LÚRIO UNIVERSITY

FACULTY OF HEALTH SCIENCES

FIRST YEAR FIRST SEMESTER

ENGLISH LEVEL I MANUAL

MEDICINE AND NURSING COURSES

Compiled and edited by Chipo Panganayi (MA)

First edition 2019, Second edition 2023

2023

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This subject aims to enable the students to acquire knowledge to survive in an English
speaking world. The subject is a major tool to function in the world of English speakers
(for both first and second English users). The students will have the opportunity to
explore the Reading, Writing, Speaking and Listening skills through the various
activities done face to face in class.

General Objectives.
1. Talk using your linguistic competence attained throughout general schooling
formative years;
2. Write simple and complex sentences;
3. Build your capacity to use the basic English technical vocabulary in your daily
specific tasks;
4. Develop your communicative abilities from presentations as well as taking part
in various Professional communicative activities;
5. Read and interpret texts.
6. Discuss issues related to their profession.

Specific Objectives
1. Use grammatical rules in constructing simple sentences.
2. Conjugate correctly the subject with verb to be, verb to do and verb to have
3. Change the verb base according to the tense form
4. Count numbers correctly in the cardinal and ordinal forms
5. Write correct spellings of numbers in the cardinal and ordinal forms.
6. Use indefinite articles correctly with singular nouns.
7. Describe the Human body
8. Mention parts of the human body.

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 Study areas

Verb to be (am/is/are)

Verb to do – Lifestyle (what you like to do)

Food types

Addiction

Verb to have
Possessive adjectives

Human Rights

Numbers

Telling time

Article A / An
Nouns – Singular and Plural forms

Question Words

Parts of the Human body

Tenses- Present Simple

Present Continuous

Past Simple

Past Continuous

Irregular and Regular verbs

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 One – Verb to be
By the end of this unit, students should be able to:

- Introduce themselves
- Introduce a friend, a colleague, etc.
- Use am, is and are with pronouns
- Change affirmative sentences to interrogative.
- Form questions on their own using the verb to be.
- Give long and short answers

The verb ‘to be’

• The verb to be is very important in the English Language
• It consists of the verbs am/is/are
• They are conjugated with the 1st person singular and plural, the 2nd person
singular and plural and the third person singular and plural.
• It is used when making introductions or when meeting someone for the fist ime.
Examples
1. Hello, my name is Yara. I`m from Cabo Delgado.
2. I am 17 years old.
3. I am a student at the Faculty of Health Sciences.
4. I am happy to be here.

Forms of to be

Full Forms
Present SHORT NEGATIVE QUESTION
I am I`m I am not Am I?
You are You`re You are not Are you?
He/She/It is He`s/She`s/It`s He`s/She`s/It`s not Is he?/Is she?/Is it?
We are We`re We are not Are we?
They are They`re They are not Are they?

Introductions and questions associated with ‘to be’

Now try to answer these questions and introduce yourself. (use the verb to be).
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What is your name? My name ___________________________________________.
Where are you from? I _________________________________________________.
How old are you? I _____________________________________________________.
What is your occupation? I ____________________________________________.
What is your favourite food? My favourite food ______________________________
What is your favourite colour? My favourite colour(s) _________________________.
What are your interests? I ________________________/ My interest(s) ___________.
Are you married? ______________________________________________________.

The verb to be is used to talk about personal information in the affrmative and negative.
Affirmative / Positive Negative
I am a student I am not an engineer
You are a student You are not an engineer
She is a student She is not an engineer
We are students We are not engineers.

Word order when constructing sentences using the ‘to be’ in the affirmative and
negative follows the order below;
Personal pronoun + to be - - - (I am a girl)
Personal pronoun + to be + not (I am not a girl)

When constructing questions using to be, the sentence begins with to be and then the
personal pronoun
Am I a girl?
Is she a girl?
Are they girls?

The answers can be responded in the affirmative or the negative;

Question Positive answer Negative answer
Am I a girl? Yes, I am. No, I am not
Is she a girl? Yes, she is. No, she is not.
Are they girls? Yes, they are. No, they are not.

Practice (Use am/am not/ is/ is not/are/ are not to fill in the gaps)
1. What___________________ your name? My name ________________ Valdimiro.
2. Good morning. I ______ Ms Chipo, your English teacher. How _______ you?
4 ._________________you from Nampula? Yes, I ____. _______ it cold today?
_____________________________. We _________ all first year students and _____
all happy. It _________________ good to be a university student.

Verb to be Question form use am/is/are to complete the questions below

__________________________ you from Malawi?
__________________________ it hot toady?
__________________________ I a student?
___________________________ they studying?
____________________________ he a teacher?

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Further reading and practice exercises:

Write the correct form of the verb to be (am, is or are). The first one is done for you.

1. The teachers __are__ from Beira. You ________ from Memba.

2. Leo and I ________ from Congo. He ________ from Lugela.
3. My mother ________ from Angoche. She ________ from Pemba.
4. You ________ from the Mozambique. We ________ from Nampula.
5. Marco and Dan ________ from Tete. You ________ from Guruė.
6. I ________ from Zimbabwe. They ________ from Manica.
7. We ________ from Sofala. Luis ________ from Zambezia.
8. My mother ________ from Cuamba. I ________ from Vanduzi.
9. They ________ from Buzi. Angelo ________ from Lichinga.
10. You ________ from Montepuez. Cristina and I _______ from Pemba

One of the sentences in each pair is not a correct sentence. Cross out the incorrect
sentence. The first one is done for you.

1a. She is from England. 1b. She are from England.

2a. I are from Nampula.
3a. We is from Moma.
4a. He is from Cuamba.
5a. The boys are from Cuba.
6a. My from is Cabo Delgado.
7a. You is from Tete.
8a. Lourdes are from the Uganda.
2b. I am from Nampula.
3b. We are from Moma.
4b. He are from Cuamba.
5b. The boys am from Cuba.
6b. I am from Cabo Delgado.
7b. You are from Tete.
8b. Lourdes is from the Uganda

Two sentences on each line are correct and one is incorrect. Cross out the incorrect
sentence. The first one is done for you.

