Livro de Ingles

MR.
JOHN
S.CLUB TEACHING METHOD

FIRST TUTOR GUIDE FOR THE ENGLISH LEARNERS
BASIC ENGLISH LESSONS
Knowledge requires two percent (2%) of inspiration and ninety-eight percent (98%) of hard work!
FEBRUARY, 2017
INDEX
1…… ……………………………………..greetings and ways to bid farewell
2 …………………………………………..the English alphabet
3 …………………………………………..to ask for the meanings
4 …………………………………………..personal details
5 …………………………………………..to ask permission
6 …………………………………………..verb to go and to come (conjugation)
7 …………………………………………..days of the week and the months
8 …………………………………………..demonstrative pronouns and adjectives
…………………………………………….possessive adjectives/ pronouns
9 …………………………………………..prepositions of place
10 …………………………………………dictation
11 …………………………………………verb to have (conjugation)

12 …………………………………………how many and how much
13 …………………………………………adverbs of quantity
14 …………………………………………there + to be
15 …………………………………………to feel like and to have a mind
16 …………………………………………the family tree
17 …………………………………………the weather
18 …………………………………………verb to like (conjugation)
19 …………………………………………why, because and that’s why
20 …………………………………………dictation
21 …………………………………………the numbers (cardinal, ordinal, decimal, fractional)

22 …………………………………………clothes and colors
23 …………………………………………from now on
24 …………………………………………verb to think
25 …………………………………………from one’s angle/ as far as
26 …………………………………………the verb tenses /
27 ………………………………………….have ever and have never

28 ………………………………………….prepositions “since and for”
29 ………………………………………….the conditional tense
30 ………………………………………….dictation
31 ………………………………………….adverbs of frequency
32 ………………………………………….because of
33 ………………………………………….question tags
34 ………………………………………….the modal verbs
35 ………………………………………….to be (conjugation)
36 ………………………………………….(time) from now
37 ………………………………………….plural of the nouns
38 ………………………………………….the adjectives/ degrees of comparison
39 ………………………………………….so and neither
40 ………………………………………….dictation
41 ………………………………………….relative pronouns
42 ………………………………………….question words + ever
43 ………………………………………….coordinate conjunctions
44 ………………………………………….conjunctive adverbs
45 ………………………………………….used to
46 ………………………………………….
47 ………………………………………….
48 ………………………………………….to be in need of, to be lacking and for lack of
49 …………………………………………the phrasal verbs
50 …………………………………………dictation
51………………………………………….to suppose
52………………………………………….how + adjective
53 …………………………………………any and some
54 …………………………………………size and shapes
55 …………………………………………would rather, had better
56 …………………………………………the adverbs of manner
57 ………………………………………....report speech
58.………………………………………...active and passive voice
59…………………………………………had hardly
60…………………………………………dictation
61…………………………………………to dawn on one that
62 ………………………………………....present continuous and simple
63 ………………………………………....future tense
64 ………………………………………....prepositions “ to, in, on, at”
65 ………………………………………....the more … the more

66 ………………………………………....although and despite
67 ………………………………………....even
68 ………………………………………....in case
69 ………………………………………....the address
70 ………………………………………....dictation
71 ………………………………………....all round
72 ………………………………………....the idioms
73 ………………………………………....to wish
74 ………………………………………....like and as
75 ………………………………………....apostrophe
76 ………………………………………....in the early + time
77 ………………………………………....prepositions “ beyond, back/ for/ up + ward
78 ………………………………………....each and every
79 ………………………………………....composition
80 ………………………………………....to get
1st lesson
summary: Greetings and ways to bid farewell
GREETINGS
•hi/hello/hey
•Good morning! — From midnight up to midday
•Good afternoon! — From midday up to 6 (six) o’clock sharp pm.
•Good evening! — From 6 (six) o’clock sharp pm up to midnight.
•Good day! – For all day long.
DIALOGUE
A: good morning! A:good afternoon!

B: good morning, how are you? B: good afternoon, how are you?
A: I am fine and you? A: I am bad/ I am so-so, and you?
B: I am also fine. /I am fine too/ me too (inf.) A: I am fine.
A: hi, I am john. What’s your name?

B: my name is Vera. It’s nice to meet you!
A: nice to meet you too! / Nice to know you!
TO ASK FOR PERMISSION
Student: excuse me, may I come in? Student: excuse me, can I go out?
Teacher: come in. how are you? Teacher: yes, you may.
Student: I am fine and you?
Teacher: I am also fine.
Student: excuse me, may I get in?

Teacher: get in. are you fine?
Student: yes, I am and you?
WAYS TO BID FAREWELL
*bye bye! (inf.) *catch you later! (Slang)

*goodbye! *piss out! (Slang)
*see you! *smell you later! (Slang)
*see you later! (inf.)
*see you soon! (inf.)
*Farewell!
*have a good day!
*so long! (inf.)
2nd lesson
summary: the English alphabet
The modern English alphabet consists of twenty-six (26) letters, including five (5) vowels and twenty-one (21)
consonants. All of them have upper case and lower case letters:
A-ei B-bi C-ci D-di E-I F G-dgi H-eitch I-ai
J-djei K-quei L M N O-ou P-pi Q-quiu R-ar
S T-ti U-yu V-vi W-deiblion X-eks Y-way Z-zet
In written English, there are almost twenty-six (26) common consonant digraphs (consonants that blend together
forming a single sound). They are also known as consonant blends or consonant clusters. They are:
Bl – blank Br – brain Ch (= tch) – chair Cl – claim Cr – crazy Dr – drink

Fl – flag Fr – freak Gl – glad Gr – grace Pl – please Pr – pray
Ph (=f) – phone Sc- science Sh (=x)- shy Sk – sky Sl – slim Sm – small
Sn – snake Sp – speak St – still Sw – swim h (= d/f)- that/think
Tr – trick Tw – twin Wr -wright
The letter k, blending together with the letter n (kn), is commonly soundless; the same with the consonant clusters
gh preceding t: know/knowledge. Right / bright/etc
The same happen with the vowels, like:
Ea (i)- easy / freak/ etc

Ie (i) – believe/chief/etc
Oa (o)- foam/ croak/etc
and many others.
ANWER THE FOLLOWING QUESTIONS:
*how do you spell your name? — It is…

*how do you spell the word right? —
*how do you spell the word bible? —
*how can you pronounce the word great? — It is…
*how can you pronounce the word freak? —
*how can you pronounce the word belief? —
3rd lesson
summary: to ask for the meanings.
In English, there are different ways to ask for the meaning of a word or expression such as:
•What is the meaning of (—)?

•What does (—) mean?
•How can you say (—)?
•What is the English for (—)?
Whenever we use each of the expression above, we are obliged to specify the language in which we want to know
the meaning of the word or expression:
*what is the meaning of “caderno” in English? (= the meaning in English)

_ caderno in English is…
_ the meaning of caderno in English is…
*what is the meaning of “ quadro preto” in English?

_
_
*what is the meaning of “eraser” in Portuguese?
*what does “book” mean in Portuguese?

_ Book in Portuguese is…
_it is … in Portuguese.
*what does “bench” mean in Portuguese?

_
_
*what does “S-club” mean?

_
_
*how can you say “interessante” in English?

_ Interessante in English is…
_ it is…
*how can you say “one good turn deserves another” in Portuguese?
_
_
*how can you say “I am scared stiff” in Portuguese?

_
_
*what is the English for “aluno”?

_ the English for aluno is…
_ it is…
*what is the French for “my friend”?
_
4th lesson
summary: personal details
Personal details are referred to individual identification. Such as given name, family name, address, contacts,
place of birth, nationality, gender, marital status, and many other personal information.
Below we have some basic questions included to individual information. Ask to your next:
1-What is your (given) name?

_ My name is…
2-What is your surname/ family name?

_ My surname/ family name is…
3-where do you live?

_ I live in…
4-where are you from? (place of birth)

_ I am from…
5-what nationality are you?

_ I am…
6-what do you do?

_ I am…
7-when were you born?

_ I was born in 19…/20…
8-how old are you?

_ I am … years old.
9-what is your marital status?

_ I am □ married; □single/bachelor/ Bachelorette; □ widower/widow; □divorced
WRITE A PARAGRAPH LIKE THIS ABOUT YOURSELF
My name is Aurelio and my family name is Mondlane; I live in Patrice-lumumba, I am from Maputo, I am
Mozambican, I am student at Manhanga secondary school. I was born in 1993, I am 24 years old and I am single.
5th lesson
summary: to ask for permission
Whenever we want to use or do something whose we can possibly be banned of, it is socially and morally polite to
ask permission before using or even doing it. We can do it using the expressions like:
*can I (inf.) …
*may I … *do you mind if I …
*would you mind if I … *is it okay if I (inf.) …
*would it be alright if I (inf.) … *do you think I could …
*could I please …
The answers can be positive (never mind/ you are welcome/ please feel free/ no problem/ yes, please (do)) or
negative (no, please don’t/I am sorry but that is not possible/ I am afraid, but you can’t)
DIALOGUE AT SCHOOL
Student: excuse me, could I please get in?

Teacher: yes, please get in. how are you?
Student: yes, I am. How about you?
Teacher: I am a bit cough.
Student: excuse me, may I come in?

Teacher: yes, come in. are you fine?
Student: I am fine and you Sir?
Student: excuse me sir, would you mind to repeat?

Teacher: I am sorry but that is not possible. We are over the time.
Colleague: do you think I could use your red pen?

You: sure, have it!
Student: would it be alright if I went out?

Teacher: please feel free.
Surely if one arrived late at school, would be polite if they apologized for arriving over the time or for troubling the
others.
They can use the expression like:
…Sorry to be late…
…Sorry to come late…
…Sorry to be behind schedule…
…Sorry for troubling you…
…Sorry to bother you…
… may I get in?

…do you mind if I come in?
… can I step in? (inf.)
… is it okay if I set my foot in?(inf.)
6th lesson
summary: verb to go and to come
“TO GO” - CONJUGATION
Present simple past simple future simple conditional simple
I I I I
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they
AFFIRMATIVE SENTENCES NEGATIVE SENTENCES
•where are you going?

_ I am going to school. _ I am not going to school.
_ I am going to the church. _ I am not going to the church.
_ I am going home. _ I am not going home.
_ I am going to the market/shop. _
_ I am going to the cinema. _
_ I am going to the library. _
_ I am going to (the) hospital. _
_ I am going to the pharmacy. _
_ I am going to S.club. _
INTERROGATIVE SENTENCES
To form the interrogative sentences we always start with the auxiliary verb “to be”, in present, (did) in past, and
(will) in future:
_ are you going to school? — Yes, I am. / No, I am not.

