Rom6o Beotus Poulo

12
.l2."
lngl6s Closse

l,
Texto Edilores
fich t6cn tca
titulo I 12. lngles 12.'Classe
Romao Beatus Paulo
C6lia Rodrigues
editor Texto Editores, Lda. - Moqambique
Texto Editores, Lda. - Moqambique
arranjo grafico
PaginaQeo Omaia Panachande

CEM

t, Avenida Julius Nyerere, 46

Tels. (+258) 21 49 A6
. Polana. Cimento
48.21 49 9A 71 Fax'.21 49
B. I\,4aputo. Moeambique
AO 4A
Texto Editores
E-maili lnfo@l\,4E.co.mz

@ 2007, Texto Editores, Lda.

Besetuados todos os clire los. E proibda a reprodugao dsta obG por qualquer meio (toroc6pia, ofisel, totoarajia, erc.)
sem o consentimento escrito da Editora, abrangendo 6ta proibigao o terdo, a itustraqao e o aranio greflco. AvioaAao
deslas regras sera passive de proced mento judi.ial. de acordo @m o 6ripulado no C6digo do Dire to de Autor D. L. 4
de 27 de Feveeiro de 2001.

MAPUTO, JANE FO dE 2OO9' 1,'EDIQAO 2,'T]MGEM FEGISTADO NO INLO SOB O NUMERO: 4952/RLINLD/07
' '
RomSo Beatus Paulo

12
lngl6s 12." Closse

TI
Texlo Editotes
www.tenoaditores.com
 Index
tNTRoDtJaT()N. .. .. .. .. 4 .1. Pi.rur. n,rer?reEdon/5p.akng ... ... l5
i. R.iding .)5
UNIT I Chiklren! Righrs 6 S.rnDlng tur ll)ecifi. nrfomari.D
I lranrsrormrnB 7 Langrage L.us: Rr lcrhg. nsing p,onouns
.l lteadmg.. .. ...... ... 8 a-r)nsolidarior Lash: Rrftxive pronouDs . 39
I l'i.t!re imerpr.ration ....
,1 lteidmg and speaknrg .. .. 10 (-onsolidaton Lish: Rrllexive pronouns t0
i Skimminrg ... .. ..... 11. aonsolidarion usk:
6. I angnag. fooE Expressn,s obligarioi \ours rnd pro ouns, singular an.l plL'ral +l
.rnd unnr.e$rry Jr fon
7. Language fo.us: Fxlressing connasr l0 IINIT I a,rrrdms )ni TB.liri,,ns +i
t0
9. Rerdins rd s. rnn,s 1l Z li.tuniirr.rpr.latun/Readin8
12 rnd mathiJlg intdmrtun . 1+
II Consolidlion rask 13 L Rea.lirg ard.odlpainS inlorLmtion .. . . lal
l2 Cons.lid.rion rarL: Nfi)dal/Phrasal ve s . i] 4.La gu8. locus: Syronyms ..... ...... .. +6
l3 Conrolid.tnm ratk: Polit qurtLi.ns with 5.Wririr8.. .. ... .. .. +i
would yon n nl/may/could .. 15 6. L.trgu.ge locus Lipressirg trcqu.n.),
d.gr.e. m.nner and p1... 41
tlNlT2-PrirztePrcperry l'l 7 a dr{.lnL1i.n 1r\l( A,lvflhr 18
1ll rGr.ms,n,l in,litions 50
2 l!ng!a8. fo.us: word cla$iIi.arbn
z0
4. Reading Lr deLail 20
5.Writnr8.... 21, UNlr5 Satellires. ..... 5l
21 L Urdrnslormnig .. .. ....5)
2l 2. Readin&/Dialogre -- -- 52
8. R..dirg and sumnari:rng 2l l. Readnig .onrpr.hension .. .. .. ... 5l
9 wridrg aDd s!.aknlg )4 4. Lrngnag. focns: Adv.rbs --.. -- -. 5)
)4 5. Lansnase rocus: 4 clauses .. .. .. ... .. 5l
ll M.rtrhing,nlor rJUon 6. vocabnlary: Satellires rd rel.communicaiions 51
l,l Writing t6 7. Consolidaron raslc: trcla 51
.:t6 8. I anglagefo.us: Basicrul.sof .apitalization
14. I angxag. focus: Agre.ing and disag.e.nrg 2IJ
g Redjng 56
10 Readln8 comprehensn,i
16 I angxag. focusr Th. Prsenr Simtle lassiv. )a 11. s.rnning lor spe.ifi. nrLrnu rn

