for a few hours before
their parents arrived.
had been jumping
4. They ______________ (jump on their parents' bed) for a few hours before
their parents arrived.
5. had been trying
They ______________ (try on Mary's clothes) for a few hours before their
Unit 4. Modal Verbs
Lessons-19/20
Reading
At the Store
"I'm going to the store." can have a variety of meanings in English because there are a
wide variety of different stores. "Store" can be a Supermarket, a Convenience Store, a
neighbourhood grocery store, a shoe store, a clothing store, a hardware store, a paint
store, a book and magazine store, a butcher shop, a candy store, an automotive parts
store, a toy store or a pet store. A store can be a tiny 2 m. by 3 m. Newspaper and
magazine store or a huge "open 24 hours" Super Waymart as large as several football
fields.
"I'm going to the store." can mean you are going to buy a pack of cigarettes, a week's
worth of groceries, a pair of shoes or a new television set. Sometimes it means that you
are bored and just plan to "window shop" - walk along the street or walk up and down
the aisles of a large store or mall looking at the merchandise on display.
There are a few different ways to buy something from a store. You could pay for the
items you want with cash - actual paper money and coins - or with a personal check. You
could use a "charge card" issued by and only valid at specific stores - Sears, Penney's,
Circuit City, Macy's, etc. - for which you receive a monthly bill showing all of your
purchases during the previous month. You could pay for your items with a "debit card" -
a plastic card that allows money in the amount of your purchase to be withdrawn from
31
your checking account. Finally, you could use a "credit card" such a VISA, Master Card,
Discover or American Express, which is like a loan allowing you to purchase something
now and pay for it later. Of course, if you cannot pay for it later, the credit card
companies add large amounts of "interest" to the amount you owe so that the longer
you take to pay, the greater the amount is that you have to pay.
Comprehension:
Tasks and exercises
I.
Answer the following questions:
1. What can the word “store” mean? Present synonyms.
2. Mention a few ways in which you can pay when buying something.
3. Which way do you prefer and why?
Grammar Structures: MODALS

Modals (can, could, may, might, shall, should, will, would must) are verbs that are
normally used together with one or more other verbs; never use ‘to’ between a modal
and the following verb
e.g. He can speak English. - Ele sabe falar inglês.
(c.f. He likes to speak English. - Ele gosta de
falar inglês.)
Can I smoke here? - Posso fumar aqui?
(c.f. Do you want to smoke? - Você quer
fumar?
Note:"May", "might" e "must" são verbos, mas nunca terão sua forma alterada por
conjugação. It is very important to study the use and meanings of the modals because
they are used very frequently in English. Below is a list of the most important uses and
meanings with examples:
a. can
i. Ability: (=to be able) I can speak English - Eu consigo falar inglês.
ii. Permission: Can I smoke here? - Posso fumar aqui?
iii. Possibility: It can happen to anyone. - Isso pode acontecer com
qualquer um.
(See for Possibility also ‘may’ or ‘might’ .)
b. could
32
i. Ability / Permission in the past:
I couldn't speak English before going to England. -Eu não sabia falar
inglês
antes de ir para a Inglaterra.
I couldn't go. Não pude ir.
You couldn't smoke in the presence of your parents at that time. Não se
podia fumar na presença dos pais,
naquela época.
ii. Possibility in the present: We could send him a letter.
iii. Unreal past ability or possibility: You could have called me.
Você poderia ter me ligado.
iv. Polite request: Could you do me a favor? Você poderia me fazer um
favor?
c. may
i. Permission: May smoke here? Posso fumar aqui?
Polite Request: May I have this dance?
ii. Possibility: It may rain today. Pode ser que chova hoje.
iii. To express a wish (um desejo): May all your dreams come true. - Que
todos seus sonhos se realizem. (This is quite formal
English.)
d. might
(Remote) possibility: It might rain this weekend. É capaz de chover no próximo
fim de semana.
You might not like this film.
e. will
i. to express the future i.e. predictions of events or the weather:
It will be rainy tomorrow.
ii. to express personal intentions:
He will marry her after he has finished his studies.
f. would
Conditional sentences, i.e. in the main clause:
I would buy a car, if I had enough money.
g. shall
suggestion or proposal (British English):
Shall we go to the movies? Que tal, vamos ao cinema?
(Note: Shall is only used in the interrogative and the first person singular ‘I’ or
plural ‘we’).
h. should /ought to
advice: You should (ought to) study more. Você deveria estudar mais.
i. must (past tense: ‘had to’)

i. strong advice: You must stop drinking.
33
The windscreen is very dirty. You must clean it to drive
safely.
ii. personal obligation: I’m not feeling well. I must go and see a doctor.
I must go to a bank today. I haven’t got any money.
iii. prohibition (forbidden): You mustn't drive; you’ve been drinking.
iv. inference, logical deduction: He has bought the Cardoso Hotel in
Maputo. He must be very rich.
j. have to
i. External rule or obligation (generally considered as important or
enforced by law)
Our accountant says that we have to pay our tax monthly.
I’ll be late for work tomorrow. I have to see a dentist.
You have to pass a test before you can get a licence.
ii. Manuel negative: don’t/doesn’t have = there is no need to
I’m on holiday, so I don’t have to get up before 9.
Lessons-21/22
Exercises and Revision of the unit
Tasks and exercises

I. Underline all the modal verbs that you can find in the expressions below that
are commonly used in stores:
1. How much does this cost?" 17. "Do you have this blouse in a size
2. "May I help you, Sir?" 16?"
3. "May I help you, Ma'am" 18. "Excuse me, do you work here?"
4. "No, thank you. I'm just looking." 19. "How fresh are these
5. "Will that be cash or charge?" strawberries?"
6. "Where are those jeans that were on 20. "Would you like to try those shoes
sale?" in a larger size?"
34
7. "I'm sorry, but we're out of those. We 21. "Excuse me, Miss. Where can I
have some very nice Wranglers, find the cake mixes?"
though." 22. "Cake mixes are on the right at
8. "What colour paint were you looking the far end of aisle five."
for, lady?" 23. "I'd like a chicken salad sandwich
9. "Do you deliver?" and a small Coke."
10. "Would you like me to help you with 24. "Are these the only colours you
that package, Ma'am?" have?"
11. "Where is the Electronics 25. "You can't take your packages
Department?" into the dressing room, Ma'am."
12. "Where can I find the children's 26. "Please don't squeeze the
clothing?" tomatoes."
13. "Your ad showed some dresses on 27. "How can I tell if these melons are
sale. Could you tell me where they ripe?"
are?" 28. "I'm afraid we don't have that
14. "When I got this CD player home, it style in your size."
wouldn't play." 29. "We sold out of that item. Would
15. "Do you have your receipt?" you like a rain check?"
16. "Will you take a personal check?"
II. Translate the expressions below that have something to do with stores or
shopping:
credit card / salesperson / counter / display case / cash register / sale / credit / jewelry
store / supermarket / receipt / Visa / mall / department store / discount store / barber
shop / delivery / refund / discount
III. Use each verb with a modal in a sentence that you make up:
deliver / purchase / buy / charge / cash / accept / choose / select / borrow / try
IV. Use modal verbs, either in the present or the past tense (affirmative or
negative):
1. Did you know that she …………… play the piano?
2. Well, when I was young, I …………dance the tango, but I too old now.
3. In this street you ……... park your car anywhere you like.
4. She ………………. leave the airport in Harare because didn’t have a visa.
5. Dercio didn’t pass his exam, so he …………. to do a re-sit.
6. I ………… finish this work today or I’ll be fired tomorrow.
7. Hurry up! We ……… be late for the meeting.
8. If there is a fire in the building, you ……… use the lift.
35
9. ……………. you wait outside, please.
10. …………….. you mind waiting a few minutes?
11. ……………… I borrow your dictionary, please?
12. You ………… stop contacting him! Can’t you see that he is abusing you?
13. - I ………. get in. I have lost my key! – You …………… have bought a spare key when
you still had the original.
14. I’m not sure if I want to do the test now. I …………… do it next year after finishing
my studies.
15. I ………… join you; who knows.
V. Use any of the modal verbs, either in the present or the past tense.
1. Hey partner, next week we have a holiday; we ………………… plan a holiday trip to
divert ourselves and refresh our minds.
2. I’m not sure about our financial situation. ………… I go to the bank this afternoon
and see how much we still have?
3. O.K., meanwhile let’s decide about a few things. Where ………… we go and how
……… we travel? - What about traveling abroad?
4. I’m not too sure. South Africa is expensive. We …………. go to Zimbabwe, but isn’t
it a bit unsafe there?
5. Lake Niassa, perhaps ? I have always wanted to go there. I ………………. see it one
day, before I am too old to travel.
6. Too old! You ………………. be joking! You have still got a whole life before you.
7. Don’t exaggerate. There are a lot of things I ………….do some 15 years ago, that I
…………..do any longer these days.
8. …………I ask you how old you are, actually?
Unit 5. Talking about the Future
Lesson-23/24
The Future Tenses

a. Present Progressive (plans :what somebody has already arranged or decided to
do in the future:)
Some examples:
Are you doing anything this evening?
I’m working on Thursday
36
We’re traveling along the Mozambican coast for two months.
Our cousin is probably coming on Thursday.
b. Be going to+ infinitive (plans and predictions)

- PLANS
e.g. I’m going to learn Chinese.
What are you going to do next year?
This is going to be our new office.
Is he going to be here today?
- PREDICTIONS about (very) near and obvious future:
e.g. It’s going to rain.
The plan is going to crash. She’s going to have a baby.
* Use Going to forms to express predictions based on observing the present situation.
** Sometimes you may encounter the form gonna, which is a contraction of going to.
Gonna is informal so should not be used in writing!
c. Will
I / you he etc. will (‘ll) go We / they will I, you, etc. will not Will I / you, etc. go?
(‘ll) go (won’t) go
e.g. I think Manchester will beat Liverpool 2 – 0.
Something very strange will happen next Thursday.
Tomorrow will be warm and sunny.
If you don’t eat you’ll die.
Use
1. Promises (Use 1)
2. Unplanned actions (spontaneous decisions) (Use 2)
3. Predictions based on experience or intuition * (Use 3)
Form
Subject Auxiliary verb Infinitive
+ +
I/a dog etc. will go/take etc.
CAUTION
Remember, you should never use will to say what somebody has already arranged or
decided to do in the future:
 Mike is moving to New Jersey next month ( not "Mike will move")
More
I think he will regret his choice (Use 3)
I will come back at 10 p.m. (Use 1)
When I'm 60 years old, I will be totally bald (Use 3)
I will go to Mary (Use 2 - the speaker decided to go to Mary in the moment of speaking.)
Let's buy the snacks at the supermarket - they will be cheaper (Use 3)
37
In questions:
Auxiliary verb Subject Infinitive
+ +
Will I/a dog etc. go/take etc.
Will he be angry when he sees me? (Use 3).

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

PLANS PREDICTIONS
We use both the Present We use both be going to and will to predict (to
Progressive or be going to talk say what we think or know will happen in the
38
about plans. We use the Present future). We prefer going to when we can ‘see
Progressive especially when we talk things coming’ – when it is very clear what is
about times and places. going to happen.
Compare: Compare:
I’m going to travel round the Look! It’s going to rain.
world.
I’m traveling to France next week.

Tasks and exercises
I. Although will and going to may seem similar, in fact there's a world of
difference between them. Will is used to express decisions (spontaneous), while going
to - intentions. Complete the sentences using the verbs in the brackets:
1. What ___________ (do) in the summer holidays?
2. I ___________ (pass) my driving test at last.
3. Oh, that's cool. I think __________ (go) to Chimoio to visit my grandparents.
4. How long _________ (stay) there?
5. Oh, I'm not sure. __________ (take;probably) at least a week. I _______
(visit;also) my uncle who lives nearby.
6. And what __________(you;now;do)?
7. ______________ (have, I) lunch in 30 minutes.
8. Watch out! This car _____________ (explode) any minute.
9. Can you remind me of my visit to the dentist tomorrow? _______ (I, forget,
certainly)
10. The bus is late. I have a feeling ___________ (not arrive) before 5 o'clock.
11. Look at the engine! _______________ (never, we, repair) on time!
12. Let's stop by the supermarket. _____________ (be, Coke, cheaper)
13. Jane knows maths well. ___________ (help,she) you.
II. Put the infinitives in the most correct future tenses:

1. I think ……(there be) a lot of new investments in Sofala this year.
2. They …….…(make a tour) around Africa from May to October.
3. The weather forecast is that it ……… (rain) tomorrow.
4. Careful, the baby ………(fall off) the table!
5. He ………..(leave) for Durban at 8 tomorrow morning.
6. I ………………..(borrow) some books from the library this afternoon.
7. What ……… you (do) at the weekend?
8. The provincial elections …………. (be) next year.
9. My brother phoned me saying that he ……………… (visit) us later this year.
Unit 6. Talking about the Future - More Complex forms
39
Lessons-27/28
The Future Continuous (Progressive)
We use the Future Continuous (Progressive) to indicate that we will be in the middle of
doing something in a specified time in the future.
Use
1. Incomplete actions in the future
Form
+ + +
I/you/we etc. Will be going/taking
She will be having a bath when I'm back home.
Tomorrow at nine, I will be hosing off (=washing with a hose) my car.
I am going to (=will) be watching TV when my mother arrives.

