Moçambique: Módulo Da 8 Classe Inglês

Moçambique
MÓDULO DA 8ª CLASSE INGLÊS 1

2 MÓDULO DA 8ª CLASSE INGLÊS
FICHA TÉCNICA
Consultoria
CEMOQE MOÇAMBIQUE
Direcção
Manuel José Simbine (Director do IEDA)
Coordenação
Nelson Casimiro Zavale
Belmiro Bento Novele
Elaborador
Florinda Chuluma
Revisão Instrucional
Nilsa Cherindza
Lina do Rosário
Constância Alda Madime
Dércio Langa
Revisão Científica
Alberto Mabui
Revisão linguística
Alberto Mabui
Maquetização e Ilustração
ElísioBajone
Osvaldo Companhia
Rufus Maculuve
Material Áudio
Rufus Maculuve
Impressão
CEMOQE, Moçambique

TABLE OF CONTENTS
GRADE 8 MODULE INTRODUCTION .................................................................................. 6

UNIT 1: FAMILY AND FRIENDS ................................................................................ 10
LESSON 1: INTRODUCTIONS AND GREETINGS.................................................................. 11
LESSON 2: FAMILY RELATED VOCABULARY .................................................................... 16
1.2.2 The family tree ................................................................................................ 17
LESSON 3: PRESENT SIMPLE AND PRESENT CONTINUOUS ............................................... 23
1.3.2: Present Continuous Tense............................................................................. 25
LESSON 4: PAST SIMPLE TENSE AND PAST CONTINUOUS TENSE .................................... 30
UNIT 2: ENGLISH IN MOZAMBIQUE....................................................................... 42
LESSON 1: TALKING ABOUT COUNTRIES, PEOPLE AND LANGUAGES................................ 44
LESSON 2: WHY DO PEOPLE LEARN ENGLISH AT THE ENGLISH CLUB? ............................ 51
LESSON 3: QUESTION - WORDS (OR WH-QUESTIONS) AND YES/NO QUESTIONS) ............. 59
UNIT 3: SCHOOL AND DAILY ACTIVITIES ........................................................... 69
LESSON 1: READING - MY SCHOOL ................................................................................. 70
LESSON 2: SEQUENCE MARKERS AND DAILY ROUTINES / DAYS OF THE WEEK ................. 76
LESSON 3: MODAL VERBS ............................................................................................... 81
UNIT 4: OCCUPATION AND PROFESSIONS .......................................................... 94
LESSON 1: TALKING ABOUT JOBS AND PROFESSIONS ....................................................... 96
LESSON 2: APPLYING FOR A JOB .................................................................................... 105
UNIT 5: COMMUNITY: CUSTOMS AND TRADITIONS ..................................... 127
LESSON 1: READING: “CHIZAVANE COMMUNITY” ....................................................... 129
LESSON 2: READING “CULTURAL TOURISM” ................................................................ 138
LESSON 3: DETERMINERS .............................................................................................. 149
LESSON 4: READING - INITIATION RITES FOR GIRLS” ..................................................... 159
LESSON 5: READING “BIRTH CEREMONY” .................................................................... 168
LESSON 6: PROTECTING OUR ENVIRONMENT ................................................................ 174
UNIT 6: SHOPPING ..................................................................................................... 188
LESSON 1: READING: WE BUY PARAFFIN OIL AT THE LOCAL MARKET ........................... 190
LESSON 2: READING ..................................................................................................... 197
LESSON 3: COMPLAINING LETTER ................................................................................. 202
LESSON 4:COUNTABLE AND UNCOUNTABLE NOUNS .................................................... 207
LIST OF IRREGULAR VERBS ................................................................................... 236
LIST OF REGULAR VERBS ....................................................................................... 239

MENSAGEM DA INSTITUIÇÃO DIRIGIDA AOS ESTUDANTES

GRADE 8 MODULE INTRODUCTION
Dear student,
Welcome to the English Module. This is
grade 8 module and it has three units. In
this module, you will continue to study
what you have already learnt in the
previous grades. You will develop more
your ability in speaking, listening, reading
and writing.
You are learning English as a foreign
language, so it important to practice oral
communication, learn simple expressions
and improve the vocabulary. For example,
you are going to learn how to introduce
yourself to other people, to talk about
your family, about your daily activities,
about your community, among other
topics. You will see, it is easy and funny!
All the lessons, instructions, explanations,
tests and the key will be in English. To
succeed in your study, you need to work in
groups, and with other colleagues at CAA
(Centro de Apoio e Aprendizagem), you will find out it is
easy to study!
Let us work!
MODULE ORGANIZATION
The first English Module has 6 units. Here is the description of the units:
Unit 1: Family and friends
Unit 2: English in Mozambique
Unit 3: School and daily activities
Unit 4: Occupations and professions

Unit 5: Community: customs and traditions
Unit 6: Shopping
As you can see dear student, we will study all these units in this module .
Depending on the contents, some units have more lessons than the others. Each
lesson has a topic, an introduction, contents, learning objectives, time, activities
and the feedback. At the end of a unit, there is a Unity Activity – exercises
covering the contents of the unit. At the end of the module, there is a Module
Activity - which covers the contents of the module, this is a preparation for the
final test.
The lessons are organised as following:
Number of the lesson
Theme of the lesson
Introduction of the lesson
Learning objectives
Hours of study
Contents (include exercises on the CD players)
Assessment
Correction Key
The CD players will help you to listen to the pronunciation. It is important that
you repeat what you hear because by doing this; learning will be more effective
and funny.
The interaction with other students at Centro de Apoio e Aprendizagem (CAA)
will help you to improve your proficiency, but you must practice. Let us
work!
LEARNING OBJECTIVES
We hope that by the end of this module 1, you will be able to:
 Review greetings and introductions;

 Share experiences about family and friends;
 Draw personal conclusions about the reasons why you learn English.
 Discuss the importance of planning your daily activities (including time
for study)
LEARNING RESULTS
 Tell and retell stories about families and friends;
 Write simple compositions about family and friends;
 Draw a family tree;
 Complete forms requiring information about yourself and your family;
 Ask and answer questions about the importance of English in
Mozambique;
 Talk about geographical boundaries or borders of Mozambique;
 Talk about some neighbouring countries;
LEARNING GUIDE
For the learning success of the present module you will need some advices that
will help you to understand this module clearly. Here are some of the advices:
you need to spend 2 to 3 hours daily to study each lesson and do the given
exercises;
your studies should take place in an appropriate place (quiet place), it can be at
home, or at CAA;
during your reading, you should take notes of the basic concepts, structures and
other important aspects about the topic;
present your doubts to your mates, teacher or your tutor to help you;
sum up the learned lessons;
at the end of each lesson, you must do the given exercises, and after that you
can check your answers with the given answers in the feedback;

during your lessons, you will find some pictures to help you in your learning.
ASSESSMENT CRITERION
Throughout each lesson of a thematic unit there are presented activities,
reflection that will help you to evaluate your performance and improve your
learning. At the end of each thematic unit, a unity review will be presented,
containing the contents covered in all the lessons, which aims to prepare you for
the test. The activities are accompanied by a correction key with answers. You
should check it after completing the exercises. If you have more than 70% of
the correct answers, then we believe you are capable to sit for the test
successfully.
The CD players will help you to listen to the pronunciation. It is important that
you repeat what you hear because by doing this; learning will be more effective
and funny. The interaction with other students at Centro de Apoio e
Aprendizagem (CAA) will help you to improve your proficiency, but you must
practice. Let us work!
Dear student, now we are going to start with the unit 1. Let us work!

3 UNIT 1: FAMILY AND FRIENDS
3 UNIT INTRODUCTION
1 Dear student, we all have a family and
friends. Do you say ‘hi’ to your father?
Of course, no, you should say’ good
morning / afternoon….’ In this Unit 1,
you will learn about family and friends,
how to greet, how to introduce yourself
and talk about your family members and
friends. This unit contains 3 lessons and
8 hours of study.
Lesson 1: Introductions and greetings;
Lesson 2: Family related vocabulary
Lesson 3: Grammar (Present simple
tense and Present continuous simple);
LEARNING OBJECTIVE
Share experiences about family and
friends.
LEARNING RESULTS
Ask and answer questions about your family;
Tell and retell stories about families and friends;
Write simple compositions about family and friends.
Draw a family tree.
TIME: 8 HOURS
AUXILIARY MATERIALS
Audiovisual aids, books, handouts and so on.

LESSON 1: INTRODUCTIONS AND GREETINGS
INTRODUCTION
In the previous grades, you learned about greetings and introductions. In this
lesson, you are going to learn it again.
LEARNING OBJECTIVES
Review greetings and introductions;
Introduce yourself to other people in formal and informal situations.
TIME: 2 hours
Contents
1.1.1 Greetings
Formal greetings
Good morning / Good afternoon / Good evening

Goodbye!
Goodbye!
Listen and repeat – script 1
Conversation 1: In this dialogue the teacher is greeting a student.
Teacher: Good morning, Paulo. How are you?
Paulo: Good morning teacher. I’m fine, thank you.
Conversation 2: In this dialogue a tourist (Mr Brown) is greeting a boy.
Mr Brown: Good afternoon, young man, how are you?
Boy: Good afternoon, sir. I am very well, thank you.
Informal greetings Hello / Hi

Nice to meet you!
Bye!

Conversation 3: In this dialogue two students are greeting each other.
Student A: Hello, Ana.
Student B: Hi, Paulo. How are you?
Paulo: I’m fine, thanks. How are you?
Ana: I’m fine, thanks.
Paulo: Bye, Ana!
Ana: Bye, Paulo!
Practice the conversations again. Pay attention to the pronunciation!
1.1.2 Introductions
Formal introduction
Listen and repeat – script 2
Conversation 1: In this dialogue, Mrs. Cossa and Mr. Tembe introduce

themselves.
Mrs. Cossa: Good afternoon. I’m Mrs.Cossa. I’m a Maths teacher. I’m from
Gaza.
Mr. Tembe: Good afternoon. I’m Mr.Tembe. I’m an English teacher. I’m from
Maputo.
Mrs Cossa: How do you do?
Mr. Tembe: How do you do?
Conversation 2: In this dialogue a teacher is introducing a new student to the

class.
Teacher: Good morning, class. This is a new student. What is your name?
Student: Good morning, teacher. My name is Miguel.
Class: Hello, Miguel!

Informal introduction
Conversation 2: In this dialogue, Sara and Mila introduce themselves.
Sara: Hi!
Mila: Hello!
Sara: What’s your name?
Mila: My name’s Mila. What’s your name?
Sara: My name’s Sara.
Mila: Nice to meet you.
Sara: Nice to meet you.
Conversation 3: In this dialogue, Sara is introducing Paulo to Mila.

Sara: Mila, this is Paulo…Paulo, this is Mila.
Mila: Hello, Paulo.
Paulo: Hello, Mila.
Repeat the dialogues while listening. Did you manage to pronounce and
understand it? If you did not, repeat it again. If you did, congratulation! Proceed
with the lesson.
1.1.3: Grammar focus

Full form Short form
I am I’m
My name is… My name’s….
I am from…. I’m from…
What is your name? What’s your name?
Remember: notice the differences between the two forms of introducing

yourself to others.

ACTIVITIES
Dear student,
You have learnt how to introduce yourself in different situations. Now, do the
following exercises. If you have doubts listen again to the CD players and read
the dialogues. Let us work!
Exercise 1
Complete the dialogue (formal introduction)
Mr.Sitoe: _________morning.I’____Mr.Sitoe. I’_____a doctor.
Miss Santos: Good__________. I’___Miss Santos. I’_____a secretary.
Mr.Sitoe:____________________.
Miss Santos:__________________.
Exercise 2
Now, imagine that you are introducing yourself to another student who does not
know you. Fill in the following dialogue (informal introduction).
A: Hi!
B: ________________________.
A: My name’s _____________. What’s your________?
B: My name’s _______________.
A: Nice_____________________________.
B: Nice_____________________________.

FEEDBACK
Now, you are going to check the answers for the exercise 1 and 2.
Exercise 1:
Mr.Sitoe: Good / m / m Miss Santos: morning / m /m Mr.Sitoe: How do you
do!
Miss Santos: How do you do!
Exercise 2:
A: Hello /Hi A: (your name). name? A: to meet you
B: Hi / Hello B: (name of you colleague) B: to meet you
Dear student, we have come to the end of the lesson 1. If you have some
doubts, ask for help to your tutor at CAA.

LESSON 2: FAMILY RELATED VOCABULARY
INTRODUCTION
Dear student, in this lesson, you should use some words related to family like:
grandmother /grandfather, mother, father sister, brother and more. You will read
a family tree description. You can listen to the scripts and pay attention to the
pronunciation.
LEARNING OBJECTIVES
At the end of this lesson you should be able to use vocabulary related to family.
Understand a family tree;
Use correctly expressions like:
“How many…?” “What’s your / brother’s / name?” “How old is your /

sister?”
Review vocabulary about family and friends;
TIME: 3 hours.
Contents
1.2.1 Family members
Script 3 Listen to the vocabulary and repeat the words after the narrator. Pay
attention to the pronunciation and follow the instructions.
Listen and repeat: mother, father, sister, son, daughter, grandmother,
grandfather, husband, wife, uncle, aunt, niece, nephew, cousin, brother-in-law,
sister-in-law, grandson, granddaughter, and how many brothers have you got?
What’s your mother’s name? How old is your sister?
Repeat the listening if necessary.
Well done! Now you have practiced the words, let us continue.

1.2.2 The family tree
A family tree is a representation of a family, its members or relatives like father,
mother, children and more; we can find the roots of a family by using this tree.
So, dear student be ready to draw your family tree. Look at the picture.
Cossa’s family tree
Dear student, notice the lines that connect the boxes! Now, read the
explanation:
 two boxes connected with a horizontal line = married
 the children are represented with a vertical line from your parents.
Now, listen and repeat the description of Cossa family tree:

Script 4:
Abel Cossa is married to Maria. They are husband and wife. They have got one
son and two daughters. Their names are: Tony, Camila and Anita. Tony is
married to Sara and they have got one son - Carlos and one daughter-Carla.
Anita is married to Alex and have got two daughters-Ana, Melita and one son-
Paulo. Sara is daughter-in-law and Alex is son-in-law. Carla, Carlos, Ana,
Paulo and Melita are grandchildren. Melita is Paulo’s sister. Carla is Ana’s
cousin. Alex is Carla’s uncle. Sara is Melita’s aunt. Sara is Camila’s sister-in-
law. Alex is Tony’s brother-in-law.
Repeat the listening if necessary.
Questions Answers
What’s your father’s name? My father’s name is_________
What’s your mother’s name? My mother’s name is________
Have you got any brothers and sisters? Yes, I have. / No, I haven’t.
How many brothers / sisters have you I have got one brother / two sisters.
got?
My sister / brother is 17 years old.
How old is your sister / brother?
1.2.3. Grammar focus

Look at these sentences:
Cossa’s family tree = the family tree of Cossa Mozambique’s flag = the flag of
Mozambique Melita is Paulo’s sister = Melita is sister of Paulo; Maria is
Abel’s wife = the wife of Abel is Maria; this is Sandra’s car = the car of Sandra.
The apostrophe‘s shows a possession.

Note:
 Possessive forms
a) We use ‘s for names: This is Dany’s room.
b) A singular noun ending -s can take only ’ or ’s
This is Gomes’ book. This is Gomes’s book.
c) A plural noun ending -s takes only ’
The boys’ room. The Moyos’ house.
Remember to read these explanations every time that you have doubt.
 Possessive adjectives
Subject Possessive
Example
pronouns adjectives
I My My name is…
you Your Your mother…
he His His name is …
she Her Her bag is big.
This battery is heavy…its

it Its
weight is 1kg.
We visit our friends after

we Our
school.
they Their Their sister is a nurse.

ACTIVITIES
Now do the following exercises to see if you have understood the contents.
Exercises
I – Fill in the blank spaces about your family. Remember to use the “possessive
case” in some sentences.
Example: My ……….name is…… My father’s name is Andy.
1) Question: What’s your father’s name?
Answer: My……………………………………
2) Q: How many brothers have you got?
A: ………………………………………….
A: ……………………………………….
3) Q: How many sisters have you got?
A: I have got ………………………………
A: I haven’t got…………...
4) Q: How old is your mother?
A: …………………………….
II – Read the paragraph and complete the sentences. In some sentences

remember to use the” possessive case”.
The Capenda family
Mr.Capenda has got a big family. He is married to Mrs. Capenda. They are
husband and wife. They have got six children. Your names are Colin, Mary,
Ana, Antonio, Celma and Pedro. The Capenda family lives with Mr. Capenda’s
mother, grandmother Ruth. They live in the country and enjoy living there
because it is very calm.
a) Mr. Capenda is ___________ to Mrs. Capenda.

b) Mrs. Capenda is Mr. _______ wife.

c) Colin is _____________brother.
d) Ana is _________, _________, _________, ________ and _______sister.
e) Mr. Capenda’s ____________ name is Ruth.
f) The family lives in the ____________________________.
Take time to do the exercises. Read the notes again if necessary.
Now that you have done the exercises, compare your answers with the
answers in key answer. We hope that you did well.

FEEDBACK
I – 1 A) My father’s name is Paulo

2A) My mother’s name is Andressa.
3A) I have got 2 brothers / I haven’t got any brothers.
4A) I have got 3 sisters.
5A) My mother is 20 years old.
II - a) married b) Capenda’s c) Antonio’s d) Colin’s, Mary’s,
Antonio’s, Celma’s and Pedro’s (any order is correct but you should use the
possessive case),
Dear student, this is the end of lesson 2. It was long lesson; we hope that you
learned a lot.

LESSON 3: PRESENT SIMPLE AND PRESENT
CONTINUOUS
INTRODUCTION
Dear student, this lesson will be about grammar. You are going to learn when
and how to use Present Simple Tense and Present Continuous Tense. There
are three forms of a verb: Affirmative, Interrogative and Negative. There are
regular verbs and irregular verbs. You will find a list of verbs at the end of this
module. Let us work!
LEARNING OBJECTIVES
By the end of this lesson you should be able to:
 Use verbs in the Present Simple Tense and Present Continuous Tense, in
three forms: affirmative, negative and interrogative.
 Write a simple composition about your family, using present simple
tense.
 Use Present Continuous Tense to talk about present actions.
TIME: 3 hours.
CONTENTS
1.3.1. Present Simple Tense .
Pay attention to the pronunciation and follow the instructions.
Script 5
Listen to audio

To be
Affirmative Negative Interrogative

Full forms Short forms Full forms Short forms
I am I’m I am not I’m not Am I…?
You are You’re You are not You aren’t Are you…?
He is He’s He is not He isn’t Is he…?
She is She’s She is not She isn’t Is she…?
It is It’s It is not It isn’t Is it…?
We are We’re We are not We aren’t Are we…?
You are You’re You are not You aren’t Are you…?
They are They’re They are not They aren’t Are they…?
Examples
Affirmative Negative
Subject + verb + object Subject verb + not object

You are a student. Sara is not here.
Paulo has got 2 sisters. They don’t clean the school.
Interrogative
Verb + subject + object
Is he a doctor?
Are they in the classroom?
Listen to the script and repeat the pronunciation.
Note: we use “do” as auxiliary verb in the negative and interrogative

sentences.

I do not play football. She doesn’t eat meat. They don’t know!
Do you live in this house? Does she speak English?
Use:
We use the present simple tense to
a) Express habits: I get up at 6 o’clock.
b) Express general or permanent states: we live in a flat.
c) Express general truths or scientific facts: wood floats on water.
Remember: she -does he – plays it – works
Dear student, there will be some exercises to be done later. Now, let us study
the second content of grammar. Pay attention!
1.3.2: Present Continuous Tense

Form:
be (am, is, are) + verb + -ing
Pay attention to the word order. Here are some examples in the three forms.
Affirmative
a Subject + verb ‘to be’ + the main verb + -ing form + object
I am studying English.
You are reading a book.
He is cleaning the house.

She is buying a new car
It is working!
We are having a Biology lesson now.
You are making noise!
They are watching a film.

Negative
Subject + verb ‘to be’ + not + the main verb + -ing form +
object
I am not studying English.
You are not playing well.
He is not cleaning the house.

She is not buying a new car
It is not working!
We are not having a Biology lesson now.

You are not doing your homework.
They are not watching a film.
Interrogative
Verb ‘to be’ + subject + the main verb + -ing form + object?
Am I studying English?
Are you playing football?
Is she cleaning the house?
Is he buying a new car

Is it working?
Are we having a Biology lesson now?
Are your doing your homework?

Are they watching a film?
Use
We use the present continuous tense for actions happening now.

Examples:
I am learning English at the moment. Is Ana reading a book?

Let’s go out. It isn’t raining now.
Spelling
a) Verbs that end in -e make – making write – writing (remove the e and
add -ing).
b) Verbs that end in vowel + consonant stop – stopping run – running

Remember: the verb to be is used as auxiliary verb in the present continuous
tense. so, it is important to practice the present simple tense.

ACTIVITIES
Dear student, now you are going to practice what you have learnt.
Exercises
A: Choose the correct form of the verb. (Present simple)
Example: I ‘m / is twenty years old.
1) She am / is a student. 2) They don’t / doesn’t watch TV.

3) How old is / are you? 4) My sister live / lives in South
Africa.
5) Sara and Mila isn’t / aren’t sisters. 6) We like / likes cakes.
B: Complete the sentences using present continuous tense
Example: She (do) her homework. She is doing her homework.
1) He (wait) for a bus. 2) I (not visit) my grandmother now.

3)____ Amy (sleep)? 4) We (talk) about you. 5) She (not go) to
school.
C: Choose the correct alternative.
1) Sandra: “……. your name? a) What b) Is c) What’s d) That
2) Tony: “………name is Tony.” a) My b) I am c) Am d) What
3) Marcos: “Nice……. you.” a) meet b) to meet c) met d) too
meet
4) “Hello, my…….is Tom.” a) your b) son c) name d)
name’s
5) Good……. Sara. How are you today? a) hi b) hello c) is d)
morning

When you finish doing the exercises check the answers.
KEY ANSWER
A: Present simple 1) is 2) don’t 3) are 4) lives 5) aren’t 6)

like
B: Present Continuous 1) is waiting 2) am not visiting 3) is Amy sleeping?
4) we are talking 5) is not going
C: 1) c 2) a 3) b 4) c 5) d
Dear student, did you manage to get many correct answers? If you did,
congratulations! If you have doubts, it is better to ask for help to your tutor. In
this way, you can both analyse the difficulties and find ways to overcome. It is
important to revise the contents before the test. Do not give up! Continue
studying!

LESSON 4: PAST SIMPLE TENSE AND PAST
CONTINUOUS TENSE
INTRODUCTION
Dear student, this lesson will be about grammar. We are going to read a text
about a picnic. It describes things that happened; the actions are in the past.
There are regular and irregular verbs in the text, pay attention to their past
simple. Let’s work!
LEARNING OBJECTIVES
 Use verbs in the Past Simple Tense and Past Continuous Tense, in three
forms: affirmative, negative and interrogative.
 Complete a paragraph using verbs in the past simple.
TIME: 3 hours.
Contents
1.4.1. Reading: Last Sunday at the beach
Last Sunday at the beach

We had a terrible day last Sunday. On Sunday morning, I decided to take my family
to the beach and my wife prepared our picnic in two baskets. We arrived at the beach
at eleven o’clock, but the sea was low – it was impossible to swim. We decided to
play football, but I kicked the ball into the road under a bus. The bus squashed the
ball. Then we opened our picnic basket…but there wasn’t any food in it: only some
plates and knives and forks. “Where’s the other basket?” my wife asked. “The other
basket? Were there two baskets?” I asked. My wife just looked at me sadly. The
children started to cry. “Yes, there were” she answered quietly.