l7 Llnsnage nr.us: compotrnd adjecii'cs 30

lA a.nsolia,rn,n r,slr' UNIT 6 G.ldngalob...... .. 6l
Presenr Pasr
simtle and Snnple l0 1 BranrrLo.nin8 .. . 62
19 Consolidationlask:Modah .... .. .. ll Z Pi.trLre inLeryreLalnm
I Rcadnrg .. ..
UNIT I - Success ... 1) 4 Rcadnrg comprehenstun
1 Brainsromring .. j4 5 Pi.tue inLcrpretdrio.-/Speakin8 65
6.Rea.ling.. ....... 65
words rhat go with naft.and do . 7 vocabuliry/Guessiog lroE the contexr
L I ansuas. iocls: Do and natr. . . 8 LanauaA. Fo.us:have l,/or!hr rrnrJl
 .r+iF!fuid@ 6T
4_-q! -_. . . Countable and un.ountabie nouns
: _*.&r,q r4k .... 8 Consolidation rdk:
...... 69 Counrable and unco unable nouns . . ... .. 97
=+.*-eDireion.
::- rEtd-E Gemns a job . 70 " I rr Sx.ge o, u. IJA i. ,.' ur
10. Consolidationtask:la8qu.stuns .... ...
El.r; YJaia......... 7l rr Readnrpavrituq . .. .. .. ..
E-tEm3...... 71 12 ReadiDg .......... .......... loi
: b. ErdpErarion T2 13 Reading comprehension .. . . ..........101
: *g s€nni.g lor spe cilic nrfonnarion . . 71
. +E fn specific informaLion . 7:t UNIa ll - ASncukure
: -.-*6: Public health 7l and Ideas for the Futur€ . . ....... .... .Lol
74 1 BrainrLormnrg ......104
2 Reading: s.anDin8 for spe.ilic inirmarion . . I05
-E\ for reauefs 2nd..mm)n.ls l. lanninS.... ...... 107
Vo.abnlary: Fieldsand
I H-i: Be clearl 71
.1. Language
......lLo
h.rs: Idiomaric dprestuns
75 5. R.ading .. . .. . . 110
jI ,--*,i.non Bk Languase use . . T6 6. writing: ALmallerrer. ........ ....L1I
7. Co6olida&nr dsk: Us. otg.t . . .. . .....1lt
lEg..qu6rs and asting permission . . 76 8. Consol aLtun task:
CodparingihingsidiomaocaLly .... ......1I2
llrlrl-Ldi:r. 77 9. ConsotidxL n task:
___ing.... 78
Agri.ulure vocabulary ..1r2
: r*g / Di{Gion 78
: Lr-E @EpEhensnrn 79 UNIT 12 Fashion. ..1I3
a Er#6c vs Media . .. . .. . . ......... ilo I 1.1

=
_r-,rrE B. .lear! 8l 2 Reading/Diitr$ion . .. .Il4
l. lteading compreheDsion . . . . . ..... ....IIJ
---d.a preference (wortl /drt.r) . . Rt ,1. Lrnguage focus: ]olite expr$sios . .
....I1,
- .-Er,iEt noE Lck: 5. R.adng .. . .. .. t15
d rdt rro express prefereDce . . 8l 6. t2nguage to.ns: Reporred Speech . . . . . . ..116
7.I anguage tocus: speech inionarion . .. . ... ll6
lFlf,t hlni6 ed Ele.rions . . . . . . . . . . . . . . 8l 8. Wnring .. .. . .. . rt6
-.---a3...... ........ ...... 84
_*g ............... u4 UNIT ll High.r Education ......... . ...It7
: =:g for specilic inlomation . . . . . . . . . . . 84 lt8
' k-e .............85 2. Reading .. . ... . .. . .. LIS
= LlE g cbmprehension . . . . . . . . . . . . 85 I Discu$ion . .. . .. .. . tlg
! h-+ri--r. Polrric . . . . . ...... ..... a6 4. VocabrLary: S.iencc and lechnology . . . ...I20
- ---E?r lrc: Expressingpasr ftne.... ... u7 5. Consolidarion Lask, Repo .dspeech.. ....I21
i r8-. fro: ?i6ent Perle.r ProSressive . . a7 6 Consolidarion Lask;
I -=-E ftu : Phrasdl verbs with sraad . . . 88 Quesaons and auxiiiaryverb l2l
!et-.-. .....88 7. consolidaton uskr iig and l.linirive .... . 1)1
--Jirrznotr rask: poliris and cle.rjons . . . . 89
: Hrion tark: Expre$ing psL $ne . . . 89 UNIT 14 - h,fonnaton & T€chnology ..... 125
l Brainstoming . . . . . . .126
Errfr tn- -{iL cEft .. . ...... 91 2 Wnfirg . . . . . . . . . . .126
'-l-ftmrS 0.1 3 Reading andscanning lbr sFcific nformarioD .126
: lkE@EpEranon .. .. ... ... .. . . 92 4 Scanningtor specitic inLmration ........ ..127
:ltB.-. .........92 5 Language to.us: R.lative .lauses . . . . . . . . . ..128
+ EEceprhension .. ... . . .......91 6 vocabulary: ln{onnation and technolo$, .... 128
+ ic-E foi sp<ific inJormatun 95 7 Languag. Iocus: Des.ribing and explainin8 129
r :lEnlhn !ask:lhl rrG \nLrlxlaD . ANSW|TI{S .{ND TEXTS ...lll
lngles l2 textbook is the lasl series of textbooks Ior studenLs cornpleting
Secondary Education in Mozambique. ln it, we ircluded a variety of exercises and
tasks with the main focus on communication skills. lt contains a number of Lasks
and language that you might encounter in everyday interaction within and outside
the school-
The textbook contains 14 units organized into thenres and are all related to our
daily lives. Thernes such as:
. Children! righrs and duties that you should l<now and be aware off.
. The use to which computer is put for and operations that it can perlorm.
. Success thal anyone can achieve no matter the colour of ).our skin.
. Customs and tradition in Mozambique and around the wor.ld.
. -fhe importance of satellites in day ro day communication.
. l_low to wdte CV and references.
. Malaria and Lhe danger that is upon human beings.
. Some people calls media as the rhird power in any counrr1,. We rried ro show
you the importance oI it.
. Politics and elections deal with some concepts relaled to the topic and election
process.
. The need to preserve aft and craft as a must in anv counlr,v. you will learn about
famous art and cralt and people who make this possible.
. Agriculture is the basis for clevelopment and it employs the majority of people.
Yorr are going to read and be aware of the needs to avoid bush-fires. the need to
rolale the crops and the kind of crops that can increase the fertility ofsoils.
. Fashion deals wiLh the vier,r, thaL some people have about it. Language use and
tasks highlight the need to disringuish berwccn larhion anrJ cTcg;nee end the
polite way to use expressioDs that are related to fashion-
. Higher educatlon explains rhe phases that some srudenls mighr go rhrough ro
achieve thal level education. We compared the two countdes: Mozarnbique and
the Unitecl States of America and the last part include debate about advantages
and clisadvantages of the tlvo systems ofhigher education.
.Information and Technology (lT). Il ic a nrrl. rrend in thi: modern uorld and
rvill be useless to finish this book without including lnfonnaLion tchnology
(IT). The reading passages will clarify a nunlber of aspects that lT conrains and
the use to which *.e put it. We welrt a bit further talking about the internal
componenl in computer and the functions executed by such devices and Lhe
help that bring to society.

