Manual de Ingles

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MANUAL DE TRONCO COMUM DOS CURSOS DE 
LICENCIATURA 
MANUAL DE INGLÊS 
 
 
 
 
 
 
 
 
2022 ENSINO ONLINE. ENSINO COM FUTURO 
 
 
 
MANUAL DE TRONCO COMUM DOS CURSOS DE 
LICENCIATURA 
 
 
MANUAL DE INGLÊS 
 
 
 
 
1º ANO: MANUAL DE TRONCO COMUM 
CÓDIGO 
TOTAL HORAS/ 1 SEMESTRE 100 
CRÉDITOS (SNATCA) 4 
NÚMERO DE TEMAS 15 
 
 
 
 
Direitos de autor (copyright) 
Este manual é propriedade do Universidade Aberta ISCED (UnISCED) e contêm reservadostodos 
os direitos. É proibida a duplicação ou reprodução parcial ou total deste manual, sob 
quaisquer formas ou por quaisquer meios (electrónicos, mecânico, gravação, fotocópia ou 
outros), sem permissão expressa de entidade editora (UnISCED). 
A não observância do acima estipulado o infractor é passível a aplicação de processos judiciais 
em vigor no País. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Universidade Aberta ISCED 
Rua Paiva Couceiro, Macuti 
Beira - Moçambique 
Telefone: +258 23 323501 
Cel: +258 82 3055839 
Fax: 23323501 
E-mail:suporte@unisced.edu.mz 
Website: www.unisced.edu.mz 
 
Agradecimentos 
A Universidade Aberta ISCED endereça os seus agradecimentos às seguintes individualidades e instituições na 
produção deste manual: 
Autor Dr. Fernando Audusto Fazenda 
Coordenação 
Design 
Financiamento e Logística 
Revisão Científica e Linguística 
Ano de Publicação 
Ultima revisão 
Local de Publicação 
Vice-Reitoria para área académica da UnISCED 
Universidade Aberta ISCED 
Instituto Africano de Promoção da Educação à Distância (IAPED) 
Dr. Conde Estunco 
 
2015 
2022 
UnISCED – BEIRA 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Visão geral 1 
Bem-vindo ao Módulo de Inglês ........................................................................................... 1 
Objectivos do Módulo ........................................................................................................... 1 
Quem deveria estudar este módulo ..................................................................................... 3 
Como está estruturado este módulo .................................................................................... 3 
Ícones de actividade .............................................................................................................. 4 
Habilidades de estudo ........................................................................................................... 4 
Precisa de apoio? .................................................................................................................. 6 
Tarefas (avaliação e auto-avaliação) .................................................................................... 7 
Avaliação ................................................................................................................................ 7 
Possible variations of the basic form .................................................................................. 43 
Possible variations of the basic form .................................................................................. 43 
Possible variations of the basic form .................................................................................. 44 
Possible variations of the basic form .................................................................................. 44 
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 
http://dictionary.cambridge.org/
http://free-esl.comwww.eslall.com/
http://www.antimoon.com/
http://www.britishcouncil.org/
http://www.esl.tower.com/
http://www.examenglish.com/
http://www.english-hilfen.com/
http://www.englishclub.com/
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 
http://www.englishjet.com/
http://www.esl-galaxy.com/
http://www.piffe.com/
http://www.studyenglishtoday.net/
http://www.usingenglish.com/
http://www.webenglishteacher.com/research
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 cartazes; 
• Participar de conversações simples sobre temas 
habituais ou necessidades imediatas, descrever o lugar 
onde mora e as pessoas que
 conhece; Escrever postais e e-mails simples, 
preencher formulários com dados pessoais, nome, 
nacionalidade, endereço etc. 
 
• Propiciar a reflexão, teórico e crítica para 
a intervenção nas 
expressões da questão social. Reconhecer palavras e expressões básicas que 
se usam habitualmente em relação a si mesmo, à família e entorno 
imediato; 
• Compreender palavras e nomes 
conhecidos e frases muito simples, por exemplo, as que se encontram em 
catálogos e cartazes; 
• Participar de conversações simples sobre 
temas habituais ou necessidades imediatas, descrever o lugar onde mora e 
as pessoas que conhece; 
• Escrever postais e e-mails simples, 
preencher formulários com dados pessoais, nome, nacionalidade, endereço 
etc. 
 
Resultados de Aprendizagem 
Espera-se que o estudante: 
Listening: Seja capaz de compreender os pontos essenciais de 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 da UnISCED. Poderá ocorrer, contudo, que haja leitores que 
queiram se actualizar e consolidar seus conhecimentos nessa disciplina, 
esses serão bem-vindos, não sendo necessário para tal se inscrever. Mas 
poderá adquirir o manual. 
 
Como está estruturado este módulo 
 
Este módulo de Inglês, para estudantes do 1º ano dos cursos da UnISCED está 
estruturado como se segue: 
 
 
Páginas introdutórias 
▪ Um índice completo. 
▪ Uma visão geral detalhada dos conteúdos do módulo, resumindo os aspectos-
chave que você precisa conhecer para melhor estudar. Recomendamos vivamente 
que leia esta secção com atenção antes de começar o seu estudo, como 
componente de habilidades de estudos. 
Conteúdo desta Disciplina / módulo 
Este módulo está estruturado em Temas. Cada tema, por sua vez comporta certo 
número de unidades temáticas visualizadas por um sumário. Cada unidade temática 
se caracteriza por conter uma introdução, objectivos, conteúdos. No final de cada 
unidade temática ou do próprio tema, são incorporados antes exercícios de auto-
avaliação, só depois é que aparecem os de avaliação. Os exercícios de avaliação têm 
as seguintes características: Puros exercícios teóricos, Problemas não resolvidos e 
actividades práticas algumas incluído estudo de casos. 
 