Vocabulary
kick - chutar knives - facas cry - chorar

squash - esmagar forks – garfos basket - cesto
1.4.2 Past Simple

The bolded verbs: had, was, wasn’t, were, decided, prepared, arrived,
kicked, squashed, opened, asked, looked, started, and answered are in the
past simple tense.
 Regular verbs, we add -ed to the verb: arrive – arrived open – opened
ask – asked
Pay attention to the past simple tense of verb to be

I was I wasn’t Was I…?
You were You weren’t Were you …?
He / She / It was He / She / It wasn’t Was he / she / it…?
We / They were We / They weren’t Were we / they…?
Read the table:
I played football. I didn’t play football. Did I play football?
You read the book You didn’t read the book Did you read the book
yesterday. yesterday. yesterday?
She did her homework. She didn’t do her Did she do her homework?
homework.
He cut his finger last Did he cut his finger last
night. He didn’t cut his finger last night?
night.
It worked all day. Did it work all day?
It didn’t work all day.
We saw a lion. Did we see a lion?

They went to the beach. We didn’t see a lion. Did they go to the beach?
They didn’t go to the beach.
Note: in the negative we use auxiliary verb didn’t +infinitive of verb. …didn’t
see….
In the interrogative, we use auxiliary verb did + subject + infinitive of

verb:
Did we see a lion? Did they go to the beach? Did Sara do her
homework?
Use
We use the past simple for actions completed in the past.
e.g. Rita went to Swaziland last year. I wasn’t in this school two months
ago.
We use the past simple with the following time expressions:
- yesterday - three days / weeks / months / years ago - last week

/month /year
- in 2004 - in the 19th century - in those days
Note: check the irregular verbs list at the end of this module.
1.4.3 past continuous tense

Form
Was / were + verb + -
ing
I was cutting
= I was not cutting Was I cutting…?
You were playing You were not playing Were you playing…?
He He he

She was dancing She was not dancing Was she dancing…?
It It it
We We we
You were asking You were not asking Were you asking…?
They they they
Examples:
We were asking a lot of questions. She wasn’t dancing very well. Were
you playing cards?
Spelling:
- verbs that end in -e: make – making; come – coming; write - writing
(we remove -e)
- verbs that end in vowel + consonant: stop – stopping; run – running;

swim - swimming (we double the last letter)
Use
We use the past continuous when:
two or more actions were taking place at the same time in the past.
e.g. Grandma was cooking while grandpa was cleaning the house.
We describe an action which was interrupted by another action in the past.
e.g. The telephone rang while Tonecas was having a shower.
Read again the grammar notes. If you have doubts, ask for help.

ACTIVITIES
Exercises
I - Reading and comprehension
Read the text and write T or F.
Sabão’s family visited the beach last Sunday morning. _____
Sabão’s wife put all your food into one basket, all the plates, knives and forks
into another basket. ____
They had a good swim in the sea when they arrived. ____
Sabão kicked your ball under a bus and the bus squashed the ball. _____
Sabão’s wife was happy when they opened your picnic basket. _____
I - Grammar
A: Rewrite the sentences using the past simple of the given verbs.
e.g. Castro /go / to / Angola / in 1998. Castro went to Angola in 1998.
1. Helena / live / in Tete / in 2003.
______________________________________________
2. I / visit / Malawi / last year.
__________________________________________________
3. Paula / cook / fish / last Monday?
______________________________________________
4. Julinha / speak / to me / yesterday.
______________________________________________
5. Mapera / teach / Portuguese / in Maputo / in 1999.
_________________________________
6. Rita’s last summer holiday / be / wonderful?
______________________________________
7. Samauelane / build / his house / last year.
________________________________________

8. I / meet / Sandro / two / weeks ago.
____________________________________________
9. Zacariane / give / me / three books / yesterday.
___________________________________
10. Massango / not see / wild animals / in Chimanimani.
______________________________
B: Complete with the past continuous of the verbs in brackets.
Uncle Alex ____ _____________ (clean) the house.
His daughter _____ ___________ (look) after the children.
They ______ ________ (swim) in the swimming-pool.
Why _____ ________ (run)?
We _____ _________ (not play) football.
Who _____ __________ (play) the guitar?
What _____ you ________ (do) when I called you?
I______ ________ (not have) a shower.
My wife ______ ________ (prepare) breakfast.
Our kids _____ __________ (make)
III - Writing
Write a short description of one member of your family. Explain who this
person is to you (uncle, brother, sister, father, aunt, etc.) and refer to his / her
job and other relevant information about him / her.
e.g. My sister’s name is Susan. She lives in Maxixe…
________________________________________________________________
_________
________________________________________________________________
________
________________________________________________________________
_________
Were the exercises easy or difficult? You can always revise the contents any
time.

Now, compare your answers with the ones in the key answer.
FEEDBACK
I - Reading and comprehension 1. T 2. T 3. F 4. T 5.F

II - Grammar
A: Past simple
1. Helena lived in Tete in 2003.
2. I visited Malawi last year.
3. Did Paula cook fish last Monday?
4. Julinha spoke to me yesterday.
5. Mapera taught Portuguese in Maputo in 1999.
6. Were Rita’s last summer holiday wonderful?
7. Samauelane built his house last year.
8. I met Sandro two weeks ago.
9. Zacariane gave me three books yesterday.
10. Massango didn’t see wild animals in Chimanimani.
B: Past continuous
Uncle Alex was cleaning the house. 2. His daughter was looking after the
children.
They were swimming in the swimming-pool. 4. Why were you running?
5. We weren’t playing football. 6. Who was playing the
guitar?
What were you doing when I called you? 8. I wasn’t having a shower.
9. My wife was preparing breakfast. 10. Our kids were making the
beds.

III - Writing
Write a short description of one member of your family. Explain who this
person is to you (uncle, brother, sister, father, aunt, etc.) and refer to his / her
job and other relevant information about him / her.
e.g. My sister’s name is Susan. She lives in Maxixe. She is…. years old…she
lives in a flat / house…she is single / married…she is a tailor / doctor / teacher /
lawyer…she makes beautiful clothes…she makes clothes for all kind of
ceremonies….
Dear student, did you manage to get many correct answers? If you did,
congratulations! If you have doubts, it is better to ask for help to your tutor. In
this way, you can both analyse the difficulties and find ways to overcome. It is
important to revise the contents before the test. Do not give up! Continue
studying!

UNITY 1 REVIEW (TEST YOURSELF)
Before doing this test, study again the contents of unit 1 and listen to the script.
You can ask for help to your tutor to clarify the doubts and difficulties. The
preparation tests will help you to prepare for the final test at the end of this
Section 1:
A: Reading Complete the spaces using the expressions from the box.
daughter Jane married wife engineer Peter daughters son married names
Antonio and Barbara are _______. They are husband and _____. Antonio is an
_______ and Barbara is a doctor. They have got two ______ and two sons.
Their ____ are Steve, ______, Laura and ____. Steve is _____ to Debbie. They
have got a _____and a_____. Their names are Robert and Lisa.
B: Vocabulary
Match the sentences on the left with the corresponding ones on the right.
1. Hi a. Hi, there.
2. Nice to meet you. b. Not really.
3. Julinha, this is Zito. c. Pleased to meet you.
4. Nice to meet you, Maria. d. I’m Nelo Machava.
5. Did you have a good holiday? e. Yes, it is me.
6. Hello, this is Quintas! f. Nice to meet you, too.
7. Sorry, what’s your name again?
8. Is that you, Melita?
9. Meet my friend Lichucha.
Section 2: Grammar

A: Use the present simple or the present continuous of the verbs in the box to
complete the spaces.
go live play sit take talk come
Rosa _____from Manica. She _____ in Manica with her parents and two
brothers. She is a student and _____to Manica Secondary School. At the
moment Rosa _______ in a café with a friend. They ____ about your lives.
Rosa ______ football every day.
B: Complete the blanks spaces with the past simple of the verbs.
Last Sunday, Mariamo _________ (go) to Pemba. She _______ (travel) by bus.
She _______ (arrive) at midday. She _________ (eat) fish and cassava.
Mariamo_______ (take) three books to Pemba. She ______ (lose) two of them.
Mariamo ___________ (not go) swimming in the afternoon. She _______
(cook) beans and meat for dinner. Mariamo _______ (speak) Emakua in
Pemba. She ______ (learn) Makonde too.
C: Complete the sentences using the past continuous and the past simple.
1. I ________ (eat) an apple when the phone ___________ (ring).
2. While we _______ (play) outside, it ___________ (start) raining.
3. When my mother _______ (call) me, I___________ (talk) to my friends.
4. I ______ (take) a bath when someone ___________ (knock) at the door.
Section 3: Writing
A: Write a paragraph about your family. Use the following expressions to help
you.
I come from a big / small family… I’m…I have got … My father is … My mother
is … My sisters’ names are… My brothers’ names are… They are …
B: Read the description of Manjate family. Draw the family tree.
Alexandre Manjte is married to Alice Manjate. They have got three sons and
two daughters. Your names are: Mario, Paulo, Rogerio, Elisa and Emilia. Mario
is married to Ana and they have got one daughter. Her name is Mina.
Manjate’s family tree

Dear student, when you finish doing the test compare your answers with the
ones in the feedback.
FEEDBACK
Section 1: A: Reading 1. married 2. wife 3. engineer 4. daughters 5.

names 6. Peter
7. Jane 8. married 9. daughter 10. son
B: Vocabulary
1.a 2. f 3. c 4. f 5. b 6. c 7. d 8. e 9. c
Section 2: Grammar
A: Present simple or Present continuous
1. comes 2. lives 3. goes 4. is sitting 5. are talking 6. Plays
B: Past simple
1. went 2. traveled 3. arrived 4. ate 5. took
6. lost 7. didn’t go 8. cooked 9. spoke 10. learnt
C: Past continuous / past simple
1. was eating / rang 2. were playing / started 3. Called / was talking 4. Was
taking / knocked
Section 3: Writing
A: I come from a small family. I have got one brother and a sister. My father is
a teacher. My mother is a teacher too. My brother’s name is Edwin and my
sister is Erika. They are students.
B: Manjate’s family tree

Dear student, did you get more than 80% of correct answers? If you did, well
done! You can talk to your tutor to clarify some topics that you found difficult.
It is important to revise the contents before each assessment.

3 UNIT 2: ENGLISH IN MOZAMBIQUE
3 UNIT INTRODUCTION
2 Dear students, more people in the
world today know and use the English
language than any other language. In
this unit, you are going to study about
the importance of learning English. If
you travel to any country in the world,
the first language that you are going to
speak is English. This is the
international language that you can use
anywhere. Any language has its
grammar rules. I am using the grammar
rules of English to make clear sentences
for you to understand easily. This unit
has three lessons and you need 7 hours
in total to finish. Let us work!
Lesson 1: Countries, people and

languages
Lesson 2: Why do people learn English at
the English club?
Lesson 3: Question words (wh-questions; yes/no questions)
LEARNING OBJECTIVES
 Identify English speaking countries around Mozambique and in the
world;
 Draw personal conclusions about the reasons why you learn English.

LEARNING RESULTS
 Ask and answer questions about the importance of English in
Mozambique;
 Talk about geographical boundaries of Mozambique;
 Describe and compare the climate of two countries
TIME: 7 hours.
AUXILIARY MATERIALS: audiovisual aids, books, handouts.

LESSON 1: TALKING ABOUT COUNTRIES, PEOPLE
AND LANGUAGES
INTRODUCTION
Dear student, in this lesson you will get to know about some countries, people
and languages. Listen to the presentations that people do about their countries.
Pay attention to the name of the country, the nationality, the language and the
weather. In the grammar, we will focus on indefinite articles and adverbs of
frequency. Let us work!
LEARNING OBJECTIVES
 Identify English speaking countries around Mozambique and in the
world;
 Learn about indefinite article a /an
 Learn about adverbs of frequency
2 hours and 30 min
Contents
2.1.1.: Reading presentations about different countries
Mozambique is surrounded by English speaking countries. What are the names
of these countries? What languages do people living around Mozambique
speak? Read and listen about some students talking about their countries, the
weather and the language they speak.
Audio: script 6 Hello, my name’s
Maxwell. I come from
Hello, my name’s Musa Blantyre. I am Malawian. I
Dlamini. I come from speak Nyanja and English.
Voice 1 Swaziland. I am Swazi. I
Voice 2 Sometimes it is cold in
live in Mbabane. I speak Blantyre.
Changana and English.
In October it is very hot
in Swaziland.

Hi, my name’s John Lovemore. I
Hi, my name’s Ester. I come from Zimbabwe. I am
come from Lusaka. I Zimbabwean. I live in Bulawayo.
am Zambian. I speak I speak English and Ndebele. It
Voice 3 Voice 4 is not cold in Zimbabwe.
English and Swahili.
Voice 5 Hi, my name’s Lebo

Thobeka. I come from Hello, my name’s
Durban in South Africa. I Rafik. I come
am South African. I speak from Tanzania. I
English and Zulu. Durban is Voice 6
am Tanzanian. I
very cold in January. live in Bagamoyo.
I speak English
and Swahili.
Listen to the script again. Repeat the pronunciation.

Look at the table.
Country People Language(s)
Canada Canadian English and French
Mozambique Mozambican Portuguese
France French French
India Indian Hindi and English
Japan Japanese Japanese
Bolivia Bolivian Spanish
More examples:
Question: Who are the people from Brazil? They are Brazilians.
What language do they speak? They speak Portuguese.
Question: Who are the people from The United States of America? They are
Americans.
What language do they speak? They speak English.
Now that you know about some countries, people and your languages, let’s talk
about weather.

What’s the weather like in…?
Look at these weather pictures. (four pictures)
It’s sunny / fine. It’s cloudy. It’s raining. It’s windy.

It’s warm / hot. It’s dull weather. It’s wet The wind is
weather. blowing.
The sun is shining. It’s overcast.
Question: What is the weather like in…?

Answer: In October, it is very hot in Swaziland. In January, it is very cold in
Durban.
Practice the questions and the answers.
2.1.2 Grammar
Indefinite article – a / an
A before words starting with An before words starting A before nouns starting with
consonant sounds: with vowel sounds: vowels that sound like
A community An actor “you”:
A hospital An hour
A European country
A student An engineer
A union meeting
A beautiful An empty glass
A university degree
2.1.3 Adverbs of frequency

Adverbs of frequency tell us how often or how seldom something happens or
is done. They go between the subject and the verb.
Example: I always get up very early

subject adverb verb
Exception: after the verb “be” - I am always sleepy.
subject verb adverb

These adverbs include: never, rarely / seldom, sometimes, often, usually,
always.
Look at the examples:
I’m never late. I seldom arrive late. She sometimes walks to

school.
We often play football. Sandra usually spends her holiday abroad.
My mother always goes to bed at ten o’clock. He rarely eats meat.
Remember the position of the adverb!

ACTIVITIES
Exercises
I – Comprehension
Complete the table using the information from the speech bubbles.
Name of the residence Languages Country of nationality

student spoken origin
Ester
John
Lovemore
Lebo
Thobeka
Maxwell
Musa
Dlamini
Rafik
II – Complete the spaces using the words in the box below. Use them all.
Never rarely sometimes often generally always a / an
1) Manuelito is _______ electrician.

2) I come from Mozambique but I ______ visit South Africa.

3) Uncle Alex _______ goes shopping on Saturdays.
4) Mozambicans and South Africans _______ speak several languages.
5) Mariazinha is ______ mechanic.
6) I ______ study before English exams.
7) Grandpa ______ gets late.
8) People ______ start learning a second language is school.
If you find difficulties, read the notes and listen to script again. See, it is easy.
After you finish the exercises check your answers with the ones in key answer.

FEEDBACK
I – Table
Language Country of
Name of student residence nationality
spoken origin
English /
Ester Lusaka Zambia Zambian
Swahili
English /
John Lovemore Bulawayo Zimbabwe Zimbabwean
Ndebele
English /
Lebo Thobeka Durban South Africa South African
Zulu
Nyanja /
Maxwell Blantyre Malawi Malawian
English
Changana /
Musa Dlamini Mbabane Swaziland Swazi
English
English /
Rafik Bagamoyo Tanzania Tanzanian
Swahili
II – Articles and adverbs

1) an 2) sometimes 3) often 4) generally 5) a 6) always 7) never
8) rarely
Dear student, did you answer correctly many questions? Well done, keep
studying. If you have doubts, ask for help to your tutor at CAA.

LESSON 2: WHY DO PEOPLE LEARN ENGLISH AT
THE ENGLISH CLUB?
INTRODUCTION
Dear student, people have different reasons for learning English. Why are you
learning English? English is the international language. It is the language that
you can use around the world. In this lesson, you are going to read a text. In the
text, you will find out some reasons why people learn English. Think about your
personal reasons of learning English. The Grammar will focus on definitive
article. During your reading take notes of words that you do not know the
meaning and check in the dictionary.
LEARNING OBJECTIVE
 Draw personal conclusions about the reasons why you learn English
2 hours and 30 minutes.
Contents:
2.2.1. Reading: The English Club in Macomia

The English Club in Macomia
The English Club (EC) is a private English school in Macomia. It gives extra
English lessons. It opened in April, 1995. The school is located at the local
former warehouse of Agricom. According to Omar Jabú, one of the teachers at
the English Club, the lessons began on April 4th, 1995, with only ten students.
The courses last for three months. The first course finished with 70 students
compared to the ten who started the course. Since then, the number of students
attending the English Club increased. Now, there are about two hundred
students attending different levels of English. This survey is aimed at giving
you the reasons why EC is so popular in Macomia. The researcher distributed
100 questionnaires to the students and former students of EC. One of the
questions asked was: Why did you choose the EC to learn English?

The answers to this first question showed that seventy-five students out of a
hundred chose the EC because of its teaching methods; and thirteen students are
there because of the fees, which are cheaper than the Institute of Languages.
There are also eight students who go there because the school is near where they
live. Finally, only four students go there because they do not want to do your
house work.
Vocabulary
former – antigo according to – Segundo a…
warehouse – armazem attending – a frequentar
questionnaire – inquérito survey – pesquisa, levantamento de….
fee – propina
2.2.2 The definite article

Dear student, in the previous lesson you have learnt the indefinite article (a/ an).
Now, we are going to study the definite article – the. Pay attention!
The definite article is the. It is the same for singular and plural, feminine and
masculine – the = o(s) / a(s): the boy – the boys; the house – the houses.
The definite article is not used (the so called zero article):
before most countries, towns, proper names (e.g. England, Maputo, Sandra)
But: the USA, the United Kingdom, the Sudan, the Soviet Union, the Simpsons
after a noun in the possessive case, or a possessive adjective
e.g. the uncle of the boy = the boy’s uncle; the book is mine = it is my book
before names of meals e.g. What have we got for breakfast?
But: The breakfast at your sister’s was very good.
before parts of the body and clothes, as these normally prefer a possessive
adjective
e.g. Raise your left hand! He took off his coat.
before indefinite plurals
e.g. Women are expected to like housework. (= women in general)
Big hotels are very much the same all over the world

But: The women I know enjoy your jobs very much.
before home, church, market, school, hospital
e.g. Sandra went to hospital. The hospital is far away.
But nouns like cathedral, office, cinema or theatre always take the.
Study this example:

John: ‘I had a sandwich and an apple for lunch’. John says ‘a sandwich’,
‘an apple’ because this is the first time he talks about them.
John: ‘The sandwich wasn’t very good but the apple was nice’.
John now says ‘the sandwich’, ‘the apple’ because the listener knows which
sandwich and which apple he means - the sandwich and the apple he had for
lunch.
We use the when we are thinking of one particular thing. Compare a /an and
the:
e.g. Tom sat down on a chair. (perhaps one of many chairs in the room)
but Tom sat down on the chair nearest the door. (a particular chair)
Dear student, study again the notes before doing the exercises.

ACTIVITIES
Exercises
I - Read the text and do the following exercises.
A: Match the words with your definitions.
1) fees a) questions to be completed.

2) methods b) person doing investigation
3) questionnaires c) ways of teaching people
4) researcher d) money you pay to attend school
B: Complete the table about the English Club.
Name of the school
Opening date (year)
Name of the teacher interviewed
Number of students who started the first course
Number of students who completed the first course
Number of students involved in the research
Number of students who go there because of the teaching methods
Number of students who go there because of lower fees

I - Grammar
A: Put in a / an or the.
1. This morning I bought a newspaper and …... magazine. …… newspaper is

in my bag but I don’t know where I put ……. magazine.
2. I saw …… accident this morning. ……. car crashed into ……… tree. ……..
driver of ……… car wasn’t hurt but ……. car was badly damaged.
3. There are two cars parked outside: ……. blue one and …………. grey one.
…………...blue one belongs to my neighbours; I don’t know who is ……….
owner of ………...grey one.
4. My friends live in ……… old house in………. small village. There is

………. beautiful garden behind ………... house. I would like to have
…………garden like that.
5. There is ………. good film at ………...cinema. …….. film is about ……….

robbery.
6. Odete has ……… dog and ………. cat. ………. dog is nice but ……….cat
doesn’t like me.
7. Jaime is ……... old friend. He plays ……. guitar and he enjoys going to
…………...cinema.
8. Excuse me, where is ……bus station, please? I am going away

for………...week in September.
9. We had dinner in ……most expensive restaurant in town.
10. My daughter has ……… excellent job but my son can’t find … ………. job.
He wants to join ………. army.

III - Writing
Write 5 reasons of learning English for you. (remember to write full sentences)
________________________________________________________________
________________________________________________________________
________________________________________________________________
Take time to read the text and then do the exercises. Check your answers with
the ones in the key answer.

FEEDBACK
I - A: – 1 - d 2–c 3–a 4-b

B: Complete the table about the English Club.
Name of the school The English Club
Opening date (year) 1995
Name of the teacher interviewed Omar Jabu
Number of students who started the first course 10 students
Number of students who completed the first course 70 students
Number of students involved in the research 100 students
Number of students who go there because of the teaching 75 students

methods
Number of students who go there because of lower fees 30 students
II - Grammar
A: a / an or the
1. a / The / the 2. an / a / a / The / the / the 3. a / a / The / the / the
4. an / a / a / the / a 5. a / the / The / a 6. a / a / The / the
7. an / a / the 8. the / a 9. the 10. an / a / the

III - Writing
I am learning English because I want to travel to South Africa…I want to do

business… I want to pass my exams…I want to open an English School…
Dear student, did you answer correctly many questions? Well done, keep
studying. If you have doubts, ask for help to your tutor at CAA.

LESSON 3: QUESTION - WORDS (OR WH-
QUESTIONS) AND YES/NO QUESTIONS)
INTRODUCTION
Dear student, can you imagine a language with no grammar rules? It would be
very difficult to learn any language. Games must have rules so that we all know
how to play them, and languages have grammar rules for the same reason. We
use grammar rules of our languages like the rules of a game. In this lesson, we
are going to study the question-words also known as Wh – questions and yes /
no questions. Pay attention to the rules.
LEARNING OBJECTIVES
 Understand the word order of question-words and how to use them;
 Change sentences into yes /no questions;
2 hours and 30 min.
Contents
Listen to Script 7
There are two types of questions:

wh - question
Yes or no questions
2.3.1 Question-words (wh-questions)
Question-words are also called wh-questions because they include the letters
'W' and 'H'. These questions start with a question-words and each has a specific
answer. For example, where do you live? (the question is about place, so the
answer must be a name of a place: I live in Pemba.)