We lT ope the users of Inglcs 12 rexrbook will find it a useful Lool which will help
them in the iearning o[ this international and well spoken language around the
world- Le t's study.
Children's Rights
 UNIT I

1. Brainstorming
_fhe
Conventiol on the Rights of the Child was the first instrument to incorporare
the cornplete range of international hurnan rights - including civil, cultural,
economic, political ancl social rights as well as aspects of humanitarian lalv.

Have you heard alrout [.I iled Nations Chi]clren Fducatiotl

Fund (UNICEF) Chartcr that defines childs rights?

- From your point of view, what rights and duties do

children have?

ln small groups discuss what your rights and duties are.

From your point of view, what rights and duties should

children have in your community? Fill in the table below.

Childrtn\ nghts Children's duties

2 )

l l
+_

5 5.

7 1.

8. 8

9. I

2. Reading
A charter or convention
A charter is an agreement between diiferent countr es that sign lt and agree to certa n things, lt ls
composed by an introdLrction, guiding pr nciples and severa k nd of rights-

lntroduclion
The artic es of the convention may be grouped into four categories of rights and a set of guiding
princ p es,

t
 r\\\rr.lN l,ll',1

Childien's Righls
^3r(ilg principles
-_- , : ng prlncipLes of the convent on nclude nor discim nation; adherence to the besi
-= *- af ihe chiLd; rights to the life, survival and development; and the right to participate. They
-=r=-".::he underlying requlrements for any and a I rights to be realized.

f-rr'td and developmeni rights

-=E ::= :_e rights to the resources, skil s and contr butions needed for the survival and ful
:=: .:.:c-:,_: cf the ch ld. They nclude lhe rlght to adequate food, shete., clean water, formal
::a-::=ta. a-nary health care, eisure and recreation, cultura activities and nformation about
-=_ _:-=. r-'ese r ghts require not only the ex stence of the means to fulflll the rjghts but also
=::a :. ::a-='
:_:1r. Specific needs address the needs of the child ref!gees, ch ldren wiih d sabilties
a'm norty or indigenous groups.
=
boo rights
--:: -:_:s nciude protection from alfornrs of chiid abuse, neglect, exploiaton and cmelly,
-:-:-': ra aght to special protecton in times of war and protect on from abuse in the criminal

:.baiion rights
I-:-- i= ent t ed to the reedom to express op nions and to haveasay in maiters affect ng
f

-=_:.':: _?.onor.ic, relgious, cultural and poitical llfe. Participat on rights rnclude ihe r ght to
:'
=: :. .ns and be heard, the right to information and freedom of associat on, Engag ng
-=. = -:, rnaiure helps chiLdren bring about the reaizalion of all iheir rlghts and prepares
--- -r :. ::r ve role n society.
hlt:www.unicef.org

A Picture Interpretation
-_--:res belorv depict violations of childrent rights. Do these pictures inatch to
:C.as vou have had in brainstormjng?
=E

7
UNIT I

4. Reading and Speaking

Read this list of children's rights. Do rhese rights add to rhe ideas you already had?
1. Every child has the ight to live.
2. State must mahe every effort to stop the abducrion and selling of children.
3. Children nrust nor take part in any milirary activily.
4. Countries must protect children from economic exploitation_ people must not
nral(e or allow children to do work that interferes with thet education or Larrns
rheir health and well-being.
5. Parents must care for their children arrd not neglect Lhem.
6. Countries should protect children from physical or mental harm.
7. Children should not be sepamred from their parents.
B. Each child should enjoy full rights without discriminarion or disrincrions ol
any kind.
9. A child has the right to the best health care available. Countries should emphasi"e
preventing diseases and reducing infant mortality.

5. Skirnming
One way to find out certain informatiod in the rext is by skinlming. By
skimming, we mean reading a text quickly to lind out what irs main ideas are.
For example, if you come across the words: soldiers, guns, rocket propelled
grenade - these words are connected to military activity.
Go rhrough this two texts and lind out what their main ideas are.

1. Last night report on TVI\,l, showed a child chained at his house in the outsk rts of [,4aputo city.
The TVM crew was made aware of the fact by neighbours, who later o. laid a complaint to a
police station. When questioned, parents of the child allegedly sa d that their child was
suffering from mental health problems and that the only way to keep him safe and away from
trouble was only to chain him.

2. Traurnatized children are small soldlers that could be found ever!ryhere in lVozambique during
the armed conflict. I\,,lany of them, as young as g or 10 years o1d, were sad io be able to commit
any crime. "Once, I was ambushed and then Icould see what these children are capable off.
They had no fear and were usually loyal to their 'wartord". Heavily drugged, on barefoot with
iheir AK 47, they could defend and shoot anything rnoveable. Fortunately, I and oiher
passengers were able to escape to nearby government barracks.

6. Language Focus: Expressing obligation and urmecessary action

Right things I Serrences wirh rhorrd or ougli to

Childrn go to school. Childrn oughr to go ro school

Girls and boys live with their parenrs. Girls and boys should tive wirh their parenrs
 Ch ild rcn.s Richts

wrE€ rlings
I*cchil&en work all day People shouldn'tmke clnldren work:ll day.
& fishting as soldiers. Children ought not to light as soldiers.

LrEmg &ings
II+ Er sistels blnhday. I should not have forgotten her birthday-
l& m. give her a prsent. I should have given her a present.