1a. Susan she is from Tete. 1b. She is from Tete. 1c. Susan is from Tete.
2a. Dino is from Beira. 2b. Dino he is from Beira. 2c. He is from Beira.
3a. Lily is from Mocuba. 3b. She is from Mocuba. 3c. Lily she is from Mocuba.
4a. He is from Pemba. 4b. Dan he is from Pemba. 4c. Dan is from Pemba.
5a. The girls they are from Npl. 5b. They are from Npl. 5c. The girls are from Npl.

Interrogative form of the verb to be. Put am / is / are correctly

1. _______________ Momed and ) friends?

2. _______________ a doctor?
3. _____________ from India?
4. ____________ Marriamo a Nursing student?
5. ____________ Leonel and Ana from Inhambane?
6. _________ it a black bag?
7. _________ all the chairs occupied?
8. _________ this chair occupied?
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Two – Verb to do

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

- Use do/does with pronouns
- Ask questions using the verb to do
- Give long and short answers
Talk about their lifestyles

Verb to do
The verb to do is used to express things that we do with frequency or often in life.
It can be used with the 1st, 2nd and 3rd personas

I / You / You / We / They do

He / She / It does

I do homework every evening

You do homework every evening
He does homework every evening
She does homework every evening
We do homework every evening
They do homework every evening.

When using to do as the main verb, you do not conjugate with another main verb
Examples:
I do wash clothes every Saturday. I do laundry every Saturday.
She does wash plates every day. She does the dishes every day.

Try practicing on the space below and form your own sentences using to do in the 1st,
2nd, and 3rd person singular and plural forms.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. _______________________________________________________________
The verb to do in present, negative and past form.
Present Negative Past
I do I don’t I didn’t
You do You don’t You didn’t
He/ She/ It does He/ She/ It doesn’t He/ She/ It didn’t
We do We don’t We didn’t
You do You don’t You didn’t
They do They don’t They didn’t

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Three – Lifestyles

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

- Define lifestyle
- Talk about their individual lifestyles
- Note the differences in their lifestyles as classmates and as a class.
- State the general lifestyle in the country (it can be about food, entertainment,
hobbies etc)
- Write short sentences about daily life in Mozambique.

Lifestyle
According to the Cambridge Advanced Learner’s dictionary it is someone’s way of
living or the things that a person/ people usually do. Normally lifestyle is also
determined by the environment, you may also find that the lifestyle of someone in the
rural environment can be different from that of someone in the urban environment.

Talking points
In pairs, talk about your lifestyles, describe the things you like or do not like to do with
your partner.
Now compare your lifestyle with that of your partner, tell the class the things that you
have in common with your partner.

Discussion
As a class discuss the common things people usually do in your country.
Is life in the rural areas the same as life in the urban areas?

Life in my country
1. Do most people live in flats or houses?
2. What time do children go to school?
3. What time do people start work?
4. Do most people go home for lunch from their work places?
5. What time do shops open and close in Mozambique?
6. What time do pubs and restaurants close?
7. What do people do at the weekends?
8. What type of food do people usually eat?

Practice
Complete the sentences about your country. Use either the positive or negative form;
correct the information, where necessary.
Example: Most people don’t live in flats, they live in houses.
1. Most people ________________ (have) a garden
2. Most office workers ________________ (start) work at 09:00
3. Most people _______________ (go) home for lunch.
4. Most people ________________ (have) a big meal in the evening.
5. Children _________________ (go) to school in the afternoon.
6. Most shops ________________ (stay) open for twenty-four hours.
7. Most shops _______________ (close) at lunchtime.
8. Most shops ______________ (open) on Sundays.
9. Restaurants ______________ (close) at eleven in the evening.
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Comprehension Text: Fast foods
Fast food is food which is prepared and served quickly at outlets called fast-food
restaurants. It is a multi-billion dollar industry which continues to grow rapidly in many
countries.
Fast-food outlets are take-out providers, often with a ‘’drive-thru’’ service which allows
customers to order and pick up food from their cars; but most also have a seating area in
which customers can eat the food on the premises.
Nearly from its inception, fast food has been designed to be eaten ‘’on the go’’ and
often does not require traditional dominant cutlery. Common menu item food outlets
include fish and chips, sandwiches, pitas, hamburgers, fried chicken, French-fries,
chicken nuggets, tacos, pizza, and ice cream, although many fast-food restaurants offer
‘’slower’’ food like chili, mashed potatoes, and salads. However, even though Western-
style Chinese cuisine is most often served as take-away, it is seldom considered to be
fast food.
The modern history of fast-foods in America is connected with the history of the
hamburger, ‘as the earliest fast-foods outlets sold hamburgers as their primary product.
The American company White Castle is generally credited with opening the first fast-
food outlet in Topeka, Kansa in 1921, and selling hamburgers for five cents a piece.
Among its innovations the company allowed customers to see the food being prepared.
White Castle later added five holes to each beef patty to increase its surface and speed
cooking times. White Castle was successful from its inception and spawned numerous
competition. In recent decades, Mexican-style foods like tacos and burritos, as well as
pizza, have also become staples of fast-food culture.
McDonald’s a noted fast-food supplier, opened its first franchised restaurants in 1955. It
has become a phenomenally successful enterprise in terms of financial growth, brand-
name, recognition, and worldwide expansion. Ray Kroc, who bought the franchising
license from the McDonald brothers, pioneered many concepts which emphasized
standardization. He introduced uniform products, identical in all respects, at each outlet,
to increase sales. At the same time, Kroc also insisted on cutting food costs as much as
possible, eventually using, McDonald’s Corporation’s size to force suppliers to conform
to this ethics.
Comprehension questions
1. What are fast foods? _______________________________________________
2. What kind of an industry is it? ________________________________________
3. What do ‘drive-thru’ services allow customers to do? _____________________
4. How are they designed to be eaten? ___________________________________
5. Which foods are included on the common menu?
________________________________________________________________
6. Which American Company is credited with opening the first fast food outlet?
________________________________________________________________
7. Is fast food common in your county? __________________________________
8. What are advantages of traditional food over fast food on health today?
________________________________________________________________
________________________________________________________________
DISCUSSION
Do you know fast foods?
Which one is your favourite?
How often do you eat fast food?
Can you say fast food is a common tradition in your family?
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 FOOD