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

+ + +
I/you/we etc. won't be going/taking
We won't be having supper tomorrow before 8 o'clock.
I won't be learning English tomorrow at this time because I'll be at disco.
If you're here the first time, you might want to see a list of subjects that will make
browsing this website more beneficial.
2. We use the Future Perfect to express an action that will be finished before some
point in the future.
Use
Actions that will be finished before some point in the future
Common time expressions used in the Future Perfect:
 Before
 By tomorrow/7 o'clock/next month
40
 Until/till
Form
Subject Auxiliary verb Auxiliary verb Past participle
+ + +
I/a dog etc. Will have gone, seen, etc.
They will have graduated from Cambridge by July 2009.
I will have retired by the end of the year.
I read 40 pages a day. If I keep up the pace, I will have read the book by Tuesday.
Subject Auxiliary verb Auxiliary verb Past participle
+ + +
I/a dog etc. won't have gone, seen, etc.
They won't (will + not) have graduated from from Cambridge by July 2009.
I won't have retired by the end of the year.
In questions:
Auxiliary verb Subject Auxiliary verb Past participle

+ + +
Will I/a dog etc. have gone, seen, etc.
Will they have graduated from Cambridge by July 2009?
Will I have retired by the end of the year?
Tasks and exercises

I. Decide which form of “will” is the most suitable for the following sentences
(a)will + infinitive, (b)will + be …ing, (c) will + have + past participle:
1. I read 40 pages a day. If I keep up the pace,

I _________(read) the book by Tuesday.
2. I think he _______(regret) his choice.
3. _________________ she ______________(cook) when we knock at the door?
4. I ___________________ (watch) TV when my mother arrives.
5. You might want to see a list of subjects that ______________ (make) browsing
this website more beneficial.
6. I _______________(come) back at 10 p.m.
7. When I'm 60 years old, I _______________(be) totally bold.
8. I _______________(go) to Mary.
9. I ________________ (retire) by the end of the year.
10. Let's buy the snacks at the supermarket - they _______________(be) cheaper.
11. _________________ he (be) angry when he sees me?
12. What do you think - ________________ Mark (arrive) at 10 or 9?
41
13. She _________________ (have) a bath when I'm back home.
14. Tomorrow at nine, I _________________ (hose off) (=wash with a hose) my car.
15. Tomorrow at this time, I ______________ (get) bored at school!
16. _____________ Mark ___________(play) football at 6 p.m.?
17. We __________________ not (have) supper tomorrow before 8 o'clock.
18. I ______________ be (learn) English tomorrow at this time because I'll be at the
disco.
19. _______________they(graduate) from Cambridge by July 2009?
Unit 7. Conditional Sentences
Lesson-29/30
Conditional Sentences
Grammar Structures:
Usamos os conditionals quando queremos dizer que uma coisa irá acontecer em função
de outra, ou seja, quando se estabelece uma condição para que certas situações
ocorram.
Ex: If I have time, I will go. = Se eu tiver tempo, eu irei.
O primeiro passo para conhecermos essas estruturas é saber distinguir as condições

reais das irreais. Real conditionals são aquelas situações reais, enquanto as unreal
conditionals são situações supostas e hipotéticas. Outro factor que facilita o
entendimento é que quando se vem primeiramente a condição, depois vem o resultado,
e vice-versa.
Ex: If I have time (condição), I will go. (resultado) = Se eu tiver tempo, eu irei.
I will go (resultado) if I have time. (condição) = Eu irei se tiver tempo.
a. Real conditionals
Form
main clause: (subject) will+infinitive…// condition: if +(subj.) present tense:
42
- I willl go if you invite me.- Irei se me convidares.
Note: the condition can come first: If you invite me I will go.
- If it doesn't rain, we willl go to the beach. - Iremos à praia se não chover.
Use
We use the First Conditional to talk about a future situation that is possible.
The verb in the if-clause is in the present tense; the verb in the main clause is in the
future simple. It doesn't matter which comes first. There is usually a comma between
the two clauses. (Utilizados para expressar condições no presente, com resultados no
presente ou no futuro.)
Possible variations of the basic form:
if + present + may (permission) or can (permission or ability)
If your documents are in order, you may/can leave at once. (permission)
If it stops raining, we can go out. (permission or ability)
b. Instructions / General facts

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

- If you heat ice, it melts." (will melt is also possible)
- If there is a shortage of any product, prices of that product go up.
Use
if + two present tenses is used to express automatic or habitual results:
if + present + must, should or any expression of command, request or advice
- If you want to look slim, you must/should eat less meat.
- If you want to look slim, you had better eat less meat.
c. Unreal conditionals
Form
main clause: (subj.) would+ infinitive….. // condition: if + (subj.) past tense
- I would give you a nice present if I had money. - Eu te daria um bom presente
se tivesse dinheiro.
- If I were you, I wouldn't buy a new car. - Eu não compraria um carro novo se
fosse você.
Use
When we don't expect the action in the if-clause to happen: The time is present but the
condition cannot be fulfilled because the action in the if-clause will not happen.
43
Variations of the main clause might or could may be used instead of would:
- If you tried again, you would succeed." (certain result)
- If you tried again, you might succeed." (possible result)
- If I knew her number, I could ring her up." (ability)
- If he had a permit, he could get a job." (ability or permission)
- If man and woman were machines, how easy would they be to operate?
d. Past conditionals
Form
main clause: (subj.)would have +past participle…. // condition: if (subj.) past perfect
tense:
- I would have gone if you had invited me. - Eu teria ido se tivesses me
convidado.
- If you had studied harder, you would have passed the exam. - Terias passado
no exame se tivesses estudado mais.
Use
The time is past and the condition cannot be fulfilled because the action in the if-clause
didn't happen.
1. could or might may be used instead of would:
- If the rescue crew had found him earlier they could have saved his life. (ability)-
If the rescue crew had found him earlier they might have saved his life. (possibility)
- If we had the necessary documents, we could have left at once. (ability or
permission)
Lessons-31/32
reading
If The Earth was A Village!
If we could shrink the earth's population to a village of precisely 100 people, with all the
existing human ratio remaining the same, it would look something like the following:
44
There would be:
 57 Asians
 21 Europeans
 14 from the Western Hemisphere, both north and south
 8 Africans
 52 would be female
 48 would be male
 70 would be non-white
 30 would be white
 70 would be non-Christian
 30 would be Christian
 89 would be heterosexual
 11 would be homosexual
 6 people would possess 59% of the entire world's wealth and all 6 would
be from the United States.
 80 would live in substandard housing
 70 would be unable to read
 50 would suffer from malnutrition
 1 would be near death
 1 would be near birth
 1 (yes, only 1) would have a college education
 1 would own a computer
When one considers our world from such a compressed perspective, the need for
acceptance, understanding and education becomes glaringly apparent.
The following is also something to ponder...
If you woke up this morning with more health than illness...you are more blessed than
many others. If you have never experienced the danger of battle, the loneliness of
imprisonment, the agony of torture, or the pangs of starvation...you are ahead of 500
million people in the world.
If you can attend a church meeting without fear of harassment, arrest, torture, or
death...you are more blessed than three billion people in the world.
If you have food in the refrigerator, clothes on your back, a roof overhead and a place to
sleep...you are richer than 75% of this world.
If you have money in the bank, in your wallet, and spare change in a dish someplace ...
you are among the top 8% of the world's wealthy.
If your parents are still alive and still married ... you are very rare, even in the United
States and Canada.
If you can read this message, you are more blessed than over two billion people in the
world that cannot read at all.

Tasks and exercises
I.
Decide for the conditional sentences in the above text which type they are (a, b , c or d)
45
II.
Which two or three “facts” above did you find most surprising and why?
III.
Match the halves and also put the predicates in the right tenses:
1. If you dial a free phone number a. you ………………(renew) it.
2. If you type the wrong password b. it …………… (not cost) you anything.
3. If the subscription expires c. tell her I …………… (call) her next week.
4. If the weather is bad d. access ………………(be) denied.
5. If you see Joanna e. the ferry ………… (not sail).
IV. Match the Portuguese translations with their English counterparts and then
indicate for each pair which type of conditional they are:
1. Se eu tiver tempo, eu irei. a. If I don’t have to go to school, I will go to
your home
2. Se tiver dinheiro, eu comprarei b. If I had the chance, I would study in
este livro. Harvard.
3. Se não tiver que ir pra escola, eu c. If I had studied more, I would have passed.
irei para sua casa
4. Se eu tivesse oportunidade, eu d. If I have time, I will go.
estudaria em Harvard.
5. Se eu tivesse estudado mais, eu e. If I have money, I will buy this book.
teria passado.
V. Form complete conditional sentences by putting the infinitives between brackets in

the correct tense; add ‘will’ or ‘would’ where needed :
1. If he drives fast, he ………… (get) there in time.
2. That dog will bite you, if you ……… (enter that gate.
3. If you had done what we told you, this ………… (not happen).
4. If we reduced the price we ………………… (sell) more bikes.
5. If he didn’t lock his car, somebody ………….. (steal) it.
6. If you have the right qualifications, they ………(offer) you a job.
46
7. They are going to give me a desk job. I would be much happier, if they
………..(offer) me an ambulant post.
8. If you asked them for that type of job, you ………. (get) it, I think.
9. It is too late now. They would have considered giving me that position of sales
representative, if I ………… (apply) for it earlier.
10. If we had known that you were coming, we ……….… (prepare) an extra bedroom.
VI.
Put the predicates of both clauses in the right forms:
1. If I …………… (buy) a house now, I ……………. (save) money in the long term.
2. You …………… (arrive) later, if you ………………..(go) by train.
3. We can’t accept your offer but we ……..… (accept) it, if you ………....(reduce) your
price.
4. I don’t know what I …………. (do) if they …………….. (cancel) the flight, but it still
seems we are flying this afternoon.
Unit 8. . Basic Points about the Organization of Written Texts
Lessons-33/34
Basic Points about the Organization of Written Texts

Reading
a. The Organisation of a text in paragraphs
A text is divided into paragraphs to show the reader the steps in the argument. Usually
each paragraph contains one topic defined at the beginning of the paragraph by a topic
sentence. The division into paragraphs should be clearly observable by the layout , or
visual arrangement of the words and lines of your text: each paragraph begins on a new
line by indenting (leaving space open at the beginning of the line of about five letters).
47
b. The topic sentence
The information contained within a paragraph is based on the topic sentence of a
paragraph. The topic sentence is generally the first sentence and expresses the main
idea to be developed within the paragraph. Every sentence following the topic sentence
should be directly related to the topic sentence and not give distracting information.
A very common pattern in paragraphs is that the topic sentence is first followed
by a major supporting point and then by one or a number of minor supporting points or
examples. This type of paragraph is illustrated below:
1 .Topic sentence: (1)Computers are amazing machines and they seem to be able to
2.Major supporting do anything. (2)They execute tasks with enormous precision and
point: can relieve us from many boring tasks. Companies can no longer
be run without them. (3) For example, computers fly aircraft and
3.Minor supporting spaceships, and control power stations and hazardous
points: chemical plants. They serve lawyers and judges who seek
evidence for trials and help scientists in informing immensely
complicated mathematical computations.
c. Links Between Paragraphs