Ilt hlloxing table gives you a summary of modals and similar expressions.

rEiltarv Uses

Polite request (only

)
Less thal 50%

50% ceflainly He night be al the He may have been at

I should {lnish nry I should have tlnished

2. 90% ccrrairry work ronight. Iasr nighr, bur I didnl
sh€ sllould perlorm She shoulcl have done

I Advisrhilirv I ought ro stuly I ought to hale studied

ronighi lasr night, but I didn't
She ought to do well She ought to have done

t Advisability with You had belter he on

rhrear or bad result time, or we will lcave

nght 1. Less ihan 50% He migh( have been

the shopping mall.
2. Polite requ.si (ure) shopping mali.
Might I borrow yoru

iE supposed Class ls supposed to Class was supposed to

2. Unfulfilled bcgifl at 7.00. begin ar 7.00 buL it
didnl begin un[]
10.00.

9
uNt'l'l

7, Languag€ Focus: Expressing contrarst

We use although, on the other hand, but, nevertheless, however, on the
contrary, despite, even if, instead of, all the same and nany others to contrast
our ideas.
Pay attention to the dialogue that follows and see how these words and phrases rn
iLalics are used.

A local Travel Agency is planning to open a new travel branch in Pemba. The
main office in Maputo has to appoint the new caretaker of the Branch in Pemba.
Manager and his assistant are discussing theii views.

l\,4anager: Mr. I\,4anupa has got a number qualities, I

want him to be our new travel agent.
He does always come to work on time;
on the other hand, he knows very well
the local culture and habits of the local
people.
Assistant: Blt he is not good in socializ ng with
people.
I\,4anager: Nevermind, he will make profit than
anyone else,
Assistant: He may be a good salesman, however, I
know we wil have problems with hlm.
He does not like io be given orders or being told what to do.
Manager: Well, then, let's offer Limodo the job: he is sometimes very hard-working and he
speaks very well English.
Assistant: On the contrary, he is not sharp on managerial skills. yei he manages to appear
hard-working and very clever,
N4anager: Despife what you say. I think he works well, eyer, r'f he's not good tn socializing.
Assistant: He does not work well. lt's all the same, he spends too much t rne ta king ,rstead of
working.
Manager: Let's give a tryl

6, Writing
ln pairs, wdte a conversation between Master Chef Cook and his Assistant in a
tourism resort. Two applications have been received for the job of cook. Only
one of the applicants possesses qualities and must be chosen.
Before writing the conversation, make a lisr of the good and bad qualities of
each applicant. Use some ol this vocabulary:

Enthusiastic Untidy
Experienced Deligent
Bad mannered Polite

10
 r,,' .tri, '

arl,lrrr. t5lr s

. . =-]g and Sc afirung

r . :, ican a text! you look at or read something quickl)'.
: . :rllos ing text and then sumrnarize the main idea in uriting tnini saga.

Elijah Mcooy: born 1843 - 1929."

An inspiration for young people.
: : -_ '.' :.- oved mach nes, He wolrld iake
,i: :a see how they worked. Then he
:ac( toqether again. People knew
- - - -- .-at|. And ihey knew he would do
, - - -: =-, :..cla when he grew up. Eljah was
r - - :_:::' Ontaro Canada. His parents
.: -r:-.. ''.- sravery in the [Jn ted States. The
r -::: 3-'e their children went to school.
:--"::_:'r io have a good educallon,
: -_ ,,as l6 years od, he went to school in
r - : :: ::Tn drafting. Drafters drew plans for
- .:_ _:s and buildings. workers use the draw ngs to bLlid the machines or build ngs Elijah
,:.: ---:: :nqneering. Enq neers pan how to build such lhngs as dams, water eservoir,
., :. :_, :s and o Iwels.
:. - r =r -ard. He f nished h s train ng and became lvlaster Mechancand Eng neer-
a = r:.io ve n Ypsiant, I\,4ich gan. But hecoud notfnd alobasan engrneer. Although
: :' -:^ced n ihe United States, there stillwas preiudice againsl back people. He had to
- : - 1 :a :s a fireman and o lman for the l\,4ichlgan Central ra lroad.
-- :: :- a, a ions ol coal nto the iirebox of the train, lt was hard work
- . -: :'ans ran on ihe sieam. Steara was made when water was heated n boiers by
r - : ile had other work, too. He o led oving pairs of the train. Every few miles the lra n
nT

. ,: :r that he could o I the parts. lf parts rubbed iogether, they could stick and stop the
-. - .:a: :he parts from st cklng and th s process s cal ed lubricat on.
--."..--.,indabetterwaytoubricatethemovingparts-Otherpeopehadtredtomake
: : : -. :Jt none of them worked very wel . He thoughi about ii and came up with answer. n
. _: -:ce his frsi ol cup. This nventlon drpped olto the parts that needed lubrcating.
; - '-.-'- ..at the Uniied States government gave hlm a patent to protect the rghis to his
- _ : _ _. .a ied h s new invention the lubricat ng cup."
:. -:: :-:.rtive didn't trust E ijah's invention at first. They didn't think that a black man cou d
:- :- :_3.rgh to nvent such an importani tool, But they were wrong.
: . : : ','ch oan Central Railroad gave a new nvent on a try. lt workecl perfectly. The news of
- : . ,.,icaiino cup spread qu ckly. Soon, a I the ra lroad companies wanied to use Eliiah's

- =- :_-::o copy Elilah's ubrlcating cup. None worked as well as Eijah's. And compan es
- = r ierence.
-- : a ',vays ask for 'the rea llccoy, " Today, that expression s st used to mean "iherea thing.'
_ :i: - _a cegan to work as fultime as an nventor. He invented an ironing board and a lawn
: -:_:-imostofhis nvent ons were for o ldlfiereni kinds of machines. ln all, he rece ved 57
:j- : ':' nventions. ln 1920. Eilah [,4ccoy forrned his own bus ness in Detro]t, [,4ich gan. lt
. :: :: ihe Elijah's Mccoy l,4anufactur ng Conrpany. He died in 1929 and 1975 he was
: ---: .:r ihe c ty of Detroit. A histor c rnarker was p aced at the s te of his home. A street was
: : : =: n h s honour. He s an insp rat on for young people.