_ are you going to the church? —
_ is she going home? — Yes, she is. / No, she is not.
_ is your brother going to hospital? —
_ did you go to the market? — Yes, I did. / No, I didn’t
_ did you go to the job? —
_ Will you go to S.club? — Yes, I will. / No, I will not
_ will you go to the library? —
Raise questions alike to your next:

_ are you going to school? — No, I am not. I am going to the church.
_ are you going home? — No, I am mot. I am going to the pharmacy.
“TO COME” – CONJUGATION

I I I I
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they
•where do you come from?

_ I come from home. _ I don’t come from home.
_ I come from cemetery. _ I don’t come from cemetery.
_ I come from clinic. _
_ I come from bank. _
_ I come from police-station. _
_ I come from bus-stop. _
_ I come from south-Africa. _
_ I come from beach. _
_ I come from city. _
With the verb “to come”, the auxiliary verb is (do/does) in present, (did) in past and (will) In future:
_do you come from church? — Yes, I do. / No, I don’t.

_ does she come from market? — Yes, she does. / No, she doesn’t.
_ Do you come from job? —
_ did you come to my party? —
_ did you come alone? —
_ will you come together? —
_ will you come to visit me? —
Raise questions alike to your next:

_ do you come from cemetery? — No, I don’t. I come from hospital.
_ Do you come from library? — No, I don’t. I come from clinic.
APPLICATION EXERCISE
Rewrite the following sentences in:
Present simple affirmative present simple negative

_ I am going to the church alone. _ I am not going to the church alone.
_ My father is going to the job. _
_ They come together. _
_ She comes with her friend. _
_ He comes with us to see Juliet in hospital. _
_ We are going to play football. _
Past simple affirmative past simple negative

_ I went to the church alone. _ I didn’t go to the church alone.
_ _
_ _
_ _
_ _
_ _
Future simple affirmative future simple negative

_ I will go to the church alone. _ I will not go to the church alone.
_ _
_ _
_ _
_ _
_ _
Present simple interrogative past simple interrogative

_ are you going to the church alone? _ did you go to the church alone?
_ _
_ _
_ _
_ _
_ _
Past simple interrogative

_ will you go to the church alone?
_
_
_
_
_
7th lesson
summary: days of the week and the months
Week is a period of seven days composed by five working days and the last two days make up a “weekend”. But
before the days of the week, it is necessary to see some adverbs of time first, such as:
*today *tomorrow *yesterday *before yesterday *after tomorrow
DAYS OF THE WEEK
*Sunday *Monday *Tuesday *Wednesday *Thursday *Friday *Saturday
Note that Saturday and Sunday make up a weekend. If one has a day off on Friday, usually say that has or had a
long weekend.
ANSWER THE FOLLOWING QUESTIONS
•what day of the week is it today? — Today is Monday / it is Monday

•what day of the week was it yesterday? —
•what day of the week will it be tomorrow? —
•what day of the week was before yesterday? —
Ask to your next the following questions:

_ did you go to the church on Sunday? — No, I didn’t. I will go on Tuesday.
_ did you go to school on Monday? — No, I didn’t. I went on Friday.
_ Do you come from hospital? — No, I don’t. I will go tomorrow.
_ Will you go to the beach on Saturday? —
THE WEEKEND
•how did you spend the weekend? •how was your weekend? (inf.)
_ I spent the weekend very well/ bad _ it was bad. _ it was good.
•where did you spend the weekend? _it was excellent. _it was a marvel.
_ I spent the weekend at home/church. _it was a success. _it was too sad.
_ I spent the weekend at my uncle’s. _it was brilliant. _it was a disgrace.
_ I spent the weekend at hospital/ at beach. _it was as I expected. _it was normal.
•with whom did you spend the weekend?

_ I spent the weekend with my relatives. / Family.
_ I spent the weekend alone.
_ I spent the weekend with my friends.
_I spent the weekend with some colleagues.
THE MONTHS
*January *February *March *April *May *June *July *August *September

*October *November *December
ANSWER THE FOLLOWING QUESTIONS:
•what month are we? — We are on…

•when is your birthday? — it is on…
•when is valentine’s day? —
•when did the first president of FRELIMO pass away? —
•when is national woman’s day? —
•when is national Independence Day? —
•when is agreement of lusaka’s day? —
•when is national heroes day? —
•when is Moeda massacre’s day? —
8th lesson
summary: demonstrative pronouns and adjectives/ possessive pronouns and adjectives
Demonstratives indicate where the object, event or person is in relation to the speaker. In English there are four (4)
demonstratives distinguished between demonstrative adjectives (= demonstrative determiners) and
demonstrative pronouns (= independent pronouns):
A demonstrative adjective modifies a noun, and a demonstrative pronoun replaces a noun.
Demonstratives differ according to number (plural or singular), distance (far or near):
singular Plural
Near this These
Far That those
E.g. this is pen. _That is book. _these are exercise-books. _Those are my friends.
*in singular, we commonly use the indefinite articles (A/AN) before nouns. Sometimes the object is unknown
unless it is physically identified.
The indefinite article A is used before all the singular nouns introduced by consonants, and AN, is placed before all
the singular nouns introduced by vowels.
E.g. this is a pen. _that is a book. _ this is an eye. _That is an orange.
Note that when the vowel U makes a consonant sound, the article A is used:
e.g. a university. _a uniform.
*what is this? *what is that? *what are these? *what are those?
_this is a chair. _ _ _
_ _ _
*is this an eraser? *are those dogs? *is that a cat?

Yes, it is. _ _
_no, that /this is a rubber. _ _
Note the difference between demonstrative adjectives and demonstrative pronouns:

This book is good. (Demonstrative adjective) _That is bad. (Demonstrative pronoun). At the first clause the
demonstrative indicates the noun, and at the second clause it replaces the noun.
POSSESSIVE PRONOUNS AND ADJECTIVES
Both possessive pronouns and possessive adjectives indicate possession.

The possessive adjectives are placed before a noun. I.e. introduce an object, while the possessive pronouns replace
the object. They are always placed after the verb.
subject Poss. Adjectives Poss. Pronouns Objects

I My Mine Me
You Your Yours You
He His His Him
She Her Hers Her
It Its Its It
We Our Ours Us
you Your Yours You
they Their Theirs Them
E.g. this is my book. _that is her bag. _those are our colleagues.
_That book is mine. _this wallet is his. _these children are theirs.
_this book belongs to me. _that bag belongs to him. _those books belong to us.
ANSWER THE QUESTIONS BELOW:
*whose book is that? *whose shoes are these? *whose voice is that?
_ _ _
_ _ _
•the possessive pronouns can also be placed after a noun whenever it takes the preposition OF:
She came with one of her friends. She came with a friend of hers.
I lent him one of my dictionaries. I lent him a dictionary of mine.
I am one of Ben’s brothers. I am a brother of Ben’s.
9th lesson
summary: prepositions of place
Preposition is an invariable word that link two elements of a clause, subordinating the second to the first.
The prepositions are used in various relations, therefore, for now we are talking about prepositions in relations of
place:
*where is the ball?
1- The ball is on the box. _8-

2- the ball is under/below the box. _9-
3- the ball is over/above the box. _10-
4- _11-the ball went through the box.
5- _12-the ball went across the box.
6- _13-the ball is
7- _14-the ball went around the box.
*where are you now?

_Now I am in the class room, sat on the stool/chair, in front of Laura. And you?
*where do you keep your books?

*where do you sleep?
*where do you like to sit?
10th lesson
summary: dictation
WILL YOU EVER

I don’t think you will ever fully understand
how you have touched my life and made me who I am
I don’t think you could ever know
just how truly special you are
that even on the darkest nights you are my brightest star
you have allowed me to experience something very hard to find
unconditional love that exists in my body, soul and mind
I don’t think you could ever feel
all the love I have to give
and I am sure you will never realize you have been my will to live
you are an amazing person
and without you I don’t know where I could be
having you in my life completes and fulfills every part of me.
11th lesson
summary: verb to have (conjugation)

I I I I
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they
The verb to have indicates possession, besides being used as auxiliary to form perfect tenses. To indicate
possession, got can be added after have when forming sentences:
AFFIRMATIVE SENTENCES
_I have got two sisters. _ I have two sisters.

_I have got a dictionary of English. _I have a dictionary of English.
_She has got a good teacher. _she has a good teacher.
_He has got a good job. _he has a good job.
_We have got something to do. _we have something to do.
_They have got children together. _they have children together.
The verb to have form the negation in two ways, first with the auxiliary do + not =don’t/ does +not = doesn’t in
present, and did + not = didn’t in past. Second, preaching the negation adverb no after the main verb. The
meaning doesn’t change.
_i don’t have two sisters. _ I have no/haven’t two sisters.

_I don’t have any dictionary of English. _ I haven’t any dictionary of English.
_She doesn’t have any good teacher. _She hasn’t any good teacher.
_ _
_ _
_ _
Note that in negative we cannot say “I don’t have a child”. The indefinite articles a/an, are always replaced by
any.
In America, the interrogative sentences are formed with the addition of the auxiliary to do before the subject and
the main verb. British people maintain the auxiliary got after the main verb:
_do you have sisters? (Ame.) _have you got sisters?

_do you have any dictionary of English? _have you got any dictionary of English?
_does she have a good teacher? _has she got a good teacher?
_
_
_ _
_ _
*Have you got any sister? — Yes, I have/ no, I haven’t

*have you got any dictionary of English? —
*has she got a good teacher? —
*has he got a bicycle? —
*do you have something to do? — Yes, I do/no, I don’t.
*do you have children? —
*does he have a car? —
EXERCISE
Rewrite the questions above in:
Past simple future simple

E.g. I had got a sister./ I had a sister. E.g. I will have a sister.
_ _
_ _
_ _
_ _
_ _
_ _
Past negative future negative

e.g. I didn’t have any sister. E.g. I will not have any sister.
_ _
_ _
_ _
_ _
_ _
_ _
Past interrogative future interrogative

e.g. gad you got a sister? E.g. will you have a sister?
_ _
_ _
_ _
_ _
_ _
12th lesson
summary: how many and how much
When we want to know the quantity or amount of something, we ask questions starting with how many or how
much.
How many is used to ask the plural countable quantity:
*how many brothers and sisters have you got? — I have got…
*how many friends have you got?
*how many subjects do you have at school?
*how many languages do you speak?
How much is used with uncountable nouns:
*how much water do you drink a day? — a day I drink…

*how much sugar do you want?
*how much time will you take?
*how much money will be necessary?
How much can also be used when we want to ask the price f something:
*how much is that pair of shoes?

*how much are those chairs?
*how much is a dictionary of English?
*how much cost 5 liters of oil in supermarket?
*how much cost a pen?
When it is obvious what we are talking about, often the noun is omitted in questions.
_ I heard you borrowing some money. How much do you want?