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 sugestõesvaliosas, 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 
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. 
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 da UnISCED indigitada para acompanhar as suas 
sessões presenciais. Neste período pode apresentar dúvidas, tratar assuntos 
de natureza pedagógica e/ou administrativa. 
O estudo em grupo, que está estimado para ocupar cerca de 30% do tempo 
de estudos a distância, é muita importância, na medida em que permite lhe 
situar, em termos do grau de aprendizagem com relação aos outros colegas. 
Desta maneira ficará a saber se precisa de apoio ou precisa de apoiar aos 
colegas. Desenvolver hábito de debater assuntos relacionados com os 
conteúdos programáticos, constantes nos diferentes temas e unidade 
temática, no módulo. 
Tarefas (avaliação e auto-avaliação) 
O estudante deve realizar todas as tarefas (exercícios, actividades e 
auto avaliação), contudo nem todas deverão ser entregues, mas é 
importante que sejam realizadas. As tarefas devem ser entregues duas 
semanas antes das sessões presenciais seguintes. 
Para cada tarefa serão estabelecidos prazos de entrega, e o não cumprimento 
dos prazos de entrega, implica a não classificação do estudante. Tenha 
sempre presente que a nota dos trabalhos de campo conta e é decisiva para 
ser admitido ao exame final da disciplina/módulo. 
Os trabalhos devem ser entregues ao Centro de Recursos (CR) e os mesmos 
devem ser dirigidos ao tutor/docente. 
Podem ser utilizadas diferentes fontes e materiais de pesquisa, contudo os 
mesmos devem ser devidamente referenciados, respeitando os direitos do 
autor. 
O plágio1 é uma violação do direito intelectual do(s) autor(es). Uma 
transcrição à letra de mais de 8 (oito) palavras do texto de um autor, sem o 
citar é considerado plágio. A honestidade, humildade científicae o respeito 
pelos direitos autorais devem caracterizar a realização dos trabalhos e seu 
autor (estudante da UnISCED). 
Avaliação 
Muitos perguntam: como é possível avaliar estudantes à distância, estando 
eles fisicamente separados e muito distantes do docente/tutor!? Nós 
dissemos: Sim é muito possível, talvez seja uma avaliação mais fiável e 
consistente. 
Você será avaliado durante os estudos à distância que contam com um mínimo 
de 90% do total de tempo que precisa de estudar os conteúdos do seu 
módulo. Quando o tempo de contacto presencial conta com um máximo de 
10%) do total de tempo do módulo. A avaliação do estudante consta 
detalhada do regulamento de avaliação. 
Os trabalhos de campo por si realizados, durante estudos e aprendizagem no 
campo, pesam 40% e servem para a nota de frequência para ir aos exames. 
Os exames são realizados no final da cadeira disciplina ou modulo e decorrem 
durante as sessões presenciais. Os exames pesam no mínimo 60%, o que 
adicionado aos 40% da média de frequência, determinam a nota final com a 
qual o estudante conclui a cadeira. A nota de 10 (dez) valores é a nota 
mínima de conclusão da cadeira. 
Nesta cadeira o estudante deverá realizar pelo menos 3 (três) avaliações e 1 
(um) (exame). 
 
 
1 Plágio - copiar ou assinar parcial ou totalmente uma obra literária, 
propriedade intelectual de outras pessoas, sem prévia autorização. 
9 
 
 
 
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) 
 
UNIT-1 
 
Present Simple and Present Continuous 
10 
 
 
 
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 …… 
11 
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 
 
NOW YOU: 
No No Yes Yes No 
Student Name Do you like to 
play computer 
games? 
Do you like to 
read books? 
Do you like to go 
dancing? 
Do you like to 
watch TV? 
Do you like t 
swim? 
12 
………………………………………………………………………………………………………………………………….. etc 
 
 
 
 
LESSONS-3/4 
Adverbs Of Frequency 
 
 
 
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. 
 
 
Blanche always works in the garden on weekends. 
Adverbs Of Frequency 
Adverbs of frequency tell how often or how frequently somebody does something. 
Study this: 
Amount Of Time 
100% 
80% 
70% 
50% 
30% 
10% 
0% 
Adverb 
Always 
Usually 
Often 
Sometimes 
Seldom 
Rarely 
Never 
Adverbs of frequency come between the subject and the verb: 
Subject + Adverb Of Frequency + 
Oscar usually 
Verb 
plays cards on Friday night. 
13 
II 
Use the information between brackets to fill in the blank with the correct adverb. 
 
Example: (80%) Melanie _usually_ reads books during her leisure time. 
 
(100%) Leonard plays soccer on Saturday afternoon. 
(10%) Theresa plays piano. 
(0%) Harry plays basketball on Monday morning. 
(30%) Andrea watches TV after work. 
(50%) Tom goes rollerblading on his day off from work. 
(70%) Alice swims in the pool at the gym. 
(80%) Sonya listens to music when she has free time. 
 
III 
 
Read these dialogs. Practice these dialogs with a classmate. 
 
Dialog 1 
Mary: Billy, name something that you always do on Friday night. 
Billy: I always play cards on Friday night. 
Dialog 2 
Billy: Mary, name something that you never do on Saturday afternoon. 
Mary: I never go rollerblading on Saturday afternoon. 
Dialog 3 
 
Mary: Billy, name something that you sometimes do on Sunday morning. Billy: I 
sometimes go fishing on Sunday morning. 
Dialog 4 
Robert: How often do you watch TV when you have free time? Greg: I 
usually watch TV when I have free time. 
Dialog 5 
Leslie: How often do you work in the garden on weekends? Audrey: I 
often work in the garden on weekends. 
Dialog 6 
Joan: How often do you go bungee jumping on you day off from work? 
Mark: I never go bungee jumping on my day off from work. 
Dialog 7 
Ben: How often do you cook? 
Harvey: I seldom cook. 
 
 
IV 
(Speaking) 
Answer these questions with a complete sentence that contains an adverb of frequency. 
14 
 
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
 somethin
g 
Name
 somethin
g 
Name
 somethin
g 
Name
 somethin
g 
Name
 somethin
g 
that you always do that you usually do that you often do that
 yo
u 
that you seldom do 
on
 Saturda
y 
on
 Saturda
y 
on Saturday night. sometimes do on on
 Saturda
y 
morning. afternoon. Saturday morning. afternoon. 
Name
 somethin
g 
Name
 somethin
g 
Name
 somethin
g 
Name
 somethin
g 
Name
 somethin
g 
that you rarely do that you never do that you rarely do that you always do that you seldom do 
on Saturday night. on
 Saturda
y 
on
 Saturda
y 
on Saturday night. on
 Sunda
y 
morning. afternoon. morning
15 
 
LESSONS-5/6 
Present Progressive 
 
The Present Progessive Tense, Information Questions, Short Answers 
 
The present progressive is used to talk about what is happening right now. 
Subject + Be + Main Verb + ing 
She is pouring a cup of tea. 
She is drinking a cup of coffee. 
 
A sentence in the present progressive can begin with a contraction. 
 
Contraction Of Subject And Be + Main Verb + ing 
 
She’s pouring a cup of 
tea. She’s drinking a 
cup of coffee. 
 
 
Tasks and 
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. 
16 
 
What + Be + Subject + Main Verb + ing? 
What is she doing? 
 
Sometimes information questions begin with a contraction. 
 
Short Answer questions in the present progressive begin 
with Be. Be + Subject + Main Verb +
 ing 
 
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) 
 
 
Contraction of What And Be + Subject + Main Verb + ing? 
 