'll
U N]T ]

lO. Proiect Work

Prepare a research presentation into children's problems.

The\e expre-\rons will help lou to prefarc )out pre\enralion.

Expressions used wher arguing

L To introduce discussiotr:
Today we are goinS to discuss..
The participanG are...
Ihe pancl consists ol..

2. Expressing a point ofview:

I thnrk ..
I believe...

I take ...irto accounr

The problems concerns
ttls imponanr ro know...
The advaniage is ....

3. AgreeiDg or disagreeing:
i also think...
I an also ot the opinion...
I share this opinion...

4. Asking for an opinion:

WhaI is your opinion?
What is your poinr o[view?
What is your posi[on?
Wll.1t is your atritude?
What do you rhnk ahour...?
would you like to commenr on...

5. Summingup discussion:
Ino er to summarize...
I would like ro sum up
In order to draw conclusion from our argumenr...
I voutd like to give a summary

12
 Children-s R ights ffi
lL consolidation Task
f)isc'uss the difference in meaning, if any, in each group of sentences.

L a) May I use your phone?

b) Could I use your phone?
c) Can I use your phone?
1 a) \bu should take an English course.
b) lbu ought to take an English course.
c) Iou are supposed to take an English course.
d) \bu must take an English course.
i- a) \bu should see a doctor about that cut on your arm
b) You had better see a doctor about that cut on your arm.
c) You have to see a doctor about that cut on your arm.
!- a) \bu musl not use that door.
b) You don't have to use that door.

)- a) l will be at your house by six o'clock.

b) 1 should be at your house by six o'clock.
6- Therel a nock at the door. Who do you suppose it is?
a) It might be Sally.
b) lt may be Sally
c) It couid be Sally
d) It must be Sally.
i, - Theret a nock at the door. I think itl Mike.
a) lt may not be Mike.
b) lt could be Mike.
c) lt cant be Mike-

B- \ltrere!Jack?
a) He might have gone home.
b) He must have gone home.
c) He had to go home.

9- a) Each student should have health jnsurance

b) Each student must have health insurance.
1.1. a) lf ,vou're having a problem, you could talk to Mrs. Anderson.
b) lf you're having a problem, you should talk to Mrs. Anderson.
:i- a) lr-e got to go.
b) I have to go.
c) I should go.
d) l'm supposed to go.
e) I'd better go.
f, fd rather go.

13
 I]NIT I

12. I needed some help.

a) You ought to have asked Tom.
b) You should have asked Tom.
13. a) When I was living in Bilene, I wenr to the beach every weekend with my
friends.
b) When I was living in Bilene, I used to go to rhe beach every weekend
my friends.

12. Consolidation Task: Modal/phrasal verbs

Complete the sentences with a modal or phrasal verb in parenthesis.
More than one auxiliary may be possible.
Use the one that seems most appropriate to you and explain why you
one rather than another.

1. It looks like rain. we (shur) che windows.

2. Ann, (you. hand) me rhar dish? Ihanks.
3. Spring break starts on the rhi eenth. We (go, not) Lo classes again
until the twenty-second.
4. The baby is only a year old, but she (say, already) a few words
5. In the United States, elementary educarion is compulsory. All children (attend)
six yea6 of elementary school.
6. There was a long queue in front of the theatre. We (wait)
an hour to buy our tickets.
l
7. A: I'd like to go to a warm, sunny place next winter. Any suggestions?
B: You (go) to Hawaii or Mexico. Or how about lndonesia?
8. I don't feel like going to the library ro srudy this afremoon. I (go)
to the shopping mall rather than library
9. A: Mrs. Wilson was booked. She didn't stop ar a stop sign again.
Bi That's surpdsing. Usually she's a very caurious driver and obeys all the haffic
laws.
She (see, not) the sign.
10. Annie, you (clean) this mess before your father gets home
He'll be mad iI he sees all this stuff all over the living room floor.
11. A: This is Steve's laprop, isnt it?
B: lt (be, no[) _ his. He doesn't have a laptop computer I
not that I knou/ of. tt (belong) Lucia or to I irl
sometimes bring Lheir laprops to class.
12. ln my country a girl and a boy (go, not) out on a date
they are accompanied.
13.Jimmy was serious when he said he wanted to be a cowboy when he gave up,
We (laugh, not) al him. We hurt his feelings.

11
 Ch ild rcn-s Righ ls

ILcchtionTasks:
h-e request with wo.tld yott mind / canld / moy
r* rhe rerb ir1 parentheses to fill in the blank space with if I + past participle
r rith &e -ing form of the verb. In some of the senrences, either responses are
a-l'L but the meaning is different.
:= Eerdng tired. I'd like to go home and go to bed. Would you mind (leave)
earlv?
: I= i.rr]. I didn't undersLand what you said. Would you mind (repeat)
that?
: +,te rou going to the Post Office?
S: \is
,r: \\buld you mind (mail) this letter for me?
ts \or al all
s t,lre )ou coming with us?
B: I l:now I promised to go with you, but l'm not feelinS very well. Would you
mrld (suy) home?
;. t lts getting hot in here- Would you mind (open)
the window?
B: \o
i- A: Thrs is probably none of my business, but would you mind (ask)
\ou a personal question?
lt depends.
B:
- -\: \\buld you mind (smoke)
B: fd really rather you didn't.
S- \: Excuse me- Would you mind (speak) a lilrle
dore slowly? I didn't catch what you said.
B: Oh, of course. l'm sorry
l. -t I don't like this TV program. Would you mind (change)
dre channel?
B Unh-unh.
1 ,1: \ou have an Atlas, don't you? Would you mind (borrow)
it for a minute? I need to settle an argument. My friend says Timbuktu is in
\sia. and I say itt in Australia.
B: \bu re both wrong- lt! in Asia. Here'.s the Atlas. Look it up for yourself.