_ I need some chairs. How many do you have?
13th lesson
summary: adverbs of quantity
Adverbs of quantity are used to say an undetermined quantity of things. Among them we can find many, much,
few, little, lots of, a lot of, a few, a little, plenty of, etc.
Many and few are used with countable nouns. Few is negative to many, it is to say, many stands for “higher
quantity” than few.
_I have many days to do this job. _I must rush; I have few days to do this job.
_she doesn’t have many friends. _she is always alone; she has few friends.
Much and little are used with uncountable nouns. Little is negative to much. In affirmative sentences much takes
the auxiliaries “so, very or too”. Only in negative and interrogative sentences it is not necessary.
_thank you very much! _I just need little time.

_I have so much time this week. _we have little money.
_do you want much sugar? _I don’t have much time today.
A lot of, lots of and plenty of, these adverbs are used with both countable and uncountable nouns:
_I will need a lot of money this month.

_she is educating plenty of children.
_they bought lots of chairs.
Few and little are both negative to many and much. They are used to say that a quantity is not enough:
_I have little time, I can’t help you.

_I don’t know many people here; I still have few days.
A few and a little are used to say that the quantity is enough. Neither much nor many:
_get ready, I still have a little time.

_she invited a few people.
Compare:
_buy some more sugar, we have little left over.
_don’t buy any more sugar, we have a little left over.
1- What are adverbs of quantity? What are they?

_
_
2- What is the difference between much and many?
_
_
3- When do we use the adverb a lot of?
_
_
4- What is the difference between few and a few?
_
_
5- How can we use much to form affirmative sentences?
_
_
Complete the sentences with the adverbs below:

Little, lots of, a few, much, too much, many,
6- Will you have ___ time to do this job tomorrow?

7- There are ___ people studying English now a day.
8- He could not buy those trousers; he had ___ money.
9- Now she may go to school; she has ___ exercise books.
10- This month we have ___ luck.
Pick the best alternative:
11- I think she doesn’t have friends, or she has but ___
a) many b) little c) few d) plenty of
12- You have that problem because you drink ___ water a day. Drink much more!
a) Little b) too much c) much d) few
13- He has ___ money; he is going to pay you.

a) Too much b) a little c) many d) little
14- Many people study English, but ___ study French.

a) a few b) few c) intelligent d) good
14th lesson
summary: there + to be
There +to be is an impersonal verb conjugated only in third grammatical person to mean existence. We cannot use
to have when we talk about existence.
E.g. there is someone waiting for you outside.

_there are many people studying English now a day.
_there is an English book in my bag.
_there are many children studying by evening.
_there where people asking after you.
_before I know you, there was anger in my heart.
_there were lots of water pools in the streets.
_there were clouds in the sky, but it didn’t rain.
In negative form, we add the adverb not after to be.
E.g. there is no one waiting for you outside.

_there are not/aren’t many people studying English now a day.
_there is not/isn’t any English book in my bag.
_
_
_
_
_
To form the interrogative sentences we always start with to be.
E.g. is there someone waiting for me outside? — Yes, there is/ no there isn’t
_are there many people studying English now a day?
_is there any English book in my bag?
_ are there many children studying by evening?
_
_
_
15th lesson
summary: to feel like and to have a mind
To feel like (doing) is an informal idiom, and it means “want to do something, or have desire to do or have
something”.
*what do you feel like doing? *what don’t you feel like doing?
_I feel like speaking in English. _I don’t feel like sleeping tonight.
_I feel like going to the beach. _I don’t fell like speaking English.
_I feel like eating something sweet. _I don’t feel like going out today.
_I feel like cabbages. _i don’t feel like beer.
•formally, we can use to feel like when someone seems to be something or something seems to be something else.
E.g. today I don’t feel like myself.

_he said that he felt like a clown at her party.
_some people feel like fools when they can’t answer questions.
Note that we cannot say “I feel like to do” for it is a complete slang.
To have a mind to means to be inclined to do something, to want, to intend or to have a plan.
*what do you have a mind to do?

_I have a mind to study in abroad next two years.
_I have a mind to marry next year.
_I have a mind to go to South Africa next week.
_I have a mind to study English.
_I have a mind to build a big house
16th lesson
summary: the family tree
Great grandmother Great grandfather
Grandfather Grandmother Grandaunt Granduncle

Uncle aunt mother father Mother in-low father in-low
cousin sister in-low brother sister Sarah husband brother in-low
Nephew niece son in-low daughter son daughter in-low
Granddaughter’s husband Granddaughter

= Grandson
If Sarah’s husband dies or they get divorced, and she gets married to somebody else, her new husband will be the
step father of her children. The children will be his step children (step son and step daughter). If her new husband
already has children from the previous marriage, those children will be Sarah’s children step brother and step sister.
If Sarah and her new husband have children together, they will be her elders’ children half brother and half sister.
QUESTIONNAIRE
*what is the husband of your sister for you?
*what is the father of your brother’s sister for you?

*what is the grandmother of your niece for you?
*what is the mother of your son for you?
*What is the sister of your grandmother for you?
Write a text like this above:
Ann and jerry are married. Jerry to Ann is a husband and Ann to jerry is a wife. They have two children named
Laura and Ben. Ben to Laura is a brother and she is a sister to him. Both children to jerry and Ann are daughter and
son, and they are father and mother.
Ben is married to Helen and Laura is married to Richard. Richard to Ben is a brother in-low and to jerry and Ann is
a son-in-low. They to him are parents-in-low (father in-low and mother in-low).
Helen to Laura is a sister-in-low and to jerry and Ann is a daughter-in-low. Ben and Helen have two children
named john and Maria; as well as Laura and Richard have two children named James and Juliet.
Both john and Maria to James and Juliet are cousins. James to Ben is a nephew and he is an uncle. Maria to Laura
is a niece and she is an aunt.
John, Maria, James and Juliet to jerry and Ann are grandchildren and they to all them are grandparents.
17th lesson
summary: the weather
Weather is atmospheric state, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.
SEASONS OF THE YEAR

autumn winter spring summer
The sun is shining it’s windy
it’s sunny it’s blowing weather
it’s hot/warm it’s stormy
it’s fine/lovely
it’s cloudy it’s drizzling

it’s cold it’s raining
it’s cool it’s wet weather
it’s chilly it’s pouring
it’s overcast
•cool →cold in a pleasant way especially after it has been hot.

•Chilly →cold, but not very cold.
•Frosty →very cold with the ground covered in a frozen white powder.
•Freezing/icy →extremely cold.
•Warm →a little hot, especially in a pleasant way.

•Boiling/scorching/backing hot →extremely hot.
•Sweltering →hot in a very unpleasant and uncomfortable way.
•Drizzle →light rain with very small drops of water.

•Shower →a short period of rain.
•Downpour →when it suddenly rains very hard for a short period of time.
QUESTIONNAIRE
*what is the weather like today? — Today it’s… / it’s

*what was the weather like yesterday?
*what will be the weather like tomorrow?
*what is the weather like In inhambane?
*what sort of weather will be in London tomorrow?
*what sort of weather was in Gaza yesterday?
18th lesson
summary: verb to like (conjugation)
I I I I
you you you you
he he he he
she she she she
It it it it
we we we we
you you you you
they they they they
*what do you like? *what don’t you like?

_I like to speak English. _I don’t like fighting.
_I like to study. _I don’t like drunkards.
_I like to play football. _I don’t like to go out by night.
_I like to dance in the parties. _I don’t like going to the beach.
_I like my sweetheart. _I don’t like cabbages.
_I like my relatives. _I don’t like dancing in parties.
*what do you dislike/hate?

_I dislike sleeping late.
_I dislike making revision alone.
_I dislike going to school on foot.
_I hate the smell of cigarette.
_I hate impolite people.
_I hate loving so much.
After dislike all verbs take gerund (-ing) and never “to”. It is grammatically wrong saying: I dislike to study alone.
Answer the following questions:
Do you like bananas? — Yes, I do. / No, I don’t.

Do you like football?
Do you like to go for a walk?
Do you like to speak English?
Do you like all of your friends?
Do you like taking a bath with somebody?
19th lesson
summary: why, because and that’s why
When we want to know the cause, reason or explanation, we ask it using a question word why.
E.g. why are you crying? _why is he not coming with us? _why did you come late?
To answer all the questions with why, we use the conjunction because.
E.g. why is he not coming with us? — He is not coming with us because he is not fine.
On the other hand, we can use the expression that’s why to say the cause, reason or give explanation. We always
start with the cause.
E.g. He is not fine, that’s why he is not coming with us.
Besides that’s why, we can also say that’s the reason why.
QUESTIONNAIRE
*Why did you come late today?
_today I came late because I was busy.

_I was busy, that’s why I came late today.
_I was busy, that’s the reason why I came late today.
*why didn’t you go to the church yesterday?

_yesterday I didn’t go to the church because I was sick/busy/tired/alone at home/etc.
_
_
*why don’t you like him? (He behaves badly/drinks too much/is proud/is impolite/etc)
_
_
_
*why don’t you love him? (He is elder/is not the one for me/is poor/is irresponsible/we don’t combine)
_
_
_
*why don’t you speak English? (Is difficult for me/is complicated/I am not interested)
_
_
_
*why don’t you get married? (I am not prepared/I am still young/I don’t want/I don’t have money)
_
_
_
20th lesson
summary: dictation
THE POOR COUPLE

Once upon a time, there was along ago a poor couple that lived in a loan red house, therefore, by rights of their
poverty the husband made up his mind to go away and look for a job. Then, he called his wife and said, “look
honey, I have a mind to go out and look for a job, I don’t know where I am ahead for or how soon I will be back, so,
you need to be faithful to me and so will I.” and then he made off on foot.
He walked along aloofness and on course of walk he came across an old man who was also in need of someone
to work at his farm. He got the employment there.
He worked 20 years far and wide but before he told his employer not give his monthly budget so that he would
take it by the time he would intend to go back home at once.
In a lovely day, after work, he told his employer that he wanted to go back home, and the employer said to him, “I
do figure out what you tell me but I would like to tell you something. I have three advices to tell you but if I tell the
advices I will not hand you in your money, and if I hand in your money I won’t tell the advices. Think and tell me
your choice”.
He pondered 2 days far and wide and then he told the employer that he had chosen the advices. The employer
said,” the first advice is, don’t use the short paves as you go back home; and the second is, don’t be curious at the
things that are far away from you for it is a risk of death; The third advice is, don’t lead a decision and act on that
very time”. Thereafter, he gave to the man three loaves of bread and said, “These two you will eat during the
journey and this, you will eat with your wife at home. The man set out on his way back home and he found another
man that was also ahead for around his area, who asked him round to use the short way, but as soon as the man
opened the first step to use the short way he brought to mind the first advise and on the spur of the moment he
changed his mind and kept on his long way. As the night set, he got in an inn house where he found a geezer whom
showed him a room. On dawn, he heard a shouting voice outside, he got up to see what was coming about, and as he
held the latch to open the door he brought to mind the second advice and went back to the bed.
As the day broke, the geezer asked him about the voice and the man bore it out, then, the geezer embraced him
and said, “ you are lucky, you are the first to spend the night long in here, my son is dangerous, as he screams and
someone gets out he slays and burry under this very ground”.
The man carried on walking and still from far away he caught a glimpse a young man stroking his wife’s hair.
He couldn’t see it well for there were many trees and a dense smoke. Then he said to himself, “I kept faithful during
20 years and she swore as well, but she didn’t cause it into occur.” He thought of going back to the farm and live
there for good, but when he turned round he brought to mind the third advice and he made up his mind to get in
home to tell that he fulfilled the promise but she backed it out. when he arrived she burst into tears and he wept too;
then, he went to take a bath, she prepared a meal, they had it, and in the middle of the meal he told her whatever had
befallen with him, and she said to him, “that young man with whom you saw me is your son, as you left I found out
that I was with child, so now he is 20 years old”.
Then, the man took the bread advised by his employer to eat with his wife, and as soon as he cut it, he found all
the money he had worked for all 20 years round and they became happy and rich.
21st lesson
summary: the numbers
Cardinal numbers
0- zero 21- twenty-one 500- 1000.000.000.000-