Now, pay attention to rules. The following table will help you.
Question
Meaning Examples
words
who person Who's that? That's Nancy.
where place Where do you live? In Beira.
Why do you sleep early? Because I've got to get
why reason
up early
when time When do you go to work? At 7:00
how manner How do you go? By car
what object, idea or action What do you do? I am an engineer
which choice Which one do you prefer? The red one.
whose possession Whose is this book? It's Alan's.
whom object of the verb Whom did you meet? I met the manager.
What kind of music do you like? I like quiet
what kind description
songs
what time time What time did you come home?
how many quantity (countable) How many students are there? There are twenty.
amount, price
how much How much time have we got? Ten minutes
(uncountable)
How long did you stay in that hotel? For two
how long duration, length
weeks.
how often frequency How often do you go to the gym? Twice a week.
how far distance How far is your school? It’s one mile far.
how old age How old are you? I'm 16.
how come reason How come I didn't see you at the party?
Remember each question word has its correspondent answer. For example, if
the question is
‘how old are you?’ the person wants to know your age – the answer should be
‘I’m 10 years old’. If the answer is ‘I live in Tete’ it’s wrong because here the
person is talking about the place.
Now you have learned the wh-questions. Let us study another form of
questions.
2.3.2 yes / no questions
Yes or no questions are questions whose expected answer is either "yes" or

"no".

How to form yes-no questions
In English, a special word order (Verb + Subject + Object) is used to form yes-
no questions.
The rules
1. If the main verb of the sentence is "to be", simply invert the subject and the
verb to be:
Example: They are married. — Are they married? No, they are not.
2. If the sentence includes a main verb and another or other helping (auxiliary)
verb(s), invert the subject and the (first) helping (auxiliary) verb.
Examples:
 They are visiting Paris. — Are they visiting Paris?

 She has done the housework. — Has she done the housework
 Nancy has been working all night long. — Has Nancy been working
all night long?
 He will be reading the book. — Will he be reading the book?
3. If the sentence includes a verb which is not the verb "to be" and doesn't
include a helping (auxiliary) verb, the transformation is more complex.

a. If the verb is in the present tense, add either do or does and put the main verb
in its base form:
do if the subject is the first person singular, second person singular, first
person plural, second person plural and third person plural (I, you, we, they)
Examples:
I like apples. — Do you like apples?
They go to a high school. — Do they go to a high school?
does if the subject is the third person singular (he, she, it).
Examples:
Nancy reads a lot. — Does Nancy read a lot?
He hates basketball. — Does he hate basketball?
b. If the verb is in the past tense, add did and put the main verb in its base form:
Examples:
He discovered the truth. — Did he discover the truth?
She wrote a nice essay. — Did she write a nice essay?
1. They did the homework. — Did they do the homework?
Note: yes / no questions start with a verb or auxiliary verb and the
answers are yes or no.
Dear student, before doing the exercises revise the grammar. Find time to
study with other students so you can help each other.

ACTIVITIES
Exercises
A: Complete these sentences using the correct ‘Wh…’ word.
1) ___ school did you go to?

a) Why b) Which c) Who
2) ___ old, are you?

a) What b) Which c) How
3) ___ did you go last night?

a) Where b) Which c) What
4) ___ didn't you go to Steve's party?

a) How b) What c) Why
5) ___ do you start university?
a) When b) How c) Which
B: Transform these sentences into yes / no question.
1) He loves this town. ___________________________________

2) She can drive a lorry. __________________________________
3) They went to the swimming pool. ________________________
4) We should revise our lessons. __________________________
5) He was born in Zambia. ________________________________

C: Insert where, what, when and how.
1. _______ old are you? 6. ____ are you today?
2. _______ do you live? 7. ____ many languages do you

speak?
3. _______ many sisters have you got?
8. ____ is the weather like today?
4. _______ is the name of the capital
of Mozambique? 9. ____ much money have you got?
5. ______ were you born? 10. ______ is your telephone number?
Dear student, after doing the exercises compare your answers with the ones in
the key answer.

FEEDBACK
A: 1) b 2) c 3) a 4) c 5) a
B: 1) Does he love this town? 2) Can she drive a lorry? 3) Did they go to
the swimming pool? 4) Should we revise our lessons? 5) Was he born in
Zambia?
C: 1. How 2. Where 3. How 4. What 5. Where 6. How 7. How

8. What 9. How
10. What
Dear student, did you get most exercises correct? If so, well done! If you found
it difficult, ask for explanation.

UNITY REVIEW (TEST YOURSELF)
Before doing this assessment, you should revise the three lessons, the script and
your notes. You can ask for help to your tutor to clarify the doubts and
difficulties. The preparation tests will help you to prepare for the final test at the
end of this module. Let us work!
Section 1: Reading
Read the text. Sabao Fulano and his wife are at the clinic. The clinic is small
and clean. It is next to Pedro’s house, opposite the bank. Sabao and his wife are
talking to the nurse. They are not happy. Your baby is ill. The baby has got
malaria. The nurse is telling Sabao’s wife: “Boil one litre of water. Put this
medicine in the water. Give it to the baby.”
True or False? Write T or F.
1. The clinic is opposite the bank. 4. Your baby is ill. ____

_____ 5. The nurse has got medicine for the
2. Sabao and his wife are happy. baby. __
_____ 6. The nurse is giving medicine to the
3. Sabao’s wife has got malaria. _____ baby. __
Section 2: grammar
A: Complete the questions. Use the answers to help you. Use How often…?
How old…? What…?
1) ____ city is the capital of Mozambique? Maputo.

2) ____ is your brother? He is 17 years old.
3) ____ time do you wake up? At 7.30.
4) ____ is the bag? It is on the table.
5) ____is your birthday? It is on 12th of April.

6) ____ do they play football? Three times a week.
B: Rewrite the sentences by putting the words in correct order.
Example: lunch / Paulo’s father / often / cooks. Paulo’s father often cooks
lunch.
a) never / breakfast / eats / Sandra. _________________________________
b) watch TV / Harry and Emily / in the evenings / usually.
______________________
c) coffee without sugar / always / drinks / Leo.
____________________________
d) travel to Bazaruto/ they / sometimes.
__________________________________
C: Choose the correct article a /an
1) I bought _____ pair of shoes.
2) She lives in ___ apartment.

3) They saw ____ movie last night.
4) Andrew is ____ engineer.

5) This task will take ____ few minutes.
Section 3: writing
Write a short composition about the importance of learning English for you (
you can use the sentences in the box to help you).
Hello, my name is …and I from…I am…years old. My favourite subjects are…

My first
language is… I am learning English because I…
Because I want to go to England / I want to travel round the world / I want to learn the
words in pop songs / I want to get a good job / my parents think it is the most important
foreign language / I do not know why!

FEEDBACK
Section 1:
Reading 1.T 2. F 3. F 4. T 5. T 6. F
Section 2: grammar
A: 1) Which 2) How old 3) What 4) Where 5) When 6) How often
B: a) Sandra never eats breakfast. b) Harry and Emily usually watch TV in

the evenings. c) Leo always drinks coffee without sugar. d) They sometimes
travel to Bazaruto.
C: 1) a 2) an 3) a 4) an 5) a
Section 3: writing
Hello, my name is …and I from…I am…years old. My favourite subjects are…

My first
language is… I am learning English because I…

3 UNIT 3: SCHOOL AND DAILY ACTIVITIES
3 UNIT INTRODUCTION
3 Dear student, every day we have things
to do. At home, at work, at school there
are activities that we should do and we
need to plan them. It is important to plan
the daily activities, so that you know what
you are doing, at what time. In this unit,
we are going to talk about some daily
activities at school, at home, the subjects
at school. You will learn to express your
personal preferences on school subjects,
and talk about your future.
Lesson 1: Reading - My school
Lesson 2: Sequence markers and daily
routines / days of the week
Lesson 3: Modal verbs
LEARNING OBJECTIVES
 Discuss the importance of planning your
daily activities (including time for study)
LEARNING RESULTS
 Describe daily routines;
 Ask for and give information about school subjects;
 Talk about your school;
 Ask and answer questions about personal preferences (subjects, daily
activities, extracurricular activities).
8 hours
AUXILIARY MATERIALS: audiovisual aids, books, handouts, dictionary.

LESSON 1: READING - MY SCHOOL
INTRODUCTION
Dear student, in this lesson we are going to read a text about a school. It
describes a school, the subjects, number of teachers, number of classrooms, and
more. Grammar focus will be on future: future simple (will) and going to. Pay
attention to the use.
LEARNING OBJECTIVES
 Describe a school: the subjects, the classrooms, number of teachers…
 Use the future to talk about plans
2 hours.
Contents
3.1.1 Reading: My school

Hello, I’m Tonecas. Today I’m going to tell you about my school. As you
know, I study at Emilia Dausse Secondary School. My school is near the
Catholic Church, opposite the supermarket. I have got ten subjects and ten
teachers. The subjects are: Portuguese, English, Geography, History, Chemistry,
Mathematics, Physics, Drawing, Biology, and Physical Education. My teachers'
names are: Meque (Portuguese), Charles (English), Sara (Geography), Chacha
(History), Chaveia (Chemistry), Quinita (Mathematics), Teresa (Physics),
Assane (Drawing), Manecas (Biology) and Luchucha (Physical Education). I
like English and Physical Education very much. This year the headmaster of my
school is Mr. Mazembe. He is a nice man. The school has got ten classrooms,
two laboratories: one for Chemistry and another one for Physics. For our
Physical Education lessons, we use the school’s gymnasium. The school has
also got a canteen where we buy lemon juice, cakes, biscuits and crisps during
the breaks. The toilets are behind the school. There is a library and a bookshop
next to the canteen. The school has got 950 students and 45 teachers divided
into three shifts: morning, afternoon and evening.
Vocabulary
Library – biblioteca Bookshop – livraria Shifts - turnos

3.1.2 Grammar: Future - going to; will + infinitive
a) The future - going to
I’m going to be I’m not going to be Am I going to be?
You’re not going to do Are you going to do?

You’re going to do
He’s not going to live Is he going to live?
He’s going to live
She’s not going to play Is she going to
play?
She’s going to play It’s not going to rain
Is it going to rain?
It’s going to rain We’re not going to study
Are we going to
We’re going to study You’re not going to read
study?
You’re going to read They’re not going to
Are you going to
dance
read?
They’re going to dance
Are they going to
dance?
We use going to:

to express an intention (what we have decided to do)
Example: I’m going to your birthday party tomorrow.
To make a prediction based on the present situation
Example: There are clouds in the sky. It’s going to rain.
b) The future – will + infinitive
Full form Short form Full form Short form

I will be I’ll be I will not be I won’t be
You will do You’ll do You will not do You won’t do
He will live He’ll live he will not live he won’t live
She will go She’ll go she will not go she won’t go
It will play It’ll play it will not play it won’t play
We will meet We’ll meet we will not meet we won’t meet
You will visit You’ll visit You will not visit you won’t visit
They will travel They’ll They will not travel they won’t travel
travel
We use will + infinitive

To make predictions about the future: You’ll find a good husband.
To make a promise: I’ll pick you up at 5 p.m.
To express decisions taken at the moment of speaking: I’ll have a glass of
orange juice, please.
Dear student, before doing the exercises remember to study the grammar

ACTIVITIES
Read the notes and do the following exercises.
Exercises
I – Cross out the word which does not belong to each group.
Example: orange pear apple book
1. School classroom animal laboratory

2. Biology Chemistry History teacher
3. Book pencil canteen pen
4. Dress classroom student teacher
II – Read the text and answer the questions.
1. Where does Tonecas study? 6. How many teachers are there?
2. Where is the school? 7. What is the headmaster’s name?
3. How many subjects has Tonecas 8. Where are the toilets?

got?
9. Where is the canteen?
4. What subjects does Tonecas
10. Where does Tonecas have his
like?
Physical Education lessons?
5. How many students are there in
his school?

III – Complete using will or going to.
1. I can’t go to the party next Saturday. I ________ (visit) my uncle.

2. It ______ (rain) today. The sky is very cloudy.
3. We _______ (visit) Portugal one day.
4. Our team is playing well. We ____ (win) the match.
Remember to read the text and the grammar before doing the exercises.
When you finish to do them check your answers in the key.

FEEDBACK
I: 1) animal 2) teacher 3) canteen 4) dress
II:
1. He studies at Emilia Dausse 6. There are 45.

Secondary School.
7. His name is Mr. Mazembe.
2. It is near the Catholic Church,
8. They are behind the school.
opposite the supermarket.
9. It is next to the bookshop and
3. He has got 10 subjects.
the library.
4. He likes English and Physical
10. He has Physical Education
Educ.
lessons in the gymnasium.
5. There are 950.
III: 1) am going to visit 2) is going to rain 3) will visit 4) are going to

win
Dear student, did you manage to get more correct answers? Well done! Keep
studying!

LESSON 2: SEQUENCE MARKERS AND DAILY
ROUTINES / DAYS OF THE WEEK
INTRODUCTION
Dear student, in the previous grades you learnt about telling time and days of
week. In this lesson, you are going to talk about your daily routine, things that
you do every day. In the grammar you will learn about sequence markers. You
need to revise the days of the week. Do not worry if you do not remember!
LEARNING OBJECTIVES
 Describe daily routine
 Use the sequence markers
 Write about your daily routine using the sequence markers
3 hours.
Content
3. 2.1. Daily activities: look at the pictures showing the activities that Paulo
should do every day. Let’s revise the days of the week.
Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday,

Saturday and Sunday.
Every day Paulo gets up at 4.50. At 5 o’clock, he goes to the fields and
works for two hours -from 5 o’clock to seven o’clock. At seven o’clock he
goes back home, at 7.15 he has shower. At 7.30 he brushes his teeth, at 7.35
he dresses up and at 7.45 he makes the bed. At 7.50 he prepares breakfast.
At 8.15 he has breakfast. At 8.30 he studies his distance-learning course
and at 1 o’clock he cooks lunch.

3.2.2 Grammar: Sequence markers
We use sequence markers to show the order in which things happened, happen
or are happening.

If things are happening at the same time we When I was out, my mother phoned. I listen to
use While and when. music while I clean my room.
If things are happening one after the other Before I go, I will feed the cat. As soon as I get
we use before, after, when and as soon as. there I will phone you.
When talking about the order in which First I washed myself, then I got dressed and after
things happened, we use first, then, after that I had breakfast. Finally, I went to school.
that and finally.
Dear student, before doing the exercises remember to study the grammar

ACTIVITIES
Exercises
I – Read about Paulo’s daily routine in content (3.2.1) and write T or F.
1) Paulo works in the fields for two hours every day. ______
2) Paulo makes breakfast for his family every day. _______
3) Paulo cleans his room. ________
4) Paulo starts studying at 8 o’clock. ______
5) Paulo has breakfast at 8.15. ______
II – Rewrite the sentences using sequence markers. Do not forget to use the
correct verb tenses!
Example: I /get up / I / have breakfast / I /go to school. First I get up, then I
have breakfast, and after that I go to school.
1) We have grades / at quarter to seven / we / clean / the school / play

basketball / during the break.
___________________________________________________________
2) They / invite / me / to play football / we go home.
_____________________________
3) My mother / tell me / to water plants / she/ tell me / to make my bed.
_______________________________________________________.
III – Write about your daily routine, use these expressions to help you.
Every day I get up at…. I take a shower at…. I clean my house / room at… I
prepare breakfast …I have breakfast…I make my bed … I start studying my
distance education course at…I go…I cook lunch / dinner….

Now compare your answers with the ones in the key answer.
FEEDBACK
I – 1) T 2) F 3) F 4) F 5) T
II – 1) we have grades at quarter to seven, then we clean the school, and after
that we play basketball during the break. 2) First they invited me to play
football, then we went home. 3) First, my mother told me to water the plants,
and then she told me to make my bed.
III – check how student used the expressions given in the exercise.
studying!

LESSON 3: MODAL VERBS
INTRODUCTION
Dear student, how many times did you dream about your future? Sometimes
we say: “I would like to be a…” we use would to express our wishes. In this
lesson, we are going to read about future plans of some people.
LEARNING OBJECTIVES
 Read other students’ future plans
 Write about your plans after finishing school
3 hours
Content
3.3.1 Reading: Future plans

Read what these people are saying about their future plans. Listen to the script.
Voice 1: Hello, my name’s Paula. I’d like to become a bus driver. What about
you?
Voice 2: Hello, I’m Namuaca. I would like to be a doctor. I am very good at

Biology, and you?
Voice 3: Hi, my name’s Nelson. Well, I am very good at languages. I would

like to a Tv presenter.
Voice 4: Hi, my name’s Carmen. I would like to be a pilot. I like flying planes.
I am very good at Geography and English, and you?
Voice 5: Hello, my name’s Gilda. I would like to be an architect to design

buildings for my province, and you?

Voice 6: hello, my name’s Fatima. I would like to be an English teacher to
teach English around the world, and you?
Listen to the to script again and pay attention to the pronunciation. Later,
there will be exercises for you to do and then check the answers in the key.
3.3.2. Grammar: modal verbs
Modal verbs are auxiliary verbs that only have one form. These verbs display
what we think or feel about the main verb in the phrase. Some verbs that we are
learning are: can, may. Must and should.
Can (to be able to, to have the possibility of, to have permission to) is used to:
1. Express a capacity:
a) in general e.g. I can speak English. I cannot speak French.
b) now e.g. Can you hear me? I can’t see. It’s too dark.
2. express possibilities:
a) in general e.g. Tete can be very hot in summer.
b) impossibility e.g. He can’t be sleeping now. It is almost midday.
c) in the future e.g. I’m afraid I can’t see you this week.
3. Express permission:
a) a statement e.g. You cannot smoke in this room. Teachers can

smoke in the teacher’s room.
b) a request e.g. Can I borrow your book?
Can I have a kilo of bananas, please?

4. Ask for assistance: e.g. Can you help me, please? Can you tell me
the time?
May (to be able to, have permission to, be authorized to), is used to:
1. Express possibilities:
a) now e.g. They may be here now.
b) in the future e.g. Prices may go up again next month.
c) in the past e.g. I may have left at home.
2. Express permission:
a) a statement e.g. Visitors may visit the museum from 8.00 to
14.00 hours each day.
b) a request e.g. May I come in? May come with you?
Must (to have to), is used to

1. give order e.g. You must not leave this room.
2. give advice e.g. You must take your coat. It is often very cold.
Should (duty or obligation), is used to:
1. give advice e.g. You shouldn’t play in the middle of the street.
2. express probabilities e.g. He should be in his office. It is 8 o’clock.
There are some words that we can use as modal verb like: will and would.
Now, we are going to study when to use them. Pay attention!

will
1. Invitation: e.g. will you come to my party?
2. request: e.g. will you type this, please?
Will you lend me some money? No, I won’t.
5. Would
- With the verb like: I would like to see Mr. Mucele. Would you like
some more wine?
- Polite request: Would you mind waiting a moment, please?
- With the adverb, rather (I would /I’d rather); it can be used to express
preference.
Example: I would rather go to the cinema. = I would prefer to go to the
cinema.
Remember: I’d = I would won’t = will not

ACTIVITIES
I - Comprehension: complete the table using the information from the

speeches (voice 1-5)
Name of the student Subjects he / she is good at Preferred future job
Carmen
Gilda
Nelson
Fatima
Paula
Namuaca
II - Grammar
A: Complete the spaces using will or would.
1) First of all, I ________ like to thank you. 2) _____ you come to my party
tomorrow?
3) What ______ you like to become in the future? 4) ____ you go with me
to the doctor?
5) I’____ rather go to the cinema. 6) I ____ like to be an

engineer.

B: Must or should?
1. You must / should visit the museum. It’s worth a visit.
2. People must / should drink water every day. It is healthy.
3. You must / should study to pass your examination.
4. They must / should tell him the truth.
5. We must / should hurry. Our plane won’t wait.
6. They must / should study hard; otherwise they won’t pass your exams.
7. We must / should sleep 8 hours a day.
8. Students must / should obey your students.
9. They must / should change your behavior.
10. I think must / should tell your parents about it.
III - Writing: What would you like to do when you finish school?
Hello, my name’s…… I…. like to be…...
Dear student, when you finish the exercises check the answers in the key.

FEEDBACK
I - comprehension
Table: Carmen – Geography and English, Pilot. Gilda - …, Architect; Nelson

– Languages, Tv presenter; Fatima - …, English teacher; Paula - …, driver;
Namuaca – Biology, doctor.
II - Grammar
A: will or would
1. would 2. will 3. would 4. will 5. would 6. would
B: Must or should
1. should 2. should 3. must 4. should 5. must 6. must
7. should 8. must 9. should 10. should
III - Writing
Hello, my name’s Amalia. I would like to be nurse. I like to help people, save
their lives. I am very good at Biology…
studying!

UNITY REVIEW
Before doing this test, study again the contents of unit 3 and listen to the scripts.
You can ask for help to your tutor to clarify the doubts and difficulties. The
unity activity will help you to prepare for the Module Activity at the end of this
Section I – Reading
Look at Tonecas’ timetable.
Time Monday Tuesday Wednesday Thursday Friday Saturday
6.30 National National National National National National

anthem anthem anthem anthem anthem anthem
6.45 English Geography Chemistry Portuguese
7.30 English History Geography Physics Portuguese
8.15 Portuguese Chemistry Class Portuguese Mathematics

meeting
9.20 Portuguese Mathematics Mathematics English Mathematics
10.00 Physics Mathematics Biology Biology Drawing
10.55 Physical History drawing

Education
A: Comprehension: answer the questions

1. What time does Tonecas have 6. When does Tonecas have
English? Drawing?
2. When does Tonecas have 7. How many times a week does

Geography? Tonecas have English?

3. Does Tonecas have Physical 8. What time does Tonecas have
Education on Friday? History?
4. When does Tonecas have 9. Does Tonecas have lessons in

Biology? the afternoon?
5. When does Tonecas clean the

school?
B: Match the subjects with what you study.

1. English a. Human body, plants and animals
2. History b. Designing and making pictures
3. Physical Education c. What happened in the past
4. Drawing d. Play football, run and be healthy
5. Biology e. Speak, write and read in the British

language
Section II – Grammar
A: complete the blanks with the right time indicated by the clock in the pictures.

B: Complete with going to and one of the phrases in the box.
make a cake rain do his homework play tennis
Example: There are a lot of black clouds. I think it’s going to rain.
1. They’ve got your tennis racquets. I think they
_______________________.
2. He’s got his English textbook and his dictionary. I think he
_______________.

3. She’s buying flour, eggs, butter, and sugar. I think she
__________________.
Section 3: Writing
Using the pictures in the exercise A (grammar), write about your daily
routine. Remember to use the sequence markers.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Good luck!
Dear student, when you finish the exercises check the answers in the key.

FEEDBACK
Section 1: A: comprehension
1. He has English at 9.20. 6. On Friday
2. He has Geography on Tuesday 7. He has English twice a week.

at 6.45 and Wednesday at 7.30.
8. He has History on Tuesday at
3. No, he doesn’t. 7.30 and Wednesday at 10.55.
4. On Wednesday and Thursday. 9. No, he doesn’t.
5. On Saturday.
B: 1- e; 2- c; 3-d; 4-b; 5-a
Section 2: Pictures
A: 1) at 7.00 2) at 7.10 3) at 7.15 4 )at 7.20 5)at
7.32
6)at 8.00 7) at 1.00 8) at 2.00 9) from 3.00 to 4.25
10) from 16.30 to 17.50 11) from 17.55 to 18.40 12) from 18.45 to
19.50
13) at 20.00 14) at 20.50 15) at 22.24
B: 1) are going to play tennis 2) is going to do his homework 3) is going to

make a cake.
Section 3: writing
Every day I get up at 7 o’clock, first I wash my face and brush my teeth at 7.10.
I get dressed at 7.5. I have breakfast at 7.20. Then I go to school at 7.32 and
grades start at 8.00.