15
U NIT 1

Complete the polite requests with your own words. Try to imagine what the
speaker might say in the given situation.

1. Jack: What's the trouble, officer?

Officer: You rnade an illegal U-turn.
Jack: I did?
Oflicer: Yes, nay
Jack: Certainly, ir! ir my waller.
Olllcer: Would
2. Waiter: Good evening. Are you ready to orcler?
Custorner: No. we're nol, Could
'Waiter: Certainly. And if you have any quesrions, I'd
be happy to tell you about
anything in the menu.
3. Saiima: Are you diving to the meeting tonight?
Miguel: Uh huh, I am.
:ally: Could
Vigucl: .ur,. I ll pir L you up ar 7:00.
4. Mr. Chance. Something! come up, and I can't meet you on Tuesday. Would you
mind ?

Ms. Makario: Let me check rny calendar.

5. Mechanic: what seems 10 be the trouble $ith your car?
Customer: Something! wrong with the brakes, I think. Could

Mechanic: Sure. Just pull the car into the garage.

6. Good aftemoon.
I am going to a pa y. Coulcl

7. The person that is in liont of me is too tall- I can't see noLhing. Would

8. It was lovely meeting you. I'd like to talk ro you soon- May I

16
 IEEf

Private Property
UNIT 2

l. Brainstorming
March the pictures.
Computers have many applications in great variety of fields. Look at these
pictures of dilferent situations and match fhem with texts I ro 4 helow.

'1. Computers can help students perform mathematical operations and sove difficult questions.
They can be used to access internet, teach courses such as computer-aided design, language
learning, programming, mathematics, and so on.
PCs (personal computers) are also used for administrative purposes: for example, schools use
databases and word processors to keep records of students, teachers and materials.

2, Race organizers and journalisis rely on computers to provide them with the current positions
of riders and teams in both the particular stages ofthe race and in the overall position.
Workstations in the race buses provide the timing system and give up-to-the minute timlng
information to TV stations.
ln the press room several PCs give rea! time jnformation on the state of the race. Computer
databases are also used in the drug-detecting tests for competitors.

3. Cornputers store information about the amount of money held by each client and enable staff
to access large databases and try to carry out financial transactions at high speed. They also
control the automatic cash dispensers which, by the use of a personal coded card, dispense
money to clients.

18
 Privale Properly

lG use computers to help them control the plane. For example, monitor displays
t--Ld cortsumpr'on d_d wealher conddiors,
Hrf Gcfoa fowers, compuiers are used to manage radar systems and regulate air traffic.
dlines are connected to travel agencies by cornputer. Travel agents use
-d.5fu on about the availabiliv of fliqhts, prices, times, stopovers and many other

ftc captions with the pictures in l. Brainstorming.

Focus: word classification

rrad texts I to 4, look at these words. Are they nouns, verbs or adjectives?

Elslation ) C'At^

pdrm 4. automatic
Dlilor 6. financial
8- connected

rrd processor 10. large

fficu[ q lind the words in the previous texrs I to 4, and match them with the
lesign,
insbelow.
nple, schools
2 ormation b. execute (do)
c cfilected with money d. keep (save)
ll Position' f. linked
sdf-acting, mechanical
the race' prerful computer usually connected j. program used for text manipulation

[i.#;,iii
;;;
di
"a.d'

19
UNIT 2

3. Discussion
1. Do you have compulers in ) our school?
2. What are con,puters used lor in yoLlr school?
3. What oLher areas o[ study l.oulcl benefit from the introduction ol compulers]

4. Reading for Detail

Read how these people use cornputers at work and write each one'sjob in the table.

electrical engineer secrelary brarian compo

What they use computers for

Now write what each one uses its computer for.

1. I write muslc mainly for vldeo and plays, I work on keyboard connected io a computer, I use
computer in two ways really: f rst of all, to record what I play on keyboard, in other words to
store whai I play on the keyboard. Secondly, the computer controls the sounds I can make
with the different synihetizers I have here. I can use it to get d fferent kinds of sounds frorn the
synthet zers. The computer ls the I nk between the keyboard which I p ay and the syntheilzers
which produce the sounds.

2. I use my computer to do lhe usual office th ngs like write mernos, etters, faxes and so on, but
the thing which I find really useful is electronic ma L We're an international company and we
have offices al over the wodd. We're linked up to ail of them by e-mall. With e-mal I can
communicate with the offices around the world very effic enily. lt's really changed my life.

3. Well, I use computer for alnrost every aspect of my job. I use them to design e ectrical
nstalations and ighting systems: for example, the program wllltellyo! how much lighting you
need, and it will show where the cable should go. I also use the computer to make the
drawings and to keep records. We have to test our installat ons everv flve years and the
information is stored on cornputer.

4. I use computer to find information for people. Readers come in with a lot of queries and I use
either our own database or the natonal database that we're connected to find what they want.
They rnight want to know the names and address of a particu ar soc ety, or ast year's account of
a company and we can find out for them. Or they might want to fnd a particuar newspaper
artic e bui they don't know exactly date s was publshed so we can i nd it for ihem by check ng
on our oniine database for anyih ng they can remember: a narne or the general topic, And we
use computer to catalogLre the books in the library and to record the books that readers borrow.
Camb tlge U.irersi4 Press 2a02

20
 Private Properl)'

t hritirtr
:_:i : lst of as rnany u-.- ol lhe Lnmpur(r nr cornpul, i ,flli.alion- r\ \ou .rn
-:--_.: :: For example:

. 1, .:load music ). 3.