1- one 22- twenty-two 1.000-
2- two 23- 1.010-
3- three 24- 1.100-
4- four 25- 1.110-
5- five 26- 2.000-
6- six 27- 2.500-
7- seven 28- 10.000-
8- eight 29 100.000-
9- nine 30- thirty 100.150-
10- ten 40- 110.320-
11- eleven 50- fifty 1000.000-
12- twelve 60- 1000.010-
13- thirteen 70- 1000.100-
14- 80- 1100.100-
15- fifteen 90- 1110.100-
16- 100- a/one hundred 10.000.000-
17- 110- a hundred and ten 100.000.000-
18- 120- 1000.000.000-
19- 200- 10.000.000.000-
20- twenty 250- 100.000.000.000-
•hundreds and ten are usually separated by “and”. In American English “and” is not necessary.
E.g. 250- two hundred and fifty /two hundred fifty.
•numbers which do not stand for a quantity, like bank account, phone number, etc, are written in twos, threes, fours
or fives, but each one is spelt individually.
E.g. what is your phone number? — It is 84 59 47 69 5

_ what is your bank account? — It is 4536 6578 4490
EXERCISE
_how old are you? — I am

_what is your phone number? — it is
_what number is this?(1057)
_what number is this? (5110)
•the years are usually spelt in twos.
E.g.1986_ nineteen, ninety-two.

2010_ twenty ten.
2017_
Ordinal numbers
1st_ first 11th_ 21st _ twenty-first 40th_

2nd_ second 12th_ 22nd 50th_
3rd_ third 13th_ 23rd 60th_
4th_ fourth 14th_ 24th 70th_
5th_ fifth 15th_ 25th 80th_
6th_ 16th_ 26th 90th_
7th_ 17th_ 27th 100th_
8th_ 18th_ 28th 101st_
9th_ 19th_ 29th 110th_
10th_ 20th_ 30th 200th_
We can use the ordinal numbers to say the date.
E,g. what date is it today? — Today is 10th march.

_my birthday is on 2nd July.
_I was born on April 27th, 1992 (Ame.)
_I was born on 21 June 1999 (Brit.)
Decimal numbers
A decimal number refers to any number written in decimal notation. To spell a decimal number we use a point (.),
and the accent falls at the decimal and not the integer.
e.g. 3.5_ three point five 4.5_

12.12_ twelve point twelve 16.00_
14.15_ 24.9_
•when a decimal number is over 16, it is spelt one by one.
e.g. 10.17_ ten point one, seven 9.23_

3.42_ tree point four, two 14.429_
Fractional numbers
•Fractional numbers describe how many parts of a certain size. When a denominator is under sixteen (16), the
ordinal form is used.
3 10 19 24
_three fifth _ ten seventh _ _
5 7 6 9
10
•when it is over 16, it is spelt each number individually. And the term “over” is used. _Ten
18
3 6 0.25
over one, eight. _ three over two, seven. _ _
27 07 34.6
THE TIME
To say time in English is very easy, as long as one start from the minutes to hours. We usually use the term “past”
when the minutes are in interval of 1 to 30. And we use the term “to” when it is in interval of 31 to 59. For
example:
*what time is it now? — it is…
09:00 _ nine o’clock sharp. 09:35_ twenty-five to ten.

09:10_ 09:40_
09:15 _ quarter past nine. 09:45_
09:20_ 09:50_
09:25 _ 09:55_
09:30 _ half past nine.
•to identify the day time from the evening time we use “am” and “pm”. We usually say am from midnight to
midday, and pm from midday to midnight.
07:00_ 07:15_
07:20_ 07:45_
07:30_ 07:37_
•we can also say the time the same way it is said in Portuguese. This form is scarcely used.
08:10_ eight and ten pm. 08:17_

08:42_ 08:55_
08:32_ 08:15_
*what time do you go to school? — I go to school at…

*what time do you sleep every day?
*what time do wake up every morning?
*what time do you clock in and clock out at school?
*what time do you have the following meals:
breakfast
lunch
snack
diner
*what time is your favorite program on TV?

*what time is balanço geral?
*what time are you going to church?
22nd lesson
summary: clothes and colors
CLOTHES
Man woman
cap headscarf
hat scarf
bonnet earrings
bowtie glasses
tie necklace
vest brassier
suspenders/braces blouse
shirt swimsuit
t-shirt panties
jacket dress
parka skirt
hood dungarees
sweater sleepers
underwear sandals
shorts ring
trousers drawers/briefs
coat sarong
overcoat bracelet
overall gloves
suit tights
socks
shoes
boots
sandals
raincoat
rainsuit
sneakers
blazer
*what do you put on? — I put on…

*what do you have on? — I have on…
*what are you wearing? — I am wearing…
*what will you have on tomorrow?
COLORS
White green red orange lilac

black grey brown violet purple
blue pink yellow crème maroon
*what color is your t-shirt/blouse?

*what color are rape grapes?
*what is your favorite color?
23rd lesson
summary: from now on
From now on is an idiom that means “from a certain time up to an unknown time in the future”. The expressions
“as from now/from today forward” can be used with the same sense.
e.g. from tomorrow on → from tomorrow forward, as from tomorrow

from next week on →
from next month on →
from next year on →
from tonight on →
from Friday on →
from next three lessons on →
From today forward, I want to go to the church every Sunday.

From now on, I only want to speak English in the classroom.
I decided to spend the weekends at home as from next month.
From next Monday on, the lessons are going to be hard for some people.
From Monday forward, I will never come late.
I have a mind to look for a job from next year on.
*what do you think you will do as from next year?

*what do you have a mind to do from next month forward?
*what do you think doing as from now?
*what do you have a mind to do as from nest week?
24th lesson
summary: verb to think (conjugation)

I i i i
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they
*what do you think about English language?

_about English I think that is a good language.
_about English I think that is very difficult.
_about English I think that is an important language.
_about English I think that is easy and comprehensible.
_about English I think that is a useless language.
_about English I think that is complicated.
_about English I think that is an interesting language.
*what do you think about your friend?

_about my friend I think that he is intelligent.
_about my friend I think that he is timid/shy.
_about my friend I think that he is a good one.
_about my friend I think that he is fool.
_about my friend I think that he is selfish.
_about my friend I think that he is proud.
_about my friend I think that he is very kind.
_about my friend I think that he is jealous/diligent/lazy/stubborn/stupid.
*what do you think about your sweetheart?

*what do you think about your colleagues?
*what do you think about French language?
*what do you think about the present lesson?
*what do you think about Mr. John?
25th lesson
summary: from one’s angle/ as far as
•when we want to express our observation, we use some expressions before it in order to indicate that our
observation is personal. We can use the expressions like: from one’s angle, on one’s point of view or in one’s mind.
e.g. what do you think about English?

_from my angle, about English I think that is a good language.
*what do you think about the national president?

_on my point of view, about the national president I think that…
*what do you think about yourself?

*what do you think about Mr. /miss…?
*what do you think about English teachers in schools?
•we can also say as far as + stative or sensitive verbs to express our observation.
As far as I see.
As far as I know.
As far as I feel.
As far as I overheard.
As far as I am concerned.
*what do you have to say concerning English?
_as far as I know, concerning English I can say that is a good language.
*what do you have to say concerning the first president of FRELIMO?

_as far as I overheard, concerning the first president of FRELIMO I can say that he was…
*what do you have to say as far as I am concerned?

*what do you have to say concerning the weather?
*what do you have to say concerning the transport?
*what do you have to say concerning your teacher of English?
*what do you have to say concerning Christian dating?
26th lesson
summary: the verb tenses
There are several verbal tenses all of which identify the time when an action or situation occurs. Besides the
adverbs of time, the time of an action or situation is also identified by the verb tenses:
VERB TENSES USAGE
Present simple tense → used to describe general actions or situations, or things that happen repeatedly.
Past simple tense → used to describe things that happened in past and do not continue in the present time.
Future simple tense → used to describe things that are expected to happen in the following times.
Conditional simple tense → used to express a condition.
Present continuous tense → used to describe actions that are happening at the time of speaking. The action is not
finished.
Past continuous tense → used to say that somebody was in the middle of doing something when something else
happened. The action had already started before this time, but not finished.
Present perfect tense → used when we want to talk about unfinished actions, states or habits that started in the
past and continue to the present.
Past perfect tense → used to clarify which action happened first. (There are usually two actions)
present perfect continuous tense → used to describe activities that have recently finished. A situation puts this
into evidence.
Past perfect continuous tense → used to show that something started in the past and continued up until another
time in the past.
CONJUGATION FORMS
Present simple tense → all verbs in the third singular person (he/she/it), take the ending “s”. Verbs with the
ending “o/s/th/x/ch/sh” take the ending “es”. Verbs that have the ending y form the third singular person replacing
y with “ies” whenever it is followed by a vowel.
Past simple tense → the past tense of irregular verbs vary. The regular verbs form the past tense with the ending
“ed”. Monosyllabic and dissyllabic regular verbs double the last consonant before ed when it is followed by a
vowel. And, when it ends with y followed by a consonant, it is always replaced by “ied” unless it is followed by a
vowel.
Future simple tense → conjugated with the auxiliaries “shall” for I and we and “will” for the rest of the
pronouns.
Conditional simple tense → conjugated with the auxiliaries “should” for I and we and “would” for the rest of the
pronouns.
Present continuous tense → first we conjugate the auxiliary “to be” in present (I am, you are, he/she/it is,
we/you/they are) and the principal verb takes the gerund (-ing).
Past continuous tense → first we conjugate the auxiliary “to be” in past (I was, you were, he/she/it was,
we/you/they were) and the principal verb takes gerund (-ing).
Present perfect tense → first we conjugate the auxiliary “to have” in present (I have, you have, he/she/it has,
we/you/they have) and the principal verb in past participle.
Past perfect tense → first we conjugate the auxiliary “to have” in past (had) and the principal verb in past
participle.
Present perfect continuous tense → first we conjugate the auxiliary “to have” in present + “to be” in past
participle, and the principal verb in continuous.
Past perfect continuous tense → first we conjugate the auxiliary “to have” in past + “to be” in past participle,
and the principal verb in continuous.
Note: verbs that end up with a single consonant followed by a vowel, form the continuous doubling the last
consonant before the gerund. This structure do not work with the consonants y, x and w.
E.g. permit → permitting play → playing
Conjugate the verbs in brackets in present/past simple, present/past continuous to complete the sentences.
Please, would you stop troubling me? I ------------------- (study) now.