I go home at 1.00 and I have lunch at 2.00. I watch Tv from 3.00 to 16.25. I do
my homework from 16.30 to 17.50. After that I play computer games from
17.55 to 18.40 and I play soccer from 18.45 to 19.50. I have dinner at 8.00.
Finally, I go to bed at 22.24.

3 UNIT 4: OCCUPATION AND PROFESSIONS
3 UNIT INTRODUCTION
4 Dear student, it is important for you to
start thinking about your future profession.
What would you like to be? A doctor? A
soldier? An engineer? In this unit, we are
going to study about occupations and
professions. You are going to read
advertisement, an invitation, write an
application letter and CV. Listen carefully
to the script and repeat the pronunciation of
the words. This unit contains 3 lessons and
9 hours of study.
Lesson 1: Reading about professions
Lesson 2:Applying for a job
Leson 3:Grammar focus: Adjectives and
Connectors
LEARNING OBJECTIVES
 Describe the different occupations and
professions.
 Understand a job advertisement
 Read application forms.
 Read and write a CV.
 Discuss the pre-requisites for different professions.
 Discuss your preferred occupations and professions and state the
reason for choice.

LEARNING RESULTS
 Identify different types of jobs
 Talk about professions and occupations (local and national)
 Describe their preferred professions
 Write an application letter
 Write a CV
TIME: 9 hours
AUXILIARY MATERIALS: audiovisual aids, books, handouts, dictionary

LESSON 1: TALKING ABOUT JOBS AND
PROFESSIONS
INTRODUCTION
Dear student, in this lesson you are goingto read a job advertisement and a text
explaining the work of a teacher. Listen carefully to the script describing
different professions and repeat the words. In this way, you will know the
spelling and the pronunciation of words. Let us work!
LEARNING OBJECTIVES
 Describe the different occupations and professions.
 Understand a job advertisement
TIME: 3 hours
Contents
Script 1 (Professions)
4.1.1. Describing different professions:
Dear student, listen to the script and identify the profession by looking to the
pictures.

Now, listen to the script again while you read the following table. Pay attention
to the pronunciation!
This is Mr Tembe. He is a teacher.
This is Mrs Tembe. She is a nurse.
This is Eduardo. He is a student.

This is Frank. He is an electrician.
This is Clara. She is a secretary.
This is Ulla. She is an economist.
This is Ines. She is a doctor.
This is Antonio. He is an engineer.
This is George. He is a journalist.
This is Amina. She is an architect.
This is Aizira. She is a soldier,
This is Tom. He is a mechanic.
This is Abudo.He is a farmer.
Note: an + vowel sound = anarchitect a + consonant sound = a student

For more details, check Module 1 -unit 2 lesson 1!The following text is
describing the work of a teacher. Read carefully and take notes.
4.1.2. Reading: The teacher

People think that being a teacher only involves giving classes and marking
exercises. They also think that a teacher has a short working day and very long
holidays, but in reality there is much more to do. First of all, there is a lot of
planning and preparation. You have to plan your work for the year, write tests
and prepare every lesson you give. There is a lot of administration too: on a
daily basis, you have to take the register and fill in work records and keep
records of marks, and there are meetings to attend. Most teachers spend about
20 hours a week in the classroom that is about half the working week. The rest
of the week – the other 20 hours of a normal working week, or longer
sometimes – is taken up with preparation, marking and administration. When
you are in the class, it is not like being in an office. You have to be in control
the whole time – you can’t sit back and rest. So, after four hours or more of
teaching you are usually very tired.
Not everybody is suited to teaching. You have got to have a good educational
background, including a teaching certificate, and you have to be a good leader
and organiser. You have also got to be patient: not everyone learns as quickly as

you would like. The main disadvantage of teaching is that it is not a well-paid
profession. Many teachers earn so little that they have to find part-time job to
supplement their salaries. However, it is a very secure job, if you work for state.
The holidays are quite good and you receive a pension when you retire. It is
very rewarding andenjoyable working with people and helping them to improve
themselves. I really enjoy meeting former students who established in some
career or other; it makes me feel that I’ve contributed something.
Vocabulary
records of marks– registo de notas supplement - complentar
enjoyable - agradável
retire – aposentar-se improve - progredir
earn - ganhar rewarding -gratificante, compensador establish - estabelecer
Now, you have read the text look at the job advertisements. Can you identify the
personal qualities and the required qualifications to be a teacher?
4.1.3. Job advertisements
Dear student, read these job advertisements, can you identify the requirements
for the jobs?
Remember to take notes while you do the reading. Now, let us read the
advertisements.
Advertisement 1:
THE DAILY NEWS
Wednesday 22 June 2017

Export manager
Waiter required for Long-distance lorry
required by rubber
Lion Hotel. Must Well-spoken driver required for
goods
have good telephonist Mozambique-
manufacturing
education and good receptionist Zimbabwe-Malawi-
company in Beira.
English. Previous required by a busy Zambia area. Must
Candidates must
experience desired office in Beira. have heavy goods
have good
but not essential. Excellent English vehicle licence.
education, excellent
Contact: the essential. Contact: English desirable.
English and relevant
Manager Mr Santos P.O.Box Contact: Miguel
experience. Contact:
P.O. Box 869, 769, Beira. Maseko P.O. Box
Mrs Rankwane P.O.
Beira. 987 Beira.
Box 75 Beira.
Advertisement 2:
VACANCY ANNOUNCEMENT
TRANSLATOR
(English-Portuguese / Portuguese-English)
ANAMPHULA is the Association of Natives and friends of Nampula which is based in
Maputo. This organization is looking for a competent English Portuguese translator for
its new office in Matola, Kongolote.
If this job interests you, please send your CV together with a covering letter (in English)
addressed to:
The Manager
ANAMPHULA – Rua 23, MATOLA
[email protected]
closing date: 25th August 2008
In ‘The BAIA’ 14/08/2008
Vocabulary
rubber – borracha goods – mercadorias lorry- camião
heavy goods – cargas pesadas translator – tradutor
CV – curriculum vitae application – requerimento, candidatura
attach - anexar

Now, you have read the two job advertisements: A from The Daily News and B
from The Baia.
There are some elements that must be in a job advertisement like: name or type
of organisation, the position, the location of the organisation, the requirements
for the job and the contact person. Can you identify all these elements? Write
down in your exercise book.

ACTIVITIES
Dear student,you have learned about different professions like: pilot, plumber,
cook, teacher; about job advertisements.Take time to read and understand the
exercises before doing.Now, let us practice the contents.
Exercises
I – Reading and comprehension
A: Read again the text about teacher and do the following exercise.
Make short notes about these subjects:
a) duties (what a teacher has to do)
b) qualifications
c) personal qualities (what kind of person a teacher should be)
d) advantages
e) disadvantages
B: Match the occupations and the definitions.

Occupation Definition
1. Policeman a) A person who makes wooden structures and objects.
2. Vet b) A person who works with students at a school.
3. Tailor c) A person who helps to catch the criminals.
4. Carpenter d) A person who treats sick animals.
5. Teacher e) A person who makes clothes.

II – Writing
A: Work in a small group (make an appointment in advance with two

colleagues at CAA for this task). What will you look for when you are
choosing a job?
Look at the following list of features and number each one according to its
importance to you.
 Secure, with long-term prospects.  Good salary.
 Opportunities to travel abroad.  Housing provided.
 Opportunities for further training.  Interesting work – not boring.
 Close to your home.  Friendly working environment.
 Transport provided.  The chance to meet interesting

people.
 A pension.
 Short working hours.
 Opportunities for promotion.
B: Look again at the job advertisement 2. Answer the questions.

1. What job is being advertised? 4. How can you apply for this job?
2. What is ANAMPHULA? 5. Where was this job advertised?
3. Where’s ANAMPHULA office in
Matola?
Dear student, when you have finished doing the exercises, check the feedback.
Remember to write down the difficulties and ask for help to your tutor.

FEEDBACK
A: a) duties: planning and preparation of the lessons, plan the work for the year,
write tests, take the registerand fill in work records and keep records of marks,
attendmeetings…
b) qualifications: good educational background, good leader and organiser
c) personal qualities: be patient, good leader and organiser
d) advantages: very secure job if you work for state, holidays are quite good,
receive a pension when retire, very rewarding and enjoyable working with
people and helping them to improve themselves
e) disadvantages: not a well-paid profession, have to find part-time work to

supplement their salaries.
B: 1.c 2. d 3.e 4. a 5. b
II – Writing
A: Depends on student’s organisation. (show your tutor)
Example:
1. Good salary. 2. Secure, with long-term prospects. 3. Opportunities for

further training.
4. Friendly working environment. 5. Interesting work – not boring. 6.
Opportunities for promotion. 7. The chance to meet interesting people. 8.
Opportunities to travel abroad.
9. Transport provided. 10. A pension. 11. Housing provided. 12. Close to
your home.
13. Short working hours.
B: job advertisement 2

1. A job as a translator.
2. It is the Association of Natives and friends of Nampula.
3. It’s in Rua 23, Matola.
4. You can apply by sending a CV and a covering letter.
5. In ‘The Baia’.
Dear student, did get more than 60% of correct answers? Very well! Continue
studying! Remember that you can always study in groups, you only need to
organize with your colleagues at CAA. Your tutor can help you.

LESSON 2: APPLYING FOR A JOB
INTRODUCTION
Dear student, in the previous lesson we have read job advertisements and some
pre-requisites necessary for some jobs. Now, we are going to study how to
apply for a job, how to write a letter of application and CV. In the grammar you
will learn how to form the plural of nouns. Let’s work!
LEARNING OBJECTIVES:
 Read application forms.
 Read and write a CV.
3 hours
Contents
Dear student, if you want to apply for a job, you must write an application
letter and send together with the CV. Now, look at these two application letters.
4.2.1. Letter of application for a job
Note: The letter of application 1 is for the export managerpost advertised in

‘The Daily News’ (Advertisement 1lesson 1) and the letter of application 2 is
for a translator post advertised in ‘The BAIA’ (Advertisement 2 lesson 1. Pay
attention to the structure.

Letter of application 1
P.O. BOX 987

Beira
15 June 2017
Mrs Rankwane
P.O. Box 75
Beira
Dear Mrs Rankwane
I would like to apply for the post of export manager advertised in The Daily News of 15
of June. I am 25 years old and I have five years experience as assistant manager in a
trading company in Beira.
I have completed Standard 12 and my English is good.
Please find enclosed my CV.
I look forward to hearing from you.
Yours sincerely
Roberto Modipane
Roberto Modipane
Vocabulary
trading company – companhia / emprea commercial
degree – diploma please findenclosed – segue junto
look forward to hearing from you – no aguardo de suasnotícias
yours sincerely / yours faithfully - atenciosamente
Note: the words in the vocabulary box are from the two application letters.

Letter of application 2
Bairro de Magarrafa
Chimoio
14th August 2008
The Manager
ANAMPHULA – MATOLA
Re: TRANSLATOR JOB APPLICATION
Dear Sir or Madam,
I am writing to apply for the post of translator, advertised in ‘THE BAIA’
newspaper of the 14th August 2008. My name is Naima Penicela and I am
27 years old. I took my degree in translation at the Institute of Languages
in Chimoio. After my studies, I worked for many NGOs as a translator.
Please find attached my curriculum vitae.
Your s faithfully,
NaimaPenicela
(NaimaPenicela)
Now, we are going to see two different types of CV with the same purpose
(objective).

4.2.2. CV
Read Roberto’ CV. (1)
Study Roberto Modipane’s CV which he enclosed with his letter of application. (1)
CURRICULUM VITAE
Name: Roberto Modipane
Address: P.O.Box 987 Beira
Age: 25
Marital status: single
Education
1975 – 1980 Escola Primaria de Manica
r1980 – 1986 Escola Secundaria de Chimoio Grade 10 Certificate
Employment
1987 – 1989 Franca Supermercados, Beira Accounts clerk
Since 1990 Sofala Trading, Beira Assistant Manager
Interests
Football, music. I am a member of the Beira Athletic Club football team.
This is one example of a CV, you have the main aspects registered. You can add
more information to make your CV richer. You can’t invent things because the
employer will ask for references. The following CV is longer and more detailed
than CV 1. You can compare and choose one to write in the activities.
Read Linda’s CV. (2)

Personal information
Full name: Linda Jacob
Place and date of birth: Inhambane, 22nd May 19974
Marital status: married
Email: [email protected]

Mobile: +258 824694820 Landline: +258 29355086
Address: Bairro de Xipamanine, Quarteirão 7, Maputo
Educational background
Primary School level (Nhapossa Primary School, Inhambane), 1989
Lower Secondary level (Maganja da Costa Secondary School, Zambézia), 2004
Upper Secondary level (Manyanga Secondary School, Maputo), 2006
Other courses
English for tourism (level 1), English for secretaries (level 4), Typing, Teaching English to
children and use of internet
Work experience
English language teacher, secretary, typist and newspaper editor
Languages
Portuguese, Guitonga, Ronga, Chuabo and English
References
EulaliaMaduela, History teacher (e-mail: [email protected])
BeneditoFaela, Director of CCA company (e-mail: [email protected])
Reasons for wishing to get the job

Good salary and opportunity to use my knowledge.
I declare that the information provided is true
Linda Jacob
4.2.3 Grammar focus: Plural nouns
The plural of a noun is usually made by adding s to the singular: dog – dogs;
day – days;
house – houses.
Exceptions:

a) nouns ending in o, ss, sh, ch or x form their plural by adding es: hero –
heroes; kiss – kisses;
brush – brushes; watch – watches; box – boxes (but: piano – pianos; photos –
photos)
b) nouns ending in consonant +yform their plural by dropping the y and adding
ies: baby – babies
country – countries
c) nouns ending in vowel + y form their plural by adding s only: donkey –
donkeys; boy – boys
d) nouns ending in f or fe drop the f or fe and add ves: life – lives; knife –
knives; half – halves; self – selves; calf – calves
Some nouns form their plural in an irregular way and some do not change in
the plural.
a)a few nouns for their plural by a vowel change
man – men
e.g. foot – feet mouse – mice woman -women tooth – teeth
goose – geese
b) a few names of fish and animals do not change in the plural
e.g. one sheep – two sheep one fish – six fish
c) the plural of child is children, the plural of person is people
Note: You must remember the rules.
Was it difficult? You can always repeat the lesson if you think it is necessary.
Now, let us practice what we have learned.

ACTIVITIES
Exercises
A: Read the text and write True or False.
1. Linda is Mozambican. ____ 6. Linda speaks English very well.

2. Linda has got a husband. _____ ____
3. Linda has got children. ____ 7. Linda knows how to use the
4. Linda lives in Maputo. ____ internet. ___
5. Linda studied in Nampula. _____ 8. Linda worked as a journalist. ____
9. Linda speaks Changana.______
10. Linda wants to get this job to help
her husband. ____
B: Match the questions with the correct answers.
1. Where were you born? a. Just English.
2. When were you born? b. In Manjacaze.
3. Where do you live? c. In January 1998.
4. What languages do you speak? d. In Matadouro, near Macaneta.
II – Grammar
A: Choose the correct plural forms.

1. lady ladys / ladies 6. leaf leafs / leaves
2. tomato tomatos / tomatoes 7. world worlds / worldes
3. day days /daies 8. wolf wolfs / wolves
4. wife wives / wifes 9. girl girls / girles
5. fly flys / flies 10. shelf shelves /shelfs
III - Writing
Choose one of the posts advertised on The Daily News. Imagine you have the
relevant qualifications and experiences for it and write a letter of application.
Use the previous letter as an example.

FEEDBACK
A: T or F
1. T 2. T 3. F 4. T 5. F 6. T 7. T 8. T 9. F 10. F
B: 1. b 2. c 3. d 4. A
II – Grammar
A: 1. ladies2. tomatoes3. days4. wives5. flies6. leaves
7.worlds8.wolves 9. girls 10. Shelves
III- Writing
Let us see if you wrote like this:
Dear student, this is the end of lesson 2. Compare your letter to the one in the
feedback. See it is easy! Did you manage to write like this? Well done, keep
working!
(Your address)
Date
(Address of who you are writing to)
Dear Mr / Mrs………
I would like to apply for the post of…………advertised in……….. (name of the
newspaper and the date). I am………years old and I have…..years of experience as
……….in a……..(place where you worked before). I have completed Standard…… and
my English is good.
Please find enclosed my CV.
Yours sincerely
(your signature)
LESSON 3: ADJECTIVES AND CONNECTORS
INTRODUCTION
Dear student, in this lesson you are going to study the comparative and
superlative of adjectives. You are going to compare people, places and things.
There are sometimes two similar ideas that can be connected in one sentence. In
this case we can use connectors. Make sure you read the notes and follow the
instructions before doing the exercises.
LEARNING OBJECTIVES
 Compare people, things and places using adjectives
 Use the connectors: so, because, when, and, or, but.
TIME 3 hours
Contents
4.3.1. Adjectives
Look to these examples:

tall - taller – the tallest Ana is taller than Maria. Paula is the tallest girl in our
class.
big – bigger – the biggest Pedro’s house is bigger than mine. Sandra’s
house is the biggest in this area.
beautiful – more beautiful - the most beautiful This dress is more
beautiful than that one.
Look! This is the most beautiful dress!

Tete is the hottest province. This chair is more expensive than that one over
there. Do you know what the bolded words are? The words hottest and
expensive describe and qualify the nouns (Tete and chair). These words we call
adjectives.
An adjective gives information about a noun. Adjectives have comparative
and superlative forms.
Examples: One tall boy. This dress is beautiful. Ema is a good
student.
An interesting book. This house is small. Tete is very
hot.
Look at the table, there are regular adjectives (which maintain the base form in
comparative and superlative forms) and irregular adjectives (which have three
different forms).
Regular adjectives: Comparative Superlative
base form
Short adjectives
small smaller the smallest
cold colder the coldest
Rule 1 = adjective +er Rule 1 = the adjective +est
nice nicer the nicest

large larger the largest
Rule 2 = adjective + r Rule 2 = the adjective + st
big bigger the biggest

hot hotter the hottest
Rule 3 = adjective + double letter + er Rule 3 = the adjective +
double letter + est
dry drier the driest
funny funnier the funniest
Rule 4 = adjective y + ier Rule 4 = the adjective y +

iest
Regular adjectives:
base form
Long adjectives
Spectacular More spectacular the most spectacular
Expensive More expensive the most expensive
beautiful More beautiful the most beautiful
Rule 5 = more + adjective Rule 5 = the most +
adjective
Irregular adjectives
base form
good better the best
bad worse the worst
Examples:
 Manica is cold, but Niassa isthe coldest province in Mozambique.
 Apples are more expensive than bananas.
 Paulo is the worst student in the class and Amanda is the best.
 Andrea is thinner than Carla.
 Desert is thedriest place.
 Position of adjectives
 Adjectives used to describe nouns. They are usually placed before
nouns.
e.g.a pretty girl; an angry man

 Adjectives can be used after the verb to be.
e.g.That girl is pretty.

 feminine nouns.

e.g. singular: an old woman – an old man
plural:old women - old men
 Adjectives are used after verbs of senses: look, smell, taste, sound, etc.
e.g.You look beautiful in your uniform.
 Adjective + preposition
After some adjectives, we can use a preposition
(e.g. at, to, of, in, with, for):
 to be good / bad at (something)
 to be good /nice / kind / rude to (someone)
 to be interested in
 to be happy / disappointed / angry / impressed with
 to be fond / tired / afraid of
 to be famous / responsible / ready / late for
 to be similar to
 to be different from
Examples
Paulo is handsome. Maria is an intelligent student. She is very
friendly.
Look! That’s a well-dressed woman! What a beautiful house!
He is really bad at Mathematics. Be nice to your classmates! I am
interested in Physics.
My brother is good at Drawing. She is happy with her new job.
4.3.2. Connectors
We sometimes have two similar ideas which we can put in one sentence.
Example:a) Mauro is a student. b) Sandra is a student.

 Mauro and Sandra are students. (we connect the two sentences in one
using and)
Connectors are words used to join two sentences or ideas. there are different
types of connectors.
Luisa speaks English at school. Mario speaks
and – is used to join two similar ideas or
English at school.
things.
Luisa and Mario speak English at school.
or – is used to express two ideas or I can’t sing. I can’tdance.

alternative ideas. I can’t sing or dance.
Odete went to hospital. She was not feeling

well.
because – is used to express reason.
Odete went to hospitalbecause she was not
feelingwell.
I want to learn to speak English. I find it a
but - is used to express contrast or difficult language to speak.
opposition. I want to learn to speak Englishbut I find it
adifficult language to speak.
when – is used to express two events The phone rang. I was taking a shower.
happening at the same time. The phone rangwhenI was taking a shower.
so – is used to express the result of It was raining. I took my raincoat.
something. It was rainingsoI took my raincoat.
Take time to study the contents. If there is something that you don’t understand,
take notes so that you can ask for help. You can also study in pairs or small
groups to help each other. Remember to revise the lesson before doing the
exercises.

ACTIVITIES
I - Complete the spaces in the text using the words from the box.
more slower noisier more comfortable more expensive

heavier faster
This week we compared the Landrover and the Suzuki 4x4. We found that the
Landrover was_______(a) than Suzaki-it weighs 1,050 kilos, but the Suzuki
only weighs 900 kilos. The Landrover was also _____ (b) than Suzuki-it could
do only 125 kilometres per hour. The Suzuki was 5 km/h ______ (c) faster than
Landrover. The Suzuki was ____ (d) than the Landrover – the seats in the
Landrover were not comfortable. But the Suzuki was a noisy vehicle: it was
____ (e) than the Landrover when it drove normally. And the price? The
Landrover is stronger and ___ (f) reliable vehicle than the Suzuki…. but it is
also 14 million meticais ____ (g) than the Suzuki. So which vehicle is better
than the other?
II - Complete the sentences below using the connectors in the box.
but and or because when so
1. We played football, walked on the field ____ swam in the river.We were
tired______ happy.
2. The girl wanted to be a teacher ____ she studied a lot.
3. Lurdes knocked on my door _____ I was taking shower.
4. Andrew arrived late at school ____ he missed the school bus.
5. Could you please give me a cold drink_____ a glass of wine?

FEEDBACK
I - a) heavier b) slower c) faster d) more comfortable e) noisier f)

more
g) more expensive
II - 1) and, but 2) so 3) when 4) because 5) or
Dear student, this is the end of lesson 3. Compare your answers to the ones in
the feedback. See it is easy! Did you manage to get many correct answers? Well
done, keep working!

UNITY ACTIVITY
Dear student, before doing this test, study the contents of unit 4again. You can
ask for help to your tutor to clarify the doubts and difficulties. The Unity
activity will help you to do the Module Activity successfully. Let us work!
Section 1: Vocabulary – find the words: nurse, teacher, secretary, doctor,

mechanic, engineer, lawyer, cook, police, driver, and actor.
B F E S R U N L R M
E T O F P A W A E E
S E S D O C A W V C
T A K I L T T Y I H
D C O E I O E E R A
E H O P C R R R D N
S E C R E T A R Y I
Y R R O T C O D I C
E N G I N E E R S A
Section 2: Grammar
A: Complete the table.
Adjective Comparative Superlative
beautiful more beautiful the most beautiful
cheap
expensive
hard

soft
tall
B: Use words from the box to connect the sentences.
because so when and or but
Example: He’s hungry. He hasn’t eaten anything today.

He’s hungry because he hasn’t eaten anything today.
1. I was very tired last night. I went to bed early.