5. 6.

8. 9.

& REding
Jan Ernst Matzeliger (born 1852, died 1889)
"He made shoes to last".
--'== r,:= ,,,as a t me when most people cou d not buy shoes. Shoes were expensive because
r :=. : a.,a iime to make each pair.
.r :'_:s \taze iger changed that. He lnvenied a machine that made shoes quickly and cheap.
5 r=.t.- September 15, T852, in South America. His father was white and hls mother was
,E - ,tL€. re was a boy, Jan would watch workers who were making ornaments, metal too s
_ow to use the athe machine that cut and shaped the metal
-a-
-€.
ll..-i _rs -'= lime, he went down to the river and watched shlps. He dreamed about salling out
E \:_€ age of 19, Jan became a seaman.
t* -=iec :. a sh p to the Far East. Two years laier, in 1873, the sh p he was trave ing in landed
r _E _i. S ales in r1e city ol Phrlade'phia.
.E:--= -r
--a- red to f nd a iob as machine operator, but every machine shop that he went turned
'n- },=-. Savery has ended ten years before Jan arrived in the States, but many whltes si ll did
'!= .Lacks. They didn't want to hire blacks for factory iobs. Jan was sad but he kept
-.: --ay he was hired by a shoemaker,
E:. -.=::
'- <E :c operate the l\,4cKay machlne. lt sewed leather together to make the soLes of shoes.
rz= tr:.rc at operating this mach ne. He wanted to learn more about shoe-making.
--
' ,- -;-a -oved to Lynn,
rt The city
€-:--::--ssetts,
=le: :€ 'shoe indusiry
:r world." N40st of
-Er:€aEE--€::ere worked for
'--:
5-?:2.s ooking for a job,
-a- r- _ -:a al Ihe Harney
i--"e= -L:cry.
"E- t=. -= ihe different
-=:_ -::. some cut and
=rE --e -coer parts of ihe
r_:+ i:-. attached the
-EE- -J.!= Oi the ShOeS tO
-* :::s others made

21
UNIT 2

The hardest part o1shoe making was connecting the upper part to the nnersole.
This siep s caled lastng. lt had to be done by hand. The eather hacl to be stretched over:
wooden mode of a foot caled last. The then frn shed shape had to be tacked into place onto the
sole. There was no machine to do ih s impoftant work.
Jan decided he was going to nveni such a machine. People laughed when they heard that Jan
was try ng to make a mach ne that could last shoes. Other workers had tried and failed- No one
can make that kind of rnachine, they thought. They nrade awfLrl iokes about Jan.
By the fallof 1880, Jan had nrade a model oh his machine from c gar boxes.
He was sure ihat once h s model was made into real machlne, t wou d work.
Another inventor who was work ng on the same ldea offered Jan $ 50, 00 for ii.
Fifty dollars was a ot of raoney in those days and Jan was very poor,
But he said no, Jan needed to use a forge and a athe rnach ne to make h s ir]vention from metai.
A forge is a furnace where meta s heated. Then the rneta is hammered and bent tnto shape on
the lathe machrne. The Harney Brothets d dli'I have e ther mach ne. So, Jan went to work for the
BellCampany.fhs canpany let hln-r !se their forge and lathe.
By 1882, Jan had made a model out of scrap meta . lt asted shoes perfectly.
Jan had done what others had said was imposs b e, Jan knew however, that this machlne made
from scrap nretal could not work for long before fa lir]g apart.
He would have to make a machine with new metal parts. Once again, anoiher nventor offered io
buy Jan's lnvention. Th s time Jan was offered $ 1.500,00.
Again he sa d no.
Two businessmen gave Jan the money he
needed to make his new machine. ln return, they
would receive two-thirds of any money that Jan
m ght make. The Three men formed the Urlo,
Lastin g Mach ine Ca m pany.

On N/larch 20, 1883, Jan was given a patent

frorn the Un ted States Government ior his new
last ng machine- The patent ls a special
certificate. lt gives the inventor ihe right to be
the only one to make and sea an mportant
invention. Jan's invent on could last from 300 to
700 pairs of shoes in a ten hour workday. One
person dolng the sar.e work by hand cou d only
finish 50 pairs of shoes in that time, Soon, many shoe cornpantes wanted h s invention. Jan and
hls business pariners d dn'i have enough money to saiisfy the demand of orders for the iasting
mach ne. New business partners took over Jan's company.
They lormed a trigger company called the Corsolidated Lasttng Company.
Jan was given a share oi the cornpany. ln the
years that followed. Jan's nvent on
made many other people very rich. But he was
a most forgotien-

Jan had gone wthout food n order to save

money to build his machine.
He had worked long hours. His heath was noi
good. On August 24, T889, Jan died. He was on y
36 years old. His great nventon had changed the
shoe industry and made shoes available to a
people. ln 1992, the United States government
printed a special slamp to honour thrs great
inventor,

22
 Private lloper tv

hle select the sentence(s) that show that:

.-* =ta i.. be Iery expensive-
f,. fu r':s 3.. riachine that tacked into place the shape onto to the sole.
c.lE .irfo1 belieye that Jan could lnvent a machine lhat could Iast shoes-
&},e ren poor.
,e! r= eiren a share of the Consolidatecl Lasting Cofipary,.
ff rr innored by the United States government.

and Summarizing
i r*t f, summary on this text follow the procedures printed below.
: H r..u find some ol the passages in the text difficult?

a'Y;eead. List them:

I Do you think they prevent you from identif.ing the main points in the text?
\b- Yes.
v
Consult a dictionary
v
1.t the main ideas using your own words.

i \.r* thar you have reorganized the informalion in the text, do you leel you can
espand your notes into full sentences?
\o. Yes-

Y {
\la1be you need a grammar Go ahead.
or a dictionary Ask the help
of ) our teacher.
Then slarl your writing.