Like sentences, paragraphs rarely occur in isolation. They are parts of larger unit. Each
paragraph usually ends with a sentence that paraphrases the main idea of the
paragraph. This sentence also often leads the reader on to the next paragraph.
I. Tasks and exercises
The text below contains 6 short paragraphs. The topic sentences of the 6 paragraphs
have been left out and listed below the text in a mixed order. Indicate which topic
sentence fits in which gap by putting the numbers of these topic sentences in the gaps:
[Topic sentence number_____] …… This has become a very urgent matter since, as
we all know, cars are one of the major sources of air pollution: the gases produced by
the internal combustion engine leaving the car through the exhaust pipe are toxic and
anywhere where people live on this earth we can find thousands or even millions of
cars producing toxic gases 24 hours a day, year after year. We can mention five
possibilities to reduce this air pollution:
[Topic sentence number_____] … For example, we can put higher taxes on petrol
and on cars themselves, especially the larger ones that use a lot of petrol.
[Topic sentence number_____] …… For instance, we can make train and bus
services cheaper and more convenient. And we can build a mass transit system in large
cities, particularly an underground railway system, such as in London, New York,
Moscow and Tokyo.
48
[Topic sentence number_____] ……… Possibilities include natural gas, fuel cells,
i.e. batteries and liquid hydrogen.
[Topic sentence number_____] ………… There are several possibilities being
researched at present, such as electric, gas turbine and steam engines. However, each
of these engine designs has its own disadvantages.
[Topic sentence number_____] ………………This, for example, can be done with a
catalytic converter. It converts the most dangerous ingredients of the exhaust into
harmless gases and water. The catalyst removes the oxygen from the nitrogen oxide and
combines it with unburned hydrocarbons and carbon monoxide. The end products are
water, carbon dioxide and nitrogen, all relatively harmless.
Choose from the topic sentences below and fill in their numbers in the right
gaps above:
1. We can use a cleaner and different fuel for the internal combustion engine.
2. Let’s focus our attention on the ways of controlling or reducing the amount of air
pollution caused by the car.
3. We are trying to control the emissions from the internal combustion engine
much more strictly.
4. We can encourage alternatives methods of transport, both between and within
urban areas.
5. We can discourage the use of cars.
6. We can replace the present internal combustion engine with other designs.
Lessons-35/36
Tasks and exercises
I-Form complete conditional sentences by putting the infinitives between

brackets in the correct tense; add ‘will’ or ‘would’ where needed :
11. If he drives fast, he …………………………………………………………………. (get) there in time.
12. That dog will bite you, if you …………………………………………………. (enter) that gate.
13. If you had done what we told you, this ……………………………………………………… (not
happen).
14. If we reduced the price we …………………………………………………………………… (sell) more
bikes.
15. If he didn’t lock his car, somebody ……………………………………………………… (steal) it.
16. If you have the right qualifications, they ………………………………………………(offer) you
a job.
17. They are going to give me a desk job. I would be much happier, if they
………..(offer) me an ambulant post.
18. If you asked them for that type of job, you ……………………………………… (get) it, I
think.
49
19. It is too late now. They would have considered giving me that position of sales
representative, if I ………… (apply) for it earlier.
20. If we had known that you were coming, we ……….……….. (prepare) an extra
bedroom
II. Read the following text and then decide where you would put the sub-headings
(in the box) to reinforce paragraph divisions:
“Reasons for Optimism” / “For some, Optimism is too Early” / “South Africa the
Exception” / “ Growth Rates” / “Africa's Insulated Economies less likely to Suffer”
AFRICA AND THE CREDIT CRISIS
………………………………………………………
Is the credit crisis about to send Africa into yet another downward spiral? Perhaps not.
In fact it is possible that the continent could fare better than the rest of the world. This
is at least in part because most African economies have been so marginal to the
international economic system that they have been less affected than other regions of
the globe. Davinder Sikand, managing partner for the Aureos Africa Fund, which has
$400m (£236m) invested in the continent, says that Africa's banks have been so
conservatively managed that they have almost no exposure to the sub-prime market
that has caused such havoc elsewhere in the world. "Most of our financial institutions
are not directly impacted," he says. "Many countries have regulations which prevented
them from investing in the so-called 'toxic' financial products." The International
Monetary Fund (IMF) takes a similar view and says there is no systemic risk to any
African country in terms of banking.
……………………………………………………
But if most African states have been relatively insulated from the credit crunch, the
same cannot be said of the most developed economy on the continent - South Africa.
South Africa is affected in at least two ways: Firstly, the rand has been severely hit,
experiencing record falls as international investors claw back their money to meet more
urgent needs at home. South Africa has run a sizeable balance of payments deficit in
recent years, financed by foreign investment and this has been flowing out of the
country. Besides, unlike many other African countries, South Africa has relied on raising
large sums on international markets. The state's electricity supply company, Eskom,
needs to raise more than $30bn (£17bn) over the next five years, but had to delay
issuing bonds in the current market conditions.
……………………………………………………………
But the rest of Africa does not get off scot free. If the world goes into a slump, demand
for Africa's commodities will fall, taking export earnings with them. Oil prices have
halved from $147 (£87) a barrel to $70 (£41). Although this will hit countries like Angola,
Chad, Nigeria, and Sudan, most based their budgets on conservative oil prices and will
not be too severely affected. Nigeria's budget - for example - is based on a benchmark
price of $62.50 (£37) a barrel. Copper has also fallen, which will have a substantial effect
on Zambia and the Democratic Republic of Congo. But these are likely to be short-term
50
effects, as China has an almost insatiable appetite for minerals. It is likely to dent growth
rates, which have averaged around 5% a year over the last 10 years. Before this
autumn's financial meltdown, the IMF was predicting growth of 6.6% this year; now it is
predicting a 3% growth. Mr Sikand agrees. "There is likely to be a slowdown in African
economies, but instead of talking about a 6% or 7% growth rate, you are talking about
3%, 4% or 5% growth."
……………………………………………………………
Economists believe Africa's growth is more solidly based than it has been in previous
years. And it is not just the obvious oil-producing countries that have been benefiting.
Countries like Botswana, Ghana, Mozambique, Tanzania, Uganda and Zambia have all
done well in recent years. So what has really improved Africa's economic prospects?
Major injections of foreign aid have helped, as have the billions sent back in
remittances. But probably the most important factor has been the improvement in
economic management. Razia Khan heads Standard Chartered Bank's African research
effort. "In recent year's we've seen improved macro-economic management; bringing
budget deficits down, not having high rates of inflation, bringing interest rates down,"
says Ms Khan. "This has helped change the prospects in Africa." Once the dust settles
from the current credit crisis, the prospects for African growth look distinctly promising.
It may just be that it can - at last - shrug off its label once given it by the Economist
magazine as "the hopeless continent".
……………………………………………………………………
But if the future looks brighter in some countries, the same cannot be said right across
the continent. Africa still has its fair share of instability. There is Sudan's western region
of Darfur, Somalia and eastern DR Congo for a start - and that is before anyone
mentions Zimbabwe. Farouk Soussa deals with Africa for the international credit rating
agency, Standard and Poor's. For someone like him - advising international investor son
whether to put their cash into African projects - risk is a constant headache. "If you are a
direct investor, and you are going to buy up a company, then political risk affects your
every waking hour - from corruption, to changes in rules, to violence and crime," he
says.
By Martin Plaut(www.bbcworldservice.co.uk:15/11/2008) “Is the credit crisis
about to send Africa into yet another downward spiral?”
Lessons-37/38
Coherence
The sentences within a paragraph need to be connected to each other in such a way
that they form a unified whole, i.e. they must be coherent. A writer should examine
every sentence in relation to the others, checking whether each sentence follows
logically from the preceding sentence and leads logically to the next one.
51
The coherence of paragraphs is also increased by the correct use of: vocabulary,
reference words and connecting words or conjunctions.
a. Choice of Vocabulary
Coherence can be established by the choice of words in a paragraph, for instance
by the use of repetition of key words, or by using words that belong to the same
word families.
For example, in the following passage, of which the topic is ‘how to speak English
fluently’, all the underlined words are related to the idea of language learning:
The student has probably got difficulty in speaking English fluently. He has
the ideas, he knows what to say in his own language, but he doesn’t know how
to say it in English. The advice here will seem difficult to follow, but it’s
necessary. Firstly he must simplify his language so that he can express himself
reasonably clearly. For example short sentences will be better than long ones.
Secondly, he must try to think in English, not translate from his mother tongue.
This will only begin to take place when his use of English becomes automatic.
Using a language laboratory and listening to as much English as possible will
help. In general, he should practise speaking as much as possible.
b. Reference words
Examples of reference words are: the / it / these / she etc..(articles and
pronouns).
In the previous passage the reference words that form coherence (presented in
bold print) are:
‘he’ ‘his’ ‘himself’ (referring back to the student)
‘it’ (referring back to ‘ideas’)
‘ones’ (referring back to ‘sentences
‘this’ (referring to ‘thinking in English’)
c. Connecting words or conjunctions
Good paragraphs construction depends mainly on using appropriate connecting
expressions or conjunctions. This means making each of the parts of the paragraph – the
sentences – fit together properly. The sort of connecting words you need depends on
the logical relationships given in a specific passage or paragraph.
Grammar Structures: conjunctions

Here follow some basic paragraph structures:
i) reasons for a point of view
ii) causes and consequences
52
iii) comparison or contrast
iv) steps in a process or enumeration
v) a description of a person, object or machine, etc.
Some of the connecting words useful for these various thought processes are:
Contrast But (mas) / however (no entanto, contudo, embora) /

nevertheless (todavia) / on the other hand (por outro lado) /
nevertheless , and yet (mesmo assim) / in contrast, on the
contrary , while (enquanto)/
Comparison Likewise, similarly (assim)
Concession Although (embora), though (embora), even though (mesmo
que), despite (apesar de)
Cause As (como) / because (porque) / since (uma vez que, já que)
Addition and / besides (além de) / furthermore (além do mais) / in
addition (além disso) / moreover (além do mais, além disso) /
also (também),
Examples For example / for instance / in other words / in this case / in
particular / specifically
Conclusion Consequently (consequentemente) / hence , as a result (por
essa razão), so (então, portanto) / then (então) / therefore
(consequentemente) / thus (por essa razão) / aaccordingly , in
brief, in short, in conclusion, on the whole, to sum up (em
conclusão)
Enumeration first (of all), second(ly), then, next, finally
and time when / while / meanwhile /as soon as / at the same time / as
relationships long as / after
I went swimming. It was cold. I went swimming in spite of the cold
weather. Although it was cold, I went
swimming.
Many people watch TV. I don't like to Although many people watch TV, I don't
waste my time watching television. like to waste my time watching
The quality of the programs is very television because the quality of the
poor. I'm going to read books. I'm programs is very poor. Therefore I'm
not going to watch soap operas going to read books instead of watching
soap operas.
Note the difference between coordinating and subordinating conjunctions:
- Coordinating conjunctions (logical): and, or, but
(correlative): both … and / either… or / neither …
nor »
They studied a lot and passed the exam.
53
They studied a lot but failed the exam. // They both studied and cheated a lot so passed
the exam.
- Subordinating Conjunctions (all the other conjunctions) are followed by dependent

sub-clauses.»
They did not study a lot so (therefore) they failed the exam.
He was talking to his wife on his cell-phone while driving his girlfriend home.
Lessons-39/40
Tasks and exercises

Reading
I.
The coherence of a text is clear, in the first place, by the repetition of key words. Decide
what the main theme(s) of the following text is (are) and consequently list the words
that are related to the main theme(s) (=key words):
Women are getting married much earlier these days, at least some women. A
recent raid on a spin-off Mormon sect in Texas was triggered by a 15-year-old girl
notifying authorities that she had had a baby, and was presumably married when she
conceived that baby. Oddly enough, we are more shocked that this young girl might be
married, than by the fact that she has a baby. No surprise. Teen pregnancy is not exactly
a new, or hidden, phenomenon; Jamie Lynn Spears, age 16, the latest poster child for
unmarried teen pregnancy has been gracing all the tabloid magazines at the grocery
store for months. We also know full well that as soon as girls reach reproductive
maturity, signaled by the onset of menstruation which occurs any time between ages 11
and 16, they can have sex and babies. But still, we are shocked by the teen wife and
assume that sex at this age must be abuse.
As a mother, and an anthropologist, I have conflicting feeling about this issue. If
any man or boy so much as touched my young daughter, I would kill him. I know the
damage such attention causes, how it scars an underage boy or girl for life. And if she
went into such a relationship willingly, I would be stunned, baffled, and wonder what
54
was missing in my parenting to push her into sexual adulthood, or marriage, way before
her time.
But as an anthropologist, I also know that the age at which girls are ready for
marriage is culturally constructed. In Western culture, we think that marriage is only
appropriate for 20-year-olds, not teens, and that has been true for more than a hundred
years. But with the introduction of the birth control pill, the feminist revolution and
economic independence for women, the age at first marriage has risen sharply. In 1860,
the median age for marriage in America was 22 for women, and now it's 26. As those
numbers show, there simply is no connection between reproductive maturity and the
accepted age of marriage for girls in Western culture; the median wait between first
period and marriage is eight years. But in other cultures, that connection is much more
explicit — the median wait is three years.
More interesting, there is wild variation in what girls are allowed to do during
those three years. For example, the Trobriand Islanders of Melanesia encourage girls to
engage in premarital sex as a way to find a good match. The Efe of Zaire let girls have
several trial marriages (which means, of course, sex with different men or boys), before
they settle down. Other cultures marry off their girls at first period, or before, to
eliminate the possibility of premarital relations, while some cultures strictly forbid any
male contact until marriage and keep their girls under lock and key.
These social rules are based on how each culture thinks about women as the
instruments of passing on genes; controlling female sexuality is controlling female
reproduction. Underneath it all, worry over the passing on genes, worry that a man
might be cuckolded into caring for another man's child, worry about how much females
like sex and what they might do with their desires, directs cultural norms. And maybe
that's why marriage at a young age bothers us so much in Western culture. We
appropriately worry that these girls are unprotected, abused, forced into passing on
genes with some disgusting guy who doesn't have her best interests in mind. We know
the cultural norm — marriage at 26 — and know it's there for a reason. When that age-
specific norm is violated, we all stand up and take notice because our girls are in trouble
and it's our job, as a culture, to step in and enforce the rules we have all agreed upon,
and for culturally constructed good reasons.
By Meredith F. Small on the Internet as “The Shocking Truth About Married Girls”
Tasks and exercises
I.
Now, put a circle around the words of the last paragraph that are defined as reference
words in this unit (section b.)
III. Finally, underline the connective expressions of the text above and decide to
which types of conjunctions they belong; (see diagram of section c on pp. 16 & 17).
IV. What is your opinion about girls having sex at an early (what is “early”?) age
and what do you think is the best age for getting married
55
Unit 9. Relative Sub Clauses
Lessons-41/42
RELATIVE PRONOUNS
Os relative pronouns são aqueles pronomes usados quando queremos identificar
alguém ou obter maiores informações sobre alguma coisa. São palavras referidas
a termos que já foram mencionados anteriormente na oração.
1. Who (que): É usado quando queremos nos referir a um sujeito (pessoas).