________________________________
2. I went to bed early. I was very tired last night.
_________________________________
3. I was very tired. I did not go to sleep immediately.
______________________________
4. I was asleep. I hear someone open the door of my room very quietly.
_______________
5. I opened my eyes. I saw someone next to my bed.
_______________________________
6. Was it my brother? Was it a thief?
___________________________________________
C: Choose the correct alternative to complete the gaps.
1. Niassa is _______ than Tete. 2. The opposite of beautiful is

_______.
(more big / bigger / big)(clean / ugly / colourful)

3. I ________Akishava last week. 4. Mozambique _______ in
Malawi now.
(visited / have visited / will visit) (played / is playing / will play)
5. I like fish, _______ I don’t have money to buy it. 6. ________ do you
come from?
(so / and / but)(When / Where / Why)
7. I ________ speak to myself. 8. Maria is _______

economist.
(times / sometimes / the) (the / a / an)
9. I don’t smoke ________ it is unhealthy. 10. I will see you ______

Tuesday.
(but / and / because) (on / in /at)
11. The director’s office is __________ the second floor. 12. Classes start
________ 6.30.
(in / on / at) (in / at / on)
13. My father drives _____ a professional driver. 14. Be careful not

to hurt ______.
(like / as /and) (yourself /
myself / itself)
15. _______ I talk to you for a moment? 16. _____ you press this
button, then you…
(might / can / will) (then / second /
first)

Section 3: writing
Write your CV. Remember to check the rules before writing in the lesson 2.
Personal information
Educational background
Other courses
Work experience
Languages
References
Reasons for wishing to get the job
Now, compare your answers with the ones in the feedback. Remember to take
note of exercises that you had difficulties and ask for explanation to your tutor
at CAA.

FEEDBACK
Section 2: B – connectors
1. I was very tired last night so I went to bed early.

2. I went to bed earlybecause I was very tired last night.

3. I was very tiredbutI did not go to sleep immediately.
4. I was asleep when I hear someone open the door of my room very
quietly.
5. I opened my eyes and I saw someone next to my bed.
6. Was it my brother or was it a thief?
C: correct alternative
1. bigger2. ugly 3. visited 4. is playing 5. but 6. where 7.

sometimes
8. an 9. because 10. on 11. on 12. at 13. Like

14. yourself
15. can 16. first
Section 3: writing (the student should show to the tutor this task).

3 UNIT 5: COMMUNITY: CUSTOMS AND
3 TRADITIONS
5 UNIT INTRODUCTION
Dear student,
We are all part of a community. We can

consider community as the place where we
live, work, the environment and the
surrounding. In some communities, there are
some customs to be followed, for example,
when a child is born few people can see or
even hold it until the umbilical cord falls.
You are going to read some texts about
customs and traditions. This unit has more
lessons than the other ones, so take time to
read and study the notes. If you find some
difficulties ask for help at CAA, but
remember to study in groups so that you can help
each other.
Lesson 1: Reading “They are rich because of their animals”
Lesson 2: Reading “Cultural tourism”
Lesson 3: Determiners
Lesson 4:Reading “Our traditional rites”
Lesson 5: Reading “Birth ceremony”

Lesson 6: Reading “Protecting our environment.”
LEARNING OBJECTIVES
 Describe traditions and customs in the community and country;
 Talk about tourist attracting areas in the community;
 Discuss environmental issues (protection of forest, vegetation,);
 Compare the social norms and their importance;
 Discuss the importance of culture for tourism.
LEARNING RESULTS
 Identify and talk about ways of improving people’s lives
 Describe customs, habits and values of their community
 Describe and compare rites and ceremonies of: birth, funeral, initiation
rites.
TIME: 12 hours

LESSON 1: READING: “CHIZAVANE
COMMUNITY”
INTRODUCTION
Dear student,
We are all integrated in a community. In this lesson, we are going to read a text
which explains how people live in Chizavane community; in grammar we will
study adverbs and relative pronouns. Let us work!
LEARNING OBJECTIVES
 Describe traditions and customs in the community and country;
 Use adverbs of time, manner and probability
 Use relative pronouns
TIME: 2 hours
Contents
5.1.1 Reading
They are rich because of their animals
Hello, my name’s Baltazar Muzima. I am a writer. I write stories about local
communities. I have worked in many countries and Mozambique is my 50 th.
When I came back from Germany where I was working, I visited a community
called Chizavane in Gaza province, in 1997. Chizavane is a community located
in Manjacaze district, Gaza province.
In Chizavane, people lived on cutting trees to make firewood to sell to tourists.
There were also many poachers killing wild animals. People sold plots in dunes

to build houses for tourism. Mozambican law forbids building houses in dunes.
There were also people killing turtles, people are destroying nature! I went back
there last year. I found that things are different now. There is a project,
Environment Development of the Southern Coast, working in Chizavane
educating people to live with animals and plants. People are taught to do other
activities than cutting trees or hunting. For example, poachers are now
producing baskets and selling them to local resorts. They make more money
than before. People that used to cut trees in the past are now running small
businesses. The project gave them money to start them. With the money, they
make out of the activities they do, people are building beautiful houses and
buying motorbike.
Vocabulary
plot – lote dune – duna wild animals -animais selvagens

hunting – poacher – caçador furtivo
caça
5.1.2. Adverbs - we use adverbs to describe verbs when we want to tell

people more about how something is done.
A) Adverbs of manner tell us how something happens. These adverbs include

words like well, slowly, quickly, fast…
Examples:I run fast.Sara always eats her food quickly.
Paulo is well behaved. She did the test easily.
We managed to finish the job by doing it slowly.
Note:

a) we form adverbs of manner by adding -ly to an adjective: slow – slowly
bad - badly
b) after a consonant, -y changes to-i happy – happily easy – easily
c) we can use some words as adjectives or adverbs without adding -ly or -ily
example: It was a fast train. The train went fast.
Other examples are: better, best, early, hard, last, late, monthly….
B) Adverbs of time tell us when something happens. These adverbs include

today, early, now, late, yesterday, this / next /last / week, on Monday, at 5
o’clock…
Examples:I’m seeing him Monday. She is at school now.

We’ll do a test tomorrow.I was at home yesterday.
C: Adverbs of probability tell us if something is likely or unlikely to happen.

These adverbs include perhaps, possibly and probably.
Examples: Perhaps it will rain later. I will probably get wet because I have no
umbrella.
Note: for adverbs of frequency, you can see in Module 1, Unit 2 lesson 1.

5.1.3. Relative pronouns (who / that / which)
Look at this example:
The woman who lives next door is a doctor.
Relative clause
A clause is a part of a sentence. A relative clause tells us which person or thing

the speaker means:
 The woman who lives next door…(tell us which woman)

 People who live in London...(tell us what kind of people)
We use who in a relative clause when we are talking about people (not things).
 An architect is someone who designs buildings.

 What was the name of the man who lent you the money?
You can also use that (instead of who)
 Do you know anyone who / that speaks French and Italian?
When we are talking about things, we use that or whichin a relative clause:
Where is the cheese? - it was in the fridge
Where is the cheese that was in the fridge?
which
 Barbara works for a company which / that makes washing machines.

 The pen which / that I am using is very old.
 I gave her all the money that I had.
 We stayed at the hotel thatAnn recommended to us.
 The book which / that I am reading is very interesting.

 Tonecas has got a radio which doesn’t work properly.
Note: person– who / that, things – which / that.

ACTIVITIES
Dear student now let us see if you understood the contents of the lesson. Here
are some exercises.
Exercises
I - Reading and comprehension
A: Read the text above and answer the questions.
Remember that questions which start with a verb, you should answer yes /
no.
1. What does Baltazar do?

2. How many countries has Baltazar visited?
3. What is the name of the community Baltazar visited?
4. Where is the community?
5. When did he visit the community?
6. What were people doing when he visited the community in 1997?
7. What does the Mozambican law forbid?

8. Is the situation different or the same nowadays?
9. What activities do people practice nowadays?
10. Is the project helping to develop their community?
B: Vocabulary
Make a list of the words you know related to:
a) environment b) community c) Mozambican dances d) traditional

ceremonies of Mozambique

II – Grammar
A: Write the right adverb. Some adverbs end in -ly and some do not.
Example: He’s a bad driver. He drives badly.
1. I’m a better player than you. I play_____________________________

2. He made a sudden move. He moved ___________________________
3. Amanda gave a rude reply. She replied _________________________
4. The train is early. It has arrived _______________________________
5. Make your best effort. Do your _______________________________
6. She is glad to help. She helps _________________________________
7. He is a quick thinker. He thinks _______________________________
8. Be careful. Act ____________________________________________
9. The bus was late. It came ____________________________________
10. She was brave. She acted_____________________________________
11. The house was near. We went _________________________________
12. What a wide window! Open it _________________________________
B: Complete the gaps with the right relative pronoun: which or who.
1. I know the man ______bought the red car. 2. Michael is the boy ____
works as a carpenter.
3. I’m carrying a bag ____ is very heavy. 4. Do you know the architect
____ designed it?
5. Teresa is one of the teachers _____ teach at Toneca’s school.
6. The house _____ was built opposite our school is very modern.
7. The book _____ is on the table belongs to the teacher.
8. The woman _____ is standing at the door is my mother.

9. The girl _____ was injured in the accident is now in hospital.
10. The building ____ was destroyed in the fire has now been rebuilt.
11. The man ____ answered the phone told me you were away.
12. The people _____ were arrested have now been released.
13. The bus ____ goes to the airport runs every half hour.
III - Writing
Write a description of a community you know of.(name of the community,

localization, number of people who live there, what languages are spoken there,
how people earn their lives, who is the community leader, what activities can a
visitor or tourist do there….)
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.
Dear student, after writing the description present it to your colleagues at CAA
and to your tutor. Now, compare your answers with the ones in the feedback.

FEEDBACK
I – A: Reading and comprehension
1. He is a writer. 2. He visited 50 countries. 3.it’s called Chizavane. 4.

It’s in Manjacaze,in Gaza province. 5.In 1997. 6. They were destroying
the community, cutting trees and killing animals. 7. It forbids people of
building in the dunes. 8. It is different. 9. They make baskets and run
businesses. 10. Yes, it is.
B: Vocabulary
a) environment: cutting trees, killing wild animals, dunes, droughts, floods

b) community: people, rivers, animals, plants
c) Mozambican dances: Mapiko, Makwaela
d) traditional ceremonies of Mozambique: lobolo, initiation rites
II - Grammar
A: 1. better 2.suddenly3. rudely4. early5. best6. gladly7. quickly
8.carefully9.Late 10.Bravely 11.Near 12.wide
B: 1. who 2. who 3. which 4. who 5. who 6. which 7. which

8. who
9. who 10. which 11. who 12. who 13. which
III - Writing (tutor must correct the composition).

LESSON 2: READING “CULTURAL TOURISM”
INTRODUCTION
Dear student,
Some people travel around the world to see customs and traditions from other
countries.
So when they travel to these places they visit museums, churches, mosques (the
old buildings), they can watch traditional festival and more. In this lesson, we
are going to read a text about cultural tourism. Grammar we will focus on
reflexive pronouns and present perfect. Remember to take notes while you do
the reading. Let us work!
LEARNING OBJECTIVE
 Discuss the importance of culture for tourism.
TIME: 2 hours
Contents
5.2.1. Reading
Cultural tourism
Ivo Nhancale is a tourism checkant. Here he is talking about cultural tourism.
“What is cultural tourism, Dr. Ivo?”
“Many tourists travel around the world to see different cultures and traditions.
This type of tourism is called cultural tourism. Cultural tourism is the subset of
tourism concerned with a country or region’s culture, especially its art. It

generally focuses on traditional communities who have diverse customs, unique
forms of art (dance, songs, architecture and paintings) and distinct social
practices, which basically distinguishes it from other types/forms of culture.
Cultural tourism includes tourism in urban areas, particularly historic or large
cities and their cultural facilities such as museums and theatres. It can also
include tourism in rural areas showing the traditions of indigenous communities
(i.e. festivals, rituals and gastronomy), and their values and lifestyle.”
Vocabulary
checkant – checkor painting – pintura values – valores lifestyle – estilo de vida
5.2.2. Reflexive pronouns
Reflexive pronouns are used when the subject and object of a verb are the same.
Example: I enjoyed myself at the party. John hurt himself playing football
yesterday.
Look at the table below:
Personal Reflexive
pronouns pronouns
subject object
I me myself
You you Yourself
She her Herself
He him Himself
It it Itself

We us ourselves
You you Yourselves
They them Themselves
We use reflexive pronouns:
 after some verbs: enjoy, cut, burn, etc.

e.g. She cut herself with a knife.
 with the prepositionby to show that someone does something

without help
e.g. He painted the house by himself.
5.2. We sometimes need to connect actions from the past with the ones in the
present. How do we do that? We use the Present Perfect Simple. For
Past Present perfect Present
I was here at 10 o’clock. I have been here for an I am still here at 11

hour. o’clock.
example:
Look at the form, we use the verb have as auxiliary verb and the past
participle of the main verb.
Form:
have / has + past participle (of the main verb)

Affirmative
She has been here for an hour.
Subject + aux.verb + past participle (of the main verb)
Negative
She hasn’t been here for an hour.
Interrogative
She has been here for an hour.
Look at the table:
I have been I haven’t been Have I been?
You have called You haven’t called Have you called?
She has eaten She hasn’t eaten Has she eaten?
He has lived He hasn’t lived Has he lived?
It has worked It hasn’t worked Has it worked?
We have seen We haven’t seen Have we seen?
You have taken You haven’t taken Have you taken?
They have studied they haven’t studied Have they studied?
Note: he / she / it has, hasn’t

Examples:
They have lived in Portugal for two years.

I haven’t seen her recently.
Has she ever been to South Africa? No, she has never been
there.
We use the present perfect tense when we want to connect the past with the
present.
The present perfect is similar to a past tense and is used to refer to:
a recently completed action
e.g. You’ve just entered a protected area. He has justgone out.
An action which began in the past and continues in the present
e.g. They have lived in Portugal for two years. (= they still live there)
I’ve read the instructions but I don’t know how to use the camera.
an indefinite past
e.g. They have left Maputo. I have met her. He has had an accident.
an action not yet completed
e.g. He hasn’t finishedyet. Have you alreadyhad breakfast? No, I haven’t

had it yet.

For and Since
We use for with a period of time (for a week, for a month, for two days).
e.g. He has been ill for a month. It must be serious.
We use since with a point in time (since last week, since 2000, since I left
Maputo, since Saturday) and means from that point to the time of speaking.
e.g. He has been here since six o’clock. (and is still here)
Ever and never
Have you ever been to Portugal? No, I’venever beenthere.
The present perfect is also used with the following adverbs and adverbial
phrases:
recently: I haven’t seen her recently.
lately: Have you seen any good films lately?
this morning: Have you seenTonecasthis morning?
this week: He has been absent this week. He must be ill.
up to now: We have studied a lot this month.
it’s the first time: It’s the first time I’ve visited Mozambique.
Present perfect vs past simple
There are some expressions used in present perfect and past simple. Compare
how the expressions are used in the next tables.

Present perfect Past simple
I’ve seen her. I saw her yesterday.
I’ve worked in Maputo for two years. I worked in Maputo last year.
I’ve just done my homework. I did my homework yesterday.
I’ve met her recently. I met her three days ago.
Used with these words /phrases Used with these words /phrases
Lately yesterday / the day before yesterday
up to now last night/week/month/year/century
it’s the first time last Saturday/Monday
this morning/afternoon/evening a few minutes ago
ever / never / since / for / just / two days/months/years ago
Already long ago
yet (interrogative and negative)
Remember: the past participle and past simple of regular verb is the same.
You can check the list of verbs at the end of this module.
Dear student, remember to revise the grammar contents before doing the
exercises.

ACTIVITIES
Exercises
A: Answer the questions.
1. What does Ivo do? 4. What indigenous traditions can tourists

contact with?
2. Why do many tourists travel around the world? 5. Where can you see museums and theatres?
3. What is cultural tourism? 6. What does cultural tourism focus on?
B: Speaking(after you finish this task arrange to present it to your colleagues).
Talk about tourism opportunities in your community / village.
- Place to visit
Do you have interesting places to visit? What places should tourists visit?
- Things to do
What can tourists do to enjoy themselves? Are there any festivals or special
celebrations?
- Accommodation and food
What kinds of accommodation are available? What can tourists eat?
II - Grammar
A: Complete the sentences with personal pronouns (subject).
1. Are _______ a student, Paulo?

2. Yes, ___ am.

3. Is that your sister over there? ______ is beautiful girl.
4. Your parents are at work, aren’t _______?
5. My family and I always eat at home. _______ never go to a restaurant.
B: Now replace the underlined words by personal pronouns (object).
1. Look at that boy. Can you see ____? 2. Where is your sister? I can’t
find _____.
3. Where is your English book? I can’t find ____. 4. We are staying at home
this afternoon.
Come and visit ____. 5. You can run very fast. I can’t catch _____.
C: Complete the blanks spaces with a reflexive pronoun.
1. She burnt_____ while she was cooking. 2. The cat is washing _____.
3. Be careful, you two. Don’t hurt _______. 4. You should make your bed
by ____, Paulo!
5. Some of his friends didn’t behave _______.
D: Complete the sentences using the present perfect or the past simple (see:
present perfect vs past simple).
1. I _____ (write) this poem all by myself. 2. Julinha _____ (do) the
homework last night.
3. I _____ (see) her yesterday. 4. He _____ (work) in Maputo

for three years.
5. They _______ (never / be) to Europe. 6. We _____ (not / take) the

money.

Dear student, when you finish doing the exercises compare your answers with
the ones in the feedback. Remember to present the task in speaking activity to
your colleagues or to your tutor at CAA.

FEEDBACK
Now, let us see how you managed in the exercises.
A:
1. He is a tourism checkant. 4. Festivals, rituals and gastronomy.
2. To see different cultures and 5. In urban areas.

traditions.
3. It’s a type of tourism concerned 6. It focuses on customs, forms of art

with a country or region’s culture. and social practices.
B: Speaking (presentation)
II - Grammar
A: 1. you 2. I 3.She 4.they 5. We
B: 1. him 2. her 3. it 4. us 5. you
C: 1. herself 2. itself 3. yourselves 4. yourself 5.

Themselves
D: 1. have written 2. did3. saw4. has worked 5. have never been 6.

haven’t taken
This is the end of lesson 2. Did you manage to answer correctly? Well done! If
you have doubts, ask for help to your tutor

LESSON 3: DETERMINERS
INTRODUCTION
Dear student, in this lesson you will study determiners. There is a dialogue
where a tourist guide shows some tourist attractions in her community. You
must read he notes and the explanation carefully. It is always important to take
your own notes while studying the grammar and list your own vocabulary. At
the end of the lesson, you are going to do the exercises to practice what you
have learned. Let us work!
LEARNING OBJECTIVE
 Talk about tourist attracting areas in the community;
TIME: 2 hours
Contents
Script 2 (dialogue)
5.2.1. Reading: “Welcome to Tchuma Tchato community”
Janet Mulamo is tour guide. Here, she is taking tourists from China, America
and India to visit her community. Read the transcript and listen to the script.
Janet: Good morning, ladies and gentlemen. Welcome to Tchuma Tchato

community. My name’s Janet Mulamo. I work in this community as a tour
guide. Today, I am going to take you to five places: an old church, baobab trees,
the Ligonha River, the witch doctor’s house and the lagoon. Please interrupt me
if you need to ask something. Take as many photos as you can. Here we are at
the old church. It was the first church in this community. The first priest arrived
in 1958.

Tourist: Janet, what is the name of this church?
Janet: This church is called ‘Igreja da Paz’. OK, let’s go this way… This is the
famous Ligonha River. Many people come to fish and fetch water here.
Tourist: Sorry, Janet, are there any elephants or crocodiles here?
Janet: Oh, yes, but they are not dangerous…Don’t worry…now, can you see
those baobab trees on my left?
Tourist: Yes, they are beautiful…
Janet: People from this community perform special ceremonies there.
Tourist: Can we go there?
Janet: No, please don’t go near there. It is dangerous. OK, here we are. This is
Dr. Mpapacha’s house. He is a famous witch doctor. People from all over
Mozambique, Asia and America come here to be treated.
Tourist: What does he treat?
Janet: Well, a lot of diseases, especially social problems, like bad luck, wanting
to become rich. Are you interested?
Tourist: No, not this time, Janet…
Janet: OK, this is the famous lagoon. Here you can see different animals
moving in different directions. Look, that monkey over there drinking…. Can
you see it? OK, thatis all for today. I hope you have enjoyed our tour.
Vocabulary
tour guide – guia turístico priest – padre
baobab tree – embondeiro witch doctor - curandeiro
Note: The underlined words in the text are determiners.

5.2.2.Did you know thatthere are some words that should be used with nouns?
For example when we want to say a girl, a book, the apple, many schools….
These words are called determiners. Determiners are used to modify a noun. It
indicates reference to something specific or something of a particular type. This
function is usually performed by articles, demonstratives,possessive determiners
or quantifiers.
Articles: an, a, the. Can you pass me the

salt, please?
I bought a pear and

an orange.
Demonstrative: this, that, these, those. Look at those lovely

flowers!
Possessive: my, your, his, her, its, our, their. Thank you very much
for your letter.
Quantifiers: some, any, no, many, much, a lot of… My mother doesn’t
drink much coffee.
Now, look to the table and notice when to use the determiners
Determiners - 1
Determiners – some, any and no many, much and a lot of
Some and any mean a certain quantity, and We use many, much and a lot of to express
are used before plural or uncountable nouns. a large quantity.
Some is used in affirmative sentences. Many is used before plural countable

e.g. I can dance some African dances. nouns.
Any is used in negative and interrogative e.g. She hasn’t got many books.

sentences. Note: in affirmative sentences, it is normally
replaced by a lot of.
e.g. Can you dance any African dances?
I can’t dance any African dances. Much is used before uncountable nouns.
No can be used with affirmative verbs to e.g. We haven’t got much money.
express a negative. It is an alternative to the
A lot of is used before countable and
negative verb + any construction.
uncountable nouns.
e.g. I can dance no African dances.
e.g. The farmer has a lot of hens.
There is a lot of water in the sea.
Determiners 2– each / every / all (= todos / as)
Each (determiner and pronoun) and Every (determiner) both mean all (with a
slight difference):
 We use each when we are thinking about a person/thing

individually.
 We use every when we are thinking of people/things as a group.
Each and every are followed by a singular verb.
e.g. Two boys entered. Each (boy) was carrying a suitcase. (every could not
be used here)
e.g. Every (or each) man carried a bag.
We use all (and all + the) with plural nouns and uncountable nouns.
e.g. All fish live in water. All the fish in this lake are dead.
All water has oxygen. All the water in this lake is dirty.
Compounds with every – everyone, everybody, everything

Use a singular verb with these compounds.
e.g. Everyone likes him. = All the people who know him like him.
Everyone clapped. = All the people in the room clapped.
Demonstrative adjectives
Singular: this / that Plural: these / those
This and these refer to things or people near us.
That and those refer to things or people far from us.
They agree with their nouns, only in number: this man – these men; that
tree – those trees.
Examples: This is my brother. – These are my brothers.
That is my sister. – Those are my sisters.
What is that?It is a rat. What are those?They are monkeys.
Remember when in a sentence the noun is in singular, the demonstrative

adjective must be in singular (see the examples above).
Dear student, as you can see determiners are used in many ways. Study again
the grammar contents before solving the exercises.

ACTIVITIES
1. What does Janet do? 5. What animals can you find in Ligonha
River?
2. Where do the tourists come from? 6. Are the animals found in the river
dangerous?
3. Where did Janet take the tourists to? 7. Who’sDr Mpapacha?
4. What is the name of the community 8. Did the tourists check the witch doctor?
where Janet works?
B: Match the places with the activities.
1. hospital a. you can buy things here.
2. mosque b. you can fish and swim

here.
3. river c. you can pray.
4. school d. you can get treatment here.
5. shop e. you can learn here.
II - Grammar
A: Complete the spaces usingthe word in the box.
many any much a lot of some

1. How ____ friends do you have? 2. Do you have ______ friends living
in Maputo?
3. I don’t have _____ time. 4. She didn’t sing ______ songs. 5. They have
got ___ money.
6. How _____ money do you expect to earn? 7. I haven’t got _____
magazines.
8. I would like ____ oranges.
B: Complete the sentences with this or that, these or those.
1. My name is Janet. I work in _____ community as a tour guide.