Meat Vegetables Fruits

Lamb Lettuce Mangoes
Beef Carrots Apples
Pork Cabbage Strawberries
Chicken Cauliflower Oranges
Duck Mushroom Bananas
sausages Tomatoes Peaches
Cucumbers Grapes

Fish / Seafood Dairy Legumes

Tuna Milk Peas
Salmon Cheese Green beans
Cod Cream
Squid Ice-cream
Shrimp Milkshake
Crabs Butter

Ways of cooking
Fry, boil, poach, steam, grill, scramble, roast, bake

DISCUSSION
1. Which is the commonly prepared or eaten food in country?
2. Which are the common ways of preparing food?
3. Design a nutritious dish that you can prepare for lunch for your family? It should
include: a starter, a main meal, a dessert.

Practice exercise
1. Which is the odd one out in these groups of food?
a) Lamb, cod, beef, turkey.
b) Berries, litchi, cream, grapes.
c) Margarine, cucumber, carrot, spinach.
d) Peach, steam, bake, boil.
e) Cream, cheese, butter, chicken.

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Four - Addiction
By the end of this unit, students should be able to:
- Define addiction
- Talk about experiences with addiction.
- Talk about the effects of addiction with classmates and as a class.
- State the general types of addictions people suffer from.

Definition
It is the condition of being addicted or dependent to a particular substance or activity. It
can also be said to be a chronic relapsing disorder characterized by compulsive drug
seeking and use despite adverse consequences. Addiction has been considered a brain
disorder because it involves functional changes in brain circuits involved in reward,
stress and self control.

Reading – Alcohol.

An alcoholic beverage is a drink that contains ethanol, a type of alcohol that acts as a
dru and is produced by fermentation of grains, fruits or vegetables or other sources of
sugar using yeast or bacteria to change the sugar into alcohol.
The consumption of alcohol or drinking plays a social role in many cultures. When a
person drinks alcohol, it is absorbed by the stomach, enters the bloodstream and goes to
all tissues. The effects of alcohol are dependency or a variety of factors including a
person’s size, weight, age and sex as well as the amount of food and alcohol consumed.
Other effects include slurred speech, disturbed sleep, nausea and vomiting.
Alcohol even when taken in small doses significantly impairs the judgment of partakers.
Hangovers are another possible effect after large amounts of alcohol are consumed; a
hangover consists of headaches, nausea, thirst, dizziness and fatigue.

Prolonged heavy size of alcohol can lead to addiction or dependency. Sudden stops of
long terms, extensive alcohol intake may make it likely to produce withdrawal
symptoms, including severe anxiety, tremors, hallucinations and convulsions. Long
term effects of consuming large quantities of alcohol, especially when combined with
poor nutrition, can lead to permanent damage to vital organs such as the brain and liver.
In addition, mothers who drink alcohol during pregnancy may give birth to infants with
fetal alcohol symptoms. These infants may suffer from mental retardness and other
irreversible physical abnormalities. Also, research indicates that children of alcoholic
parents are at greater risk than other children of becoming alcoholics.

Comprehension questions.
1. Which are some products used to make alcohol? _________________________
2. Which body system controls all the body functions? ______________________
3. What is the other word that means dependency? __________________________
4. How does alcohol affect one’s weight? ________________________________
5. What are the effects of long time alcohol consumption?
________________________________________________________________
6. A handover consists of ______________, __________, _________ and _______
7. Why should pregnant mothers not abuse alcohol during pregnancy?
________________________________________________________________
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Five – Verb to have

By the end of this unit students must be able to;

- Use have/has with personal pronouns in the 1st, 2nd, and 3rd person singular & plural.
- Ask questions using the verb to have
- Have got, has got

Verb to have
We use the verb to have to talk about possessions; see table below.

Study the table below & use have to talk of

your family & possessions
Present Family relations

I have I have two brothers and one sister

You have You have two sisters
She has My sister has two sons
He has My brother has two nephews
It has Our dog has a puppy
We have We have uncles, aunts & grandparents
They have They have many relatives

From verb to have to possessive adjectives

Possessive adjectives
Verb to have Possessive adjective
I have a car My car is outside
You have a house Your house is big
He hás a wife His wife is beautiful.
She has a bag Her bag is beautiful
It has a red colour Its colour is attractive.
We have friends Our friends are kind
They have a dog Their dog barks too loud.

Human rights
DISCUSSION
What are Human rights?
Do you know of any human rights in particular? Tell examples of human rights.
What rights do you have?
Comment about corruption in hospitals.
Using 2nd conditional sentences what would you do if you were the Minister of Health
to stop corruption?
If I were the Minister of Health, I would ……………………………………………
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Six – Numbers- Cardinal and Ordinal

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

- Differentiate cardinal from ordinal numbers
- Write numbers in words
- Say the days of week and months of the year in a sequential way

Cardinal numbers

.
Cardinal numbers are used for counting. They help us see the
exact number or quantity. The table below has examples:
Cardinal numbers Examples of use

1 – one I have one English module

2 – two Tiago has two friends
3 –three We have three tables
4 – four I have four brothers
5 - five It rained for five days in
Cuamba

Below is a table with numbers, practice writing them in words.

0 1 2 3 4
Zero One Two Three Four
5 7 8 9 13
Five Seven Eight Nine Thirteen
16 19 21 25 29

30 33 35 37 39

41 43 45 46 48

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Ordinal numbers

.
Ordinals are used to say dates or sequence and order of something.
21/3- the twenty-first of March, 2/2- second of February, 20/6-the
twentieth of June .
See also table below.

Ordinals Example of use

First -1st I am a first year student at Centro de Ensino Distancia

Second – 2nd Maria is the second born in my family

Third – 3rd Jen was born on the third of December

Fourth – 4th He was in Nampula on March fourth

Fifth – 5th Today is my son`s fifth birthday.