What’s she doing? 
Is she drinking a cup of tea? 
Are you pouring a cup of coffee? 
 
17 
 
 
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. 
18 
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 
19 
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) 
 
 
 
 
 
 
c) 
b) 
d) e) 
20 
 
 
 
 
 
 
 
h) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
j) 
 
 
 
 
 
 
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. 
f) g) 
i) 
k) 
21 
 
 
 
 
 
 
 
a) 
 
 
 
 
 
 
 
c) 
 
 
 
 
Is he Playing the piano? Is she sleeping? Is he using the computer? 
g) h) 
 
 
 
 
 
 
 
 
Is he sewing? Is he fishing? Is he 
riding a bike? 
b) 
d) e) 
f) 
22 
i) j) k) 
Are they walking? Are they dancing? Is he reading? 
 
 
 
LESSONS-7/8 
Verb to Have 
 
Talking About Health Problems 
 
When someone has a health problem, the verb have is often used. 
 
 
 
I have an allergy. 
You have an 
allergy. 
He has an allergy. 
She has an 
allergy. 
We have an allergy. 
All of you have an 
allergy. 
They have 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 
23 
l) 
 
 
 
 
 
 
 
 
 
a c) d) 
 
 
 
 
 
 
 
 
f) g) i) 
 
k) 
 
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 
e) 
j) 
24 
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. 
 
 
LESSONS-11/12 
UNIT-2 Past Simple 
25 
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 – 
brought 
break - broke buy – bought catch – caught come – came do – did 
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 – 
thought 
write – wrot
 
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. 
26 
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 
Drive 
ride 
Verbs 
fly take bicycle boat bus car helicopter motorcycle 
pickup truck snowmobile sports car train jet 
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 … 
27 
 
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 mainverb. 
 
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. 
 
Question Word + Did + Subject + Main Verb 
What time did Lisa get up? Lisa got up at 7:30 this morning? 
 
Where asks for information about a place. 
 
Question Word + Did + Subject + Main Verb 
Where did Bill meet his best friend? Bill met his best friend at school. 
 
What asks for information about things. 
 
Question Word + Did + Subject + Main Verb 
28 
What did Joe eat for lunch? Joe ate a hamburger. 
 
Who asks about people. 
 
Question Word + Did + Subject + Main Verb 
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. 
29 
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. 
 
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. 
 
 
Lessons-15/16 
 
Grammar Structures: The past perfect 
O Past Perfect é formado pelo verbo auxiliar "have" no passado (had) e o Past 
Participle do verbo
 principal. Note que o Past Perfect deve 
Unit 3. The Past Perfect and past progressive 
30 
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 
 
 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) 
 
 
 
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? 
The Past Perfect is also used in a number of expressions like these: 
I wish / as if / though / if only 
 wish hadn't gone there. 
John looked as if he had done something terrible. 
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) 
31 
 
 
 
In negative sentences: 
 
Subject 
+ 
Auxiliary verb + not 
+ 
Past participle 
My train hadn't/ had not left. 
 
 
Tasks and exercises 
 
3. By the time I watched my favorite program, I (drink) a 
glass of beer. 
4. Mr.Johnson (read) the document carefully before he signed it. 
5. Before I was born, my grandfather (go) to war. 
 
 
Lessons-17/18 
 
 
The past Perfect continuous 
 
The Past Perfect Continuous (Progressive) is very similar to the Past Perfect. 
However, while using this tense, we focus on the duration of an activity rather 
than the result of it. 
 
1. Duration of a past action up to a certain point in the past 
2. Third conditional sentences (a) and reported speech (b) 
 
 
 
 
 
 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/a dog etc. Had been eating/swimming, etc. 
Common time expressions (time adverbials) in the Past Perfect: 
after, before, already, as soon as, just, yet, until, till, by the time that. 
Use 
I. 
1. 
2. 
Put the verbs between brackets in the correct tenses: 
When we arrived, the concert (already finish). 
It (got) worse before it got better. 
 
Form 
32 
Examples: 
I had been running for an hour when it started raining. (Use 1) 
Mary said she had never been swimming so much in one day. (Use 2b) 
Kathy put on weight because she had been eating too much sugar (Use 1) 
When I saw him I knew that he had been training. (Use 1) 
 
In questions: 
Auxiliary verb 
+ 
Subject 
+ 
Auxiliary verb 
+ 
Verb + ing 
Had I/a dog etc. been eating/swimming, etc. 
Had Fred been painting the house for many hours when the ladder fell? 
(Use 1) How long had the player been playing before he scored? (Use 1) 
 
 
 
In 
neg
ativ
e 
sent
enc
es: 
 
He said he wasn't tired because he hadn't been preparing his car. 
(Use 2b) If it hadn't been raining, we would have played football. 
(Use 2a) 
Had I not been studying all night, I would have problems with this test now. (Use 2a) 
 
Exercise and revision of the unit 
Tasks and exercises 
I. 
Complete the gaps using the verbs between brackets (in the past perfect 
continuous tense): 
 
1. 
2. 
They (shout) for a few hours before their parent-arrived. They
 (eat noisily) for a few hours before their parents arrived 
Subject 
+ 
Auxiliary verb + not 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/a dog /Mary, etc. hadn't Been going/swimming, etc. 
 
33 
 
 
 their parents arrived.their parents arrived. 
5. They (try on Mary's clothes) for a few hours before their 
 
 
 
 
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 
4. They (jump on their parents' bed) for a few hours before 
 
3.They (play music at full volume) for a few hours before 
 
Unit 4. Modal Verbs 
34 
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 
35 
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. 
36 
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: 
 
"Do you have this blouse in a size 
16?" 
"Excuse me, do you work here?" 
"How fresh are these 
strawberries?" 
"Would you like to try those shoes 
in a larger size?" 
How much does this cost?" 
"May I help you, Sir?" 
"May I help you, Ma'am" 
"No, thank you. I'm just looking." 
"Will that be cash or charge?" 
"Where are those jeans that were on 
sale?" 
37 
 
 
 
 
 
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. 
"Excuse me, Miss. Where can I 
find the cake mixes?" 
"Cake mixes are on the right at 
the far end of aisle five." 
"I'd like a chicken salad sandwich 
and a small Coke." 
"Are these the only colours you 
have?" 
"You can't take your packages 
into the dressing room, Ma'am." 
"Please don't squeeze the 
tomatoes." 
"How can I tell if these melons are 
ripe?" 
"I'm afraid we don't have that 
style in your size." 
"We sold out of that item. Would 
you like a rain check?" 
"I'm sorry, but we're out of those. We 
have some very nice Wranglers, 
though." 
"What colour paint wereyou looking 
for, lady?" 
"Do you deliver?" 
"Would you like me to help you with 
that package, Ma'am?" 
"Where is the Electronics 
Department?" 
"Where can I find the children's 
clothing?" 
"Your ad showed some dresses on 
sale. Could you tell me where they 
are?" 
"When I got this CD player home, it 
wouldn't play." 
"Do you have your receipt?" 
"Will you take a personal check?" 
38 
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? 
 