2. Who is ____ young woman over there? ____ is the tour guide.
3. Who are ___ people around her? _____ are tourists.
4. Look at ____ monkey over there!
5. Here we are. ______church is called “Igreja da Paz”.
6. Now, _______ is the witch doctor’s house.
7. Do you know what _____ trees are? They are baobab trees.
8. And _____ animals over there? _____ are crocodiles.
C: Write these sentences in the singular or plural form. (make the necessary
changes)
1. That tree is very high. 2. These animals can be dangerous. 3. This tour
guide is very nice.
4. Those tourists visited the old churches. 5. This monkey is drinking water.
6. These elephants are very big. 7. This tour was very interesting. 8. That
man looks strange.
D: Choose the correct one.
1. Every / All student passed the exam. 2. All / Each the girls had good
marks.
3. Each / All student sits at a desk. 4. All / Every classroom has 50
desks.

5. All / Every the teachers are nice. 6. All / Every country in the world
has a national anthem.
Dear student, were the exercises difficult? You can repeat the exercises. Then,
when you have finished compare your answers with the ones in the feedback.

FEEDBACK
A: 1. She is a tour guide. 2. They came from China, America and Asia.
3. She took them to the old church, the baobab tree, Ligonhariver, the witch
doctor’s house
and the lagoon.
4. Tchuma Tchato. 5. Elephants and crocodiles. 6. No, they are not.
7. Dr Mpapacha is a witch doctor. 8. No, they didn’t.
B: vocabulary
1. d 2. c 3. b 4. e 5. a
II - Grammar
A: 1. many 2.any 3. much 4. any 5. a lot of 6. much 7. any 8.

some
B:1. this 2. that 3. those / Those 4. that 5. This 6.this 7. these

8. those / Those
C:1. Those trees are very high. 2. This animal can be

dangerous.
3. These tour guides are very nice. 4. That tourist visited the old
church.
5. These monkeys are drinking water. 6. This elephant is very big.
7. These tours were very interesting. 8. Those men look strange.
D: 1. Every 2. All 3. Each 4. Every 5. All 6. Every

Dear student, did you manage to get many correct answers? Well done! If not,
read the grammar and then do again the exercises.

LESSON 4: READING - INITIATION RITES FOR
GIRLS”
INTRODUCTION
Dear student, in some communities
there are initiation rites. What about in
your community? Are there any
initiations rites? In this lesson, you are
going to read about initiation rites for
girls. Of course, it is not possible to
describe the initiation rites from all the
provinces. . In the grammar you will
study possessive pronouns / possessive
adjective. Let us work!
LEARNING OBJECTIVES
 Understand the procedures of initiation rites
 Describe a traditional ceremony
TIME: 2 hours
Contents
5.4.1. Did you know that in many parts of central and northern Mozambique,
young girls undergo initiation rites when they reach puberty? Read the text and
take some notes.

Initiation rites for girls
When young girls reach the age of 10 – 13, it is time for their initiation rite. In
the province of Tete, this rite is called kulanga, which means ‘to give advice’.
Girls usually undergo this rite after their first menstruation. This is when they
need advice about how to behave as an adult.
The older women in the community take the young girls to a secluded place.
Sometimes these places are far away in the bush. The older women first prepare
the girls emotionally and spiritually for the ritual which can last for a few days
or a few weeks. Then they give them advice on how to behave before and after
marriage. The girls learn about sex, pregnancy and sexually-transmitted
diseases. They also learn about marriage, and caring for a husband and children.
They get advice on how to behave in an appropriate way in the community in
which they live. They are taught how to behave with dignity and how to respect
other people. Sometimes it is quite hard. The girls are not allowed to cry, even
when they are scolded and smacked. After some time, the girls are allowed to
go to the river and wash themselves before they return to their families. They
are now prepared for their lives as women. They are not girls anymore.
Vocabulary
Initiation rites - ritos de iniciação behave – comportar-se
advice – conselho scold -ralhar
undergo – ser submetido a… smack -palmada, dar uma

palmada em…
secluded – afastado, isolado

5.4.2. Possessive adjectives / possessive pronouns
Do you remember personal pronouns? We studied in the lesson 2. Now we are
going to study possessive adjectives and possessive pronouns. Listen to the
script 3 and pay attention to the pronunciation. Look at the table.
Personal Possessive adjectives Possessive pronouns

pronouns
I My book is good. It is mine.
You Your bike is new. It is yours.
He Hishair is dark. It is his.
She Herball is old. It is hers.
It Its food is tasty. It is its.
We Our school is modern. It is ours.
You Your teachers are nice. They are yours.
They Their friends are rich. They are theirs.
Note: each personal pronoun has its own possessive adjective and possessive
pronouns.
5.4.3. Prepositions of place
Now, we are going to study prepositions of place. Look at pictures and the
prepositions which they represent.

OK, now here there are more prepositions of place.
on – sobre, em cima de e.g.My books are on the table.
under – debaixo de e.g.The dog is hiding under the bed.
in front of – emfrente de e.g.The teacher is standing infront of the

students.
opposite–emfrente e.g.The school is oppositeToneca’s house.
behind – atrás de e.g.The garden is behind the house.
near – perto de e.g.My bedroom is near the kitchen.
between - entre e.g.Tonecas is sitting between Stela and Ana.

at – em e.g.Sandra isn’t at home, he is at school.
in – em, dentro de e.g.Maputo is in Mozambique.
inside –dentro de e.g.My grandparents are inside the house.
around–à volta de e.g.There is a big garden around the house.
over – porcima de e.g.The birds were flying over our house.
along – aolongo de e.g.I was walking along the street when I met
him.
to- para e.g.Pedro walks to school.
from - de e.g.I come fromMaputo.
Outside – fora de e.g. The animals stay outside the house.
Now, that you learnt about prepositions of place it is time for practice. Revise
all the contents.

ACTIVITIES
Read the text again and the notes before answering the exercises. Then compare
your answers with the ones in the feedback.
I -Reading andcomprehension
1. How old are girls when they reach ‘puberty’? 2. Explain what
‘initiation’ means.
3. Who teaches the girls and gives them advice? 4. Where do the girls
undergo initiation rites? 5. Name three types of advice
that they are given.
B: Vocabulary - Which word is…(choose from a, b, c and d)
1. related to science?
a. community b. European c. computer d. organization
2. related to language?
a. dictionary b. Commonwealth c. China d. rail
3. a name of a language?
a. Gabon b. Swaziland c. Mandarin d. England
4. not related to computers?
a. download b. internet c. communication d. Gabon

II - Grammar
A: Insert the right possessive adjective.
1. I want a new car but _____ wife doesn’t. 2. Jane is very tall but _____
husband is short.
3. The cat and ______kittens are under the tree. 4. We went by bus. _____ car
is being repaired.
5. You like animals. Is this ____ dog? 6. John and Peter went to the
University. ____ Parents are very happy.
B: Complete as in the example:
e.g. This book belongs to me. It’s mine.
1. This T-shirt belongs to him. It’s ______. 2. She bought a car.

It’s________.
3. They’ve got sunglasses. They are _____. 4. He gave us this colour TV set.
It’s ____now.
5. The dog bit the man because the man stepped on ____ tail.
6. You’ve got friends in Italy, but I don’t. _____ are Italian.
C: Insert the right preposition of place.
1. I live ________ Machava 700. 7. The clock is _____ the wall.
2. My house is _____ the school. It 8. Carlos lives _____ the second floor.
takes me five minutes to get there.
3. My school is ______ Mercado do 9. My toilet is _____ the house.

Povo and Matadouro.

4. We are flying _____ Gaza province 10. Mozambique is ____ Africa.
now.
5. He is running _____ the house. 11. Uncle Alex comes _____ Cabo
Delgado.
6. The blackboard is always _____the 12. Tonecas never goes ____school

students. bycar.
III - Writing
Initiation ceremonies are not the same in all parts of the country. Many boys
also undergo initiation rituals. Write short composition in which you describe
an initiation ritual that you have undergone or hear about. Then give your
opinion about the ceremony.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Dear student, were the exercises difficult? Read again the notes before
answering the exercises. Then compare your answers with the ones in the
feedback.

FEEDBACK
I -Reading andcomprehension
A: 1. When they reach the age of 10 – 13 years old.

2. ‘Initiation’ means ‘to give advice’.
3. The older women in the community.
4. The girls are taken to a secluded place. Or to places far away in the bush.
5. Three types of advices that they are given: - how to behave before and after
marriage;
-learn about sex, pregnancy and sexually-transmitted diseases; - how to behave
with dignity and how to respect other people.
B: Vocabulary
c 2. a 3.c 4.d
II- Grammar
A: 1. my 2. her 3. its 4. Our 5. your 6. Their
B: 1. his 2. hers 3. Theirs 4. ours 5. its 6. Yours
III - Writing (tutor should correct the composition).
Did you manage to get many correct answers? Well done! If not, read the
grammar and the text again then try to do the exercises one more time.

LESSON 5: READING “BIRTH CEREMONY”
INTRODUCTION
Cultures are different around the world. The birth of a child in some cultures is
a special event, the community prepare some rituals so that the new born can be
accepted in the community. What kind of ceremony is held in your family when
a baby is born? Can anyone touch the baby? In this lesson, you will read a
description on how birth ceremony is conducted in a community. In the
grammar you will study conditional sentences. Let us work!
LEARNING OBJECTIVES
 Describe traditions and customs
 Compare the social norms and their importance
TIME: 2 hours
Contents
5.5.1. Reading: Birth ceremony
Birth ceremony
Each culture has its own way of conducting a birth ceremony. Let me tell you
how birth ceremonies are conducted where I come from.
When a mother gives a birth, in a maternity hospital or at home, some
ceremonies must be performed. In the first two weeks, the child and the mother
are isolated so that single mothers or unmarried people can’t touch the baby.
Only adults aged 45 or more can touch the child. During these fourteen days,
the mother breastfeeds, and the child receives some traditional treatments. The
child is washed with some roots, which are mixed with eggs. After completing
fifteen days, there is a big ceremony to show the child to everybody in the
community. The child is wrapped in a white bed sheet. If you want to see the
child, you leave a coin in a plate near the child and then you open the sheet, kiss
the child and people around clap their hands.

Vocabulary
conduct – realizar wrap - embrulhar
breastfeed – amamentar root - raiz
The text above describes a birth ceremony in a community. What about in your
community? Can anyone touch the baby?
5.5.2. Grammar:conditional sentences
Wesometimes wish to do many things like buying a car, a house and more…but
wesometimes don’t have finance to do it, we just imagine….in this case we can
use conditional sentences to express our wishes. Conditional sentences have
two parts: the if clause and the main clause. There are four kinds of conditional
sentences (but we will only study the first two):
 Conditional 0 – facts which are true
 Conditional 1 – probable situation

 Conditional 2 – improbable situation
 Conditional 3 – impossible situation
 Conditional 0 sentences express facts which are true. The verbs in the if
clause and in the main clause are in the present simple.
If + present simple, present simple If + present simple, present simple
If you lie in the sun If you don’t lie in the youdon’t get
you get sunburnt.
too long, sun too long, sunburnt.
if + present
Present simple if + present simple, Present simple
simple,
if you lie in the sun too You don’t get if you don’tlie in
You get sunburnt.
long. sunburnt the sun too long.
Note: a) ifyou want tosee the child, you leave a coin. b) You leave a coin if you
want to see the child.

 Did you see the difference? When the if clause comes first a),you
must separate it from the main clause using a comma.
 Conditional 1 sentences express something that is likely to happen in the

future. The verb in the if clause is in the present simple; the verb in the
main clause is in the future tense (will / ‘ll + infinitive)
If + present simple, future If + present simple, future
If he runs all the He’ll get there in If he doesn’t run all hewon’t get there in
way, time. the way, time.
if + present
future future if + present simple,
simple,
He’ll get there in if he runs all the He won’t get there in if he doesn’t run all
time. way, time. the way.
Note: a) we use auxiliary verb do for negative forms in the present simple:
he/she/Itdoesn’t I/you/we/they don’t
b)we use will not =won’t for negative form in the future. (See unit 3, lesson 1)
Remember to take time to read the text and study the grammar. You can
coordinate with your colleagues when to study together, so that you can help
each other. Now let us do some exercises.

ACTIVITIES
Read the text again and the notes before answering the exercises. Then compare
your answers with the ones in the feedback.
Exercises
I – Reading andcomprehension: write T or F.

1. Birth ceremonies are the same all 6. People only celebrate the birth after
over the world. _____ 15 days. ____
2. Mothers only give birth in maternity 7. Only married people participate in
hospitals. _____ the celebration. _____
3. When a child is born, the mother is 8. During the ceremony, you need to
sent away and the child is left alone. pay to see the new baby. ___
____
4. Married people can play with a child 9. You see the child, and then you
since his/her birth. ____ leave some coins. ____
5. When the baby is less than 15 days 10. People who can’t give money
old, he/she receives traditional clap their hands. ____
treatments. ___
II – Grammar
A: Match the halves of sentences below.
1. If you close your eyes… a. …we might not be home.
2. If you arrive too early… b. you won’t be able to see.
3. You get drunk… c. if it is very cold.
4. Put on a coat… d. if you drink too much alcohol.

5. If you eat too much chocolate… e. …go into another room.
6. If you don’t want to listen… f. You will be sick…
7. Don’t drink… g. if you want to pass.
8. Study hard … h. if you drive.
III - Writing
Why do you think the child is isolated in the first two weeks? Write short
explanation.
________________________________________________________________
____________
________________________________________________________________
____________
________________________________________________________________
____________
Dear student, were the exercises difficult? Read the notes before answering
the exercises again. Then compare your answers with the ones in the feedback.

FEEDBACK
I – Reading and comprehension 1. F 2.F 3.F 4.T 5.T 6.T 7.F 8.T
9.F 10. F
II – Grammar: 1-b 2-a 3-d 4-c 5-f 6-e 7-h 8-g
III - Writing (tutor should correct the composition).
Did you manage to get many correct answers? Well done, keep working!

LESSON 6: PROTECTING OUR ENVIRONMENT
INTRODUCTION
We should protect our environment because we are part of it. There are many
things that we can do to protect the environment like: avoid cutting trees, plant
more trees, avoid bush fires, and recycle the litter as much as possible. And who
is the responsible of environmental problems? In this lesson, we are going to
talk about ways of protecting the environment and the use of imperatives. Let
us work!
LEARNING OBJECTIVES
 Discuss environmental issues (protection of forest, vegetation).
TIME: 2 hours
Contents
5.6.1. Reading: “Protect the environment, don’t kill animals.”
Listen to script 3

Welcome to Vanduzi community
You have just entered a protected community area. Here, you will see different animals and
trees. What you are going to see is a beautiful because we protect it. We would like you to
do the same!
Things to do to protect our environment!
 Don’t cut the trees.

 Don’t kill animals.
 Don’t leave plastics on the ground.
 Don’t make noise.
 Don’t set a fire where there is dry grass.
Vocabulary
 Don’t-bonito(a)
beautiful fuel – combustível
leave fuel or paraffin paraffin oil – petróleo
oil unattended.
on the ground
Don’t – no
take a bath
chão in thenoise – barulho
river. unattended – abandonado
As you can see, the poster above shows some ways to protect the environment. What about in
your community? What do you do to protect your environment?
Thanks for reading; let us together protect our environment! Enjoy your stay!
The management.
5.6.2. Imperatives
The imperative has the same form as the infinitive in affirmative sentences
but the subject is not stated.
e.g. Respect your teachers. Attend all your classes. Drink a lot of
water.
Make up your mind. Clean up this mess, please. Go home. Be quiet!
In negative sentences, we use don’t + infinitive.
e.g. Don’t play truancy. Don’t imitate what others do. Don’t
smoke.

Don’t use drugs. Don’t take tablets without a doctor’s advice.
We use the imperative not only to give commands, instructions or advice,

but also to make offers or warnings.
In the negative we use it for prohibiting.
Dear student, you can notice that the instructions of exercises are imperative:
read, write, look, draw…
Now, we are going to do the exercises. Revise the entire lesson, and then do the
activity.

ACTIVITIES
Exercises
A: Reading and comprehension - readthe poster again and answer the

questions.
1. What is the name of this community? 4. Where is this notice? At the

entrance or inside the community?
2. Is hunting animals allowed in this
community? 5. Who wrote this notice?
3. Mention four things that you mustn’t

do there.
B: Vocabulary – Match the tools / products with their use:
1. fertilizer a. you use it to cut things.

2. hammer b. you use it to manure the soil.
3. hosepipe c. you use it to convey water.
4. knife d. you use it to nail things.
III - Grammar
A: Follow the example and use the imperative. Don’t forget to make the
necessary changes.
e.g. Dr. Chacha told us to respect our teachers.
He said to us: Respect your teachers.
1. He told us to attend all our classes. 5. He told usto sleep well before the
2. He told us not to play truancy. tests.
3. He told us to cooperate with our 6. He told us not to imitate others.
partners. 7. He told us not to get frustrated.

4. He told us to keep a timetable in our
room.
III- writing and speaking
Design a poster in which you inform people about environment protection in

your community.
Use your imagination: write the name of your community, things that are not
allowed to do
(remember to use the present simple tense in the negative form). Look at the
example (5.6.1.).
- You can also give suggestions on how to protect the environment (use
imperative – positive sentences).
- You can use the poster below as an example.
When you have finished this poster, present it to your colleagues and tutor.
……..Community
You are in …… community, it is a beautiful and clean place because we
protect. We would like you to do the same!
Things to do to protect our environment!
 Don’t…..
 Don’t …..
 Don’t…..
 Plant more trees…
Thanks for reading, let us together protect our environment!
Now, compare your answers with the ones in the feedback. If you have doubts,
ask for help to your tutor.

FEEDBACK
A: Reading and comprehension
1. It’s Vanduzi. 2. No, it isn’t. 3. You mustn’t kill animals, cut trees, leave
plastics on the ground and make noise. 4. At the entrance. 5. The
management.
B: Vocabulary
1. b 2. d 3. c 4.a
III – Grammar
A:1. Attend all your classes. 2. Do not play truancy. 3. Cooperate with
your partners.
4. Keep a timetable in your room. 5. Sleep well before the test. 6. Do

not imitate others.
7. Do not get frustrated.
III – Writing (after designing the poster present it to your tutor and
colleagues).
Dear student, we have come to the end of this lesson. Remember to revise all
the contents before doing the exercises.

UNITY ACTIVITIES
Dear student, before doing this test, study again the contents of unit 5. You can
ask for help to your tutor to clarify the doubts and difficulties. The preparation
tests will help you to prepare for the final test at the end of this module. Let us
work!
Section 1: Reading and comprehension
A: Read the text
Funerals in my community
Hi there! My name’s Arlindo Lipeleque. I’m 45 years old and I’m a witch
doctor. Each tradition has its own way of conducting funerals. I am going to tell
you about how funerals are conducted in my culture. When someone dies in my
village, the community leader chooses eight people to go around the community
informing people about the day of funeral. People are informed to meet one day
before the funeral. In the meeting, people get together to pay for the coffin and
the food, which always consists of tea, sugar and cassava for breakfast, beans
(without oil) and maize flour. During and after the funeral, the body is washed
by old people. Children younger than 12 are not allowed to attend the
ceremony. After the burial ceremony, a cow is slaughtered if the deceased was a
man over 50, a goat if the deceased was a woman over 50 or a sheep if they are
younger than that and a chicken if the deceased is a child. For deceased twins, a
dozen eggs are used to perform the ceremony. After the funeral, the close
relatives cut their hair bald and spend 45 days without eating meat. To start
eating meat, they need to call a witch doctor, who comes to perform a
ceremony.

Vocabulary
attend – participar without -sem burial – enterro slaughter - abater
deceased – falecido(a) bald – careca witch doctor – bruxa, curandeira(o)
Answer the questions.
1. In your opinion, are funerals conducted in the same way all over the world?
2. What are the eight chosen people supposed to do?
3. What is the contribution for?
4. What food is served for breakfast?
5. Can anyone attend the funeral ceremony?
6. What animal do they slaughter in a girl’s funeral?
7. When do they use eggs in the ceremony?
8. Who must cut their hair bald?

9. Can relatives eat meat five days after the funeral?
10. Who performs the ceremony allowing the deceased relatives to eat meat?
B: vocabulary
Find the word or words in the text that mean the same as…
1. ceremony in which people bury a dead person

2. community chief
3. meal we eat in the morning
4. kill an animal to eat
5. without hair

Section 2: Grammar
A: Write sentences using the following words.
1. I / go / to / Tete / last month.

____________________________________.
2. Tembe / teach / English / in Beira.

_______________________________.
3. Inacia / cook / fish / recently. __________________________________.
4. Nelson / see / Mc Roger / yesterday. ____________________________.
5. Angela / win / the lottery / last year. ____________________________.
B: Complete the sentences with the following words: when, what, why, how
and where.
1. ______ do you learn English? 2. _______ old are you? 3. ____ do

you come from?
4. ______ is the capital of Swaziland? 5. ______ do you study? 6. _____

do you have English?
C: Complete the sentences with the present perfect or the past simple.
1. I ____ (write) this poem all by 4. Paulo ____ (cook) dinner yesterday.
myself. 5. She ___ (work) in Beira for four
2. Filo _____ (do) the homework last years.
night. 6. They ___ (never / be) to Europe.
3. I _____ (see) her a week ago.
D: Choose the correct verb form to each sentence:
1. How long do you live / have you livedwith your sister-in-law?

2. Tendai is / has beenin Maputo recently.
3. Joshua and I are friends. I know / have knownhim for years.
4. Marcos live / has livedin Gaza since January.
5. Maria works / has workedin a restaurant now.
6. Is that a new car? Yes, I have just bought it / I buy it.
7. Lurdes Mutola is running / has runfor Mozambique for a long time.
E: Insert the right preposition of place: in, into, at and to.
1. There was a live concert. It was ______ Quelimane ______ Independence

Square.
2. The MCell concert was ____ the Machava stadium ______ Maputo.
3. Many people went ____ Africa to help the people there.
4. ______ Portugal many people work from 9 a.m.____6 p.m.
5. Josito didn’t sleep _____ home last night.
6. Are going ____ the stadium to watch the match?
7. I’ll wait for you ____ the bus stop. We can go together.
8. Will you stay _____ your bedroom all afternoon?
9. I’m going ____ the cinema.
10. They went _____ that house over there.
F: Complete the sentences (conditional one)
1. If the alarm clock doesn’t ring, I _____________________ (be late).
2. If you’re late, you_________________________________ (miss the bus).
3. If he misses the bus, he ____________________________ (arrive late at

school).
4. If she arrives late at school, she _____________________ (be punished).
5. We will pass our exams if we _______________________ (work hard).