When you ---------------------------- (go) to my home, I ------------------------ (sleep).
Every day I ----------------------- (go) to school, I -------------------------- (catch) the same bus.
When she -------------------------- (call) me up, I ----------------------- (write) a message for her.
He ------------------------- (do/not) like studying. then, I ---------------------- (think) that he --------------------------
(go) to fail this year.
Now, fill the gaps in future/conditional simple, present perfect, present perfect continuous.
I don’t see you for a long time, where ------------------- you ------------------- (be)?
He is breathing hardly, --------------------- he ------------------ (run)?
------------------------ You --------------------- (come) to my birthday party next Saturday?
Tomorrow I -------------------------- not ---------------------- (have) time.
How long --------------------- you ---------------------- (study) English?
----------------------- You ------------------------ (mind) if I got in?
if I spoke English well I ---------------------------- (explain) some of my friends.
27th lesson
summary: have ever and have never
•we say have ever + verb to say that one has experienced something in the past.
E.g. I have ever seen you once

_I have ever driven a car.
_I have ever been married.
_I have ever loved someone.
_I have ever dreamt about you.
_I have ever spoken with an English native speaker.
_I have ever been to South Africa.
•we say have never + verb to say that one never experienced something in the past.
E.g. I have never fallen in love.

_I have never been abroad.
_I have never travelled by airplane.
_I have never written a letter in English.
_I have never given a special present to someone.
_I have never seen your parents.
_I have never had opportunity to walk with my sweetheart.
In interrogative form we always start with “to have” as auxiliary.
*have you ever had an accident? — yes, I have/ no, I have never.
*have you ever driven a car?
*Have you ever fallen in love with your colleague?
*have you ever been abroad?
*have you ever had a friend like me?
*have you ever seen an angel?
•we say will never + verb to say what one decided not do again.
E.g. I will never love again.

_I will never step at your home.
_she will never talk to you.
_I will never forget about you.
_I will never forget what you have done for me.
28th lesson
summary: the prepositions “since and for”
•to say the time when an action or situation started in the past until the present time, we can use the preposition
since. When using since, we normally use the perfect tenses in the main clause of the sentences. E.g. I have been
studying English since last year.
•to determine the time that elapse since an action or situation happened, we can use the preposition for. I have been
studying English for a year.
_ I have been studying English since 2005.

_ I have been teaching English for ten years.
_ I have been to South Africa for six years.
_My brother has been abroad since 2000.
*how long have you been studying English here?

_ I have been studying English here since February.
_ I have been studying English here for two months.
*how long don’t you go to the beach? *how long have you been going to church?
_ _
_ _
*how long do you know Mr. John? *how long is the English course?
_ _
_ _
•with the preposition “for”, we can also say “for age or for a long time”. With the preposition “since” we can
informally say “since my born days” to mean “since I was born”.
E.g. how long haven’t you been to beach?

_ I haven’t been to beach since my born days.
_ I haven’t been to beach for a long time.
29th lesson
summary: the conditional tense
Conjugate the following verbs in conditional tense:
To be to have to do to go to like speak
I I I I I I
you you you you you you
he he he he he he
she she she she she she
it it it it it it
we we we we we we
you you you you you you
they they they they they they
•it is common knowledge that the conditional tense is used to express a condition. In some particular cases, we can
use the conditional tense to speculate an imagination.
E.g. what would you do if you were rich? (= imagine if you were rich. “In fact you are not rich”)
_If I were rich, I would build a very big house.

_If I were rich, I would help the street children.
_If I were rich, I would invest in sport events.
*where would you go if you had an helicopter?
_if I had an helicopter, I would go to…
_
_
*what would you do if you spoke English well?

_If I spoke English well, I would…
_
_
•can be used with the verb to like to express intention.

E.g. I would like to tell you something.
I would like to ask a question.
I would like to you come with us tomorrow.
DIVISION OF CONDITIONAL
The conditional tense is divided in four (4) kinds of it, to know:
*zero conditional *first conditional *second conditional *third conditional
Zero conditional →used to talk about general rules. Both verbs of the “if” clause and the main clause are
conjugated in simple present.
E.g. if one drinks poison, they die.

_If you ask me, I tell you whatever I know.
_If the students complain, the teacher explains again.
*First conditional →used to indicate a possible condition and its probable result. The “if” clause verb is conjugated
in simple present, and the main clause verb is conjugated is conjugated in simple future.
E.g. if one drinks poison, they will die.

_I will tell you whatever I know, if you ask me.
_If the students complain, the teacher will explain again.
*Second conditional → used to indicate a hypothetical condition and its probable result. The “if” clause verb is
conjugated in simple past, and the main clause verb is conjugated in simple conditional
E.g. if one drank poison, they would die.

_I would tell you whatever, if you asked me.
_If the students complained, the teacher would explain again.
*Third conditional →used to indicate an unreal past condition and its probable result in the present.
The “if” clause verb is conjugated in past perfect, and the main clause verb is conjugated in perfect conditional
E.g. if one had drunken poison, they would have dead.

_If you had asked me, I would have told whatever I know.
_the teacher would have explained again, if the students had complained.
30th lesson
summary: dictation
THE BIRTHMARK
There was a long ago a scientist man named Aylmer, who married to a young woman named Georgiana who
had on the center of her left cheek a mark deep on her skin. The mark was shaped like a small human hand. Some
women said the red hand quite destroyed the effect of her beauty, and some men, who didn’t praise the mark
wished it away so that they did not see it. For Aylmer, was a sign of his wife’s eventual sadness, sickness and
death.
One day Aylmer looked at her with troubled expression, and he said, “Georgiana, have you ever considered
that the mark upon your cheek might be removed?” then she negatively answered smiling, but seeing the
seriousness of his question, she said, “the mark has so often been a charm that I was simple enough to imagine it
might be so” then he answered her, “on another face it might, but not on yours. No dear, nature made you so
perfectly that this small defect shocks me as being a sign of earth imperfection”. Georgiana cried, deeply hurt. Her
face reddened and she burst into tears. Then said, “Shocks you? Then why did you marry me? You can’t love what
shocks you!”
During a period that should have been their happiness, Aylmer could only think of this disastrous subject. With the
morning light, he opened his eyes upon his wife’s face and recognized the sign of imperfection. Georgiana soon
began to fear his look, than one day she asked with a weak smile, “Dear Aylmer, do you remember about the
dream you had last night about this hateful mark?” Aylmer remembered his dream. He had imagined himself with
his assistant trying to remove the birthmark with an operation, but the deeper his knife went, the deeper the small
hand sank until it caught hold of her heart. He felt guilt remembering the dream.
“Aylmer,” said Georgiana, “I don’t know what the cost would be to both of us to remove this birthmark.
Removing it could deform my face or change my health, but let the attempt be made at any risk. Life is not worth
living while this hateful mark makes me the object of your horror. You have deep science; remove this little mark
for the sake of your peace and my own”. Aylmer said to her, “dearest Georgiana, I have spent so much thought on
the subject, I am sure it can be removed. Don’t doubt my power. I am ready to make this cheek as perfect as its
pair”. Then he gently kissed her right cheek, the one without the red hand.
The next day the couple went to Aylmer’s laboratory. He tried a series of experiments on his wife, but the
mark remained. Georgiana said to Aylmer, “Think not so little of me that you cannot be so honest about the risks
we are taking. I will drink whatever you make for me, even if it is a poison”. Hours later, he came carrying a
crystal glass with a colorless liquid. And to test the liquid, he placed a drop in the soil of a dying flower growing in
a pot in the room. In a few moments, the plant became healthy and green once more.
“I don’t need proof, give me the glass. I am happy to put my life in your hands” said Georgiana. And she
drank the liquid and immediately fell asleep. Aylmer sat next to her observing and taking notes. With every breath
that came and went, it lost some of its brightness. He opened the window coverings to see her face in daylight. She
was pale. She opened her eyes and looked into the mirror, and then she said, “My poor Aylmer, you have aimed so
high, you have rejected the best the earth could offer. I am dying”. As the last trace of color disappeared from her
cheek, she gave her last breath.
31st lesson
summary: adverbs of frequency
•Adverbs of frequency are used to say how often something happen, or how many times somebody does
something. They can be: always, usually, normally/generally, often/frequently, sometimes, occasionally, seldom,
hardly ever, rarely and never.
•The adverbs of frequency are placed before the principal verb of a sentence, except with “to be”. The adverbs
usually, normally, often, frequently, sometimes and occasionally, can be placed at the beginning of a sentence.
•We cannot use the following adverbs at the beginning of a sentence: always, seldom, rarely, hardly, ever, never.
Always→ can mean “on every occasion/forever/very frequently”. In these meanings we use it with simple tense
forms:
_I always arrive at school on time.

_She always calls me up.
_I will always love you.
•we can use always with continuous verb forms to refer to regular events or states, especially ones which are
problematic or which we do not like or want:
_he is always troubling me.

_the students are always complaining about their English teacher.
Usually →refers to what typically or normally happens:
_I usually make revision before sleeping.

_We usually play football on Sundays.
_I usually make a prayer before leaving home.
Normally/generally → used describe actions or situations that are under normal or usual conditions:
_Normally, the first bus arrives at 4 o’clock am.

_They normally have a day off on Saturdays.
_Generally, students have English as subject from grade six.
Often/frequently/commonly → means, ‘many times on different occasions’.
_They frequently visit us when are on vacations.

_ Often, I go to school on foot; and I like.
_ Our English teacher often advises us to practice English every time.
Sometimes → means ‘occasionally or now and then’.
_Sometimes, I practice English with some friends.

_I sometimes go to the church.
_I can sometimes come and see you.
Seldom/hardly ever/rarely/scarcely → we can use to refer to things that almost never happen, or do not happen
very often:
_ I hardly ever watch TV at home.