Ex: The man who lives on your floor wants to talk to you = O homem que
mora no seu andar quer falar com você.
2. Whom (que, quem): Semelhante ao “who”, contudo é utilizado para se referir
ao objeto direto (pessoas) ou como complemento de uma preposição.
Ex: The policeman whom Robert saw yesterday is my uncle = O policial que
Robert viu ontem é meu tio.
3. Which (que): Se refere tanto ao sujeito quanto ao objeto, porém só é utilizado
quando essas palavras se referirem à animais ou coisas, nunca a pessoas, como
nas duas formas anteriores.
Ex: Where is the book which I left here on the bed? = Onde está o livro que
eu deixei aqui sobre a cama?
4. Whose (cujo): Pode se referir a tudo: pessoas, animais ou coisas, porém seu
detalhe é que essa forma pronominal indica posse.
Ex: Do you know the boy whose father is dead? = Você conhece o garoto cujo
pai está morto?
5. Where (onde): Refere-se a um lugar físico.
Ex: That is the school in where I studied in 1998. = Aquela é a escola onde eu
estudei em 1998.
6. That (que, quem): Pode substituir “who” “whom” ou “which” nas chamadas
Identifying Relative Clauses (veja a proxima secção.)
Ex. The man that lives on your floor wants to talk to you.
The policeman that Robert saw yesterday is my uncle.
Where is the book that I left here on the bed?
RELATIVE CLAUSES
Relative Clauses são orações que identificam ou qualificam os elementos que as
precedem em uma frase. Elas são iniciadas por um pronome relativo (relative
pronoun): who (wose- possessivo) para pessoas // which para coisas, animais.
56
Ex.: The boy who* sits next to me is very handsome. (* ou “that”)
(o "boy" está sendo identificado pelo que está escrito após o pronome relativo)
My best friend, who is very fat, loves Chinese food.

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

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

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

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

I
Nestes frases sempre há uma virgula antes do relative pronoun e nunca pode-
se substituir “who” ou “which” por “that”
For persons
Identifying or essential relative sub- Non-identifying or non-essential relative sub-
clauses NO COMMAS! clauses USE COMMAS!
who (whom: object) / that ,who (whom: object)
57
whose (possessive) ,whose
Complete the sentences below with the correct relative pronouns:
The man ………… robbed you has been My neighbour, …………is very pessimistic, says
arrested. there will be many cyclones this year.
The book is about a man ……………
abandons his wife and children.
The man ………… I saw told me to come She introduced me to her husband, ………… I
back today. had never met before.
That’s the man ………… daughters work They introduced me to Jorge, ………… wife I had
in our shop. known for many years.
For things
Defining or essential rel. subclauses Non-defining or non-essential rel. subclauses
NO COMMAS COMMAS!
which / that ,which
whose / of which (possessive) ,whose / of which (possessive)
The car …………… I hired broke down The 8.15 plane, …………… is usually very
after five kilometres. punctual, was late today.
The car …………… I had received the The plane, ………… the (whose) engine had been
keys was the only one left in the car repaired last week, crashed after five
park. kilometres.
Lessons-43/44
Tasks and exercises
I. Fill in relative pronouns (‘who’, ‘which’, ‘that’, ‘whose’ or omission. Put

commas where needed (that is, in non-defining relative clauses).
1. Fantasia is a federation of three states …….. are Moldenia, Stravegan and East
Mork.
2. San Fantastico ……………is the capital is the centre of power for the federal
government.
3. The laws ………are of national interest are made by the federal government.
4. Each state, though, has its own government and governor ………are responsible
for education, heath, roads and other things.
5. Elections …… are held every five years decide …….... party’s representatives are
sent to the federal government and who is to become the president.
6. The Fantasian parliament …….. decides mainly about long term issues leaves
the decisions about urgent or short term matters in hands of the executive
power.
58
7. Matters ……… need quick decisions are the responsibility of the president and
her 15 ministers.
8. The states ……. are each represented by five ministers have equal executive
powers.
9. The president …..… home state may be at an advantage tries to remain as
impartial as possible ….…….. is not always easy.
10. The government ………… decisions depend on the majority in Parliament may
give promising initiatives extra support.
11. The companies ………are considered beneficial for the economy are given
preferential interest.
12. Each businessman ……….. wants to invest must deal with a lot of bureaucracy.
13. Problems….………. solutions can’t wait sometimes take months to be resolved.
Unit 10. Extra Practice
Lesson-45/46
Tasks and exercises

I. Underline the connective words and phrases and decide to which types of
conjunctions they belong:
Let’s focus our attention on the ways of controlling or reducing the amount of air
pollution caused by the car. We can mention five possibilities.
First, we can discourage the use of cars. For example, we can put higher taxes on
petrol and on cars themselves, especially the larger ones that use a lot of petrol.
Second, we can encourage alternatives methods of transport, both between and
within urban areas. For instance, we can make train and bus services cheaper and more
convenient. And we can build a mass transit system in large cities, particularly an
underground railway system, such as in London, New York, Moscow and Tokyo.
Next, we can use a cleaner and different fuel for the internal combustion
engine. Possibilities include natural gas, fuel cells, i.e. batteries and liquid hydrogen.
Fourth, we can replace the present internal combustion engine with other
designs. There are several possibilities being researched at present, such as electric, gas
turbine and steam engines. However, each of these engine designs has its own
disadvantages.
And finally, we are trying to control the emissions from the internal combustion
engine much more strictly. This, for example, can be done with a catalytic converter. It
converts the most dangerous ingredients of the exhaust into harmless gases and water.
The catalyst removes the oxygen from the nitrogen oxide and combines it with
unburned hydrocarbons and carbon monoxide. The end products are water, carbon
59
dioxide and nitrogen, all relatively harmless. These are five possible ways then of
controlling air pollution caused by cars.
II. Put the sentences below in the correct order by numbering them from one (1)
to eight (8). (the first one has been done for you; 2 means that this sentence should be
the second one in a logical text.) Then fill the gaps by using the following connecting
words:
However despite Nevertheless such as Moreover and

Concluding while because 1 Due to for instance for example
that is
Number: ……………………., algorithmic problems can be incredibly complex
……and……….. can take years of work to solve.
2
To explain how to write an algorithm would seem easy when one begins
by comparing it to a cooking book recipe …………….. baking a cake.
…………………, many problems do not admit satisfactory solutions, or
algorithms, ………………… others do not admit any solutions at all.
……………………, to get a feel for the difficulty in designing algorithms , we
can analyse some relatively simple algorithmic problems, …………………..
how to get a newspaper distributed in the fastest and most economical
way. Algorithmic
For many problems the status, as far as good solutions are concerned, is as
yet unknown, ………………… extensive work by many talented
mathematicians.
……………………, this algorithmic problem of newspaper distribution is
shown to be a good example of to begin to understand how algorithmic
problems are actually designed.
…………………. the limited and specified nature of input sets, the output will
also be limited and specified, ………….a number of specified tasks for a
number of specified deliverers.
To analyse this problem is relatively simple ……………. the number of inputs
is fairly limited, ……………… personnel, the distance to be covered means of
transport, fuel costs, numbers of subscribers, etc.
Lessons-47/48
Tasks and exercises
60
I. Match the conditions with the most logical consequences; the predicates
should also match grammatically!
1. If a society wants public health a. companies would not get qualified staff.
and education
2. If the general population is b. if they start making bigger profits.
unhealthy and unable to work
3. If there were no public education c. its government will raise revenue by taxation.
systems
4. A government would not build d. they would have paid lower taxes.
roads for economic activities
5. Companies will have to pay higher e. if they had made false declarations.
taxes
6. You would have to pay a higher f. it will increase its revenues.
tax rate
7. If the government levied much g. firms won’t find either enough staff or
higher taxes customers.
8. If companies had invested more in h. if it didn’t collect taxes.
new machines and so on
9. They would have avoided paying i. many more people would cheat by doing jobs
tax without official contracts.
10. The state income would have j. if your salary rose.
been a lot higher
11. If the state stimulates businesses k. if there had been so many people working in
to register the ‘black’ or ‘underground’ economy.
II. Use modals to complete the spaces in the text below (for can, could, may,
might shall, should, have to, has to, must, will, would – some more than once):
SOLAR ENERGY
The use of solar energy has some disadvantages. For example, the solar energy reaching
the earth is widely dispersed, so it …….. (1) be collected over a very large area, and it
………(2) be concentrated so that it …. (3) be used. Another problem is that solar energy
stations ….. (4) not operate at night, when electrical needs are highest. Furthermore, the
supply varies with the amount of cloud and with the season of the year. So, because its
supply changes, we …… (5) develop a method of storing solar energy received on sunny
days – so we .. (6) use it at night and in the winter.
Suppose, however, that we …. (7) place the solar mirrors (called collectors) above
the earth’s surface 100s of kilometres in space. There the collectors … (8) be in the
sunshine 23 hours a day, spending only one hour in the earth’s shadow. Each satellite
…… (9) have two ‘wings’, about 31 km2 in area covered with solar cells. The generator
…. (10) beam the electricity in the form of microwave to a receiving station on earth.
One satellite of this size … (11) generate 10 000 megawatts, enough to meet the needs
of a city the size of New York. What we …. (12) do now is to invest very large sums of
61
money into the necessary research and development so that one day in the (near)
future large areas in the world …. (13) be benefiting from this technique.
III. Join and match the following halves of sentences adding the missing relative
pronouns:
SOME IMPORTANT MATHEMATICAL FACTS
1. Charles Babbage conceived his difference (they) are used in all branches of pure
machine in 1832 ..........(relative pronoun)and applied mathematics.
2 It was Ada Brown, Babbage’s programmer, (it) proved that any consistent
.... mathematical system must be
incomplete.
3. The core of mathematics are equations .... (it) was a predecessor of the digital
computer.
4. Chaos theory describes phenomena ..... (his) efforts produced ‘analytic’ or
‘coordinate geometry’.
5. Kurt Gödel published a theorem in 1931 .... (she) laid the foundations for
planning.
6. René Decartes was the greatest European (their) functions are plotted on axes x
innovator in mathematics ..... and y.
7. In analytic geometry the relationships (they) are not random nor predictable.
between variables are conveyed ....
Lessons-49/50
Tasks and exercises
I. Underline the connective words and phrases and decide to which types of
conjunctions they belong:
Let’s focus our attention on the ways of controlling or reducing the amount of air
pollution caused by the car. We can mention five possibilities.
First, we can discourage the use of cars. For example, we can put higher taxes on
petrol and on cars themselves, especially the larger ones that use a lot of petrol.
Second, we can encourage alternatives methods of transport, both between and
within urban areas. For instance, we can make train and bus services cheaper and more
62
convenient. And we can build a mass transit system in large cities, particularly an
underground railway system, such as in London, New York, Moscow and Tokyo.
Next, we can use a cleaner and different fuel for the internal combustion
engine. Possibilities include natural gas, fuel cells, i.e. batteries and liquid hydrogen.
Fourth, we can replace the present internal combustion engine with other
designs. There are several possibilities being researched at present, such as electric, gas
turbine and steam engines. However, each of these engine designs has its own
disadvantages.
And finally, we are trying to control the emissions from the internal combustion
engine much more strictly. This, for example, can be done with a catalytic converter. It
converts the most dangerous ingredients of the exhaust into harmless gases and water.
The catalyst removes the oxygen from the nitrogen oxide and combines it with
unburned hydrocarbons and carbon monoxide. The end products are water, carbon
dioxide and nitrogen, all relatively harmless. These are five possible ways then of
controlling air pollution caused by cars.
II. Put the sentences below in the correct order by numbering them from one (1)
to eight (8). (the first one has been done for you; 2 means that this sentence should be
the second one in a logical text.) Then fill the gaps by using the following connecting
words:
However despite Nevertheless such as Moreover and