 
 
 
Lesson-23/24 
 
The Future Tenses 
 
 
Some examples: 
Are you doing anything this evening? 
I’m working on Thursday 
a. Present Progressive (plans :what somebody has already arranged or decided to 
do in the future:) 
Unit 5. Talking about the Future 
39 
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 
(‘ll) go 
I, you, etc. will not 
(won’t) go 
Will I / you, etc. 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. 
 
1. Promises (Use 1) 
2. Unplanned actions (spontaneous decisions) (Use 2) 
3. Predictions based on experience or intuition * (Use 3) 
 
 
 
In positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Infinitive 
I/a dog etc. will go/take etc. 
 
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)
Use 
Form 
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 
40 
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) 
In negative sentences: 
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.) 
 
 
 
probably, most likely I'll probably drop in on uncle. 
I think This gift is great. I think we'll love it. 
I'm sure 
It's not going to be boring there. I'm sure there will 
be a lot of 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 
Progressive or be going to talk 
We use both be going to and will to predict (to 
say what we think or know will happen in the 
Remember 
We often use will with events that were in progress when another event happened. We 
often use when to link these two events: 
41 
about plans. We use the Present 
Progressive especially when we talk 
about times and places. 
Compare: 
future). We prefer going to when we can ‘see things 
coming’ – when it is very clear what is going to 
happen. 
Compare: 
I’m going to travel round the world. 
I’m traveling to France next week. 
Look! It’s going to rain. 
 
Exercises and revision of 
the unit Tasks and 
exercises 
I. Although will and going to may seem similar, in fact there's a world of 
difference between them. Will is used to express decisions (spontaneous), while 
going to - intentions. Complete the sentences using the verbs in the brackets: 
1. What (do) in the summer holidays? 
2. I (pass) my driving test at last. 
3. Oh, that's cool. I think (go) to Chimoio to visit my grandparents. 
4. How long 
5. Oh, I'm not sure. 
(stay) there? 
 
 
 
(take;probably) at least a week. I 
42 
(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. 
 
 
 
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. 
 
1. Incomplete actions in the future 
 
In positive sentences: 
 
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. 
Use 
Form 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Verb + ing 
I/you/we etc. Will be going/taking 
 
 
Unit 6. Talking about the Future - More Complex forms 
43 
Tomorrow at this time, I will be getting bored at school! 
 
In questions: 
Auxiliary verb 
+ 
Subject 
+ 
Auxiliary verb 
+ 
Verb + ingwill 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.? 
In negative sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Verb + ing 
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. 
 
 
2. We use the Future Perfect to express an action that will be finished 
before some point in the future. 
 
Actions that will be finished before some point in the future 
 
 
 
 
 Form In 
positive sentences: 
Subject 
+ 
Auxiliary verb 
+ 
Auxiliary verb 
+ 
Past participle 
I/a dog etc. Will have gone, seen, etc. 
They will have graduated from Cambridge by July 
2009. I will have retired by the end of the year. 
I read 40 pages a day. If I keep up the pace, I will have read the book by Tuesday. 
In negative sentences: 
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? 
If you're here the first time, you might want to see a list of subjects that will make 
browsing this website more beneficial. 
Use 
Common time expressions used in the Future Perfect: 
• Before 
• By tomorrow/7 o'clock/next month 
• Until/till 
44 
 
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. 
 
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. 
12. What do you think - 
he (be) angry when he sees me? 
Mark (arrive) at 10 or 9? 
 
13. She (have) a bath when I'm
 back home. 
14. Tomorrow at nine, I (hose off) (=wash with a 
hose) my car. 
15. Tomorrow at this time, I (get) bored at school! 
16. Mark (play) football at 6 p.m.? 
17. We not (have) supper tomorrow before 8 
o'clock. 
18. I be (learn) English tomorrow at 
this time because I'll be at the disco. 
19. they(graduate) from Cambridge by July 2009? 
 
5. You might want to see a list of subjects that (make) browsing 
this website more beneficial. 
45 
 
 
 
 
Lesson-29/30 
 
Conditional 
Sentences 
Grammar 
Structures: 
Usamos os conditionals quando queremos dizer que uma coisa irá acontecer em 
função de outra, ou seja, quando se estabelece uma condição para que certas 
situações ocorram. 
 
Ex: If I have time, I will go. = Se eu tiver tempo, eu irei. 
 
O primeiro passo para conhecermos essas estruturas é saber distinguir as condições 
reais das irreais. Real conditionals são aquelas situações reais, enquanto as unreal 
conditionals são situações supostas e hipotéticas. Outro factor que facilita o 
entendimento é que quando se vem primeiramente a condição, depois vem o 
resultado, e
 vi
ce-versa. 
 
Ex: If I have time (condição), I will go. (resultado) = Se eu tiver tempo, eu 
irei. I will go (resultado) if I have time. (condição) = Eu irei se tiver 
tempo. 
 
a. Real conditionals 
 Form 
main clause: (subject) will+infinitive…// condition: if +(subj.) present tense: 
 
Unit 7. Conditional Sentences 
46 
- 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: 
Possible variations of the basic form: 
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. 
47 
Possible variations of the basic form: 
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. 
Possible variations of the basic form: 
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: 
48 
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 worldfrom 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. 
 
Exercises and revision of the unit 
Tasks and exercises 
I. 
Decide for the conditional sentences in the above text which type they are (a, b , c or d) 
49 
 
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 
este livro. 
b. If I had the chance, I would study in 
Harvard. 
3. Se não tiver que ir pra escola, eu 
irei para sua casa 
c. If I had studied more, I would have passed. 
4. Se eu tivesse oportunidade, eu 
estudaria em Harvard. 
d. If I have time, I will go. 
5. Se eu tivesse estudado mais, eu 
teria passado. 
e. If I have money, I will buy this book. 
 
 
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. 
 
 
50 
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. 
 
 
 
 
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). 
 