_On vacations, I hardly ever stay at home.
_I scarcely do the house works at home.
_I seldom sleep before midnight.
Rewrite the following sentences setting the adverbs in brackets in correct position:
1- He listens to the radio. (Often)

2- they read a book. (Sometimes)
3- peter gets angry. (Never)
4- Christine smokes. (Never)
5- they watch TV in the afternoon. (Never)
6- he helps his father in the kitchen. (Usually)
7- my mother goes for a walk in the evening. (Hardly ever)
8- I take sugar in my coffee. (Sometimes)
9- she will love him. (Always)
10- the weather is bad in November. (Always)
Use the adverbs and the correct form of the verbs in brackets. Use contraction where possible:
11- Our teacher, Mrs. Jones.……………….. (Never/ be) late for lessons.
12- I …………………. (Often/ clean) my bedroom at the weekend.
13- My brother ……………………. (Hardly ever/ help) me with my homework.
14- I ……………………… (Sometimes/ be) bored in the mathematic lesson.
15- We …………………… (Rarely/ watch) football on TV.
16- You and tony ……………………. (Never/ play) computer games with me.
17- You ………………….. (Usually/ be) at the sports centre on Sunday.
18- The school bus ………………….. (Always/ arrive) at half past eight.
32nd lesson
summary: because of
Because of is a connective prepositional that relates additional, information to the main clause. It is followed by a
noun phrase that expresses the reason for the effect stated in the main clause. This prepositional phrase may be
placed before the main clause without affecting the meaning.
In a phrase, because of may be replaced by the expressions like, due to, owing to, for the sake of or on account of:
Because of you → due to you, owing to you, for the sake of you, on account of you
because of time→ due to the time, owing to the time, for the sake of time
because of transport → due to the transport, owing to the transport
because of traffic → due to the traffic, owing to the traffic
because of my mother →
because of me → for my sake
because of our friendship →
because of tiredness →
because of the weather →
because of rain →
because of grammar →
because of sickness →
because of jealous →
because of laziness →
Using all the expressions you know, answer the questions below:
*why do you come late today?

_Today I come late because of transport.
_Today I come late on account of transport.
*why didn’t you go to the church yesterday?

_
_
*why don’t you study English?
_
_
*why don’t you come visit me on Saturday?
_
_
*why don’t you get married?
_
_
•if something happens or exist as a result of an event, due to, is followed by “to be”
e.g. his sleep is due to tiredness.
_Their separation was due to his excessive jealous.
_My happiness is due to your love.
33rd lesson
summary: question tags
Question tags are short questions placed at the end of a statement, mainly in spoken speech when we want to
confirm that something is true or not.
1- When the main clause takes as the principal verb “to be or to have” in past or present, the verb is normally
repeated in the tag question. If the main clause is negative the tag question must be positive and vice-versa.
E.g. she is busy today, isn’t she?

_ I am beautiful, Aren’t i?
_They were in the party, Weren’t they?
_He was not at home, was he?
_He has a car, hasn’t he?
_you haven’t time today, Have you
2- If the verb of the main clause in not “to be” neither “to have”, the take question is formed replacing the principal
verb by “to do”.
E.g. you speak English, Don’t you?
_He went to school, didn’t he?
_You don’t like to speak English, Do you?
_You didn’t come yesterday, Did you?
3- If there is a modal verb in a clause, the tag question takes the same modal verb.
E.g. they may come today, mayn’t they?

_she must be tired, mustn’t she?
_He shouldn’t go out tonight, should he?
_You can’t drive, Can you?
4- When the main statement is in imperative, the question tag is formed by “will”.
E.g. stop troubling me, won’t you?

_ don’t dear call me up, will you?
5- When the main statement stands for suggestion, the question tag is formed with “shall”
e.g. let’s go to the beach, shall we?

_Let’s study on Saturday, shall we?
34th lesson
summary: the modal verbs
A modal verb is a type of auxiliary verb that is used to express ability, possibility, permission and obligation. The
modal verbs do not take the preposition “to” in infinitive neither the ending “s” in third person of singular. They
are: can/could, may/might, will/ would, shall/should, must and ought.
Can, is used to express permission, possibility and ability.
Can expressing permission can expressing ability

_ can I ask you something? _ I can run four kilometers.
_Can I use your pen? _I can write a letter in Chinese.
_Can you explain in Portuguese? _women can work in the mines.
_could you tell me the time? _I can write a poem in English.
_could you do me a favor? _I can drive a truck.
Can expressing possibility can…better than…

_I can speak English well, but I can’t explain _I can speak English better than French.
_I can go to the beach, but I can’t swim. _I can cook better than you.
_I can cook pork, but I can’t eat. _I can read better than my friend.
_I can speak French, but I can’t write. _your friend can dance better than you.
_I can date her, but I can’t marry her. _I can sing better than Mr. Bow.
May, used to express permission, possibility, wishes and hopes.
May expressing permission may expressing possibility

_he may come with us tomorrow. _what she said may be true.
_you may use my pen. _the film may be good to watch.
_You may do as you want. _they might come tonight.
_she may have a day off on Saturday. _they might have a day off tomorrow.
May expressing wish and hope

_long may you live!
_may they go in peace!
_may you have good luck!
_may she be happy with him!
•May and might are used to say that something is possible in the present or future:
_they might/may leave on Monday if the weather gets nice.
_that may/might be your friend.
•in interrogative and negative we use “can/could” besides “may/might”

_can she be studying by this time?
_you couldn’t have missed the train.
_can they have a day off tomorrow?
•we use “might have/could have/may have” in past.

_I think they might/ could/may have gone to the church.
•might not (mightn’t) and may not (mayn’t) are used to say it is possible something will not happen:
_due to the weather, we mightn’t study tomorrow.
Shall, used to indicate future predictions, will or determinations, offers or suggestions.
Shall indicating future predictions

_they shall thank you.
_I shall be watching a movie by this time tomorrow.
_I shall be at church by this time on Sunday.
Shall indicating will or determination shall indicating offers or suggestions

_I shall call you up again at the weekend. _shall I close the door?
_You should finish it before 6 pm. _Let’s see another film, shall we?
_I shall help you to avoid mistakes. _What shall we do this weekend?
Will, used to indicate probability or expectation in the present, to make a request, to give an order.
Will indicating probability or present expectation

_I think he will be a teacher where he lives.
_He will be home now.
_She will already have had a lunch.
Will making request

_would you drive the children to school please?
_would you mind calling up later?
_You will lend me your English book tomorrow, won’t you?
Will giving an order

_ will you be quiet!
_ Will you get out of here!
Must, used to say that something is necessary that happen; used to say that one thinks something is likely or
logical; used to insist that somebody does something.
Must indicating that something is necessary that happen
_I must go to bank I want some money.
_It must rain we had very hot days this month.
_you must knock before coming in.
Must indicating likely or logical thoughts

_you must be hungry after that long exercise.
_They must be friends.
_You must be in love.
Must insisting that somebody does something

_you must go to school tomorrow.
_You must tell the truth.
_You must quit that job, is not good for you.
*We can use “have to” to mean “must” for both express obligation. However, they are used differently depending
on who imposes the obligation. i.e. “must” expresses what the speaker thinks is necessary, and “have to” suggests
that somebody else has imposed the decision:
_I must sleep, I am sleepy. (Personal decision)
_I must sleep, the doctor told me to sleep soon. (The doctor told me)
_You must come soon tomorrow.
_You have to come soon tomorrow.
Ought used to indicate what is considered morally right or socially correct, and in the negative to criticize one’s
action; used to indicate a desirable or expected state when one I criticizing the current action; used to give advice
or recommend a coarse of action.
Ought, indicating right or socially correct consideration.

_children ought to respect their parents.
_you ought to thank for what they did for you.
_I think you ought to apologize.
Ought, indicating a desirable or expected state

_children ought to know writing at the age of seven.
_the government ought to increase the schools.
_students ought to arrive at school on time.
Ought, giving advice or recommendation

_you ought to make revision in order to understand the modal verbs.
_he ought to go to hospital if he is not fine.
_you ought to study hard this year.
say true (T) or false (F) to the following sentences
1-there are seven main modal verbs ___

2-the sentence “I can speak English better than French” express “can as ability”___
3-we use “can” to express ability, possibility and permission___
4-we use “must” to express a desirable or expected state___
5-“might and may” are used to say that something is possible in present or future___
6-to indicate that something is considered morally right we use “may”___
7-to indicate likely or logical thoughts we use “must”___
8-to express what the speaker thinks is necessary we use “have to”___
9-to give advice or recommendation we use “ought”___
10-must and have to are very different___
Choose the best alternative and fill the gapes
11-there are many things that I ___ do now that I couldn’t ten years ago.
a) ought to b) can c) may d) must
12-I think that she ___ be at home.
a) Might b) could c) shall d) must
13-if you are tired you ___ take arrest.
a) must b) may c) shall d) ought to
14-___ I clean the windows?
a) could b) shall c) will d) no answer
15-you ___ buy for me some exercise-books, won’t you?
a) will b) must c) should d) can’t
Tick the correct answer
16-We use “must”:

___ to express ability, hope or wish
___ to indicate a desirable or expected state
___ to indicate that is necessary that something happen.
17-we use “may”:

___ to express hope or wish in the past
___ to express hope, ability and permission
___ to indicate offers or suggestions.
18-to insist that somebody does something we use:

___ ought ___ must ___ will
19-to indicate future predictions, will or determination we use:

___ have to ___ will ___ shall
35th lesson
summary: to be - conjugation
Present past future conditional

I i I i
you you you you
he he he he
she she she she
it it it it
we we we we
you you you you
they they they they

_ I am from Maputo. _ I am not from Maputo.
_ he is my friend. _
_ they are all my teachers. _
_ we are all colleagues. _
_ you are in love with her. _
_ she is already here. _
PAST AFFIRMATIVE SENTENCES PAST NEGATIVE SENTENCES

_ I was from Maputo. _ I was not from Maputo.
_ _
_ _
_ _
_ _
_ _
FUTURE AFFIRMATIVE SENTENCES FUTURE NEGATIVE SENTENCES

_ I will be from Maputo. _You will not be from Maputo.
_ _
_ _
_ _
_ _
_ _
36th lesson
summary: (time) from now
*(time) from now is used to say that something will happen from the time one speaks as far as a certain time in the
future. The determined time is always placed before the expression from now.
It can take the sense of (time) today, but American people usually add the preposition “from” in the expression.
e.g. an hour from now→ an hour (from) today → in an hour’s time

- a day from now→ a day (from) today → in a day’s time
- a week from now→ a week (from) today → in a week’s time
- two weeks from now→
- a month from now→
-
-
-
-
_The test is starting an hour from now.

_It is too much work, but I will finish it some minutes from now.
_We are going to be in vacations a months and two weeks from now.
_Everything is going to be alright in two months’ time.
_
_
_
*when the time of a scheduled action or situation is not the exact time of speaking, but a certain time in the future
the time can replace “today or now”.
E.g. two weeks (from) next Monday

- a year (from) tomorrow
- two years (from) next two months
- five hours (from) thirty minutes
_ I am travelling to France a month next week.

_ Two weeks next Monday they are coming back.
_ I will call you back two hours from half an hour.
_
_
_
*if something took place happened in the past, we can also say “(time) ago today”
E.g. I have just arrived ten minutes ago today.