Concluding while because 1 Due to for instance for example
that is
Number: ……………………., algorithmic problems can be incredibly complex
……and……….. can take years of work to solve.
2
To explain how to write an algorithm would seem easy when one begins
by comparing it to a cooking book recipe …………….. baking a cake.
…………………, many problems do not admit satisfactory solutions, or
algorithms, ………………… others do not admit any solutions at all.
……………………, to get a feel for the difficulty in designing algorithms , we
can analyse some relatively simple algorithmic problems, …………………..
how to get a newspaper distributed in the fastest and most economical
63
way. Algorithmic
For many problems the status, as far as good solutions are concerned, is as
yet unknown, ………………… extensive work by many talented
mathematicians.
……………………, this algorithmic problem of newspaper distribution is
shown to be a good example of to begin to understand how algorithmic
problems are actually designed.
…………………. the limited and specified nature of input sets, the output will
also be limited and specified, ………….a number of specified tasks for a
number of specified deliverers.
To analyse this problem is relatively simple ……………. the number of inputs
is fairly limited, ……………… personnel, the distance to be covered means of
transport, fuel costs, numbers of subscribers, etc.
III. Match the conditions with the most logical consequences; the predicates
should also match grammatically!
1. If a society wants public health a. companies would not get qualified staff.
and education
2. If the general population is b. if they start making bigger profits.
unhealthy and unable to work
3. If there were no public education c. its government will raise revenue by taxation.
systems
4. A government would not build d. they would have paid lower taxes.
roads for economic activities
5. Companies will have to pay higher e. if they had made false declarations.
taxes
6. You would have to pay a higher f. it will increase its revenues.
tax rate
7. If the government levied much g. firms won’t find either enough staff or
higher taxes customers.
8. If companies had invested more in h. if it didn’t collect taxes.
new machines and so on
9. They would have avoided paying i. many more people would cheat by doing jobs
tax without official contracts.
10. The state income would have j. if your salary rose.
been a lot higher
11. If the state stimulates businesses k. if there had been so many people working in
to register the ‘black’ or ‘underground’ economy.
64
IV. Use modals to complete the spaces in the text below (for can, could, may,
might shall, should, have to, has to, must, will, would – some more than once):
SOLAR ENERGY
The use of solar energy has some disadvantages. For example, the solar energy reaching
the earth is widely dispersed, so it …….. (1) be collected over a very large area, and it
………(2) be concentrated so that it …. (3) be used. Another problem is that solar energy
stations ….. (4) not operate at night, when electrical needs are highest. Furthermore, the
supply varies with the amount of cloud and with the season of the year. So, because its
supply changes, we …… (5) develop a method of storing solar energy received on sunny
days – so we .. (6) use it at night and in the winter.
Suppose, however, that we …. (7) place the solar mirrors (called collectors) above
the earth’s surface 100s of kilometres in space. There the collectors … (8) be in the
sunshine 23 hours a day, spending only one hour in the earth’s shadow. Each satellite
…… (9) have two ‘wings’, about 31 km2 in area covered with solar cells. The generator
…. (10) beam the electricity in the form of microwave to a receiving station on earth.
One satellite of this size … (11) generate 10 000 megawatts, enough to meet the needs
of a city the size of New York. What we …. (12) do now is to invest very large sums of
money into the necessary research and development so that one day in the (near)
future large areas in the world …. (13) be benefiting from this technique.
Unit 11. Preparing for a writing assignment
Lessons-51/52
10. Preparing for a writing assignment

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

STEP 2. FINDING INFORMATION
STEP 3. STATING YOUR THESIS
STEP 4. MAKING A TENTATIVE OUTLINE
STEP 5. ORGANIZINGYOUR NOTES
STEP 6. WRITING YOUR FIRST DRAFT
STEP 7. REVISING YOUR OUTLINE AND DRAFT
STEP 8. PRODUCING A FINAL PAPER
65
STEP 1. CHOOSE A TOPIC
Choose a topic which interests and challenges you. Your attitude towards the topic may
well determine the amount of effort and enthusiasm you put into your research.
Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion" to
"Buddhism". Obtain teacher approval for your topic before embarking on a full-scale
research. If you are uncertain as to what is expected of you in completing the
assignment or project, re-read your assignment sheet carefully or ASK your teacher.
Select a subject you can manage. Avoid subjects that are too technical, learned, or
specialized. Avoid topics that have only a very narrow range of source materials.
Tasks and exercises
I. Below you find a series of topics and issues you MAY choose from. Each topic is
accompanied by some ideas in note form. You can choose any other substantial topic
(NOT topics such as , “My holidays on Pemba beach” “The discos in Swaziland”, etc.)
After you have chosen a topic or found an alternative idea (first consult your tutor
about any other topic that you would like to write about you hand in your choice on a
paper.
i. Made in Mozambique
your arguments for and against;
some issues: Mozambique’s raw materials from agriculture (cotton, fruits,
etc.) + minerals (gas, precious stones, coal, etc.) exported to foreign
industrialized countries for low prices, their finished products exported to
Mozambique at high prices!
how reverse this process – suggestions : boost national production +
industries(efficiency); better education > more local specialists - foreign
investments; improved transport conditions less bureaucracy - tax free and
prioritised production areas - state subsidies or tariffs – a more supportive
role of the World Bank / IMF
ii. Traditional versus conventional medical care
traditional doctors ‘curandeiros’ knowledge of curative herbs - cure mental
problems, protection against witch doctors ‘feticeiros’
unscientific, superstition, unsafe, some religions against
iii. Public transport versus private transport
aspects for and against – e.g. cost (increasing fuel prices, air pollution,
etc)and safety aspects (‘chappa cem’) – TPB advantages – disadvantages, etc.
iv. Staying healthy in a country such as Mozambique
drinking, eating and smoking habits drug abuse - – stressful situations –
poverty – medical care – HIV and related issues
v. How (un)attractive is Beira?
The quality of public entertainment places –- cinemas – swimming pools-
sports grounds – shops – cafes – bars – discos – transport conditions –
housing – educational institutions –libraries
66
vi. Environmental Problems and the effects of Climate Change and effects on
the Mozambican economy and life in general – the use of renewable
resources to combat the energy crisis – the green revolution – the use of
solar and other alternative energy sources
vii. Mozambique’s present government
How well (badly) do governmental institutions (town council – police-central
government – parliament – democracy) function?
viii. Religions in Mozambique
Lessons-53/54
Preparing for a writing assignment
II. The next step cannot be done in the classroom. It is work you will have to do outside
the classroom, for instance, by using a PC or by going to a well-equipped library.
Below you can read about some ways how to get information:
Reading
Develop your time line
Allow for editing, revision and unexpected developments
 Inspiration phase:
This is continuous to prevent losing ideas and inspirations
Keep a convenient place to preserve phrases, vocabulary, events, etc. for later
use
 Research phase; information gathering and recording:
See below
 Organizing/prewriting phase
with concept mapping, outlining, even brainstorming
Determine how you will build the scenes of your argument, narrative, story, etc.
See our definitions of writing term» http://www.studygs.net/writing s in our
Guides.
Research phase; information gathering and recording:

Document all interviews, readings, experiments, data, websites, reports, etc.
People: instructor, teaching assistant, research librarian, tutor, subject matter experts,
professionals
Tasks and exercises
1. Develop research strategies and a list of resources
67
2. Narrow your topic and its description; pull out key words and categories
Develop a list of key words--50 or so--that form the foundation of both your
research and writing. Build the list from general sources and overviews
3. Bring your topic and keyword list to a local research librarian, teacher, support
professional on resources available
Text books (!), reference works, web sites, journals, diaries, professional reports
4. International conventions of copyright govern the use and reproduction of all
material: all information should be properly cited
c.f. our guide on citing websites for models :
http://www.studygs.net/writing/prewriting.htm (how to write papers)
What are some INTERNET resources?

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

country)
http://www.bbc.co.uk/worldservice (international news)
www.openarchives.org (books and articles on any subject)
http://en.wikipedia.org/wiki/ (online Encyclopaedia)
www.aluka.org (a digital library of scholarly resources from
and
about Africa)
www.oaresciences.org/es/ (online Access to Research in the
Environment and
climate change – Meio ambiente)
http://earthtrends.wri.org/ (World Research Institute research
into the
interaction between human disease,
pollution, and
large-scale environmental development –
crise
ambiental)
68
www.dominiopublico.gov.br/pesquisa (Biblioteca digital desenvolvida...
Pesquisa Básica –
Selecione o critério da pesquisa)
http://www.onlinenewspapers.com/ (Listing of 10000 newspapers from

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

non-profit organizations and by for-profit businesses
 Resources at your local (public) library
These may require membership or registration
 Newspaper, journal, magazine databases, Encyclopaedias, Dictionaries,
Government Publications, Guides, Reports Almanacs, Atlases,
Often restricted to subscribers, require registration, or can be fee-based for
access
Using an Internet search engine:
Find the best combination of key words to locate information you need;
Enter these in the search engine
 Refer to known, recommended, expert, or reviewed web sites
 Review the number of options returned.
If there are too many web sites, add more keywords.
If there are too few options, narrow/delete some keywords,
or substitute other key words
 Review the first pages returned:
If these are not helpful, review your key words for a better description
69
 Use advanced search options in search engines:
Search options include
o Key word combinations, including Boolean strings
o Locations where key words are found
For example: in the title, 1st paragraphs, coded metadata
o Languages to search in
o Sites containing media files (images, videos, MP3/music, ActiveX, JAVA,
etc.)
o Dates web sites were created or updated
 Research using several search engines
Each search engine has a different database of web sites it searches
Some "Meta-Search" engines actually search other search engines!
If one search engine returns few web sites, another may return many!
 Evaluate the content of the web sites you've found:
c.f. the Study Guide Evaluating web site content »
http://www.studygs.net/writing
Beware referencing blogs as they are basically opinions and not "fact"
 Track your search:
List resources you checked; the date your checked them
Identify the resource, especially its location and the date you found it
c.f. index card system
 When printing, set your options to print the
Title of the page | the Web address | the date printed
As you gather your resources, jot down full bibliographical information (author, title,
place of publication, publisher, date of publication, page numbers, URLs, creation or
modification dates on Web pages, and your date of access) on your work sheet,
printout, or enter the information on your laptop or desktop computer for later
retrieval. If printing from the Internet, it is wise to set up the browser to print the URL
and date of access for every page. Remember that an article without bibliographical
information is useless since you cannot cite its source.
Lessons-53/54
Steps for writing assignment
STEP 3. STATE YOUR THESIS

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

Reading
70
The purpose of an outline is to help you think through your topic carefully and organize
it logically before you start writing. A good outline is the most important step in writing
a good paper. Check your outline to make sure that the points covered flow logically
from one to the other. Include in your outline an INTRODUCTION, a BODY, and a
CONCLUSION. Make the first outline tentative. Just use key words to write the outline
not complete sentences (that happens in your draft - rascunho).
INTRODUCTION - State your thesis and the purpose of your research paper clearly.
What is the chief reason you are writing the paper? State also how you plan to approach
your topic. Is this a factual report, a book review, a comparison, or an analysis of a
problem? Explain briefly the major points you plan to cover in your paper and why
readers should be interested in your topic.
BODY - This is where you present your arguments to support your thesis statement. You
explain what it is the problem/issue you focus on, why and for whom. You can present a
series of possible solutions and explain which one(s) you are in favour of and which
strategy or strategies you are against, usually by giving arguments for or/and against a
certain point of view supported by examples from your own experience, or from
newspapers, periodicals or books, etc, and giving quotations and references to the titles
and writers.
Remember the Rule of 3, i.e. find 3 supporting arguments for each position you take.
Begin with a strong argument, then use a stronger one, and end with the strongest
argument for your final point.
CONCLUSION - Restate or reword your thesis. Summarize your arguments. Explain why
you have come to this particular conclusion.
The conclusion should:
i. say what your main topic/question/view in the writing has been and what main
aspects of it you have covered (i.e. a brief summary);
ii. say what general point(s) can be drawn from the essay as a whole.
iii. but it should not:
1. include any further points not mentioned in the body of the essay;
2. introduce new information or ideas.
STEP 5. ORGANIZE YOUR NOTES