What’s the date today?

It’s _________________________________________________________
When is your birthday?
My birthday is on the ___________________________________________

Find out the birthdays of your classmates by asking the question; When is your birthday,
and filling in on the table below using ordinal numbers.

January July
February August
March September
April October
May November
June December

Match the numbers and the words below.

a) 1/1 1. the first second of October
b) 5/4 2. the seventeenth of march
c) 4/7 3. the twenty-seventh of December
d) 17/3 4. the thirty-first of August
e) 22/10 5. the eleventh of February
f) 31/8 6. the fourth of July
g) 11/2 7. the first of January
h) 27/12 8. the twenty-second of October

Days of the week

Sunday; Monday; Tuesday; Wednesday;

Thursday, Friday; Saturday
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Seven – Telling time

By the end of the unit students should be able to;

- Tell the time correctly in 12 and 24 hour clock
- Use Past and To when telling time
- Tell the time in two different ways
- Use AM and PM

WHEN TO USE PAST

A day is composed of 24hours and an hour is composed of 60 minutes, from 01-30
minutes, you say past the hour.
When writing time in numbers, we write first the hour then the minutes (12 (hr):06(min)
Yet when telling time in words we first say the minutes and then the hour. If the
minutes are between 01-30 we use PAST the hour indicated for example;
12:06- six minutes past twelve,
08:17- seventeen minutes past eight,
O1:O1-a minute past one
11.30 – half past eleven

WHEN TO USE TO
As previously said, when writing time in numbers, we write first the hour then the
minutes (12 (hr):06(min)
Yet when telling time in words we first say the minutes and then the hour. If the
minutes are between 31-59 we use TO the next hour for example;
12:31- twenty-nine minutes to one,
08:47- thirteen minutes to nine,
O1:5O-ten minutes to two,
11.57 – three minutes to twelve
• In this case you subtract the minutes left to the next hour in 12:31, the next hour
is one, so we don’t say thirty-one minutes past twelve

WHEN TO USE AM (ANTE MERIDIAN BEFORE NOON)

Time can be told in many different ways. It is important to know that time can be told in
the 12 and 24 hour clock.
All the hours from 00 to 11 are told with AM, indicating the first half of the day (before
noon)
10:31- twenty-nine minutes to eleven AM,
08:27- twenty-seven minutes past eight AM,
O1:5O-ten minutes to two AM,
11.37 – twenty-three minutes to twelve AM
10:01 – a minute past tem AM
00:30 – half past twelve AM

WHEN TO USE PM (PAST MERIDIAN AFTER NOON)

As said earlier, the hours from 01 to 11 are told with AM and those from 13 to 23 are
told as PM (after noon). In some cases we change the 13 to 1, 14 to 2, 15 to 3 etc and in
this case, it is important to use PM, to indicate that this 1 or 2 is past meridian .
• 19:06- six minutes past seven PM,
• 13:22- twenty-two minutes past one PM
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 • 17:41- nineteen minutes to six PM
• 22: 15- a quarter past ten PM
• 12:30 – half past twelve PM

WHEN TO USE O’CLOCK

• Whenever the time reaches an hour it goes to 00 on the minutes be it for
AM/PM
00:00 – twelve o’clock AM/ twelve mid-night
03:00 – three o’clock AM
10:00 – ten o’clock AM
12:00 – twelve o’clock PM/ twelve mid-day
14:00 – two o’clock PM
18:00 – six o’clock PM
21:00 – nine o’clock PM

Practice exercises

Numbers and telling time

Choose the correct option of how to write the numbers below.

1. 23 in words is
a) twenty and three b) tenty –three c) twenty – three d) twenty – tree
2. The numeral 100 in words is written as
a) one hundred b0 hundred c) one and hundred d) hundedith
3. 11 in words is written as
a) leven b) eventeen c) eleven d) eleventh
4. The numeral 67 in words is written as
a) six-seven b) sixty-seven c) sixty-seventeen d) sixty
5. I am a ____ year student
a) one b) first c) fast d) fist
th
6. 16 in words is written as
a) sixth b) sxth c) sixteenth d) sixtenth
7. 20th in words is written as
a) twenty b) twentieth c) twentyth d) twelfth
8. 31st in words is written as
a) thirty and first b) thirty c) thirtieth first d) theirty-first
9. Choose the time in words for 13.37 _
a) thirteen past thirty-sevenPM b) thirty-seven past onePM c) twenty-three to
two PM
10. Choose the time in words 12.30 for
a) thirty past twelve AM b) half past twelve PM c) past half AM d) past half
PM
11. Choose the time in words 07,17 __
a) even past seventeen b) seventeen past seven PM c) seventeen past seven AM
12. Choose the time in words 05.00 __
a) five oçlock AM b( five oçlock PM cP zero past five d) past zero five AM

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Show time written above in the clocks.

Write the time shown on the clock

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Eight – Articles (a/an)
By the end of this topic, students should be able to:
➢ State the types of articles they know
➢ Use articles with everyday objects
➢ Demonstrate how to use articles with nouns that start with vowel or consonant
➢ Present on how to use articles a/an
➢ Write examples in sentences

An article is an adjective and it modifies nouns.

• a / an is an indefinite article
• It modifies non-specific or non-particular nouns
• It is used with countable nouns or singular nouns
• While the is a definite article
• It modifies specific or particular nouns
• It is used with countable and uncountable nouns and before singular and plural
nouns.
http://learnamericanenglishonline.com/Blue%20Level/B10%20Articles.html

• Article a is used with nounss that start with a consonant.

Examples: a goat, a chair, a book, a girl, a boy, a teacher, a doctor,
OR when pronounced the first sound is like a consonant.
Examples: a university, a unicycle, a European
• Article an is used for nouns that start with a vowel.
Examples: an elephant, an egg, an apple, an ear, an arm,
OR when pronounced the first letter is silent or sounds like a vowel.
Examples: an hour, an honour, an honest person

Conjugating articles a/an/the with singular and plural nouns

The articles a/an are oly conjugated with singular orm of noun, while the can be used
with both singular and plural nouns.