_ He left two days ago today.
37th lesson
summary: plural of the nouns
• In English, most nouns form the plural taking the letter “s” like in the following words:
Book – books Mistake -

Pen – pens Flower -
Chair – chairs Sister -
Bag – bags Lesson -
Brother – brothers Fellow –
• When a singular noun has the ending “s, ss, x, o, th, ch, sh” form the plural adding the syllable “es”
Bus – buses Potato -

Boss – bosses Dish -
Box – boxes Cockroach -
Tomato – tomatoes Cross -
Cloth – clothes Tax –
*exceptions:
Epoch – epochs Studio - studios
News – news Zoo – zoos
Stomach – stomachs Photo -
Kilo – kilos Piano -
Zero – zeros Fish -
Radio – radios
• If a singular noun ends with “y” followed by a consonant, form the plural replacing the “y” with the syllable “ies”
City – cities Baby -

Country – countries Lady -
Activity – activities Fly –
• If a singular noun ends with “f or fe” form the plural replacing the endings with the syllable “ves”
Knife – knives Scarf -

Life – lives -self -
leaf – leaves Half –
*exceptions:
Chief – chiefs
Roof – roofs
Belief – beliefs
• If a singular noun is composed of two words separated by an hyphen, only the second noun form the plural:
Tea-spoon – tea-spoons Table-cloth -

Exercise-book – exercise-books Class-room –
*Irregular nouns:
Man – men Child – children

Woman – women Person - people
Ox – oxen Analysis - analyses
Tooth – teeth Mouse - mice
Foot - feet Sheep – sheep
*Note that in English, adjectives do not form the plural. You cannot say: Beautifuls, poors, riches, difficults, etc.
if there is the article A/AN before a singular noun in a phrase, it can be replaced by “some” in the plural:
e.g. a man – some men an exercise-book – some exercise-books
REWRITE THE FOLLOWING SENTENCES IN THE PLURAL
_ there is a boy playing in the car. _ I loved her baby; it is cute.

_ _
_ I completely respect your belief. _ I saw your photo when you were 5.
_ _
_ she made good analysis… _ he has a tall brother.
_ _
Lesson 38
summary: the adjectives
Adjectives are words that qualify a noun; they can be: positive, comparative and superlative.
ADJECTIVES COMPARATIVE SUPERLATIVE MEANING
Angry
Bad
Big
Bare
Brave
Cute
Cruel
Crazy
cool
Cold
Clear
Clean
Cheep
Dark
Deaf
Deep
Dirty
Dry
Early
Easy
Far
Fast
Fat
Fine
Firm
Frank
Full
Glad
Good
Happy
Hard
Hasty
Healthy
High
Hot
Humble
Hungry
Huge
Kind
Light
Large
Long
Lazy
Near
Old
Poor
Proud
Rich
Safe
Sweet
Short
Slow
Strong
Slim
Small
Shy
Tall
Thin
Tender
Ugly
Young
Weak
FOR LONG ADJECTIVES

Amazing More amazing The most amazing
Anxious
Adorable
Aggressive
Attractive
Awful
Beautiful
Careful
Charming
Curious
Comfortable
Crowded
Courageous
Confused
Complicated
Dangerous
Different
Difficult
Doubtful
Elegant
Embarrassed
Enchanting
Expensive
Faithful
Famous
Fantastic
Foolish
Friendly
Handsome
Horrible
Important
Impossible
Innocent
Interesting
Jealous
Lovely
Lucky
Mysterious
Nervous
Obedient
Perfect
Powerful
Responsible
Selfish
Strange
Stupid
Stubborn
Successful
Tender
Terrible
Thankful
Troubled
Treacherous
Uninterested
Unusual
vivacious
Worried
Wrong
DEGREES OF COMPARISON
Degrees of comparison are used to make comparisons between two or more things, people, events,
situations, etc. they can be:
1- NORMAL DEGREE (ND)
_You are clever.

_She is intelligent.
_English is important.
_I am still vivacious.
2- COMPARATIVE DEGREE – used to compare one thing or person from another. i.e. used to make
comparison between only two things or people. It is divided in three points, like:
2.1- comparative superiority degree (CSD)

2.2- comparative inferiority degree (CID)
2.3- comparative equality degree (CED)
2.1- comparative superiority degree (CSD)

…adjective + er/ier + than…
…more + adjective + than …
_today it’s hotter than yesterday.
_English is easier than French.
_She looks more responsible than me.
_She is more tender than I thought.
2.2- comparative inferiority degree (CID)

…less + adjective + than…
_ you are less clever than your brother.
_ French is less important than English.
_ I am less friendly than my brother.
_My sweetheart is less thin than me.
2.3- comparative equality degree (CED)

…as/so + adjective + as…
_ I am as short as my father.
_She is as beautiful as the mother.
_English is as interesting as French.
_Yesterday it was so hot as last Monday.
3- SUPERLATIVE DEGREE – used to compare one thing or person among many. The superlative degree
is as well divided into three points, like:
3.1- superlative absolute analytic degree (SAAD)

3.2- superlative relative superiority degree (SRSD)
3.3- superlative relative inferiority degree (SRID)
3.1- superlative absolute analytic degree (SAAD)

…very + adjective…
_ I am very happy.
_Scholar material in my area is very expensive.
_You are very aggressive.
_She is very gentle.
3.2- superlative relative superiority degree (SRSD)

…the + adjective + est/iest…
…the most + adjective…
_I am the most intelligent in the class-room.
_You are the poorest in your family.
_He is the thinnest among his friends.
_I believed that English was the most spoken language.
3.3- superlative relative inferiority degree (SRID)

…the least + adjective…
_ who is the least tall in the class-room?
_ English is the least difficult language.
_ in this week today is the least cold day.
_ I am the least old at home.
Say true (T) or false (F) in agreement with the grammar.
_ I am the most intelligent than my brother ___

_ there are four degrees of comparison in English ___
_ the sentence “I am very tired” is in SAAD ___
_ the comparative of good is best ___
_ we use the superlative degree to make comparison between three people ___
_ today is the least colder day than yesterday ___
II
write a tick to the correct answer
The sentence “south Africa is the most developed country in austral Africa” is in:
_ CSD ___
_ SRSD ___
_ SAAD ___
The sentence “she is so thin as her mother” is in:

_ CED ___
_ CID ___
_ SRID ___
The sentence “she is less young than her sister” is in:

_ ND ___
_ CID ___
_ SAAD ___
The sentence “my friends are all ambitious” is in:

_ SAAD ___
_ ND ___
_SRID ___
III
Form sentences comparing Gaza and Nampula/ you and your brother/ English and French/ English in the
world/ you at your home/ lion and dog. Using the adjectives: far/ intelligent/ easy/ difficult/ young and
dangerous, in the:
_ CSD-
_ CED-
_ CID-
_ SRSD-
_ SRID-
IV
say in which degree of comparison are the following sentences:
_ today it’s very hot -

_ I am as thin as my young brother -
_ I think that airplane is more comfortable than bus -
_ I can’t tell who is the wisest in this class -
_ I couldn’t believe when I heard that you are cruel -
_ can somebody guess which language between English and Portuguese is easier? -
Lesson 39
summary: so and neither
In order to agree with somebody’s statement or refusal, we can use “so or neither”. to mean “too” So, is
used with the positive statements and neither is used to agree with negative statements.
As well as we formed the question tags, we can form the positive and negative agreements following the
same rules, like:
1- The agreement takes the same verb if the verb of the main clause is “to be or to have”.
e.g. _ I am fine, and you? _ So am I.
_I have so much to do tomorrow. _ So have I.
_he is not good at English. _ neither are his friends.
_This year I don’t have a good English teacher. _ neither have I.
2- If the verb of the main clause is neither to be nor to have, the agreement takes the verb “to do”:
_ she plays the piano nicely _ so does her sister.
_ I really believe in God _ so do I.
_ I don’t appreciate French language _ neither do I.
_ yesterday I didn’t go to the church _ neither did I.
3- If the main clause takes a modal verb, the agreement takes the same modal verb:
_tomorrow I will not go to school _ neither will I.
_I cannot help him _ neither can his own brother.
_She must be in love _ so must he.
_He will be home right now _ so will his father.
We can also use “as well” to mean “too”:

_I speak English and my brother as well.
_On Friday we are not going to study, and next Monday as well.
_I bought a present for my son and for my wife as well.
_ we should as well have lessons on Saturdays.
We can as well use “think so/do not think so” to agree or refuse an observation:
_ today it’s going to rain, isn’t it? – I don’t think so.
_He is not fine today, is he? – I think so.
_He is not good at English’ is he? – I think so.
_ this lesson is difficult, what do you think? – I don’t think so.
Lesson 40
summary: dictation
Lesson 41
summary: relative pronouns
Relative pronouns are words which introduce a relative clause and have a function in a clause. They are:
that, who/whom, which and whose.
That, is used for both people and things to define a relative clause.
e.g. this is the book that I bought last week.
_ I saw the man that stole your wallet.
_ I don’t know the person that called me up.
_ I know that you speak English.
Who/whom, are only used for people. Who is used as subject and whom, as object.
E.g. I don’t remember the man who greeted me.
_That is the lady whom you gave a lift in city.
_the girl who suffered an accident yesterday is my sister.
_This is the child whom I teach English.
Which, is only used for things.

e.g. the book which you bought is not the one I want.
_ the car which you drive is not in good conditions.
_ the house which you rented is small.
_ I am in a situation which causes me insomnia and loss of appetite.
Whose, is used to indicate possession. It can be used for people ad things. Can be replaced by of which
when talking about things.
E.g. that book whose covers are black is a bible.
_He drives a bus whose color is blue.
_That is the lady whose husband was incarcerated yesterday.
_the girl whose mother teaches us Portuguese is a friend of my sister.
_I liked the phone of which covers are grey.
We can use the pronouns which (for things) and whom (for people), with the prepositions like: For, to,
about, without, on, with, etc.
these prepositions usually come before the pronouns.
E.g. this is the boy about whom we talked yesterday.

_She lent me some money without which I couldn’t pay the school fees.
_The chair on which you sat belongs to my father.
_That is the woman to whom intend to marry.
In spoke language, the pronouns and the prepositions are usually separated.
E.g. this is the book which you asked for.
_ I don’t like the one whom you are looking at.
_ He is the one whom you talked to on the phone.
We can also use the two pronouns with “most of/ all of + which/ whom”
e.g. they asked a lot of questions most of which I couldn’t answer.
_ I have two sisters all of whom are married.
_ I have many friends most of whom speak English.
_ I have three T-shirts all of which I hardly ever put on.
In the same way, we can use it with the words like: none of/ neither of/ any of/ some of/ both of/ many of/
few of/ little of/ one of/ etc + which/ whom.
E.g. he tried five pairs of shoes none of which fitted him.
_She has three cars one of which is white.
_ there were many people at home some of whom I don’t know.
_She invited all of her colleagues to the party many of whom didn’t go.
_ I have two pens both of which are black.
Lesson 42
summary: question words + ever
Question words are words used to make questions, they are: what, which, who, where, when, how and why
E.g. what is your name?