6. If I drink coffee at night, __________________________ (not sleep).
7. If the temperature drops below zero, the lakes and rivers

_______________(freeze).
8. They won’t be champions if they ________________ (not train every day).
9. He won’t be late if the alarm clock ____________________ (ring).
10. I get nervous if I _________________________________ (have an exam).
11. If he doesn’t catch the bus, he _______________________ (arrive late at

school).
12. If we don’t work hard _____________________________ (not pass our

exams).
G: Choose the correct word.
1. He doesn’t eat a lot of / much 4. Did you buy many / much cheese?
vegetable. 5. She earns lots of / many money.
2. He drank many / a lot of water. 6. Many / Much teenagers go to school in
3. He visited much / many African Mozambique.
countries.
H: Complete the table making adverbs from the adjectives given.
Adjectives Adverbs
beautiful beautifully
kind Section 4: writing

loud Choose one of the topics and write a paragraph about it.
silent 1. Give an account of how a funeral, a wedding, a birth

ceremony or initiations rites are conducted in your
fast
community.
slow
2. Make a list of ten things forbidden in your
wise community, explaining why they are forbidden.
When you finish doing the exercises, compare your answers with the ones in the
feedback. If you got more than 80% of correct answers, you are doing well. If
you still have difficulties in some contents of this unity, study them again and
then do the exercises one more time. Remember that before doing the unity
activities, you need to go through the contents of the unity.

FEEDBACK
Section 1: reading and comprehension
A: 1. No, each tradition has its own way. 2. They are supposed to go around
the community informing about the day of the funeral. 3. It is about the coffin
and the food to be served at the funeral.
4. Tea, sugar and cassava. 5. No, children under 12 are not allowed. 6. In
girl’s funeral, they slaughter a sheep. 7. They use eggs if the deceased are
twins. 8. The close relatives of the deceased.
9. No, they can’t. 10. A witch doctor.
B: vocabulary
1. funeral 2. community leader 3. breakfast 4. slaughter 5. bald
Section 2: Grammar
A: 1. I went to Tete last month. 2. Tembe teaches English in Beira. 3. Inacia

has cooked fish recently.
4. Nelson saw MC Roger yesterday. 5. Angela won the lottery last year.
B: 1. Why 2. How 3. Where 4. What 5. Where 6. When
C: 1. wrote 2. did 3. saw 4. cooked 5. has worked 6. have

never been

D: 1.have you lived 2. has been 3. have known 4. has lived
5. works 6. I have just bought it 7. has run
E: 1.in, in 2. at, in 3. to 4. in, to 5. at 6. to 7. at 8. in 9.

to 10. Into
F: 1. will be late 2. will miss the bus 3. will arrive late at school 4.
will be punished
5. work hard 6. I don’t sleep 7. freeze 8. don’t train every
day
9. rings 10. have an exam 11. will arrive late at school 12.
won’t pass our exams
G: 1. a lot of 2. a lot of 3. many 4. much 5. lots of 6. Many
H: sad – sadly loud – loudly silent – silently fast – fast slow – slowly
wise - wisely
Section 4: writing (tutor should correct the composition).


3 UNIT 6: SHOPPING
3
UNIT INTRODUCTION
6 Who doesn’t like shopping? Everybody like
going to a shop, market, supermarket to buy
something. Do you like shopping? Do you ask
for a discount? When we go shopping, there
are some expressions that we use, like: how
much does it cost? What is the price? Do you
have different colour? Here is your change….
It’s expensive / cheap… in this unit we are
going to talk about shopping, names of the
shops, how to make a list of shopping and
more things. Let us work!
Lesson 1: Reading: we buy paraffin oil at

the local market
Lesson 2: Bargaining products
Lesson 3: Complaining letter
Lesson 4: Countable and uncountable nouns
LEARNING OBJECTIVES
 Compare points of views; prices, culture, norms / ways of dressing.
LEARNING RESULTS
 Describe different types of shops and shopping places;

 Name items sold in different types of shops and shopping places;
 Describe different items (clothes, food, tools…) colour, size, shape;
 Ask and answer about different items (clothes, food…) availability, price,
discount, payments…
 Write simple letters and ordering goods.
TIME: 8 hours

LESSON 1: READING: WE BUY PARAFFIN OIL AT
THE LOCAL MARKET
INTRODUCTION
When you need to buy something, you go to a shop, market, supermarket, to a
place where you know that you will find it. If you want to buy a cell phone, you
should go to a cell shop and not to a bar. In this lesson, you will identify
different types of shop and what they should sell.
LEARNING OBJECTIVES
 Identify different types of shops and shopping places;
 Describe items sold in different types of shops and shopping places
TIME: 2 hours
Contents
6.1.1. Types of shops: Where do you buy bread? Where do you buy books?
Where do you buy clothes? Where do you buy meat? If you want to eat, where
do you go? Every item has its own shop. Now look at different shops:
Listen to the audio (types of shops)

If you want to buy bread, you go to the bakery; books – bookshop; meat –
butcher’s….
6.1.2. Comparison of what shops should sell
In Mozambique where do you buy paraffin? At the gas station, at the market
sometimes on the street. In some countries, you only buy it at gas station.
Beto is a student. He’s talking about places where he buys different things in
his community. Read and compare to what you do in your community.
Table 1
Place Things sold
Bakery / baker’s bread, oil, vegetable, scissors
Bar wine, shirts, dictionaries, lemons
Bookshop oranges, fish, grammar books, biographies
Liquor store whisky, fried fish, mangoes, rice
Butcher’s milk, tools, meat, ice
Cell shop mobile phones, tickets, chalk
Grocery / Grocer’s chargers, fruit, meat, vegetables
Hardware store hammer, iron, fishing hook, rabbits
Market clothes, tablets, brake fluid, soap, paraffin oil
Newsagent’s magazines, books, newspapers, exercise books

Vocabulary
Petrol station fuel, engine oil, water, petrol
Fishing hook –
Pharmacy / Chemist’s medicine, beer, food, condoms
anzol
Restaurant food, drinks, cakes paraffin oil –
petróleo
Clothes shop clothes, cameras, Hi-Fi, CDs
Fuel – combustível
Take-away fast food, chips, sausages, rice chips – batatas fritas
You sometimesnotice that some things are sold in wrong shop. Imagine buying
chalk in cell shop!!

Now let us see how it should be. In some countries, shops can only sell the
products that the shop’s licence allows. For example, aspirin is only sold at the
chemist’s; while, in Mozambique we can buy it in the market, take-away, etc.
Look at the table:
Table 2
Place Things sold
Bakery / Baker’s The place where we buy bread and cakes
Bar The place where you go to drink alcohol
Bookshop The place where you buy books
Liquor store The place where you buy alcohol
Butcher’s The place where you buy meat
Cell shop The place where you buy cell phones
Grocery / Grocer’s The place where you buy vegetables
Hardware store The place where you buy building materials
Market The place where you buy food stuff
Newsagent’s The place where you buy newspapers
Petrol station The place where you buy petrol, paraffin
Pharmacy /
The place where you buy medicine
Chemist’s
Restaurant The place where you go to eat
Clothes shop The place where you buy clothes
Take-away
The place where you buy food and take away
restaurant
The table above shows how it should be! Compare the two tables (table 1 and table 2)and you
will notice the differences, in table 1 a lot of things are sold in the wrong shop. For example,
in Beto’s community you can buy beer and food at Pharmacy but in table 2, you can buy
medicine at this place.

ACTIVITIES
Before doing these exercises, read the notes again, listen to the script.
A: Cross out the products that shouldn’t be sold in each shop (table 1). Write
sentences.
e.g. A bakery should not sell scissors, oil and vegetables.
________________________________________________________________
________________________________________________________________
________________________________________________________________
B: vocabulary
Where do buy the following items in your community?
1. vegetables I buy vegetables at the grocer’s. 2.fruit 3. books

4. fuel
Section 2: Grammar
REMEMBER: prepositions of place

- at the door / the airport / work / a party / 7 Machel Street
- in England / the kitchen / the school / Machel Street
- on the table / the wall / page 19 / the bus / the lake / the six floor
A: Complete the spaces using in, at or on.
1. We have internet access ____ work, but I don’t have a high-speed connection
____ home.

2. The children are learning about the Civil War _____ their History classes
____school.
3. Mariamo was ____hospital for two weeks after his motorcycle accident.
4. Gilberto and Gove saw dolphins ____the Ocean while they were having a
party ___ the beach.
5. Sofia loves to go camping ___ the desert, but Sandrinho prefers to camp ____
the mountains.
6. The conference was held ____a beautiful place ____ Pemba, a small city ___
the North of Mozambique.

FEEDBACK
A: A bar should not sell shirts, and dictionaries. A bookshop should not sell
oranges and fish.
A liquor store should not sell fried fish, mangoes and rice. A butcher’s should
not sell milk and tools. A cell shop should not sell tickets and chalk. A
grocery should not sell chargers and meat. Hardware should not sell iron and
rabbits. A market should not sell tablets, brake fluids and paraffin oil. A
pharmacy should not beer and food. A restaurant should not sell cakes. A
clothes shop should not sell cameras, Hi-Fi and CDs.
B: vocabulary
Where do buy the following items in your community?
1. vegetables I buy vegetables at the grocer’s.
2.fruit I buy fruit at the market.
3. books I buy books at the bookshop.
4. fuel I buy fuel at the petrol station
Section 2: grammar
1. at, at 2.in, at 3. In 4.In, at 5. In, in 6.in, in, in
done!

LESSON 2: READING
INTRODUCTION
Dear student, we sometimes want to buy something that we like but we do not
have enough money. Then we start to negotiate the price with the seller…we are
barging. In this lesson, we will study some expressions used when shopping,
how the payment is made.
LEARNING OBJECTIVES
 Discuss the importance of bargaining when shopping
 Talk about different types of payment
TIME: 2 hours
Contents
6.2.1.: Listen to the dialogue between the shopkeeper and Sandra.
Are you paying in cash or with a credit card?
Shopkeeper: Can I help you?

Sandra: Yes, I’m looking for a computer and I like that one. How much is it?
Shopkeeper: It’s 12,500Mts. Are you paying in cash or with a credit card?
Sandra: I haven’t brought any credit cards with me. Do you accept cheques?
Shopkeeper: Yes, and you can also pay by bank transfer or monthly instalments.
Sandra: I will pay by cheque. Any discount on the price?
Shopkeeper: Well, it will be 12,000Mts.
Sandra: Sorry, is VAT included?
Shopkeeper: Yes, madam. We can also deliver the computer at your address.
Sandra: Here is the cheque.
Shopkeeper: Thank you. What is your address?
Sandra: No thanks, I don’t need you to deliver it. I have my car outside.
Shopkeeper: Have a nice day.

Sandra: Bye
Vocabulary
credit card – cartão de crédito VAT- IVA delivery – entrega ao domicilio
monthly installments – prestações mensais
Sandra asked for a price reduction, do you think she is poor? Of course, no! she
wants to use her money wisely.
6.2.2. Shopping expressions
Now, pay attention to the expressions. Listen the script carefully.
Vocabulary
Stamps – selos fitting room – cabine para experimentar roupa
cash desk / till – caixa jumper – camisola suit – servir
coins - moedas receipts - recibos

Repeat the sentences while listening to the script and take notes. Now, you
know how to express yourself when shopping in English speaking countries.
ACTIVITIES
Read your notes; listen to the script before doing the exercises.
A: Answer the questions
1. What does Sandra want to buy? 5. What forms of payment are

2. How much does the computer cost? mentioned?
3. How is she going to pay for it? 6. Was VAT included in the price?
4. How much did she pay for the 7. How did she take the computer
computer? home?
8. Why was the shopkeeper asking
for Sandra’s home address?
Section 2: writing
Write a dialogue at the greengrocer’s, inserting the sentences below in the right
place.
Have you got any pineapples? How much is that then, please? Five
bananas, please.
Er…four red apples and four green apples. Can I have eight apples, please?
At the greengrocer’s
Woman: What can I do for you?

You: ________________________________________________
Woman: Red or green apples?
You: _________________________________________________
Woman: Here you are. Anything else?
You: __________________________________________________

Woman: Five lovely yellow bananas. Here you are.
You: __________________________________________________
Woman: Sorry, we haven’t got any pineapples today.
You: ___________________________________________________
Woman: That’s 65Mts.

You: Thank you. Bye-bye.
Woman: Bye-bye. Have a nice day!
Dear student, did you manage to do all exercise? Now, let us compare the
answers with the ones in the feedback.

FEEDBACK
A: 1. She wants to buy a computer. 2. It costs 12.500Mts. 3. By

cheque.
4. She paid 12.000Mts. 5. In cash, with a credit card, by bank transfer or
monthly installments.
6. Yes, it was. 7. She took it in her car. 8. Because he wanted to deliver the
computer there.
Section 2: writing
Can I have eight apples, please? Er…four red apples and four green apples.
Five bananas, please. Have you got any pineapples? How much is that
then, please?

LESSON 3: COMPLAINING LETTER
INTRODUCTION
Dear student,
Imagine that you bought a cell phone which only worked one day. How do you
complain? Orally or written? Well, some you can complain orally for example
if you are hungry…In some cultures it is not polite to complain. In this lesson,
we will read a complaining letter, see the structure. We are also going to revise
adjectives (unit 4 lesson 2) and adverbs (unit 5 lesson 1). Let us work!
LEARNING OBJECTIVES
 Read a complaining letter
 Write a complaining letter giving reasons of the complaint.
TIME: 2 hours
Contents
6.3.1. What should we do when we buy a computer and it just work for one
day? We should complain by writing a letter. Now, read this complaining
lettercarefully.

Bairro 16 de Junho
Nacala
Loja de Electrodomesticos
Baixa Maiaia 22nd September 2008
Dear Sir or Madam
I am writing to complain about the Nokia 5110 mobile phone you sold me last Tuesday
afternoon.
First of all, you told me that this mobile did not have problems with the network connection,
but it does; secondly you assured me that the earphones were new. I examined them, and they
are damaged. Thirdly and lastly you told me to contact you whenever I had problems, but your
shopkeeper ignored my complaint. I went to your shop yesterday and your shopkeeper refused
to see me, because, he said, this is the cheapest cell phone you sell at your shop, so you do not
accept any complaints about it.
I have spoken to an uncle who is a lawyer and a cousin who is a police officer and if you don’t
give my money back, I will take legal measures with their help.
I look forward to hearing from you shortly.
Yours faithfully
Salma Zainabo
As you can see, this is a complaining letter. When are writing this type of letter
you should :
include your name, address, and home phone number; make your letter brief
and to the point; include all important facts about your purchase, including the
date and place where you made the purchase and any information you can give
about the product or service.
6.3.2. Adjectives and adverbs (revision)

Do you remember what adjective is? What about adverb? Revise adjectives
(unit 4 lesson 2) and adverbs (unit 5 lesson 1).
Remember: adjectives Remember: adverbs
Comparative: tall – taller expensive – more slow – slowly immediate –

expensive immediately
Superlative: tall – the tallest expensive – the easy – easily scientific – scientifically
most expensive good - well
If you still have doubts, ask for help. Talk to your tutor about your difficulties.

ACTIVITIES
Revise the contents from previous given lessons and then do the following
exercises.
1. Where does Salama Zainabo live? 6. Did she go to the shop to complain?
2. Who is she writing this letter to? 7. Why did the shopkeeper refuse to see her?
3. When did she buy the mobile phone? 8. What does she need the manager to do?
4. Why is she writing the letter? 9. Who did she speak to?
5. What is the problem with the mobile 10. Why did she speak to these people?
phone?
Section 2: grammar
A: Fill in the gaps in the 2nd sentence with an adverb formed from the
adjective in the 1st sentence.
e.g. Matusse is happy. He smiles happily.
1. Vanessa is sad. She signs ___________________

2. The boy is loud. He shouts __________________
3. His English is fluent. He speaks English ____________
4. Our mum was angry. She spoke to us ______________
5. My neighbour is a careless driver. He drives ___________________
6. The painting is awful. He paints __________________
7. Langa is a wonderful piano player. He plays the piano ___________
8. This girl is very quiet. She often reads ___________ in her room.
9. She is a good dancer. She dances really __________.
10. This exercise is simple. You ______ have to put one word in each space.

Dear student, did you manage to do all exercise? Now, let us compare the
answers with the ones in the feedback.
FEEDBACK
1. She lives in Bairro 16 de Junho, in Nacala. 2. to the owner of the shop

where she bought her cell phone. 3. She bought it on Tuesday last week.
4. She is writing this letter to complain about the cell phone. 5. The network
connection doesn’t work and the earphones are damaged. 6. Yes, she did.
7. Because it is a cheap cell phone and they don’t accept any complaints for that
kind of cell phones. 8. To give her money back. 9. She spoke to her uncle
who is a lawyer and to her cousin who is a police officer. 10. So that they
could act if the manager doesn’t return her money.
Section 2: grammar
1. sadly 2. loudly 3. fluently 4. angrily 5. carelessly 6. awfully 7.

wonderfully
8. quietly 9. well 10. simply

LESSON 4:COUNTABLE AND UNCOUNTABLE
NOUNS
INTRODUCTION
Dear student,
You know the words fish, mango, banana, house, car, water, oil, sugar,
etc.…we call nouns. Can we count all these nouns? No, we can’t. Some are
countable (we can count) and others are uncountable (we cannot count). In this
lesson, you will learn about these nouns and how to make a shopping list.
LEARNING OBJECTIVES
 Write a shopping list
 Identify countable and uncountable nouns
TIME: 2 hours
Contents
6.4.1. Before you go shopping, it is good to decide of what to buy. So, it is

better to make a shopping list. Now, let us see an example of a shopping list.
Listen to the script.
Listening and reading

Rosemary and McWilliams live in Cabo Delgado. They do their shopping once
a month. Before they go shopping, they write down what they are going to buy
to help them.
They don’t buy things that they do not need. Here is their last month’s shopping
list:
1/2 kg of salt
1 sack of potatoes
1 tin of milk
4 tins of baby milk
5 kg of dried fish
5 kg of carrots
5 litres of coconut cooking oil
5 kg of rice
100Mts of firewood
2 litres of lemon juice
3 kg of peanuts
10 spices
2 kg of washing powder
3 tubes of toothpaste
2 toothbrushes
2 kg of butter
Do you make a shopping list? What are advantages of having a shopping list?
6.4.2.Countable and uncountable nouns (look at picture1)
a) Countable nouns can be plural.
Singular Plural
an apple
Some apples
a pear (a) few eggs
a lot of onions
one carrot six carrots
a sausage 100g of sausages
b) Uncountable nouns have no singular or plural.
Some milk
(a) little cheese
A lot of meat
100g of coffee
A bottle of oil
Picture 1

Picture 2

Remember to study unit 5 lesson 2 to see which quantifier goes with each of
nouns (look at picture 2 above)

ACTIVITIES
Revise the contents from previous given lessons and then do the following
exercises.
Section 1: Comprehension
Look at the shopping list and complete the table according to it.
Quantity Article
Carrots
coconut cooking oil
dry fish
Firewood
lemon juice
Milk
Rice
Potatoes
Salt
tin of baby milk
Section 2: grammar
Complete the spaces using: 100g of, a lot of, some, some, a bottle of, a few,
six, a little, some, a few.

1. I’ve had _____ drinks but I’m not drunk. 6. Do you want _____ lemon juice? It’s very
2. Sorry, I would like ______ water. good.
3. I need _____ help. I’m a bit stuck. 7. Will you have ____ more ice-cream?
4. We will need _____ onions for the soup. 8. Could you spare me _____ minutes?
5. There weren’t many people there. Just 9. There are ____ eggs in the fridge.
____. 10. Go to the butcher’s and buy___ meat.

FEEDBACK
Section 1: comprehension
5 kg of; 5 litres of; 5 kg of; 100Mts of; 2 litres of; 1 tin of; 5 kg; 1 sack of, 1/2
kg of; 4 tins of
Section 2: grammar
1. a few 2. Some 3. A little 4. Six 5.a few 6. A bottle of 7. Some

8. Some 9. A lot of 10. 100g of

UNITY ACTIVITIES
Dear student, before doing this test, study again the contents of unit 6. You can
ask for help to your tutor to clarify the doubts and difficulties. The preparation
tests will help you to prepare for the final test at the end of this module. Let us
work!
Section 1: reading comprehension
Read this advertisement
LAGRIMAS DO LEAO
Have you ever been to a shop where you pay for one item and
take another one for free?
This coming Friday, you will see with your own eyes!
Come to our shop and witness it! See you here, then!
Kitchen Sitting room Bedroom
Kettles TVs Beds
Stoves Armchairs Mattresses
Cookers DVD players Pillows
Freezers Video players Bed sheets
Fridges Cupboards
Clothes Electronic appliances Tools
Shirts, suits and ties Cameras Pliers
Underwear CD players Scissors
Shorts Computers Hammers
Shoes and tennis shoes
WHO can beat our prices?

We are the best because nobody around here can beat our prices!
National road, near Vilanculos, Inhambane

Vocabulary
kettle – chaleira armchair – poltrona, sofá
cooker – fogão suit – fato pliers - alicates
Comprehension: complete the table
List five items List five items List five items List three items
you can buy from you can buy from you can buy from you can buy from
the kitchen the clothes the sitting room the electronic
section section section appliances section
Section 2: Grammar
A:Decide whether these nouns are countable (C) or uncountable (U)
Example: The bread that my mother makes is delicious! U
1. The children are playing in the garden. ….. 2. I don’t like milk.
….
3. I prefer tea. ….. 4. Scientists say that the environment is

threatened by pollution. ….
5. My mother uses butter to prepare cakes. …… 6. There are a lot of windows

in our classroom…..

7. We need some glue to fix this vase. …. 8. The waiters in this restaurant
are very professional. …
9. My father drinks two big glasses of water every morning. ….
10. Drivers must be careful; the road is slippery….. 11. I would like some
juice please!
12. Dehydrated babies must drink a lot of water. ….
B: Put much, many or a lot of before the words.
1._________ food. 2. ______ evenings. 3. _______ sugar. 4. ______

money.
5. _______ women. 6. ______ children. 7. ______ time. 8. ______

bananas.
9. ______ friends. 10. ______ balls. 11. _____ books. 12. ______
salt.
C:Complete the sentences with some and any.
1.Tony bought ____________oil.
2. The oranges were not interesting so I didn’t buy _________________.
3. Do you need ___________help at the moment?
4. There are ____________________ beautiful girls in my class.
5. I need ____________ water to cool my body temperature.
6. Would you like ________ coffee?
7. Oh, I am sorry I forgot that I do not have ____________ bread.

Section 3: writing
Imagine that this shop (advertisement section 1 – reading) is in your

community. What six items would you buy? Why?
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
Now, when you finish the exercises compare your answers with the ones in the
feedback.If you have some difficulties, study again thecontents. You can ask for
more explanation to your tutor.

FEEDBACK
Section 1:reading comprehension
Kitchen section: kettles, stoves, cookers, freezers, fridges

Clothes section: shirts, ties, underwear, shorts, shoes( or others items)
Sitting room section: TV, armchair, DVD players, video player, cupboards
Electronic appliances: camera, CD player, computers, Stoves, Cookers
Section 2: Grammar
A: Countable / Uncountable
1. C 2. U 3. U 4. C 5. U 6. C 7. U 8. C 9. C 10. C
11. U 12. U
B: 1. much 2. many 3. much 4. much 5. many 6. many
7. much 8. many 9. many 10. many 11. many 12. much
C: 1. some 2. any 3. some 4. some 5. some 6. any
Section 3: writing
I will buy a TV because mine is broken…
I will buy …because…..