Examples
A dog
A house
A cat
A watch

An eagle
An apple
An orange
An umbrella

The dog
The house
The eagle
The apple

The dogs
The apples
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Eight i - Singular and Plural nouns

By the end of this unit, students should be able to;

- Identify singular from plural nouns
- Know nouns that change in form
- Pronounce different words in their plurals in the correct way
- Differentiate countable from uncountable nouns

Singular and Plural nouns

We use singular nouns to talk about one thing e.g. Boy, book, bench, chair, brush,
glass.
When the nouns are two or more; they take the plural form, this is usually formed by
adding –s. However there are different spellings for plurals.
Nouns ending with –ch, -sh, -x, -s—you add –es e.g.
Church-churches, brush-brushes, fox-foxes, class-classes
Nouns that end with –f / -fe, – remove f/fe put –ves e.g.
Loaf-loaves, calf-calves, wife-wives
Nouns that end with a `y`, after a consonant, you remove y and put –ies e.g.
Lady-ladies, baby-babies,
For some nouns that end with `o, `you add –es e.g.
Tomato - tomatoes, potato - potatoes
However on some words you just add –s e.g. Kangaroo-kangaroos, photo-photos

Some nouns like sheep, deer, fish, cattle, money, do not change.

Practice
Complete the table below correctly
Singular Plural Singular Plural
Elephant Matches
Bottle Feet
Toothbrush Monkeys
Eye Glasses
Army Fish

Complete the sentences below with the correct form of the noun in brackets.

1. Aced brought an empty ___________________ (bottle) to class.

2. Maria’s sister has two ______________________ (knife) in her kitchen
3. There are no _________________________ (lorry) that come to my faculty.
4. My father bought 3 _______________________ (man) to see our house.
5. Many _____________________ (person) were affected by cyclone Idai in Beira.
6. Many _________________________ (child) lost their school material.

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Eight ii - Countable and uncountable nouns

By the end, students should be able to:

- Identify countable and uncountable nouns
- Use countable nouns with article a/an
- Make uncountable nouns countable

The difference
• In this lesson you will learn how to tell when a noun is countable and when it is
not following some easy rules.
• How to tell if it is a countable or uncountable noun?
• If there is a “a”/“an” in front of the word or “s” at the end of a word, then this
word will be a countable noun.
• Example
• If you see “a motorbike” or “motorbikes”, the word “motorbike” must be
countable.
• If you see “some rice” or “some water” the word “rice” or “water” is
uncountable

Countable nouns
oranges, carrots, onions, pineapples, pears, bananas, sweets, noodles, tomatoes,
mushrooms, grapes, strawberries, apples, eggs, snacks, potato chips, vegetables,
cakes, dollars, pounds

Uncountable nouns
bread, lettuce, milk, cheese, rice, beef, oil, meat, salt, ice-cream, sugar, pork, food,
water, meat, butter, soup, tea, coffee, money

• Sometimes countable and sometimes uncountable

ice-cream, lettuce, coke, chocolate
• Words used with countable nouns
many, a few, few(close to zero), fewer
• Words used with uncountable nouns
much, a little, little(close to nothing), less
• Words used with both countable and uncountable nouns
• some, a lot of (=lots of) , plenty of, enough, any, more

How to count the uncountable nouns

• When we want to count the uncountable nouns, you have to put a phrase in front
of the word.
Examples:
1. a bar of white chocolate, 3 bars of white chocolate
2. a bottle of milk / juice, four bottles of milk / juice
3. A jar of coffee / jam, three jars of coffee / jam
4. a carton of milk / juice, 4 cartons of milk / juice
5. a bowl of ice, a few bowls of rice
** HINT **
1. “Milk” and “jam” are uncountable, but “carton”, “bottle” and “jar” are
countable.
21
2. You cannot say 1 milk, 2 milks, but you can say “2 bottles”, “two jars”.

--

What do you see?

Discuss.
22
 Make the Uncountable, countable
-

Talking point
In groups of 4, talk about other uncountable nouns; make a list that you will present to
the class together.
Compare your group list with that of other groups in class.

23
Nine – Question words

By the end of this unit, students should be able to;

- List examples of question words / WH words
- Use WH words in sentences
- Read a comprehension on WH words
- Identify WH words in the text and how they are used.
- Use WH words to make questions
- Illustrate and identify parts of the human body
- Ask questions about body parts using WH words

WH Question Words

We use question words to ask certain types of questions (question word questions). We
often refer to them as WH words because they include the letters WH (for example
WHy, HoW).

Question word function example sentence

What asking for information about something What is your name?

Asking for repetition or confirmation

What? I can't hear you.

You did what?

What...for asking for a reason, asking why What did you do that for?

When asking about time When did he leave?

Where asking in or at what place or position Where do they live?

Which asking about choice Which colour do you want?

Who asking what or which person or people (subject) Who opened the door?

Whom .. asking what or which person or people (object) Whom did you see?

Whose asking about ownership Whose keys are these?

Whose turn is it?

Why asking for reason, asking what...for Why do you say that?

Why don't making a suggestion Why don't I help you?

How asking about manner How does this work?

24
asking about condition or quality How was your exam?

How + adj/adv asking about extent or degree see examples below

How far distance How far is Pemba from Beira?

How long length (time or space) How long will it take?

How many quantity (countable) How many cars are there?

How much quantity (uncountable) How much money do you have?

How old age How old are you?

How come (informal) asking for reason, asking why How come I can't see
her?

Talking point
• What did you do during the weekend?
• With who?
• Where did you go? When & Why?
• How much time did you spend there?
• How much money did you spend?

WH-words

Use the question words below to fill in the gaps.

What, where, who, why, how, whose, when, which

1. ________________ did Bruno leave Nampula with?

2. ________________ will you get to Malema from Cuamba?
3. ________________ turn is it to present in class?
4. In ________________ of these houses does Lalesca live?
5. ________________ made her fail the test?
6. _______________ do you say it’s wrong my friend?