Before beginning to write your first draft (rascunho) of a paper it is wise to make
an outline. Organize all the information you have gathered according to your outline.
Critically analyze your research data. Using the best available sources, check for
accuracy and verify that the information is factual, up-to-date, and correct. Opposing
views should also be noted if they help to support your thesis. This is the most
important stage in writing a research paper. Here you will analyze, synthesize, sort, and
digest the information you have gathered and hopefully learn something about your
topic which is the real purpose of doing a research paper in the first place. You must also
be able to effectively communicate your thoughts, ideas, insights, and research findings
to others through written words as in a report, an essay, a research or term paper, or
through spoken words as in an oral or multimedia presentation with audio-visual aids.
71
Do not include any information that is not relevant to your topic, and do not
include information that you do not understand. Make sure the information that you
have noted is carefully recorded and in your own words, if possible. Plagiarism is
definitely out of the question. Document all ideas borrowed or quotes used very
accurately. As you organize your notes, jot down detailed bibliographical information for
each cited paragraph and have it ready to transfer to your Works Cited page at the end
of the paper.
Devise your own method to organize your notes. (Also see:

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

I. Man-made pollution is the primary cause of global warming.
72
A. Greenhouse gas emissions are widely identified by the scientific community to
be
harmful.
1. The burning of coal and fossil fuels are the primary releasers of
hazardous greenhouse gases.
Full sentence outlines are often accompanied with an APA reference list on a separate
page.
Quotes within the outline must also utilize APA in-text citations.
Decimal Outline
1.0 Choose Desired College
1.1 Visit and evaluate college campuses
1.2 Visit and evaluate college websites
1.2.1 Look for interesting classes
1.2.2 Note important statistics
Tasks and exercises

I. Now produce your own outline which should be handed in to your tutor for
assessment at the end of this lesson or the beginning of the next.
Lessons-57/58
Drafting
STEP 6. WRITE YOUR FIRST DRAFT
Reading
A rough draft is "a late stage in the writing process".1 It assumes that you have
adequate information and understanding, are near or at the end of gathering research,
and have completed an exercise in prewriting.
What you need:
 Adequate time period for focus
 Clear study area
to eliminate distractions, whether other school projects or friends' demands,
in order to concentrate on the task at hand
 Preparation and research
with as much current and historical data and viewpoints as necessary
 Target audience
or a clear idea for whom you are writing:
your professor, an age group, a friend, a profession, etc.
 Prewriting exercises
and notes on ideas from your research
 Review all the above.
Don't "study" it; just refresh yourself on the main concepts for now
What you will not need:
73
 Title or introduction:
derive these from your prewriting exercise
 Reference works, print-outs, quotes, etc.
Rely on your notes, and don't overwhelm yourself with facts.
Details can be added; you now want to focus on developing your argument
 Edits!
Do not revise as you write, or correct spelling, punctuation, etc. Just write,
write, write.
This is the first draft, so what you put down will be revised and organized "after"
 Review the ideas, topics, themes, questions
you have come up with in your prewriting exercise. Try reading the prewriting
text out loud ( a type of self-mediation). Listen for patterns that seem most
interesting and/or important. Summarize them.
 Evaluate the ideas, topics, themes, questions
whether by scoring, prioritizing, or whatever method seems best.
Keep this list in case your first choice(s) don't work
 Sequence what you have prioritized as in outlining, above.
Writing your draft:
Your first paragraph
 Introduce the topic; entice the reader (remember: audience)
 Establish perspective and/or point of view!
 Focus on three main points to develop
Establish flow from paragraph to paragraph
 Topic sentences of each paragraph
define their place in the overall scheme
 Transition sentences, clauses, or words at the beginning of paragraph connect
one idea to the next
Avoid one and two sentence paragraphs
which may reflect lack of development of your point
 Continually prove your point of view throughout the essay
o Don't drift or leave the focus of the essay
o Don't lapse into summary in developing paragraphs--wait until its time, at
the conclusion
 Keep your voice active
o "The Academic Committee decided..." not "It was decided by..."
o Avoid the verb "to be" for clear, dynamic, and effective presentation
(Avoid the verb "to be" and your presentation will be effective, clear, and
dynamic)
o Avoiding "to be" will also avoid the passive voice
 Support interpretations with quotes, data, etc.
o Properly introduce, explain, and cite each quote
o Block (indented) quotes should be used sparingly;
they can break up the flow of your argument
Conclusion
74
 Read your first paragraph, the development, and set it aside
 Summarize, then conclude, your argument
 Refer back (once again) to the first paragraph(s) as well as the development
o do the last paragraphs briefly restate the main ideas?
o reflect the succession and importance of the arguments
o logically conclude their development?
 Edit/rewrite the first paragraph
to better set your development and conclusion
Tasks and exercises

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

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

2. How long do you live in this town Vocabulary
3. Could you give me some informations? Passive Voice
4. He speaks a very good English. Countables - uncountables
5. I’ve got any friends. Spelling
6. My daughters are very talls. The use of articles
7. Would you like try these? Infinitive + to
8. Could I borrow you some sugar? 1 Word order
9. They couldn’t avoid to break some Conditionals
glasses.
10. However he was ill he came to work Present perfect
today.
11. Who was responsable for this? Adjectives
12. He was take to hospital after the Adverbs
75
accident.
13. If you go by plane you get there fastly. Connectives (conjunctions)
14. He would come if he can. Gerund
II. In the following 15 sentences there are errors, which have been underlined. Decide
for each error what type of error it is by choosing from the box below and then
correct them.
Example:
Today is the oneth of February »» Category of error: Grammar ( ordinal numbers )
This is a very clear summary; and good He went home late at night at 15.00
criticism. hours.
This is a damn good story. Rome is very old and archaic city
We haven’t got some money. He usually is at home on Sundays.
They prefered to finish before 5 o’clock. If she came we will go to the beach
together.
Most universities have highs rates of He never see a lion in reality
dropouts in their first years.
Today it is terrible hot. He went to the library to buy some
books.
That new shop has a lot of softwares for She take to hospital by an ambulance.
finance.
The money does not make happy. I hope to speaking english well one day.
In spite he was angry, he listened I can’t avoid to make mistakes.
Patiently
CATEGORIES OF ERRORS: Style / Vocabulary / Punctuation and capitals / Spelling /
Word order / Repetition and redundancy / logical ordering and sequencing of ideas /
Grammar (e.g. Conditionals, The use of articles, Adverbs, Determiners & quantifiers.
Adjectives, Present perfect, Gerund, Numbers, Connectives (conjunctions),
Countable – uncountable nouns, Passive Voice, Infinitive + to etc.)
Lessons-61/62
Vocabulary
Reading
When focusing on the vocabulary of a text there a number of aspects to consider for
which dictionaries (online or in book-form) have, in most case, proved to be useful:
1. Does a word really mean what you think it in means? Are there any words that
have been wrongly chosen within the given context? Also be aware of false friends! A
lot of words in English and in Portuguese are very similar in written form and have the
same Latin origin but do not have the same meanings; they belong to the group called
‘false friends’. (See Appendix 1 on P.51) The use of a dictionary (or a reliable (!) online
76
translating device) is important to avoid a lot of misunderstandings in your written
work.
2. Do not use empty or meaningless expressions to mask your lack of thought or
knowledge about a certain topic, (e.g. the word chosen is too abstract or vague).
3. What words can be simplified to be clearer or stronger? Avoid the use of fancy
words giving false impression of intellectuality, by being unnecessary difficult or too
sophisticated within the given context.
4. Do you over-use any words causing repetition or redundancy of words. Would
synonyms add interest?
5. Are there any colloquialisms or trendy expressions, informal expressions that
imitate speech? Their use may not be clear of effective in your writing since they are so
familiar, and may tend toward predictability.
6. Use the correct forms of the word (=parts of speech) in the given grammatical
contexts, e.g. do not use a noun where you should use a verb or an adjective; or do not
use an adverb where you should use an adjective.
Tasks and exercises

I. Below are a number of sentences in which the underlined vocabulary exemplify
the type of errors made listed above.
(If you are not quite sure of the meaning of a word check its meaning in a dictionary. If
you find a word in a Portuguese – English dictionary, double-check in an English-English
dictionary by looking at the examples given in the dictionary to see if the word really
means what you think it means.)
1. I can’t support his behaviour any longer.
2. His bad behaviour has caused the party a lot of prejudice.
3. Before introducing my thesis I´m gonna explain why I chose this topic.
4. Did you intend his lecture?
5. His impressively writing contribution a lot to our understand the problem.
6. Mozambique is eventually hit by cyclones
7. Could I borrow you some sugar?
8. It is a terrific method to solve the problem of pollution and saving energy.
9. The lecture focused on the main issue of delinquent criminals stealing and robbing
people after killing and assassinating them.
10. The multiplicity of functionality is really advantageous to the overall
marketability of the product.
10. As a conclusion, I could say that it is an absolutely marvellous and positive way
of relaxing and refreshing one´s mind.
11. His conclusions are too personal and subjective.
II. To write a correct text in English you must be able to efficiently and rapidly look
up words in a (good) dictionary. Train yourself to make maximum use of the alphabetical
ordering of words; put the following words in the order in which they would come in a
dictionary.
1. think / consider / decide / appreciate
77
2. write / type / print / draw
3. economy / discover / deep / day
4. economy / economics / economist / economist
5. businesslike / busy / busily / business
6. theory / transform /technology / taste
7. intertwine /interview / interior / intersperse
8. quest / event / happening / adventure
9. systematic / systemic / systematise / system
10. orphan / option / ontology / oven
11. scientist / specialist / science / selective
12. screwdriver / scholar / school / scholastic
13. psychologist / psyche / psychological / physical
14. xylose / yoke / yield / wychelm
III. Most words have two or more different meanings depending on the context
which of the meanings is relevant. Match the dictionary definitions in the right column
with the word ‘plant’ in the sentences on the left side and taking the contexts into
account:
Sentences: Dictionary definitions:
1. The Boers were the first to plant a new colony at the a. (n) a living organism
Cape. growing on soil
2. That plant needs to be cultivated with great care. b. (n)the machinery, building,
3. The submarine’s power plant is an atomic reactor. etc. of a factory
4. Some nuclear plants in Russia had to be shut down c. (n)the apparatus for a
because they were leaking radioactive substances. certain mechanical operation
5. Before leaving the moon the astronauts did not d. (v)to set firmly in position
forget to plant the United States flag. e. (v)to settle, found, establish
IV. Write this text substituting all the ‘nulls’ by words that make sense within the
context:
One (1)null summer day at (2)null you see the most (3)null creature you have ever seen.
(Her/His) name is (4)null , and every move (5)null makes just turns you on more and
more. You nudge your best friend (6)null and say, "Wow, that has to be the most (7)null
body I have ever seen. Suddenly, (8)null looks in your direction and starts walking right
towards you!!! (10)null says, "I noticed you staring at me from over there. I just had to
tell you, that I think you are so (11)null and was wondering if you'd like to go to (12)null
with me and (13)null ?" With a stupid smile on your face you say, " null " and go with
(him/her). When you finally get to (14)null , /(15)null moves closer to you, and gives you
the biggest kiss ever. The two of you are passionately kissing, when you feel a (16)null
hit you on the back of the head. You open your eyes to find out it's all a dream, but
there is a note left next to your bed.
It reads: " (17)null is the love you've been waiting your whole life for. (18)null will ask
you out in (19)null days or less, but only if you forward this site on ICQ or by email to at
least 5 people within the next few minutes. The more people you send it to, the sooner
78
they will ask you out, and you both will fall in love. Do not take this lightly, because if you
simply ignore this, you will have bad luck in love for the next (20)null years!"
V. You should be aware of the fact that many parts of speech (the various
grammatical functions of words in sentences) can be recognised by their affixes and that
prefixes help to define their meanings.(See appendix “ on page 59) Make as many words
as you can from the following stems indicating for each new word to what word class it
belongs:
use – produce examples: abuse (verb) / production (noun)
VI. Form as many new words as you can by using affixes with the following words:
sell – turn - trust – use – collect – connect – work – true – able – known – fly – fit –
refutable – print – real – geology – trust – busy – memory – material - operative rare –
plant – possible – cycle – repairable – distribute - convert – sense - responsible
Lessons-63/64
Grammar
Reading
Before you start correcting grammar errors in a draft, you should realise that there is a
big difference between speaking and writing English. For example, when you speak,
there is little time for correction of mistakes.
English has a relatively irregular grammar system. Learning all the rules and the
exceptions to the rules will probably not help you much in avoiding to make mistakes
when speaking English, because concentrating on the rules makes you self-conscious.
You may become afraid that other people will laugh when you make errors when
speaking. You can learn vocabulary and grammar rules unconsciously by watching
English TV or movies, etc. It is actually better to risk making mistakes when trying to
communicate, while at the same time remaining receptive to corrections by the teacher.
However, when you are writing in English, you have much more time to avoid making
grammatical errors, so you should avail yourself of that opportunity. Many errors in the
grammar confuse or irritate the reader and may even lead to misunderstandings.
Tasks and exercises