Unit 8. . Basic Points about the Organization of Written Texts 
51 
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: 
 
 
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. 
(1)Computers are amazing machines and they seem to be able to 
do anything. (2)They execute tasks with enormous precision and 
can relieve us from many boring tasks. Companies can no longer 
be run without them. (3) For example, computers fly aircraft and 
spaceships, and control power stations and hazardous chemical 
plants. They serve lawyers and judges who seek evidence for trials 
and help scientists in informing immensely complicated 
mathematical computations. 
1 .Topic sentence: 
2.Major supporting 
point: 
 
3.Minor supporting 
points: 
52 
[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 forthe 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. 
53 
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: 
 
 
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 
“Reasons for Optimism” / “For some, Optimism is too Early” / “South Africa the 
Exception” / “ Growth Rates” / “Africa's Insulated Economies less likely to Suffer” 
54 
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. 
55 
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 hasthe 
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 
56 
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 
and time 
relationships 
first (of all), second(ly), then, next, finally 
when / while / meanwhile /as soon as / at the same time / as 
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. 
57 
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 
58 
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 TruthAbout 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). 
59 
 
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 
 
 
 
 
 
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 
 
Unit 9. Relative Sub Clauses 
60 
precedem em uma frase. Elas são iniciadas por um pronome relativo (relative 
pronoun): who (wose- possessivo) para pessoas // which para coisas, animais. 
 
Ex.: The boy who* sits next to me is very handsome. (* ou 
“that”) (o "boy" está sendo identificado pelo que está escrito após o pronome 
relativo) 
 
My best friend, who is very fat, loves Chinese food. (já sabemos 
quem é a pessoa -- é meu melhor amigo - a "relative clause" dá 
informações complementares sobre ele.) 
 
As "Relative Clauses" são identificadas em "identifying" (identificadoras) e "non- 
identifying". 
 
Identifying Relative Clauses 
 
São "relative clauses" que identificam ou classificam o substantivo a que se 
referem. Estas orações dizem a que coisa ou pessoa estamos nos referindo. Não 
há virgula antes do relative
 pronoun! 
 
Ex.: Was it your car which* was towed by the police? (* ou “that”) 
 
Non-Identifying Relative Clauses 
 
Estas orações apenas acrescentam informações sobre o substantivo que já foi 
identificado. 
Ex.: Frank Mcourt wrote the book 'Angela's Ashes', which won a 
Pulizer Prize. This is my friend Perry, who works at Contry
 Hospital. 
 
 
Tasks and exercises 
I 
Nestes frases sempre há uma virgula antes do relative pronoun e nunca pode- se 
substituir “who” ou “which” por “that” 
 
For persons 
Identifying or essential relative sub- 
clauses NO COMMAS! 
Non-identifying or non-essential relative sub- 
clauses USE COMMAS! 
who (whom: object) / that ,who (whom: object) 
61 
whose (possessive) ,whose 
Complete the sentences below with the correct relative pronouns: 
The man ………… robbed you has been 
arrested. 
The book is about a man …………… 
abandons his wife and children. 
The man ............. I saw told me to come 
back today. 
That’s the man .............. daughters work 
in our shop. 
My neighbour, …………is very pessimistic, says 
there will be many cyclones this year. 
She introduced me to her husband, .............. I 
had never met before. 
They introduced me to Jorge, ............. wife I had 
known for many years. 
For things 
Defining or essential rel. subclauses 
NO COMMAS 
Non-defining or non-essential rel. subclauses 
COMMAS! 
which / that 
whose / of which (possessive) 
,which 
,whose / of which (possessive) 
The car …………… I hired broke down 
after five kilometres. 
The car …………… I had received the keys 
was the only one left in the car 
park. 
The 8.15 plane, …………… is usually very 
punctual, was late today. 
The plane, ............ the (whose) engine had been 
repaired last week, crashed after five 
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. 
62 
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. 
 
 
 
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 exhaustinto 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 
Unit 10. Extra Practice 
63 
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: 
2 
……………………., algorithmic problems can be incredibly complex 
……and ............ can take years of work to solve. 
 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 
64 
Match the conditions with the most logical consequences; the predicates 
should also match grammatically! 
1. If a society wants public health 
and education 
a. companies would not get qualified staff. 
2. If the general population is 
unhealthy and unable to work 
b. if they start making bigger profits. 
3. If there were no public education 
systems 
c. its government will raise revenue by taxation. 
4. A government would not build 
roads for economic activities 
d. they would have paid lower taxes. 
5. Companies will have to pay higher 
taxes 
e. if they had made false declarations. 
6. You would have to pay a higher 
tax rate 
f. it will increase its revenues. 
7. If the government levied much 
higher taxes 
g. firms won’t find either enough staff or 
customers. 
8. If companies had invested more in 
new machines and so on 
h. if it didn’t collect taxes. 
9. They would have avoided paying 
tax 
i. many more people would cheat by doing jobs 
without official contracts. 
10. The state income would have 
been a lot higher 
j. if your salary rose. 
11. If the state stimulates businesses 
to register 
k. if there had been so many people working in 
the ‘black’ or ‘underground’ economy. 
 
I. Use modals to complete the spaces in the text below (for can, could, 
may, might shall, should, have to, has to, must, will, would – some more than 
once): 
SOLAR ENERGY 
The use of solar energy has some disadvantages. For example, the solar energy 
reaching the earth is widely dispersed, so it …….. (1) be collected over a very 
large area, and it 
………(2) be concentrated so that it …. (3) be used. Another problem is that solar 
energy stations ….. (4) not operate at night, when electrical needs are highest. 
Furthermore, 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.
65 
money into the necessary research and development so that one day in the 
(near) future large areas in the world …. (13) be benefiting from this technique. 
 
II. Join and match the following halves of sentences adding the missing 
relative pronouns: 
SOME IMPORTANT MATHEMATICAL FACTS 
1. Charles Babbage conceived his difference 
machine in 1832 ............ (relative pronoun) 
(they) are used in all branches of pure 
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 
innovator in mathematics ..... 
(their) functions are plotted on axes x 
and y. 
7. In analytic geometry the relationships 
between variables are conveyed .... 
(they) are not random nor predictable. 
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 
66 
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 
Concludingwhile because 1 Due to for instance for example 
that is 
Number: 
2 
……………………., algorithmic problems can be incredibly complex 
……and ............ can take years of work to solve. 
 
 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 
 
67 
 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 
and education 
a. companies would not get qualified staff. 
2. If the general population is 
unhealthy and unable to work 
b. if they start making bigger profits. 
3. If there were no public education 
systems 
c. its government will raise revenue by taxation. 
4. A government would not build 
roads for economic activities 
d. they would have paid lower taxes. 
5. Companies will have to pay higher 
taxes 
e. if they had made false declarations. 
6. You would have to pay a higher 
tax rate 
f. it will increase its revenues. 
7. If the government levied much 
higher taxes 
g. firms won’t find either enough staff or 
customers. 
8. If companies had invested more in 
new machines and so on 
h. if it didn’t collect taxes. 
9. They would have avoided paying 
tax 
i. many more people would cheat by doing jobs 
without official contracts. 
10. The state income would have 
been a lot higher 
j. if your salary rose. 
11. If the state stimulates businesses 
to register 
k. if there had been so many people working in 
the ‘black’ or ‘underground’ economy. 
68 
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. 
 