25
Ten – Parts of the Human Body
By the end of this unit, students should be able to;
- Draw the human body
- Illustrate parts of the human body
- Use WH words to ask questions about parts of the body
- Say the parts of the body correctly in English

26
Label the parts of the body

WH words practice
How many hands do you have? Where are toes located on the body?
What do you use the mouth for? Which part of the both helps us to visualize things?

27
Eleven – Tenses- Present Simple

By the end of this unit, students must be able to:

- Use the present simple in the 1st, 2nd, and 3rd person singular and plural form
- Use the present simple in negative form
- Use the present simple in the question form

Present Simple Forms

1st Person 2nd Person 3rd Person

• Singular I You He, She, It,other subject

• Plural We You They

• Singular = 1
• Plural = 2 or more

To Form The Present Simple

Normally, to form the Present Simple Tense we use the verb's
base form, except 3rd person singular we ad –s.

1. I work. (1st person singular)

2. We work. (1st person plural)
3. You work. (2nd person singular)
4. He works. (3rd person singular)
5. She works. (3rd person singular)
6. It works. (3rd person singular)
7. They work. (3rd person plural)

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 .
For the 3rd person singular in the Present Simple Tense, the verb
is added –s, -es or -ies depending on the spelling of the verb.
For verbs that end with –y after a vowel, you add –s
Pay, say, pray, play, ...
For verbs that end with –y after a consonant, you remove
`y`and add -ies
Study, cry, try, fly, fry
For verbs that end with –x, -ch, -sh, -s you add –es at the end.
Fix, mix, watch, catch, brush, wash, pass, press

When do we use the Present

Simple?
1. Use the present simple to express the idea that an action
is repeated or usual. The action can be a habit, a hobby,
a daily event, a scheduled event or something that often
happens.
a) I wake up at six o`clock AM everyday.
b) We go always go for lunch at tewlve o`clock in the
afaternoon
2. To talk about scheduled events in the near future &
public transportation
a) The train leaves tonight at six o`clock PM
b) The party starts at twenty-one thirty PM

See next page for further reading and practice exercises.

29
30
Twelve – Tenses - the Present Continuous

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

- Use the present continuous form correctly with verb to be
- Use different forms in making the gerund
- Change the verb form according to the progressive form
- Construct sentences using the progressive form

Present Continuous Tense

Used to express actions in the present but still in progress. The
action has not ended it is continuing
It is formed with the verb to be (am/is/are) + verb base ending
with gerund –ing.
1. I am working.
2. We are working.
3. You are working.
4. She is working.
5. He is working.
6. It is working.
7. They are working

Forming the Present Continuous

verbs
1. Verbs that end with `e`, remove e and put –ing
Write-writing, continue-continuing, type-typing.
2. Verbs that end `ie`, temove ie and `y`then add –ing.
Die-dying, tie-tying, lie-lying
3. Verbs that have a vowel between consonents, you double the
last consonant.
Swim-swimming, travel-travelling, cut-cutting, put-putiing.
Examples of use: a) She is going to school at seven o`clock AM.
b) They are learning English until ten o´clock AM
c) The plane is leaving at fourteen twenty-five PM

See next page for further reading and practice exercises.

31
32
Twelve i - Present Simple vs Present Continuous tense

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

- Differentiate the use of the simple present tense and the present continuous
- Describe activities that take place in the two tenses
- Write sentences using the two tenses
- Answer questions based on the two tenses.

As discussed above tenses help us know when something happens or when certain
activities are done, be it every day, usually, constantly, sometimes or how often. These
actions are expressed by the simple present tense e.g.
a) I usually watch movies during the weekends
b) I brush my teeth twice every day
And on the hand tenses also help us know the actions that are happening at the very
moment and are still in progress e.g.
a) I am watching a movie at the moment
b) I am brushing my teeth now.

Usually there are certain questions that we can respond to using either the simple
present tense or the present continuous tense.
For example
• What do you do in life? – What are you doing now?
• Where do you live? – Where are you living now?
• What do you do on Fridays? – What are you doing now?
• Where do you sit in class? – Where are you sitting now?
• What do you eat every day? – What are you eating now?

The first part of the questions refers to activities that are repeated, that we always do are
a part of our day to day life and are responded to using the simple present tense.
For example:
You respond with …..
a) Subject + am ….
- I am a student/ I am a teacher/ I am a nurse
- I live in Nampula
- I usually go to the cinema
- I sit at the back in class
- I often eat rice and roasted chicken.

The second group of questions expresses an action that is happening now or at the
moment and has not stopped or is continuous for a long period of time like (I am
studying Medicine at Unilurio; this activity is something you are doing for a prolonged
period and may not be in progress at that very moment)
You can respond to the second group of questions as follows:
b) Subject + verb to be + verb ending with –ing
- I am studying/ I am reading
- I am living in Nampula
- I am presenting / I am talking in class.
- I am sitting on a chair
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Thirteen – Past Simple Tense

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

Form the past of any given verbs
Use the past tense in the negative and question form
Describe past events that happened in our life.
Distinguish between the regular and the irregular verbs

The past simple

Describes a past habit – or an action already completed
• Example:
• I went to Gurue in 2017. (go in present is changed to went in the past).
Can be used with or without adverbs of time
• Example:
• He walked home alone. (walk in present is changes to walked in the past)

When to use the past simple tense

• It is a tense that is used to express actions or activities which happened in the
past.
• The time is before now. We usually use words like ago, last week, last year,
yesterday, last night, three days ago, two months ago.
• The verb (action word) changes its form from the infinite to the past tense.
• For regular verbs, the base is added –d, -ed or –ied depending on the spelling.