I. There are two or more errors in each of the following sentences. The errors are
underlined. Correct the errors.
Example:
79
If somebody become ill, then he go to an local doctor.
> …becomes … …… goes…a ………
1. We have all hers documents here, but your are still missing.
2. He is leaving in 4 September, that is, at Friday afternoon.
3. Where he went yesterday? and for what?
4. There is much books at the library.
5. There products are of a low quality, but our are the best.
6. They ordered fourty five bicycles and fiftyhundred t-shirts on the nineth of Julho.
7. We finish work usually late at the evening, so we never can do any shopping after
work.
8. The number of schools growed gradually until 1994, and then rised suddenly
dramatically.
9. My company transfers monthly my salary to my account, whom I opened last year.
10. They solve that problem yesterday? – Yes, but now we having another one.
11. We often are in the library at that time, because we use always the computers.
12. We haven’t yet received those books what we ordered last week of whom the
titles were all clear listed on the order form.
13. You do not need to contact they about theirs errors, because they have already
discovered this errors themselves.
II. Complete the following passage by choosing from the words (or phrases) in the
right column.
For each gap choose one option from the four and underline it.
Father, son and donkey

A father and his son [a]……………. taking their a. were - was - is - are
donkey to the market. [b] ………. man who was b. An – The - A - (zero)
riding on a bicycle shouted to c]……….., ‘Hey. You c. their – them - us - they
are stupid! [d]…………. are you[walking? You can d. When – How - Where - Why
ride the donkey!’
So the father got on the donkey.
Then a woman, who saw the father riding on the e. were riding - ‘re riding – ride -
donkey, said, ‘You are not very kind. You [e]…………. riding
on the donkey and your little boy is walking!’ f. off – in – on - of
So the father got [f]……… the donkey and his son g. notice - noticed - notices -
got on the donkey. noticing
Then the teacher of the village [g]……... the boy on h. your – our – his - yours
the donkey and said, ‘You are not very nice to i ourselves – our – ours - us
[h]……….. father! Remember we must always j. are walking - is walking - was
respect [i]……… parents. Why are you riding while walking - walks
he [j]…………….?’ k. on – behind - next to - after
So the father got on the donkey and sat [k]………... l. whose – who – whom - which
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his son. m. zero – what – who - which
Another woman, [l]………… was selling fish, saw n. slow – slower – slowy - slowly
both of them sitting on the donkey, [m]……….by
now was becoming very tired and walking very
[n]…………. and she said, ‘ Is that your donkey? Are o. died - deadly – dead - die
you crazy? Two people? You are very heavy! The
donkey is nearly [o]…………..’ p. rides – rode - were riding - as
So the father and son got off the donkey. riding
The same man who [p] ……… on a bicycle passed
them again and shouted, ‘Are you going to the q. Is it – Is – Its - It’s
market? Then carry the donkey! [q]………….. very r. near - at - to - for
tired!’
So the father and his son carried the donkey s. didn’t want - doesn’t want - don’t
[r]………. the market. want - not wanted
In the market everybody laughed! They [s]…………..
to buy the donkey! t. his – it - him - he
‘It’s a very lazy donkey!’, they said. ‘You are u. walks - was walking - were
carrying [t]…… to the market!’ walking – are walked
So the father and his son and the donkey [u]……...
home again.
If you try to make everybody happy you will make
nobody happy.
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III.
The Car-jacking
An elderly Florida lady (a)…… … to her car with her a. was returning-- returns – is
shopping when she found four young men in the returning - return
act of leaving with (b)…….…… vehicle. She b. her - his- their - our
(c)…….………. her shopping bags and while she was c. drops - dropping - dropped drop
screaming, ‘I have a gun and I (d)……….. how to use d. know - knows - knowing - knew
it!’, she actually (e)………. a formidable handgun e. drawing – draw - draws - drew
ready for shooting. When they saw (f)……… gun f. no article – a – an - the
and heard the woman yelling ‘Get (g)……. of my g. out - in - on -off
car you scumbags’, the young men jumped out of
the car and started running for (h)……… lives. h. their – his - her - our
Somewhat shaken, the lady loaded her shopping
bags (i)……… the back of her car and got into the i. onto - into - out of - in
driver’s seat. She was shaking so much that she
(j)………. get the key into the ignition. While she j. can’t - wouldn’t - shouldn’t -
was trying and trying, it began to dawn on her (k) couldn’t
…… not. A few minutes later she (l)…….. her own k. when - why - how - what
car parked four of five spaces farther down, the l. find – finds – found - finding
same colour and type of car. She loaded her bags
again and drove to the police station. A policeman m. Do - Did - Does - Is
there asked, ‘(m)………… you want report n. The – a - no article - an
something?’ (n)…….. policeman listened to her o. to – at - in - on
story and started laughing. While he was falling p. which - who - whose -
about laughing and no longer able to talk, he that
pointed (o)…. the group of four young men, q. was – were – is - are
(p)………. were very pale now and waiting at the r. crazily - craze – crazy - craza
end of the counter, where they (q)………. reporting s. a – an – the - no article
a car-jacking by a tiny, (r)……….., grey-haired t. not understood - understoodn’t -
woman carrying (s)…… gun. understood not - didn’t
They (t)………… that the old lady was mistaken, and understand.
that she was thinking that the young men were
robbing her car.
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The Car-jacking
An elderly Florida lady (a)…… … to her car with her a. was returning-- returns – is
shopping when she found four young men in the returning - return
act of leaving with (b)…….…… vehicle. She b. her - his- their - our
(c)…….………. her shopping bags and while she was c. drops - dropping - dropped drop
screaming, ‘I have a gun and I (d)……….. how to use d. know - knows - knowing - knew
it!’, she actually (e)………. a formidable handgun e. drawing – draw - draws - drew
ready for shooting. When they saw (f)……… gun f. no article – a – an - the
and heard the woman yelling ‘Get (g)……. of my g. out - in - on -off
car you scumbags’, the young men jumped out of
the car and started running for (h)……… lives. h. their – his - her - our
Somewhat shaken, the lady loaded her shopping
bags (i)……… the back of her car and got into the i. onto - into - out of - in
driver’s seat. She was shaking so much that she
(j)………. get the key into the ignition. While she j. can’t - wouldn’t - shouldn’t -
was trying and trying, it began to dawn on her (k) couldn’t
…… not. A few minutes later she (l)…….. her own k. when - why - how - what
car parked four of five spaces farther down, the l. find – finds – found - finding
same colour and type of car. She loaded her bags
again and drove to the police station. A policeman m. Do - Did - Does - Is
there asked, ‘(m)………… you want report n. The – a - no article - an
something?’ (n)…….. policeman listened to her o. to – at - in - on
story and started laughing. While he was falling p. which - who - whose -
about laughing and no longer able to talk, he that
pointed (o)…. the group of four young men, q. was – were – is - are
(p)………. were very pale now and waiting at the r. crazily - craze – crazy - craza
end of the counter, where they (q)………. reporting s. a – an – the - no article
a car-jacking by a tiny, (r)……….., grey-haired t. not understood - understoodn’t -
woman carrying (s)…… gun. understood not - didn’t
They (t)………… that the old lady was mistaken, and understand.
that she was thinking that the young men were
robbing her car.
Lessons-65/66
Spelling
Reading
An academic paper that is full of spelling mistakes obviously will not easily impress your
reader! Use a dictionary, or the spelling-check device in Word by Microsoft to correct
spelling mistakes. As you will see in exercise III below, the English spelling is quite
83
complicated to learn, because English spelling often does not accurately reflect the way
modern English is pronounced. English has a very conservative spelling: in fact, the
spelling gives an idea of how the language was probably spoken hundreds of years ago.
Here are some general rules about spelling

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

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

sitll raed it wouthit porbelm. Tihs is
bcuseae the huamn mnid deos not raed
ervey lteter by istlef, but the wrod as a wlohe.
Amzanig huh?
V. Use a good English dictionary to learn the correct pronunciation and meaning
of the look-alike words in the following sentences.
1. The dump was so full that it had to refuse more refuse.
2. We must polish the Polish furniture.
3. He could lead the team to victory if he would get the lead out.
4. The soldier decided to desert his dessert in the desert.
5. Since there is no time like the present, he thought it was time to present the present
to his mother.
6. When the shot came near, the dove dove into the bushes.
7. The medical insurance was invalid for the invalid.
8. There was a row among the oarsmen about how to row.
9. The buck does funny things when the does are present.
10. The sewer in the shirt factory dropped a spool of thread down into the sewer line.
11. To help with planting, the farmer taught his prize sow to sow.
12. The wind was too strong to wind the sail.
13. I had to subject the subject to a series of tests.
Lessons-65/66
Punctuation
Structures:
1. Full-stop.
a. A full-stop is used to end a sentence. The next sentence begins with a capital
letter.
b. After people’s initials
e.g. M.R. Augusto
2. Comma ,
Together with the full-stop the comma is the most commonly used punctuation
mark. Basically it separates parts of the sentence. It is used:
86
a. to separate a non-defining relative clause from the rest of the sentence.
e.g. It is years ago that I read Anna Karenina, which is my favourite novel.
b. to separate some non-defining adjectival phrases from the rest of the
sentence.
e.g. The speaker, getting to his feet, began to….
c. when a subordinate clause comes before the principal clause.
e.g. If you do not understand, please tell me.
d. to separate a number of connectives from the rest of the sentence: too,
however, nevertheless, though, of course, then. etc.
e.g. You can, however, do it if you wish.
e. in many kinds of lists.
e.g. I shall need a book, some paper, a pencil, and a ruler.
3. Colon :
a. It indicates that what follows is an explanation or amplification of what
precedes it.
e.g. I have some news for you: John’s father has arrived.
b. It can be used to introduce a list of items, often preceded by namely, such as,
as follows, etc.
e.g. Please send the items indicated below, namely: (i) passport (ii) visa
application (iii) correct fee.
4. Semi-colon ;
a. A semi-colon coordinates or joins two independent but related clauses.
e.g. The lecture was badly delivered; it went on far too long as well.
b. It is used in lists to show sub-groupings.
e.g. The chief commodities are: butter, cheese, milk eggs; lamb, beef veal,
pork; oats barley, rye and wheat.
5. Apostrophe ’
a. An apostophe is used to indicate genitive (possessive) singular and plural.
e.g. the student’s book / the students’ books
child’s / children’s
b. It is also used in contractions to indicate letters ommitted.
e.g. I’ve = I have
didn’t = did not
6. Dash —
A dash is used to indicate a break, often informally.
e.g. He received a prize — and a certificate as well.
7. Quotation marks ‘ ’ " "
Quotation marks (quotes) or inverted commas can be single or double. They
inclose the actual words of direct speech.
e.g. He said, “Why did you do that?”
or He said, ‘Why did you do that?’
87
8. Question mark ?
A question mark is used after a direct question.
e.g. What time is it?
It is not used after an indirect question.
e.g. Please tell me what the time is.
9. Hyphen -
a. A hyphen separates, in some cases, the prefix from the second part of the
word.
e.g. co-opt
b. It joins some compound words.
e.g. self-control, twenty-one
10. Capital Letters

a. To begin a sentence.
c. For names of people, places, events and organisations
e.g. Mr Williams, Manica, Presidential Elections, British Broadcasting
Corporation (BBC)
d. For nationalities and languages
e.g. Mozambican, Chinese
e. For calender information like months, days etc.
e.g. Thursday 16 November
f. For job titles
e.g. Marketing Manager
NOTE:
In general, in written Portuguese sentences are longer than in English.
The semi-colon (;) is used far less in English than in Portuguese!
Compare how in Portuguese long (run-on) sentences are acceptable; in English
they are preferably cut into smaller units with full stops.
Accepted in Portuguese Preferred in English:
Run-on sentences
Sentence) Em 1979, a SLC cedeu 20% do In 1979, SLC sold 20 percent of its
seu capital à John Deere, uma das stocks to John Deere, one of the
maiores fabricantes de máquinas largest agricultural machinery
agrícolas do mundo, e foi aperfeiçoando manufacturers in the world. Sales
sua colheitadeira que, de pequenas went on from the small rural
propriedades rurais da região Noroeste properties in the state of Rio Grande
do Rio Grande do Sul, conquistou a do Sul to take over Latin America,
América Latina, a América Central, a Africa and the world. Today SLC-
África e o mundo, sendo hoje John Deere harvesters are sold in
comercializada em mais de 20 países. more than 20 countries.
During my vacation in July, when I went Last July I went on vacation in the
88
to the south of France and other parts of south of France and other parts of
central Europe, I bought many souvenirs central Europe. I bought many
and I saw many interesting places, both souvenirs and saw many interesting
the normal tourist sites and the lesser places. Some of the places I visited
known locations. were the normal tourist sites, and
others were lesser known locations.
Lessons-67/68
Summary and final exercises
Tasks and exercises

I
He said: "I want some oranges."
Simple Present Simple Past
He said he wanted some oranges.
They said: "We are studying hard."
Present Continuous Past Continuous
They said they were studying hard.
She said: "I needed you, but uou
weren't here."
Simple Past Past Perfect *
She said she had needed him, but he
hadn't been there.
Tom said: "I was talking to Mary."
Past Continuous Past Perfect Continuous
Tom said he had been talking to Mary.
They said: "We've worked together."
Present Perfect Past Perfect *
They said they had worked together.
I said: "I'm going to visit Jim"!
Going to- Future was/were going to.
I said I was going to visit Jim"
She told me: "I must hurry up."
Must Had to*
She told me she had to hurry up.
II. Put the words in the right order.