 
 
 
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 
 
Unit 11. Preparing for a writing assignment 
69 
STEP 6. WRITING YOUR FIRST DRAFT 
STEP 7. REVISING YOUR OUTLINE AND DRAFT STEP 8. 
PRODUCING A FINAL PAPERSTEP 1. CHOOSE A TOPIC 
 
Choose a topic which interests and challenges you. Your attitude towards the topic 
may well determine the amount of effort and enthusiasm you put into your 
research. 
Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion" 
to "Buddhism". Obtain teacher approval for your topic before embarking on a full-
scale research. If you are uncertain as to what is expected of you in completing 
the assignment or project, re-read your assignment sheet carefully or ASK your 
teacher. 
Select a subject you can manage. Avoid subjects that are too technical, learned, or 
specialized. Avoid topics that have only a very narrow range of source materials. 
Tasks and exercises 
I. Below you find a series of topics and issues you MAY choose from. 
Each topic 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 
70 
grounds – shops – cafes – bars – discos – transport conditions – housing – 
educational institutions –libraries 
vi. Environmental Problems and the effects of Climate Change and 
effects on the Mozambican economy and life in general – the use of renewable 
resources to combat the energy crisis – the green revolution – the use of solar and 
other alternative energy sources 
vii. Mozambique’s present government 
How well (badly) do governmental institutions (town council – police-central 
government – parliament – democracy) function? 
viii. Religions in MozambiqueLessons-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 
http://www.studygs.net/writing
71 
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 
 
pollution, and crise 
interaction between 
human disease, large-
scale environmental development – ambiental) 
http://www.studygs.net/writing/prewriting.htm
http://www.searchenginecolossus.com/
http://www.google.com/intl/en/
http://www.buscaaqui.com.br/
http://www.dmoz.org/World
http://lili.org/
http://scholar.google.com/scholar
http://allafrica.com/
http://www.bbc.co.uk/worldservice
http://www.openarchives.org/
http://en.wikipedia.org/wiki/
http://www.aluka.org/
http://www.oaresciences.org/es/
http://earthtrends.wri.org/
72 
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 
http://www.dominiopublico.gov.br/pesquisa
http://www.onlinenewspapers.com/
http://www.magportal.com/
http://www.economicsnetwork.ac.uk/subjects/
http://www.bresserpereira.org.br/
http://www.helsinki.fi/WebEc
http://www.multimap.com/
http://www.nationalgeographic.com/
http://www.multimap.com/
http://www.openphoto.net/
73 
• 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 
http://www.studygs.net/writing
74 
The purpose of an outline is tohelp 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. 
75 
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. 
http://owl.english.purdue.edu/owl/resource/544/01/
76 
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 
Draftin
g 
STEP 6. WRITE YOUR FIRST DRAFT 
Reading 
A rough draft is "a late stage in the writing process".1 It assumes that you have 
adequate information and understanding, are near or at the end of gathering 
research, and have completed an exercise in prewriting. 
What you need: 
• Adequate time period for focus 
• Clear study area to 
eliminate distractions, whether other school projects or friends' demands, in 
order to concentrate on the task at hand 
• Preparation and research 
with as much current and historical data and viewpoints as necessary 
• Target audience 
or a clear idea for whom you are writing: your 
professor, an age group, a friend, a profession, etc. 
• Prewriting exercises 
and notes on ideas from your research 
• Review all the above. Don't 
"study" it; just refresh yourself on the main concepts for now 
What you will not need: 
77 
• 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 AcademicCommittee 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 
78 
• 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. 
 
 
 
 
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 
glasses. 
 Conditionals 
10. However he was ill he came to work 
today. 
 Present perfect 
11. Who was responsable for this? Adjectives 
12. He was take to hospital after the Adverbs 
Unit 12. Recognising types of Errors 
79 
 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 
criticism. 
He went home late at night at 15.00 
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 
dropouts in their first years. 
He never see a lion in reality 
Today it is terrible hot. He went to the library to buy some 
books. 
That new shop has a lot of softwares for 
finance. 
She take to hospital by an ambulance. 
The money does not make happy. I hope to speaking english well one day. 
In spite he was angry, he listened 
Patiently 
I can’t avoid to make mistakes. 
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 
80 
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 
81 
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 takingthe 
contexts into account: 
Sentences: Dictionary definitions: 
1. The Boers were the first to plant a new colony at the 
Cape. 
2. That plant needs to be cultivated with great care. 
3. The submarine’s power plant is an atomic reactor. 
4. Some nuclear plants in Russia had to be shut down 
because they were leaking radioactive substances. 
5. Before leaving the moon the astronauts did not 
forget to plant the United States flag. 
a. (n) a living organism 
growing on soil 
b. (n)the machinery, building, 
etc. of a factory 
c. (n)the apparatus for a 
certain mechanical operation 
d. (v)to set firmly in position 
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 
82 
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 
 
Gra
m
ma
r 
Re
adi
ng 
Before you start correcting grammar errors in a draft, you should realise that there 
is a big difference between speaking and writing English. For example, when you 
speak, there is little time for correction of mistakes. 
English has a relatively irregular grammar system. Learning all the rules and the 
exceptions to the rules will probably not help you much in avoiding to make 
mistakes when speaking English, because concentrating on the rules makes you 
self-conscious. You may become afraid that other people will laugh when you 
make errors when speaking. You can learn vocabulary and grammar rules 
unconsciously by watching English TV or movies, etc. It is actually better to risk 
making mistakes when trying to communicate, while at the same time remaining 
receptive to corrections by the teacher. However, when you are writing in English, 
you have much more time to avoid making grammatical errors, so you should avail 
yourself of that opportunity. Many errors in the grammar confuse or irritate the 
reader and may even lead to misunderstandings. 
 