Examples:
walk-walked, talk-talked
Phone- phoned, eraise-eraised

For verbs that end with y after a consonent, you remove y and add –ied:
cry- cried, dry-dried, fry-fried,

But verbs that end with y after a vowel, you just add –ed:
play- played, stay-stayed, pray-prayed

Writing practice
1. I__________________________________ to the mall after school. (go)
2, My brother______________________________ a bus an hour ago. (see)
3. Mike ___________________________ his grandmother last night? (visit)
4. Alex ______________________________________last weekend. (work)
5. __________________________ Judy and Liz at last month's meeting? (is)
6. We___________________________ home together after the lesson. (walk)
7. ____________________________ you see Jody's new dog yesterday? (do)
8. Sorry, I __________________________ you were in class yesterday.(think)
9. I _____________________________________English for two years.(study)
34
10. What_____________________________ you eat for lunch yesterday? (do)

Talking point
Tell the class what you did yesterday.

Listening practice
As your classmates present, pa attention to the way they use verbs in the past in their
presentation

Read the Comprehension below and answer the questions that follow
Mandela is Free - By George Mataka
Cape Town.
A big crowd waited outside the `Victor Vector Prison` all morning yesterday. They all
wanted to see Nelson Mandela, Deputy President of the ANC, walk out of prison, free
after 27 ½ years. I was there in the crowd, with the other journalists from all over the
world, with the men, women and children who waited for their leader to walk out from
his prison. This is what I saw.
14:00: The crowd laughed and talked and sang songs. It was a happy, exciting day for
us all. 14:30, Winnie, the young wife of Nelson, arrived at the prison. She went inside.
14:50: More cars arrived with other friends and family inside them.
15:04: Three police cars stopped outside the prison gates. The crowd suddenly went
quiet,..,. then the singing and laughing again..
15:50: The gates opened. A black car drove out and gates closed behind it. The crowd
whistled and laughed. The car drove away.
16:10: The gates opened for second time. The crowd was very excited now. Every one
pushed, everyone wanted to see the great man. The, gates stayed open…
16:14: A tall man with grey hair walked slowly out through the prison gates. With him
were his wife Winnie, and other members of his family. He smiled and waved at the
crowd. People whistled and danced and sang. Some people cried; other people watched
quietly and took photographs.
Mandela was free!!

1. Cape Town is a city in:

a) Mozambique b) South Africa c) Zimbabwe. D) Malawi.
2. The person who is now free from prison is:
a) Winnie b) George Mataka c) Nelson Mandela d) Victor Vector
3. A person whose job is to give information, news and reports about events is a;
a) Police b) Excited crowd c) Journalist d) George Mataka
4. Mandela walked out through the prison gates accompanied by:
a) The police b( Winnie and family members c) The crowd. d) The prison
5. Who was the Deputy President of ANC:
a) Winnie b) George c) Nelson Mandela d) Mataka
6. A journalist is a person whose job is to:
a) Arrest people b) Give information, news and reports about events
c)Sing, dance and tell exciting news. D) Lead a crowd.
7. Mandela was in prison for.
a) 7 ½ years b) 27 years c) 27 ½ years. d) 2 ½ years.
8. A prison is a place where:
a) People pray b) Criminals are kept
35
 c)The crowd sing and dance. d) The Deputy President lives.
9. The prison mentioned in the text is called:
a) Victor Prison. b) Vector Prison. c) Vector VcPrison. d)Victor Vector Prison.
10. At what time did Mandela walk out of prison?
a) 16:14 AM b) 15:50 PM c) 16:10 AM d) 16:14 PM.
11. Zacarias`phone ______________
a) Rung b) Ringed c) Rang d) Ringing
12. They ___________ at the party last weekend.
a) Dance b) Dancing c) Danced d) Did dance
13. I __________ all day and I am very tired.
a) Work b) Worked c) Do worked d) Did worked
14. We ____________________ at the party.
a) Are dance b) is dancing c) Were dancing d) Was dancing

More practice exercises

In his report above, George Mataka wrote about things that happened ‘yesterday’, so he
wrote his report in the past simple tense. What is the past simple of the verbs? Some are
regular and some irregular:

Open Watch Walk

Stay Want Start
Arrive Laugh Push
Whistle Dance Sing
Go Wave Close
Drive Take Wait
Talk Be

36
Fourteen – Past Continuous Tense

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

- Use the past continuous form correctly with verb to be in the past (was/were)
- Use different verb forms in making the gerund
- Change the verb form according to the progressive form
- Construct sentences using the progressive form
- Illustrate an unfinished action using the past continuous
- Construct sentences that show a past continuous action that was interrupted by
another action in the past.

The Past Continuous

Express uncompleted action of the past (with or without time reference)
Example:
• Everyone was shouting.
Describe persistent habits of the past (with always, continuously, forever, etc.)
Example:
• They were always quarrelling.

Expresses an action in progress at a point in time in the past.. It consists of the past
tense of the verb to be (was/were) and verb base + -ing.

It is also used to express an unfinished action that was interrupted by another action.

• The teacher was talking when his phone rang.

• We were bathing when she knocked the door.
• It was raining when the accident happened.

It is also used to express an unfinished action

• They were talking.
• She was dancing.
• I was reading.

Exercise:
1. We ____________________________________ at the party. (are/dance)
2. The children __________________________________ outside. (are/play)
3. The phone ___________________________________________ . (is/ring)
4. She _________________________________________________ . (is/drive)
5. Pedro _________________________________________________ (is/write)
6. Margarida and Ana ______________________________________ (are/sing)
7. It ______________________________________________________ (is/rain)
8. They _________________________________________________ (are/study)
9. I ______________________________________________________ (am/learn)
10. The students ________________________________________ a test. (are write)

37
38
Fifteen – the Future Tense
By the end of this unit, students should be able to:
- Use the future tense with will/shall correctly
- Use the future tense with going to correctly
- Use the future tense with continuous activities

Using the Future Tense

- Simple Future Tense is used to express an action that will happen in the future.
- It refers to a time later than now, and expresses facts or certainty.
- Its formula remains the same for First Person Singular and Plural.
- The formulae for Second Person, Third person Singular and Plural remain the same.
- The different formulae for making sentences are as follows:

The simple future tense is very easy to make and is

Here's the positive form (it's just 'will' + infinitive):
• I will meet him later (I'll ..)
• You will come (you'll..)
• It will rain tomorrow (it'll)
• She will be late (she'll..)
• He will help us later (he'll..)
• We will get married in September (we'll)
• They will cook dinner (they'll..)