_Which book are you talking about?
_Who are you?
_Where is your brother?
_When are you coming back?
_How can I do this?
_Why are you crying?
These words can be used with “ever” with exception of why to mean “every…)
What + ever = whatever = be that what it may.

Which + ever = whichever = be that which it may.
Who + ever = whoever = be that who it may.
Where + ever =
When + ever =
How + ever =
E.g. I love you, but I am not obliged to believe in whatever you say.
_ I know whatever you usually do at the weekend.
_ just say something, be that what it may.
_Whichever book is important for me.
_ I don’t read whichever text; I chose.
_ I want a course to do be that which it may.
_ I was taught to greet whoever I come across in the street.

_ I didn’t know whoever was in the party.
_ Pick a person to help you, be that who it may.
_Wherever you go I will find you.

_My father carried a bible wherever he went.
_ be that where it may I go, I never leave my pen.
_My heart beat harder whenever I see you.

_whenever I leave home In the morning I must pray.
_ just come to visit us be that when it may.
_However, tomorrow I must go to the church.

_Next week we shall be together however.
_ be that how it may, the job has to be done.
Lesson 43
summary: coordinate conjunctions
For, is used to say the reason or cause.
E.g. he didn’t go to school for he was sick.

_She had an early night for she was tired.
_ I guess I will not be here tomorrow for I will be too busy.
So, is used to say the consequence or result.

E.g. she was not fine, so she missed the exam.
_ He didn’t have the necessary qualifications, so he lost the employment.
_ I know that you love me, so I am faithful to you.
Either…or, is used to indicate two positive alternatives.

E.g. you must come with your responsible, either your father or your mother.
_ just do something, either study or work.
_ I think I will study in abroad next year, either German or France.
Neither…nor, is used to indicate two negative alternatives.

E.g. he doesn’t speak neither French nor English.
_Neither me nor you are married.
_Neither time nor distance will separate me from you.
Not only…but also…

e.g. she is not only kind but also intelligent.
_ English is not only difficult but also complicated.
_ Not only my father loves me but also my mother.
Both…and…
e.g. both English and French are important.
_Both my father and my mother speak English.
_Both sciences and arts aren’t easy.
Lesson 44
summary: conjunctive adverbs
Conjunctive adverbs
are used to link two ideas, differently from the conjunctions that are used to link two clauses. In a sentence,
a conjunctive adverb can be placed in different positions. We can use them to mean additions.
they can be: furthermore/moreover, besides, also/likewise, however, nevertheless, yet/still, otherwise, since,
as and unless.
Furthermore/moreover
_ I don’t care about English; furthermore, it is difficult.
_ I love my sweetheart; moreover, she completes me.
_ he is professional; furthermore, he understands English.
_ English is important; moreover, is a business language.
Besides
_ he is not my friend; besides, I don’t like him.
_ I didn’t like the phone; besides, it is expensive.
_ she is beautiful; besides, she is comprehensive.
Also/likewise
_ turn the lights off; shut the windows likewise.
_ stop tracking me; likewise calling me up at bed time.
_ make too much revision; practice reading likewise.
However
_ I don’t like football; however, I am going to watch it tonight.
_ He studies English for long time; however, he can’t even read well.
_ I really love you; however, I can’t be with you.
Nevertheless
_ he studied day and night; nevertheless, he didn’t make the grade.
_In fact I don’t like parties; nevertheless, I must be there.
_We know you are out of money; nevertheless, don’t stay home.
Yet/still
_ he complains of gastritis still doesn’t eat.
_ He speak English almost well, still doesn’t quit.
_ She knows that I love her, yet she distrusts me.
Otherwise
_ study hard otherwise you fail again.
_ buy something to eat otherwise I die of hunger.
_ sleep a bit earlier otherwise you awake late.
Since
_ since you lost the employment, go back to school.
_Why do you study English since it’s not important for you?
_Since he apologizes forgive him.
As
_ as I was sleepless I watched some films.
_We decided to break off as we didn’t get along.
_As we didn’t have enough money for airplane we travelled by bus.
Unless
_don’t say anything unless they ask you.
_ I will never forgive you unless you apologize.
_Unless you study much more you will not speak English.
TRANSLATE THE FOLLOWING SENTENCES INTO ENGLISH
Sei que você não gosta de mim; mesmo assim, eu gosto de você.
Eu não me importo com inglês; além disso, é difícil.
Na quinta-feira eu não fui a escola pois não me sentia bem.
Eu confio em você, por isso afianço-te minha fidelidade.
Faça revisão, pratica a leitura também.
Nada vai apartar-nos, nem o tempo nem a distância.
Não durma tarde senão acordar tarde.
Amenos que peças perdão, eu nunca vou te perdoar.
Visto que não somos amigos, deixa de incomodar-me.
uma vez que não se entendem, por que insistir?
ela não só sabe cantar, mas também sabe dançar,
Lesson 45
summary: used to
We say ‘used to + verb’ to talk about the past actions, it’s to say, to talk about the past habits that do not
continue in the present.
E.g. when I was young I used to play hide and seek.
_Some years ago I used to go to the church every morning.
_I used to play truant and go to play football.
In the same way, we can use it to talk about the past facts which are no longer true.
E.g. that house used to be a nursery.
_ I used to be fat.
_That church used to be crowded.
_ I used to drink beer and smoke cigarettes.
In interrogative and negative sentences ‘used to’ is used without the letter “d”.
E.g. did we use to frequent the same school?
_did she use to preach in the church?
_My mother didn’t use to take me to crèche, I would always go alone.
Instead of ‘used to’ we can as well use ‘would always’ to talk about past habits that have stopped in the
past.
E.g. when I was young I would always have launch after the house.
_When I was in grade 10 I would always arrive at school late due to the distance.
_My father would always take me for a walk.
We say ‘to be + used to + - ing’ to talk about the present habits.

E.g. some students are used to despising teachers in the secondary schools.
_My sweetheart is used to calling me up before sleeping and soon in the morning.
_ I am used to speaking English with my friends.
Lesson 46
summary: to be in need of / to be lacking / for lack of
To be in need of means ‘to be out of something that you are really hungry for’.
E.g. what are you in need of?

_ I am in urgent need of opportunity to talk to her.
_ I am in need of time to study English.
_ I am in need of money to continue studying.
_ I am in need of a TV to watch soccer.
_ I am in serious need of friends.
To be lacking, is usually used to say that something do not exist somewhere. However, it iswanted.
E.g. what’s lacking in your life?

_In my life it’s lacking money.
_Many things are lacking in my life.
_It’s lacking an earnest man/woman in my life.
_It’s lacking knowledge.
_ a child is lacking in my life.
For lack of, is usually used to say the negative or motive.
E.g. why many youths don’t study now a day?

_They don’t study for lack of money.
_They don’t study for lack of interest.
_They don’t study for lack of vacancies.
_They don’t study for lack of schools.
_They don’t study for lack of motivation.
Why don’t you speak English well?

_ I don’t speak English well for lack of time to study it.
_ I don’t study English well for lack of grammar and dictionary.
_ I don’t speak English well for lack of someone to practice with regularly.
*what’s lacking at your home?

*what’s lacking in your life to be completely happy?
*what are you in need of to help you?
Fill the gaps with the key words above to complete the sentences:
1 – …………….. NUIT I lost the employment.

2 – He stopped studying ……………….. time.
3 – Something ………………… to attain happiness.
4 – They divorcer …………………. Confidence.
5 – As a matter of fact I …………………… an English grammar.
Form sentences using the same key words using the phrases in brackets.
e.g. (I need money to learn English) – I am in need of money to learn English.

(There in no car at my home) - ………………………………………………………………………………..
(I don’t visit you because I don’t have time) - ………………………………………………………………...
(I really want a laptop) - ……………………………………………………………………………………….
(What isn’t there at your home?) - …………………………………………………………………………….
(I play alone because I don’t have close friends) - …………………………………………………………….

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MR.

S.CLUB TEACHING METHOD

BASIC ENGLISH LESSONS

11 …………………………………………verb to have (conjugation)

21 …………………………………………the numbers (cardinal, ordinal, decimal, fractional)

27 ………………………………………….have ever and have never

65 ………………………………………....the more … the more

78 ………………………………………....each and every

A: good morning! A:good afternoon!

A: hi, I am john. What’s your name?

TO ASK FOR PERMISSION

Student: excuse me, may I get in?

WAYS TO BID FAREWELL

*bye bye! (inf.) *catch you later! (Slang)

A-ei B-bi C-ci D-di E-I F G-dgi H-eitch I-ai

J-djei K-quei L M N O-ou P-pi Q-quiu R-ar

S T-ti U-yu V-vi W-deiblion X-eks Y-way Z-zet

Bl – blank Br – brain Ch (= tch) – chair Cl – claim Cr – crazy Dr – drink

The same happen with the vowels, like:

Ea (i)- easy / freak/ etc

ANWER THE FOLLOWING QUESTIONS:

*how do you spell your name? — It is…

•What is the meaning of (—)?

*what is the meaning of “caderno” in English? (= the meaning in English)

*what is the meaning of “ quadro preto” in English?

*what is the meaning of “eraser” in Portuguese?

*what does “book” mean in Portuguese?

*what does “bench” mean in Portuguese?

*what does “S-club” mean?

*how can you say “interessante” in English?

*how can you say “I am scared stiff” in Portuguese?

*what is the English for “aluno”?

1-What is your (given) name?

2-What is your surname/ family name?

3-where do you live?

4-where are you from? (place of birth)

5-what nationality are you?

6-what do you do?

7-when were you born?

8-how old are you?

9-what is your marital status?

WRITE A PARAGRAPH LIKE THIS ABOUT YOURSELF

Student: excuse me, could I please get in?

Student: excuse me, may I come in?

Student: excuse me sir, would you mind to repeat?

Colleague: do you think I could use your red pen?

Student: would it be alright if I went out?

… may I get in?

“TO GO” - CONJUGATION

Present simple past simple future simple conditional simple

AFFIRMATIVE SENTENCES NEGATIVE SENTENCES

•where are you going?

_ are you going to school? — Yes, I am. / No, I am not.

Raise questions alike to your next:

“TO COME” – CONJUGATION

AFFIRMATIVE SENTENCES NEGATIVE SENTENCES

•where do you come from?

_do you come from church? — Yes, I do. / No, I don’t.

Raise questions alike to your next:

Present simple affirmative present simple negative

Past simple affirmative past simple negative

Future simple affirmative future simple negative

Present simple interrogative past simple interrogative

Past simple interrogative

bye bye! (inf.) catch you later! (Slang)

today tomorrow yesterday before yesterday *after tomorrow

Sunday Monday Tuesday Wednesday Thursday Friday *Saturday

January February March April May June July August *September

is this an eraser? are those dogs? *is that a cat?

what do you like? what don’t you like?