 
83 
Tasks and exercises 
I. There are two or more errors in each of the following sentences. The 
errors are underlined. Correct the errors. 
Example: 
If somebody become ill, then he go to an local doctor. 
> …becomes … …… goes…a ……… 
 
1. We have all hers documents here, but your are still missing. 
2. He is leaving in 4 September, that is, at Friday afternoon. 
3. Where he went yesterday? and for what? 
4. There is much books at the library. 
5. There products are of a low quality, but our are the best. 
6. They ordered fourty five bicycles and fiftyhundred t-shirts on the nineth of Julho. 
7. We finish work usually late at the evening, so we never can do any 
shopping 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. 
84 
 
were riding - ‘re riding – ride - 
riding 
off – in – on - of 
notice - noticed - notices - 
noticing 
your – our – his - yours 
i ourselves – our – ours - us 
are walking - is walking - was 
walking - walks 
on – behind - next to - after 
whose – who – whom - which 
were - was - is - are 
An – The - A - (zero) 
their – them - us - they 
When – How - Where - Why 
Father, son and donkey 
A father and his son [a]……………. taking their donkey 
to the market. [b] ………. man who was riding on a 
bicycle shouted to c]……….., ‘Hey. You are stupid! 
[d]…………. are you[walking? You can ride the 
donkey!’ 
So the father got on the donkey. 
Then a woman, who saw the father riding on the 
donkey, said, ‘You are not very kind. You [e]…………. 
on the donkey and your little boy is walking!’ 
So the father got [f]……… the donkey and his son got 
on the donkey. 
Then the teacher of the village [g] the boy on 
the donkey and said, ‘You are not very nice to 
[h]……….. father! Remember we must always 
respect [i]……… parents. Why are you riding while 
he [j] .............. ?’ 
So the father got on the donkey and sat [k]………... 
85 
 
died - deadly – dead - die 
 
rides – rode - were riding - as 
riding 
 
Is it – Is – Its - It’s 
near - at - to - for 
 
didn’t want - doesn’t want - don’t 
want - not wanted 
 
his – it - him - he 
walks - was walking - were 
walking – are walked 
n. slow – slower – slowy - slowly 
zero – what – who - which m. his son. 
Another woman, [l]………… was selling fish, saw 
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 
you crazy? Two people? You are very heavy! The 
donkey is nearly [o] ............ ’ 
So the father and son got off the donkey. 
The same man who [p] ……… on a bicycle passed 
them again and shouted, ‘Are you going to the 
market? Then carry the donkey! [q] .............. very 
tired!’ 
So the father and his son carried the donkey 
[r] ......... the market. 
In the market everybody laughed! They [s]………….. 
to buy the donkey! 
‘It’s a very lazy donkey!’, they said. ‘You are 
carrying [t]…… to the market!’ 
So the father and his son and the donkey [u]……... 
home again. 
If you try to make everybody happy you will make 
nobody happy. 
86 
III. 
The Car-jacking 
An elderly Florida lady (a)…… … to her car with her 
shopping when she found four young men in the act 
of leaving with (b) ........................... vehicle.She 
(c) ..................... her shopping bags and while she was 
screaming, ‘I have a gun and I (d) ................ how to use 
it!’, she actually (e)………. a formidable handgun ready 
for shooting. When they saw (f) gun 
and heard the woman yelling ‘Get (g)……. of my car 
you scumbags’, the young men jumped out of the car 
and started running for (h) lives. 
Somewhat shaken, the lady loaded her shopping bags 
(i) the back of her car and got into the 
driver’s seat. She was shaking so much that she (j)………. 
get the key into the ignition. While she was trying and 
trying, it began to dawn on her (k) 
…… not. A few minutes later she (l)…….. her own car 
parked four of five spaces farther down, the same 
colour and type of car. She loaded her bags again and 
drove to the police station. A policeman there asked, 
‘(m)………… you want report something?’ (n)…….. 
policeman listened to her story and started laughing. 
While he was falling about laughing and no longer able 
to talk, he pointed (o)…. the group of four young men, 
(p)………. were very pale now and waiting at the end 
of the counter, where they (q) ..................... reporting 
a car-jacking by a tiny, (r)……….., grey-haired woman 
carrying (s)…… gun. 
They (t) ................. that the old lady was mistaken, and 
that she was thinking that the young men were robbing 
her car. 
a. was returning-- returns – is 
returning - return 
b. her - his- their - our 
c. drops - dropping - dropped drop 
d. know - knows - knowing - knew 
e. drawing – draw - draws - drew 
f. no article – a – an - the 
g. out - in - on -off 
 
h. their – his - her - our 
 
i. onto - into - out of - in 
 
j. can’t - wouldn’t - shouldn’t - 
couldn’t 
k. when - why - how - what 
l. find – finds – found - finding 
 
m. Do - Did - Does - Is 
n. The – a - no article - an 
o. to – at - in - on 
p. which - who - whose - 
that 
q. was – were – is - are 
r. crazily - craze – crazy - craza 
s. a – an – the - no article 
t. not understood - understoodn’t - 
understood not - didn’t 
understand. 
87 
The Car-jacking 
An elderly Florida lady (a)…… … to her car with her 
shopping when she found four young men in the act 
of leaving with (b) ........................... vehicle. She 
(c) ...................... her shopping bags and while she was 
screaming, ‘I have a gun and I (d) ................ how to use 
it!’, she actually (e)………. a formidable handgun ready 
for shooting. When they saw (f) gun 
and heard the woman yelling ‘Get (g)……. of my car 
you scumbags’, the young men jumped out of the car 
and started running for (h) lives. 
Somewhat shaken, the lady loaded her shopping bags 
(i) the back of her car and got into the 
driver’s seat. She was shaking so much that she (j)………. 
get the key into the ignition. While she was trying and 
trying, it began to dawn on her (k) 
…… not. A few minutes later she (l)…….. her own car 
parked four of five spaces farther down, the same 
colour and type of car. She loaded her bags again and 
drove to the police station. A policeman there asked, 
‘(m)………… you want report something?’ (n)…….. 
policeman listened to her story and started laughing. 
While he was falling about laughing and no longer able 
to talk, he pointed (o)…. the group of four young men, 
(p)………. were very pale now and waiting at the end 
of the counter, where they (q) ..................... reporting 
a car-jacking by a tiny, (r)……….., grey-haired woman 
carrying (s)…… gun. 
They (t) ................ that the old lady was mistaken, and 
that she was thinking that the young men were robbing 
her car. 
 
a. was returning-- returns – is 
returning - return 
b. her - his- their - our 
c. drops - dropping - dropped drop 
d. know - knows - knowing - knew 
e. drawing – draw - draws - drew 
f. no article – a – an - the 
g. out - in - on -off 
 
h. their – his - her - our 
 
i. onto - into - out of - in 
 
j. can’t - wouldn’t - shouldn’t - 
couldn’t 
k. when - why - how - what 
l. find – finds – found - finding 
 
m. Do - Did - Does - Is 
n. The – a - no article - an 
o. to – at - in - on 
p. which - who - whose - 
that 
q. was – were – is - are 
r. crazily - craze – crazy - craza 
s. a – an – the - no article 
t. not understood - understoodn’t - 
understood not - didn’t 
understand. 
 