The short form: 'll is very, very common, and is almost always used when speaking. It's
really much more natural to say 'I'll' instead of 'I will'. Here's some help with the
pronunciation:
• I'll meet him later
• You'll come
• It'll rain tomorrow
• She'll be late
• He'll help us later
• We'll get married in September
• They'll cook dinner

Next, here's the negative form (just add 'not' - remember will not = won't):
• I will not go (I won't ..)
• You will not be late (you won't ..)
• It will not snow tomorrow (it won't..)
• She will not get the job (she won't..)
• He will not pass the exam (he won't ..)
• We will not come (we won't..)
• They will not stop (they won't ..)

Finally, here's the question:

'yes / no' questions:
• Will I go?
• Will you come early?
39
 • Will it be cold?
• Will she dance?
• Will he arrive soon?
• Will we cook?
• Will they leave?

'wh' questions:
• Where will I go?
• Why will you come early?
• When will it be cold?
• Who will she dance with?
• What time will he arrive?
• What will we cook?
• When will they leave?

Going to

We use be going to + the base form of the verb:

I’m going to take a few exams at the end of the year.
It’s going to be difficult to get a job during the summer as the tourist industry is
suffering from the economic downturn.

Be going to: uses

Be going to is commonly used in informal styles.

Intentions
We use be going to to talk about future plans and intentions. Usually the decision about
the future plans has already been made:
She’s going to be a professional dancer when she grows up.
I’m going to look for a new place to live next month.

Predictions
We use be going to to predict something that we think is certain to happen or which we
have evidence for now:
It’s going to snow again soon. (The speaker can probably see dark snow clouds.)
Look out! He’s going to break that glass.

40
41
IRREGULAR AND REGULAR VERBS

Part I - IRREGULAR VERBS

Group 1 – Irregular Verbs with the Same Spelling across All Forms
Base Verb Simple Past Form Past Participle Form
Cut Cut Cut
Put Put Put
Shut Shut Shut
Hurt Hurt Hurt
Burst Burst Burst
Shed Shed Shed
Bet Bet Bet
Let Let Let
Set Set Set
Hit Hit Hit
Split Split Split
Spread Spread Spread
Cast Cast Cast
Thrust Thrust Thrust

Group 2 – Irregular Verbs with the Same Simple Past Form and Past Participle
Form Base Verb Simple Past Form Past Participle Form
Bend Bent Bent
Bind Bound Bound
Find Found Found
Learn Learnt /Learned Learnt/Learned
Buy Bought Bought
Think Thought Thought
Catch Caught Caught
Light Lit Lit
Bring Brought Brought
Build Built Built
Hang Hung Hung
Spoil Spoilt/Spoiled Spoilt/Spoiled
Hear Heard Heard
Understand Understood Understood
Lose Lost Lost
Spill Spilt/Spilled Spilt/Spilled
Have Had Had
Burn Burnt/Burned Burnt/Burned
Strike Struck Struck
Lead Led Led
Say Said Said
Kneel Knelt Knelt
Dream Dreamt/Dreamed Dreamt/Dreamed
Hang Hung Hung
Make Made Made
Lay Laid Laid
Keep Kept Kept
42
Swing Swung Swung

Group 3 – Irregular Verbs with Completely Different Spellings for Each Form
Base Verb Simple Past Form Past Participle Form
Blow Blew Blown
Arise Arose Arisen
See Saw Seen
Run Ran Run
Sink Sank Sunk
Drink Drank Drunk
Sing Sang Sung
Break Broke Broken
Fly Flew Flown
Ring Rang Rung
Give Gave Given
Ride Rode Ridden
Rise Rose Risen
Take Took Taken
Shrink Shrank Shrunk
Strive Strove Striven
Throw Threw Thrown
Write Wrote Written
Show Showed Shown
Know Knew Known
Shake Shook Shaken
Bite Bit Bitten
Begin Began Begun

Part II - REGULAR VERBS AND RULES

Verbs that end with –s, -sh, -ch, -ss, -x, -y after a vowel, you add -ed to make past
and past participle
Discuss - discussed discussed
Guess –
Kiss –
Miss -
Pass -
Possess-
Undress -
Confess –
Bless –
Finish finished finished
Polish
Publish
Push
Punish
Wash
Wish
Flush
Crush
43
Reach reached reached
Scratch
Watch
Touch
Match
March
Stretch
Fetch
Fix fixed fixed
Relax
Wax
Mix
Fax
Stay – stayed stayed
Play –
Delay
Pray –
Decay –
Regular verb that end with –e at end you add -d
Tie tied tied
Lie
Die
Decide
Dine
Fine
Like
Prepare
Dance
Live
Divide
Dive
Change
Regular verbs that end with -y after a consonant, you remove y and put –ied.
Marry – married married
Fry –
Dry –
Try –
Deny –
Carry –
Worry –
Bury –
Spy –
Purify –

Exercise
Practice completing he regular verb form by chaning the base into its past form and past
participle.
Class discussion on different rules for changing Irregular and Irregular verb forms to
past and past participle form.
44
Recommended Resource Material and References

Azar, B.;Fundamentals of English Grammar; Second Edition.

Eastwood J. and R. Mackain. 1996. The Oxford Pocket English Grammar 6th Edition,
Oxford University press
Dicky. A, 2015 Manual de Tronco Comum A0002, English Year 1, Centro de Ensino a
distancia CED-UCM.
Murphy, R. 1997. English Grammar in Use. 2nd Cambridge University Press
Murphy, R. 1985,1994. English Grammar in Use. A self-study reference and practice
book for intermediate students 2nd Cambridge University Press
Murphy, R. 1997. English Grammar in Use. 3rd Cambridge University Press
Murphy, R. 2007. Essential Grammar in Use. A self-study reference and practice book
for elementary students 3rd Cambridge University Press
Thomson. A.J.1986. A practical English Grammar 4th ed. Oxford University Press.
Teacher’s notes and handouts.

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