MODULE REVIEW
Dear student, you have finished to study the contents of this module . Now you
are going to do this test as preparation for the final test at the end of the two
modules. In order to achieve good results, you need to revise the contents, the
exercises, the key answers and listen to the scripts, study with your colleagues.
Do you have doubts in some topics? Ask for help to your tutor at CAA. Take
time to read the questions. Then compare your answer with the ones in the key
answer. Let us work!
My grandfather’s house and his daily activities
Hello, this is Tonecas again. I am here to tell you about my grandfather’s

beautiful house. Do you remember my grandfather, Mr Mucele? He lives in
very beautiful reed house located on the outskirts of Nampula. It has got three
bedrooms, two sitting rooms, one kitchen and two toilets. The kitchen and the
two toilets are outside the house. The pantry is near the kitchen.
My grandfather’s house has also got a big garden with many different types of
flowers. There are some fruit trees around my grandfather’s house. You find
pawpaw trees, lemon trees, orange trees and big mango trees there. Inside the
fence, there is a well which the neighbours use to fetch water in the morning
and in the evening.
My grandfather’s house does not have electricity. He uses candle lights and
torches. My grandfather raises some domestic animals like rabbits, chickens,
ducks and goats.
He always gets up very early. First he cleans the house, and then he sweeps his
bedroom while my grandmother prepares breakfast. After that, they have

breakfast together. My grandfather is very good at sweeping, and my
grandmother is very good at cooking.
Vocabulary
reed – bambu, cana outskirts – arredores
pantry – despensa candle lights – velas
fence – vedação neighbours – vizinhos
well – poço
A: Comprehension: answer the questions
1. Where does Mr Mucele live? 7. What other things can you find
2. What is Mr Mucele’s house made of? inside Mr Mucele’s fence?
3. How many bedrooms are there in the house? 8. What animals does he raise?
4. Where is the pantry? 9. What does Mr Mucele do
5. When do the neighbours come to fetch water? before breakfast?
6. What fruit trees can you see in Mr Mucele’s 10. What does Tonecas’s
garden? grandmother do?
B: vocabulary
Which word does not belong to the group?
1. grandfather grandmother Mother house

2. kitchen toilet Bedroom chair
3. cleaning sweeping Watering beauty
4. lights candles Sweets torches
5. breakfast lunch Snack bread
Section 2: grammar
A: Choose and underline the correct form of the verb. Present Simple or
Present Continuous
Example: He is studying / studies French at the moment.

1) She is working / works on Saturdays.
2) My father is going / goes to Tete every month.
3) Oh, lovely! You’re wearing / wear your new dress.
4) They aren’t watching / don’t watch TV on Saturday evenings.
5) Look! The cat is sleeping / sleeps on the bed.
6) Are you going out / do you go out on Fridays?
B: Write Yes / No questions for these sentences.
Example: Sara went to the church. Did Sara go to the church?
1. I like oranges. _______________________________________________

2. They played well. ____________________________________________
3. I am a teacher. _______________________________________________
4. He read the book yesterday. ____________________________________
C: Fill in the gaps with one of the articles: a, an.

1. Lucena is ______ businesswoman. 2. She works _____office.
3. I met ____ man last night. 4. Paulo lives in ____ old flat with
his brother.
D: complete the sentences with sequence markers first, then, after that and
finally.
…. I have dinner, …. I clean my teeth and …. I dress my pyjamas; …. I go to
bed.
E: complete with a / an / the.
1. This morning I bought a newspaper and …... magazine. …… newspaper is

in my bag but I don’t know where I put ……. magazine.

2. I saw …… accident this morning. ……. car crashed into ……… tree. ……..
driver of ……… car wasn’t hurt but ……. car was badly damaged.
3. There are two cars parked outside: ……. blue one and …………. grey one.
…………...blue one belongs to my neighbours; I don’t know who is ……….
owner of ………...grey one.
4. My friends live in ……… old house in………. small village. There is

………. beautiful garden behind ………... house. I would like to have
…………garden like that.
5. There is ………. good film at ………...cinema. …….. film is about ……….

robbery.
6. Odete has ……… dog and ………. cat. ………. dog is nice but ……….cat
doesn’t like me.
7. Jaime is ……... old friend. He plays ……. guitar and he enjoys going to
…………...cinema.
8. Excuse me, where is ……bus station, please? I am going away

for………...week in September.
9. We had dinner in ……most expensive restaurant in town.
10. My daughter has ……… excellent job but my son can’t find … ………. job.
He wants to join ………. army.
F: Complete the dialogue using can, can’t, could or couldn’t.
Cossa: ________ you speak English?
Maria: Yes, I _______. I’m learning English at school.
Cossa: _____ you speak English when you were five years old?

Maria: No, I ______.
Cossa: Well, my father________, because he was born in South Africa. He also

speaks other
Foreign languages.
Maria: Which ones?
Cossa: Well, he ______speak and write French fluently. And he’s learning
Mandarin, which is a very difficult language. Can you speak French?
Maria: No, I _______. Oh, the bus is coming. I am going to the bookshop to
buy an English dictionary.
Cossa: _______ I go with you?
Maria: Of course, you __________.
G: Complete with may or might.
1. ______ I close the door? 3. I _____ move to Portugal. My father

is working there.
2. They _____ arrive home late.
4. _____ I take a photo of you?
Section 3: Writing
Imagine that you are going to interview your colleague about the importance of
learning English. What questions would you ask him / her? Write 8 questions
using wh question word.
Name…? how old…? Where …from? Where …learn English? How many …?
What…do at weekends? How … go to school? Why…learning English?

________________________________________________________________
________________________________________________________________
________________________________________________________________
Dear student, when you finish doing the test compare your answers with the
ones in the key answer.
Feedback
1. He lives in Nampula. 6. You can see orange trees, lemon trees,
2. It is made of reed. pawpaw trees and mango trees.
3. There are three bedrooms. 7. A well.
4. It’s near the kitchen. 8. He raises rabbits, chickens, ducks and goats.
5. In the morning. 9. He cleans his house.
10. She cooks.
B: vocabulary
1. house 2. chair 3. beauty 4. sweets 5. bread
Section 2:
A: 1) works 2) goes 3) wearing 4) don’t watch 5) sleeping 6) do you

go
B: 1. Do you like oranges? 2. Did they play well? 3. Are you a teacher? 4. Did
you read the book yesterday?

C: 1. a 2. an 3.a 4. an
D: First I have dinner, then I clean my teeth and after that I dress my
pyjamas; finally I go to bed.
E: A: a / an or the
1. a / The / the 2. an / a / a / The / the / the 3. a / a / The / the / the
4. an / a / a / the / a 5. a / the / The / a 6. a / a / The / the
7. an / a / the 8. the / a 9. the 10. an / a / the
Section 3: writing 1. What is your name? 2. How old are you? 3. Where
are you from? 4. When did you start learning English? 5. What do you do at
the weekends? 6. How do you go to school? 7. How many times do you study
English per week? 8. Why are you learning English?
Many people have different perceptions about jobs and the necessaryrequisites.
Read what some people say about their jobs.
Pictures of professions: shopkeeper, bartender / barman, CD seller, peanuts

seller
’Hello, my name’s Nene. I’m a shopkeeper. To be a shopkeeper you need to be

patient. Many clients try clothes and don’t buy them. The prerequisites to be a
good shopkeeper are to always be in good mood, to be friendly and show your
teeth!’

‘Hi, my name’s Tomama. I work in that restaurant over there. To be a bartender,
you need to always be prepared to fight and argue with customers. Some
customers drink a lot and don’t want to pay. Well, I do it because I haven’t got
anything else to do…’
‘Hello, my name is Maria Escandalosa. I sell peanuts in the street. It is a good

job, but Isometimes spend a whole day without selling one single peanut. The
prerequisites for this job are being friendly and very clean.’
‘Hi people, my name is Leo. I sell CDs, cassettes, video players and radios. To
run this business, you need to be strong. People come and play tricks. You have
to be prepared for complaints every day.’
Vocabulary
Play tricks – enganar
Complaint - queixa, reclamação
A: Checking your vocabulary – cross the word that does not belong to each
group.
1. bakery, bank, pharmacy, shoes, market

2. cheque, instalment, cash, debt, credit card
3. receipt, invoice, ticket, estimate
4. T-shirt, coat, water, pullover, socks
B: Find the odd one out and say why it is odd.
e.g. handsome ugly pretty Indian - Indian because it is a nationality

and the rest are adjectives.
1. France Canada Japan Hindi
2. green blue banana yellow

3. shirt blouse trousers book
4. radio mechanic electrician secretary
5. brother teacher sister father
6. eraser ruler pen fingers
7. arm face economist leg
8. sugar school mango orange
9. twenty twelve thirteen first
10. play dance head work
C: Complete the table.
Name Nene Tomama Maria Escandalosa Leo
Job?
Requisites?
Problems of the job?
Likes / Dislikes his /

her job?
Section 5: Grammar
A: Complete the following conditional sentences.
1. If there _________(be) some apples in the fridge, I _______ (make) some

apple juice.
2. If he ___________(get) here on time, we ________(go) to the cinema.
3. I ______________ (go) with you if you __________ (go) to the market.
4. I ______________(play) football if the weather __________ (be) good.

B: Insert the right reflexive pronoun :myself, yourself, themselves, herself and
himself.
1. She came out of the shower and she dried __________ with a towel.
2. When I look at __________ in the mirror, I’m frightened.
3. He cut _________ on a piece of broken glass.
4. They locked ___________ inside the room and stayed there.
5. Don’t hit __________ with that hammer, Sabão!
C: Join these sentences with: and, but, or, because or so. Write the complete
sentences.
e.g. Did you go out last night? Did you stay at home? Did you go out last
night or did you stay home?
1. I bought a newspaper. I didn’t read it. 2. We stayed at home. We told

stories.
3. She worked very hard. She passed her exams. 4. Go away. Don’t come
back again.
5. I saw Gabriel. He didn’t see me. 6. They lost the match. They did not play
very well.
7. He got up early. He started work immediately.
D: Complete with adverbs of frequency: often, always, never and sometimes.
1. I ________ have classes at half past six. 2. I ________eat without washing

my hands.
3. I _______ have Physical Education in the gymnasium. 4. I ______ go to the

market.
E: Complete the spaces using an and a.

1. I am_______engineer. 5. Eulalia is ______ economist.
2. Carlota is _______ teacher. 6. Sumburane is ____ adviser.
3. Eliseu is ________ pilot. 7. Naima is ______ director.
4. Madalito is ______ driver. 8. He is ______ student.
F: Insert the missing determiners: every, all, a lot of, many, no.
1. Dad, I am afraid there are ______ lemons in the freezer. I can’t make juice.
2. _______ child loves playing. 3. Many friends usually eat ______ sweets.
4. Are you going to eat ______ those mangoes alone? 5. I don’t know
______African languages.
G: Complete the paragraph using: a, no, some, each, every (2x) and all.
________house in this community has a big garden. But there are ________
flowers around the houses. There is ________kitchen outside __________
house. _________ house has a radio. ________ the bedrooms have two beds.
_______ of the houses have a TV set.
H: Match the adjectives with their opposites.
1. clean a. hot
2. cold b. safe
3. common c.negative
4. dangerous d. dry
5. good e. unhealthy
6. healthy f. slow
7. positive g. strong
8. quick h. uncommon; rare

9. weak i. dirty
10. wet j. bad
I: Match the tenses in A with their uses in B.
A. Verb Tenses B. Uses
1.Present simple a.Describes actions which happened in a finished time period.
2.Present continuous b.Describes habits, routines.
3.Past simple c.Describes actions which were in progress at a given time in the past.
4.Past continuous d.Describes activities happening at the time of speaking.
5.Present perfect e.Describes actions which happened at an indefinite time in the past (or
which started in the past and may continue in the present)
J:Complete the spaces using in, into, at and to.
1. The football game was ______ Tete _______ the local stadium
2. The concert was ________ Maputo.
3. People go _________ South Africa to find better jobs.
4. He shot the ball _______the basket.
5. ________ Mozambique students have classes from 6 a.m. __________ 12

a.m.
6. Ancha wasn’t ________ home yesterday.
7. Are you going ________ the cinema?
8. She just got ________ the house.

9. I live __________ 10 Mondlane Avenue.
10. I am going _______ Lichinga.
K: Choose the correct verb tense – present simple or present perfect.
1. Look, Faela eats / has eaten the whole chicken.
2. Laura eats / has eaten chicken every day.
3. Have you gone / Do you go to the cinema very often?
4. Have you seen / Do you see my new English textbook?
5. There haven’t been / aren’t many stars in the sky tonight.
6. It usually has not rained / doesn’t rain in May.
7. I have have visited / visit China recently.
8. I haveplayed / play tennis on Mondays.
Section 6: writing
Choose one of the following topics:
1. A shopping list 2. An advertisement 3.A letter of complaint
Dear student, take time do the exercises and feel free to check the notes. When
you have finished compare your answers with the ones in the feedback.
When you finish the preparation test compare your answers with the ones
inthefeedback. Pay attention in sections that you had more difficulties. Go back
to that lesson and study thecontentsagain. Then, you can dothe exercisesagain.
Keep practising what you have learned, you can use other material for your
study.

FEEDBACK
Section 4: vocabulary
A: 1. shoes 2. debt 3. ticket 4. Water
B: 1. Hind – is a language and the rest are countries 2. banana – is a fruit and
the rest are colours
3. book – is a book and the rest are clothes 4. radio -a device and the
rest are professions
5. teacher – is a profession and the rest are family members.
6. fingers – are part of human body and the rest are classroom objects.
7. economist – is a profession and the rest are parts of the body.
8. school – is a place where people study and the rest are food items.
9. first – is an ordinal number and the rest are cardinal numbers.
10. head – is a part of human body and the rest are verbs.
C: table
Name: Nene
Job: shopkeeper
Requisites : be patient, friendly, be in a good mood and smile a lot
Problems: people try clothes and don’t buy them
Likes / Dislikes…..
Name: Tomama
Job: bartender
Requisites: be preapred to argue and fight with customers

Problems: somecustomers drink a lot and don’t want to pay
Likes / Dislikes: dislikes
Name: Maria Escandalosa

Job: sell peanuts
Requisites: be friendly and clean
Problems: some days doesn’t sell a single peanut
Likes / Dislikes: likes
Name: Leo
Job: electronic appliances shop assistant
Requisites: be strong
Problems: people play tricks; be prepared for complaints
Likes / Dislikes: …
Section 5: Grammar
A: conditional sentences
1. are / will make 2. gets / will go 3. Will go / go 4. Will play / is
B: reflexive pronouns
1. herself 2. myself 3. himself 4. themselves 5. yourself
C: connectors: and, but, or,orso
1. but 2. and 3. so 4. and 5. but 6. because 7. and
D: adverbs of frequency: often, always, never and sometimes
1. always 2. never 3. sometimes 4. often

E: 1. an 2. a 3. a 4. a 5. an 6. an 7. a 8. a
F: 1. no 2. Every 3. a lot of 4. all 5. many
G: Every; no; a; each; Every; All; Some.
H: 1 – i 2–a 3–h 4–b 5–j 6–e 7–c 8–f 9–g

10 – d
I: 1–b 2–d 3–a 4–c 5–e
J: 1 – in …at 2 – in 3 – to 4 – into 5 – in ….to 6 – at 7 – to 8

– into 9 – at 10 – to
K: 1 – has eaten 2 – eats 3 – Do you go 4 – Have you seen 5–

aren’t
6 – doesn’t rain 7 – have visited 8 - play
It is important to revise the contents before each assessment. This is the end of
module 2. We hope that you have learned and understood all the contents.

LIST OF IRREGULAR VERBS
Infinitive Past simple Past participle Meaning
Be was / were Been ser / estar
Beat beat Beaten bater
Become became Become tornar-se
Begin began Begun começar / iniciar
Bite Bit Bitten morder / trincar
Bleed bled Bled sangrar
Blow blew Blown soprar / rebentar
Break broke Broken partir
Bring brought Brought trazer
Build built Built construir
Buy bought Bought comprar
Burn burned /burnt Burnt queimar
Can could ------ poder
Catch caught Caught apanhar
Choose chose Chosen escolher
Come came Come vir
Cost cost Cost custar
Cut Cut Cut cortar
Deal dealt Dealt lidar com
Dig dug Dug cavar
Do Did Done fazer
Draw drew Drawn desenhar
Dream dreamt Dreamt sonhar
Drink drank Drunk beber
Drive drove Driven conduzir
Eat Ate Eaten comer
fall fell Fallen cair
Feed Fed Fed alimentar
Feel felt Felt sentir
Fight fought Fought lutar

Find found Found encontrar
Fly flew Flown voar
Forbid forbade Forbidden proibir
Forget forgot Forgotten esquecer
Freeze froze Frozen congelar
Get got Got obter /receber
Give gave Given dar
Go went Gone ir
Grow grew Grown crescer
Hang hung Hung pendurar
Have had Had ter
Hear heard Heard ouvir
Hide Hid Hidden esconder
Hold held Held segurar
Keep kept Kept manter / conservar
Kneel knelt Knelt ajoelhar
Know knew Known saber
Lay laid Laid deitar
Lead Led Led liderar
Learn learnt Learnt aprender
Leave left Left deixar / partir
Lend lent Lent emprestar
Lie Lay Lain mentir
Light Lit Lit acender
Lose lost Lost perder
Make made Made fazer
Mean meant Meant significar
Meet met Met encontrar
Mistake mistook Mistaken enganar-se
Pay paid Paid pagar
Put put Put pôr
Read read Read ler

Ride rode Ridden montar /andar de
Ring rang Rung tocar
Rise rose Risen levanter-se
Run Ran Run correr
Say said Said dizer
See saw Seen ver
Seek sought Sought procurar
Sell sold Sold vender
Send sent Sent enviar
Sew sewed Sewn coser
Shake shook Shaken abanar
Shine shone Shone brilhar
Shoot shot Shot disparar / atirar
Show showed Shown mostrar
Sing sang Sung cantar
Sit Sat Sat sentar
Sleep slept Slept dormir
Smell smelt Smelt cheirar
Speak spoke Spoken falar
Spend spent Spent gastar / passar
Spill spilt Spilt entornar
Spread spread Spread espalhar
Stand stood Stood estar em pé
Swear swore Sworn jurar
Swim swam Swum nadar
Take took Taken levar
Teach taught Taught ensinar
Tear tore Torn rasgar
Tell told Told dizer
Think thought Thought pensar
Throw threw Thrown atirar
Understand understood Understood compreender

Wake woke Woken acordar
Wear wore Worn usar / vestir
Win won Won vencer / ganhar
Write wrote Written escrever
LIST OF REGULAR VERBS
Infinitive Past simple Past participle Meaning

ask Asked Asked perguntar
attract Attracted Attracted Atrair
bake Baked Baked Assar
brush Brushed Brushed Escovar
care Cared Cared Cuidar
clean Cleaned Cleaned Limpar
cook Cooked Cooked Cozinhar
dry Dried Dried Secar
drag Dragged Dragged Arrastar
enjoy Enjoyed Enjoyed gostar de
force Forced Forced Forçar
greet Greeted Greeted Saudar /
cumprimentar
happen happened Happened acontecer
hate Hated Hated Odiar
help Helped Helped Ajudar
hug Hugged Hugged abraçar / agarrar
taste Tasted Tasted Provar
vote Voted Voted Votar
kiss Kissed Kissed Beijar
laugh Laughed Laughed Rir
listen Listened Listened Ouvir

look Looked Looked Olhar
melt Melted Melted Derreter
mix Mixed Mixed Misturar
open Opened Opened Abrir
play Played Played jogar / brincar
squash Squashed Squashed Esmagar
start Started Started começar /iniciar
stop Stopped Stopped Parar
talk Talked Talked Falar
walk Walked Walked Andar
work Worked Worked Trabalhar
arrive Arrived Arrived Chegar
answer Answered Answered responder

BIBLIOGRAPHY REFERENCE
1. Barbara Webb, Communicating in English 10ª classe, Roberta Stein,

Moçambique, 1995.
2. Celestino Isildo, Inglês 8ª classe, Plural Editores, Moçambique, 2013.
3. Celestino Isildo, Inglês - livro do professor 8ª classe, Plural Editores,

Moçambique, 2009.
4. Daphne Paizee and Manuel Cabinda, Learning English – 9th Class, Longman
Moçambique, Moçambique, 2008.
5. Derek Strange, Communicating in English - 9ª classe, Sam Mtetwa,

Moçambique, 1995.
6. Diana Pye and Norman Whitney, Dream Team – Workbook 2, Oxford

University Press, United Kingdom, 2001.
7. INDE/MEC - Moçambique, Programa de Inglês – I Ciclo – Ensino

Secundário Geral
(8ª classe), INDE/MEC, Moçambique, 2008.
8. Justino Matola, Hilário Langa and Johannes Magombo, Inglês 10ª classe,
Plural Editores, Moçambique, 2013.
9. L.G. Alexander, Longman English Practice – for intermediate students,

Longman Group UK Limited, United Kingdom, 1990.
10. Norman Whitney, Dream Team – Student’s book – Starter, Oxford

University Press, United Kingdom, 2000.
11. Norman Whitney, Dream Team – Student’s book 1, Oxford University

Press, United Kingdom, 2001.

12. Raymond Murphy, English Grammar in Use, Cambridge University Press,
United Kingdom, 1994.
13. Trindade Nahara and Derek Strange, Communicating in English - 10ª classe,
Sam Mtetwa, Moçambique, 1995.

Moçambique: Módulo Da 8 Classe Inglês

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MÓDULO DA 8ª CLASSE INGLÊS 1

MÓDULO DA 8ª CLASSE INGLÊS 3

GRADE 8 MODULE INTRODUCTION .................................................................................. 6

4 MÓDULO DA 8ª CLASSE INGLÊS

MÓDULO DA 8ª CLASSE INGLÊS 5

6 MÓDULO DA 8ª CLASSE INGLÊS

MÓDULO DA 8ª CLASSE INGLÊS 7

8 MÓDULO DA 8ª CLASSE INGLÊS

MÓDULO DA 8ª CLASSE INGLÊS 9

10 MÓDULO DA 8ª CLASSE INGLÊS

Good morning / Good afternoon / Good evening

Informal greetings Hello / Hi

MÓDULO DA 8ª CLASSE INGLÊS 11

Practice the conversations again. Pay attention to the pronunciation!

Listen and repeat – script 2

Conversation 1: In this dialogue, Mrs. Cossa and Mr. Tembe introduce

Conversation 2: In this dialogue a teacher is introducing a new student to the

12 MÓDULO DA 8ª CLASSE INGLÊS

Conversation 3: In this dialogue, Sara is introducing Paulo to Mila.

1.1.3: Grammar focus

Remember: notice the differences between the two forms of introducing

MÓDULO DA 8ª CLASSE INGLÊS 13

14 MÓDULO DA 8ª CLASSE INGLÊS

A: Hello /Hi A: (your name). name? A: to meet you

B: Hi / Hello B: (name of you colleague) B: to meet you

MÓDULO DA 8ª CLASSE INGLÊS 15

“How many…?” “What’s your / brother’s / name?” “How old is your /

16 MÓDULO DA 8ª CLASSE INGLÊS

Cossa’s family tree

Now, listen and repeat the description of Cossa family tree:

MÓDULO DA 8ª CLASSE INGLÊS 17

1.2.3. Grammar focus

18 MÓDULO DA 8ª CLASSE INGLÊS

you Your Your mother…

he His His name is …

she Her Her bag is big.

This battery is heavy…its

We visit our friends after

they Their Their sister is a nurse.

MÓDULO DA 8ª CLASSE INGLÊS 19

II – Read the paragraph and complete the sentences. In some sentences

The Capenda family

a) Mr. Capenda is ___________ to Mrs. Capenda.

20 MÓDULO DA 8ª CLASSE INGLÊS

Take time to do the exercises. Read the notes again if necessary.

MÓDULO DA 8ª CLASSE INGLÊS 21

I – 1 A) My father’s name is Paulo

22 MÓDULO DA 8ª CLASSE INGLÊS

Pay attention to the pronunciation and follow the instructions.

MÓDULO DA 8ª CLASSE INGLÊS 23

Affirmative Negative Interrogative

I am I’m I am not I’m not Am I…?

He is He’s He is not He isn’t Is he…?

She is She’s She is not She isn’t Is she…?

It is It’s It is not It isn’t Is it…?

We are We’re We are not We aren’t Are we…?

Subject + verb + object Subject verb + not object

Verb + subject + object