 
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 
88 
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 : 
 
-s or s-like sounds + s > -es: 
 
 
also : 
bird 
place 
bus 
dish 
watch 
box 
potato 
tomato 
birds 
places 
buses 
dishes 
watches 
boxes 
potatoes 
tomatoes 
b. VERBS –s third person singular: 
 
-s or s-like sounds + s > es: 
also: 
Think 
live 
wish 
do 
go 
thinks 
lives 
wishes 
does 
goes 
c. NOUNS f/ fe > plural - ves 
 
but: 
knife 
shelf 
roof 
knives 
shelves 
roofs 
d. NOUNS and VERBS y > I baby 
fly 
try 
study 
study 
easy 
 
happy 
heavy 
babies 
flies 
tries 
studies 
studied 
easier 
easiest 
happily 
heavily 
e. VERBS y remains y in –ay –oy – uy – ey: 
 
but: 
enjoy 
stay 
pay 
say 
enjoys 
stays 
paid 
said 
f. VERBS -e + -ing> drop : e: 
 
but: 
make 
come 
lie 
die 
making 
coming 
lying 
dying 
g. NOUNS and VERBS i always before e: 
except after c : and when the sound is like ay : 
believe 
shield 
receive 
ceiling 
weigh 
 
89 
 neighbour 
height 
 
h. prefixes must remain complete(mis-, 
with- 
un- etc.) : 
misspelling 
withhold 
unnecessary 
 
i. differences between c – s noun - verb : advice 
device 
advise devise 
j. suffix added to a word ending in –e Manage management 
k. if a word ends with a consonant 
usually double the consonant when 
adding an ending that begins with 
vowel: 
but: 
occur 
trip 
travel 
 
benefit 
develop 
occurred 
tripped 
travelling 
 
benefited 
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: 
90 
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 use
91 
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?’ 
92 
 
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 
Run-on sentences 
Preferred in English: 
Sentence) Em 1979, a SLC cedeu 20% do 
seu capital à John Deere, uma das 
maiores fabricantes de máquinas 
agrícolas do mundo, e foi aperfeiçoando 
sua colheitadeira que, de pequenas 
propriedades rurais da região Noroeste 
do Rio Grande do Sul, conquistou a 
América Latina, a América Central, a 
África e o mundo, sendo hoje 
comercializada em mais de 20 países. 
In 1979, SLC sold 20 percent of its 
stocks to John Deere, one of the 
largest agricultural machinery 
manufacturers in the world. Sales 
went on from the small rural 
properties in the state of Rio Grande 
do Sul to take over Latin America, 
Africa and the world. Today SLC- John 
Deere harvesters are sold in 
more than 20 countries. 
93 
During my vacation in July, when I went Last July I went on vacation in the 
 
to the south of France and other parts of south of France and other parts of 
central Europe, I bought many souvenirs central Europe. I bought many 
and I saw many interesting places, both souvenirs and saw many interesting 
the normal tourist sites and the lesser places. Some of the places I visited 
known locations. were the normal tourist sites, and 
others were lesser known locations. 
 
 
 
 
Lessons-67/68 
Summary and final exercises 
 
Tasks and 
exercises I 
Simple Present Simple Past 
He said: "I want some oranges." 
He said he wanted some oranges. 
Present Continuous Past Continuous 
They said: "We are studying hard." They 
said they were studying hard. 
 
Simple Past 
 
Past Perfect * 
She said: "I needed you, but uou 
weren't here." 
She said she had needed him, but he 
hadn't been there. 
Past Continuous Past Perfect Continuous 
Tom said: "I was talking to Mary." Tom 
said he had been talking to Mary. 
Present Perfect Past Perfect * 
They said: "We've worked together." 
They said they had worked together. 
Going to- Future was/were going to. 
I said: "I'm going to visit Jim"! 
I said I was going to visit Jim" 
Must Had to* 
She told me: "I must hurry up." 
She told me she had to hurry up. 
 
II. Put the words in the right order. 
1. spoke I last week to the manager 
2. once a month to South Africa travels usually Pedro Azar 
3. the budget the director before the weekend wants to see 
4. today this work you finishing are ? 
5. accept cheques they usually 
6. always doesn’t he the answer know 
7. a Portuguese course last year our new manager attended in Lisbon 
8. the door the secretary shuts never 
94 
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 fromone 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 
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 
95 
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. 
V. ead 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 
96 
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 
 
 
 
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), 
97 
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 traditionalcultures. 
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 
……………………………. 
VII 
 
 
98 
 
The differences between how humans think 
and computers operate 
Choose for each gap between the three 
options a) 
b) or c) 
When we compare the way in which computers 
function with the way in …………(1) the human 
brain operates, there appear to be (2) 
superficial similarities. Firstly, 
humans and computers (3) communicate the 
use of 
language. Secondly, both are able to …….. (4) 
draw conclusions a number of related facts. 
………(5), one of the major differences between 
human and computer intelligence is that 
computers can only ‘think’ ………(6) the strict 
parameters that their programmes, designed 
by humans, will allow them, 
…….(7) there are virtually no limits to what 
humans can think or talk about. Human 
thinking is not static 
………(8) dynamic and creative and . (9) develops 
its 
perceptions on the basis of newly acquired 
impressions and the storage of facts in its 
memory .................................................... (10), 
the 
human brain has self-consciousness, ……….. (11) 
in a philosophical sense could be considered the 
‘mind’ as opposed to the brain. 
Nevertheless, there are scientists …….. (12) claim 
that modern technology (13) develop to 
such a level, 
that one day they (14) be able to design 
robots with 
an artificial ‘brain’ that can function (15) 
creatively 
and produce original ideas and solve
 ........................................................................ (16
) 
complicated problems much …….. (17) 
and more efficiently than humans are able to 
do ........................................................... (18) 
these 
machines also be able to dominate human 
beings and take control of our lives? 
 
1. a) what b) which c) that 
 
2. a) some b) any c) much 
3. a) will b) could c) can 
4. a) logically b) logical 
c) logic 
 
5. a) Therefore b) Because 
c) However 
6. a) within b) between 
c) among 
7. a) so b) moreover 
c) whereas 
8. a) but b) and c) or 
9. a) constant b) constantly 
c) constants 
10. a)Moreover b) Although 
c) While 
11. a) who b) whose 
c) which 
12. a) who b) whom 
c) which 
13. a) must b) could c) has 
14. a) can b) are c) will 
15. a) most b) much c) more 
16. a) many b) much c) any 
17. a) fast b) faster 
c) fastest 
18. a. must b. are c. will 
 
99 
 
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