1. spoke I last week to the manager
2. once a month to South Africa travels usually Pedro Azar
3. the budget the director before the weekend wants to see
4. today this work you finishing are ?
5. accept cheques they usually
89
6. always doesn’t he the answer know
7. a Portuguese course last year our new manager attended in Lisbon
8. the door the secretary shuts never
9. in the evening always don’t they ring
10. at our plant in Maputo we last year one million tonnes produced
11. starting her project this month is?
12. there in Lisbon once a year a big conference is
13. for a substitute often don’t ask they
14. me a letter writes at the end of the month my friend always
15. talked we yesterday to the director
16. the design by next month wants to have the director
17. don’t normally very young children accept they
18. at their factory near Dondo they last year 5000 tonnes produced
19. every weekend to Chimoio travels Maxima
20. this week his report he finishing is ?
21. usually doesn’t she an answer give
22. rings on Sundays always she
b. Sentence order in a paragraph

It is also important that the ideas within a paragraph are arranged in logical order.
Be careful not to change abruptly from one subject to another subject that has little to
do with the previous one.
III. Scrambled sentences: The sentences in the following two texts (paragraphs) are
not in a correct order. Indicate the correct order by re-numbering them.
i. Television
1. In the second group, the companies that run the television stations receive their
money from advertising.
2. Television networks can be broadly classified into two types, on the basis of how
they
are financed.
3. This type is known as non-commercial television.
4. Such an organisation, which therefore shows advertisements or commercials, is
called
commercial television.
5. In the first group the money is provided by the government.
ii. The Geography of Britain
1. The highland are comprises the whole of Scotland, Wales, Devon and Cornwall in
the south-west of England, and parts of the north-west of England.
2. The other region, the lowlands, lies mainly in the south-east of England.
3. This highland area, however, is not continuous but also contains valleys and plains.
4. Geographically, the island of Great Britain can be roughly divided into two main
regions, highlands and lowlands.
5. The area contains all the mountainous parts of Great Britain and extensive uplands
90
lying above 300 metres.
III-Put the following sentences in a logical order by numbering

them from 1 to 6, that is, you put number 1 before the sentence
with which the text should begin, number 2 for the next
sentence and so on until you get to the concluding sentence
which you give number 6.
……… In the planning stage, open space can be achieved by grouping domestic
accommodation, so that areas of land are left open.
……… An increasing number of urban planners are now becoming aware of the
importance of open space.
……… The result of this policy is that people who live in cities and towns can experience a
change from the noise and pollution of traffic, and the closed-in feeling among tall
buildings.
……… They realize that cities need areas of open space to make them visually more
attractive to establish recreational areas and to absorb noise and air pollution.
……… Later when rebuilding domestic accommodation in the newly planned areas, open
space can be achieved by demolishing old buildings and, for instance, disused railway
tracks and restoring the land to a park or playground.
……… Furthermore, open space helps to reduce adverse effects of urban climates, and
provides habitats for birds and forms of wild life in or near urban areas.
Exercise Revision
IV. Use the following connecting words to complete the gaps in the text below:
although furthermore concluding moreover nor consequently
therefore because for example however
A communication system conveys information from its sources to a destination
some distance away. …………(1), there are so many different applications of
communication systems that we cannot attempt to cover every type. …………(2) can we
discuss in detail all the individual parts that make up a specific system, …………(3) a
typical system involves numerous components that run the gamut of electrical
engineering, ………(4) circuits, electronics, electromagnetics, signal processing,
microprocessors and communication networks. ……………(5) , a piece-by-piece
treatment would obscure the essential point that a communication system is an
integrated whole that really does exceed the sum of its parts.
……………(6), we approach the subject from a more general viewpoint. …………(7)
there are many types of communication systems, they have the same basic function of
information transfer. We will, ……………(8) , seek out and isolate the principles and
problems of conveying information in electrical form. …………(9), these will be examined
in depth to develop analysis and design methods suited to a wide range of applications.
…………(10), this text is concerned with communication systems as systems.
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V. Read the following text about eco-tourism and then complete the gaps in the
exercise below:
Though there are many definitions of ecotourism, the term is most commonly used to
describe any recreation in natural surroundings. The International Ecotourism Society
defines ecotourism as: "responsible travel to natural areas that conserves the
environment and improves the welfare of local people".
Worldwide, tourism generates annual revenues of nearly 3 trillion dollars and

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

experiences, such as bird-watching in the Brazilian rainforest, hiking in the mountains of
Nepal, participating in a traditional village celebration, or taking a canoe trip down a
river.
92
The following are just some of the many topics which interest ecotourists: local flora
and fauna, geology (people are interested in soils and what makes them different),
spectacular features (waterfalls, lakes, grand forests, rocky headlands, coral reefs),
history and culture. The aspects ecotourists find very interesting are: customs and
rituals, religion, traditional art and crafts (such as weaving), ceremonies (the Balinese
attract many hundreds of people to their cremation ceremonies), traditional music and
dance, traditional architecture and building, traditional lifestyle generally from the
forms of agriculture to the diet and style of cooking.
There are many factors which attract ecotourists. Apart from the destinations providing
quality information is the key factor to ecotourism. Ecotourists are prepared to endure a
great deal of discomfort to explore areas if the subjects can be made interesting.
The more that it explained and the better the explanations, the more time they will
spend exploring. Ecotourists don't want to be rushed. They prefer fewer stops with
more quality time at each. They want to watch the sunsets. They want to be assured
that they will get adequate, well planned quality-time.
Ecotourism has the capacity to deliver a lot of economic benefits to traditional cultures.
However whether those benefits are realized depends on how ell the ecotourism is
managed. Having a good resource to attract ecotourists is a good start but to get the
greatest local benefits requires careful management to maximize the time which they
spend locally.
VI.
Fill the gaps in the sentences, using the phrases below:
accommodation, to endure, annual revenues, hands-on experiences, recreation, to
deliver, eco-lodges, assertive, want to be assured, improves the welfare, travel
expenditure, to thrive
1. Though there are many definitions of ecotourism, the term is most commonly
used to describe any ………………………in natural surroundings.
2. The International Ecotourism Society defines ecotourism as: "responsible travel
to natural areas that conserves the environment and ………………………of local people".
3. Worldwide, tourism generates …………………………of nearly 3 trillion dollars and
contributes nearly 11% of the global GNP (Gross National Product), making it the world's
largest industry.
4. Although the events of September 11th rocked the tourism industry and made it
difficult to predict long-term trends, ecotourism is a growing component of the larger
tourism industry, and several factors indicate that it is likely ……………………………over
time.
5. In 1993 the World Tourism Organization (WTO) estimated nature tourism
generated 7 per cent of all international ………………………….
6. Ecotourists tend to travel on economy and to use clean but private 2 or 3 star
…………………………….
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VII
The differences between how humans think and Choose for each gap between the three options a)
computers operate
b) or c)
When we compare the way in which computers function
with the way in …………(1) the human brain operates, 1. a) what b) which c) that
there appear to be ……….(2) superficial similarities. Firstly,
humans and computers ……..(3) communicate the use of 2. a) some b) any c) much
language. Secondly, both are able to …….. (4) draw 3. a) will b) could c) can
conclusions a number of related facts. 4. a) logically b) logical
………(5), one of the major differences between human c) logic
and computer intelligence is that computers can only
‘think’ ………(6) the strict parameters that their 5. a) Therefore b) Because
programmes, designed by humans, will allow them, c) However
…….(7) there are virtually no limits to what humans can 6. a) within b) between
think or talk about. Human thinking is not static c) among
………(8) dynamic and creative and …………(9) develops its 7. a) so b) moreover
perceptions on the basis of newly acquired impressions c) whereas
and the storage of facts in its memory. …….(10), the 8. a) but b) and c) or
human brain has self-consciousness, ……….. (11) in a 9. a) constant b) constantly
philosophical sense could be considered the ‘mind’ as c) constants
opposed to the brain. 10. a)Moreover b) Although
Nevertheless, there are scientists …….. (12) claim that c) While
modern technology ………… (13) develop to such a level, 11. a) who b) whose
that one day they ……… (14) be able to design robots with c) which
an artificial ‘brain’ that can function ……. (15) creatively 12. a) who b) whom
and produce original ideas and solve ……. (16) c) which
complicated problems much …….. (17) and more 13. a) must b) could c) has
efficiently than humans are able to do. ………..(18) these 14. a) can b) are c) will
machines also be able to dominate human beings and 15. a) most b) much c) more
take control of our lives? 16. a) many b) much c) any
17. a) fast b) faster
c) fastest
18. a. must b. are c. will
REFERENCES
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Alexander R. (1989, 2003) New International Business Studies, Cambridge: CUP.
Aztar, B Shrimper (1989) Understanding and Using English Grammar, New Jersey:
Prentice-Hall.
Arnold J. & Harmer J. (1988) Advanced Writing Skills, London: Longman.
Hedge T. (1995) Writing, Oxford: UP.
English J & Lewis R. (1995) How to Write Reports, Cambridge: Collins Educational.
Jordan R.R. (1990) Academic Writing Course, London: Longman.
Mackenzie (1997, 2002) English for Business Studies, Cambridge: CUP
McArthur T. (1992) The Oxford Companion to English Language, New York: OUP.
McArthur T. (1984) the Written Word Book 2, Oxford: OUP.
Murphy R. (1998, 2004) Essential Grammar in Use, Cambridge: CUP
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http://dictionary.cambridge.org www.englishclub.com
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www.examenglish.com www.usingenglish.com
www.english-hilfen.com www.webenglishteacher.com/research
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MANUAL DO CURSO DE LICENCIATURA

INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO A DISTÂNCIA - ISCED

Instituto Superior de Ciências e Educação a Distância (ISCED)

O Instituto Superior de Ciências e Educação a Distância (ISCED) e o autor do presente manual

Pela coordenação Direcção Acadêmica do ISCED

Pelo design Direcção de Qualidade e Avaliação do ISCED

Pela revisão final Dr. Conde Estunco

Instituto Superior de Ciências e Educação a Distância (ISCED) 1

Unit 10 practice and exercise 64

Unit 11 Preparing for writing assignment 71

Unit 12 Recognising types of errors 82

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

Quem deveria estudar este módulo

Como está estruturado este módulo

Este módulo de Inglês, para estudantes do 1º ano dos cursos do

Auto-avaliação e Tarefas de avaliação

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

Present Simple and Present Continuous

Amount Of Time Adverb

Adverbs of frequency come between the subject and the verb:

Tasks and exercises

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

(100%) Leonard ___________ plays soccer on Saturday afternoon.

Read these dialogs. Practice these dialogs with a classmate.

The Present Progessive Tense, Information Questions, Short Answers

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

Contraction Of Subject And Be + Main Verb + ing

She’s pouring a cup of tea.

Tasks and exercises

What’s she doing? What’s she doing?

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

What + Be + Subject + Main Verb + ing?

Sometimes information questions begin with a contraction.

Short Answer questions in the present progressive begin with Be.

Be + Subject + Main Verb + ing

What are you doing?

What are you doing?

run = running hug = hugging

play = playing fix = fixing sew = sewing

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

pour = pouring eat = eating feed = feeding sleep =

Match the expressions with the pictures: I

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

Is he sewing? Is he fishing? Is he riding a

Talking About Health Problems

I have an allergy. We have an allergy.

Tasks and exercises

Example: a) She has a cold

Fill in the blank with the correct form of have.

Simple Present and present progressiveTense

UNIT-2 Past Simple

The past tense forms of these verbs are irregular.

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

Questions In The Past Tense

When and What time ask for information about time.

Question Word + Did + Subject + Main Verb

Question Word + Did + Subject + Main Verb

Where asks for information about a place.

Question Word + Did + Subject + Main Verb

What asks for information about things.

Question Word + Did + Subject + Main Verb

Who asks about people.

Question Word + Did + Subject + Main Verb

Question Word + Did + Subject + Last + Main Verb

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