+. Read your summary

23
 Private Properly

z' triting
Frm the text. select the sentence(s) that show that:
r ihoes uced to be rer; expen'ive.
b- There was no machine that tacked into place the shape onto to the sole.
e People didn't believe thatJan could inveDt a machine that could last shoes.

iJa xas very poor.

a Ja sas given a share of the Consolidated Ldsting Conpany.

fJa sas honored by the United States government.

b.rrtg and Summarizing

E rrire a summary on this text follow the procedures printed below
L ftirl you find some of the passages in the text difficult?
\o- Yes.

I Y
E:head T isr lhem:

I- Ib you think they prevent you from identifying the main points in the text?
b- Yes.
*
Consult a dictionary
t
lir rhe main ideas using your own words.

I-5r rhat you have reorganized the inforrnation in the text, do you feel you can
dlEd !-our notes into full sentences?
h Yes.

ar
I;ibc you need a grammar Co ahead.
Ask the help
-.d.aionary
{ur reacher
hsart -Your \r'riting

23
 UN IT 2

9. Writing and Speaking

Role-play in pairs and then act our rhis dialogue, talking about how things used
to be.

1wo people discussing improvements in their village.

Villager 1: There used lo be no elecrricil,v
Villager 2: We used to walk kiloneters every day to get kerosene.

Two elderly villagers discussing old rillage cusrons that have sropped.
Elderly l: ' tn the old days we used to dance Makwaela ,
Elderly 2: 'In the old days we used 10 send leters'.

Computer essentials
Warm-up
A. In pairs, label the elements oI this computer system. Then read the text and
check vour answcrs.

lo. Reading

What is a computer?
Computers are electronic machines whrch can accept data in a certaln form, process the data
and give the results of the data processing in a specified format as lnformation.
Three basics steps are involved in the process. Ftrst, data is fed into computer,s rremory Then,
when the program is run, the computer performs a set of instructions and processes the data.
Finaly, we can see the results (ihe output) on the screen or in printed form.
lnformation in the form of data and programs is known as software, and the elecironic and
mechanical part that makes up a computer system is called hardware. A standard computer
system consists of three matn sections: the Central Processing Unit (Cpu), the main memory and
the per phera s.

24

l-
 PIiva te ProPertY

rle most iniluential component is the Central Processing Unit. lts function is to execute
rEtructions and coordinaie the activities of all the other units. ln a way, it is the "brain'
':lE crrprter. The main memory ho ds the instructions and data which are currently being
by the CPU. The peripherals are the physica! units attached to the computers. They
*?ge devices and lnpuvoutput devices.
(b/ices (floppy, hard or optical disks) provide a permanent storage of both data and
Clsk drives are used to handle one or more floppy disks. lnput devices enable data to
arc dE computer's memory. The most common input devices are the mouse and the
Output devices enable us to extract the finished product from the system. For
1fE computer shows ihe output on the monitor or prints the results onto papers by
arhier
Fld of the computer there are several ports into which we can plug a wide range of
- rnodems, fax machines, optical drives and scanners.
nEjn physicalunits of a computer system, generally known as the configuration.

F;-l-F."-"""-l_-F**-l
E;;;l
I

t---tt
I

lr[]h
--1 I
j

Lft)

Eddng Information
(-ft inlormation in the text and diagram to help you match the telms in the
hrih rie appropriate explanation or definition.

pais that Mkes up a compurer q,stem. b. peripheral device

q,hich can be used on a parlicular computer system.
which is presented to the computer. d. floppy disk

equipment attached ro the CPU. t. input

g. porl
d
i.Eu*d ro slore infomation. Same as diskette.
, G dllmd tu a computer system into which an i. central processing unll
d

25
IJNIT 2

Read these slogans or quotations and say what computer element they refer to.

t. - Point and cllck here lor po\\ er.

Obqs even iDpulse as if ii were an extension olyour hand.
2. - Displays your idea $i!h pe ecr brilliance
- See rhe diiier€nce -sharp images and a lanrastic mnge ol colours.

l. - I love &is drive. hi quier and hsr.

With this iti easy to back up your data belorc it! too laLe.
,1. Pos,er and speed on the inside.
-l,el your compuiers brain do the work.

5. -... big impacl on &e produc[on

a oltei and graphics.
Your choice a laser powerhouse.

12. Writing
Answer these questions.
l. Have )'ou got a computer at home, school or work? What kind is it?
2. How often do you use it? What do )'ou use it for?
f. What are the main components and features (the configuration) of vour
computer syslem?

13. Reading for Detail

Read to a short lecture given byJohn Griffiths, an expert on computer sys
Label the pictures on page 27 with the words in the box.

laptop desktop PC hand-he1d mainframe mini-computer

Script
D gita computers can be divided into five main iypes, depending on the r size and power, t
are ma nframes, minicomputers, desktop PCs, apiops and handheld computers,

Mainframes" are the argest and most powerful cornpLrters. The basic configurat on of
mainframe consists of a central system which processes lmmense amounis of data very quickly.
This centra system provides daia nformat on and computing fac lities ior hundreds of term n
connected together in a network. I\,4ainframes are used by large companes, factores a

26
 Pr:i va te Irroperty
*lcoanputers" are smaler and less powerful than mainframes. They can handle multFtasking,
lla 6, they can pedorm more than one task at the same time, Mlni-computers are mainly used
iIe servers for terminals. Typical applicaiions include academic computlng, software
-sEiEering and other sophisticated applicauons in which many users share resources.

F-i carry out their processing on a single microch p. They are used as persona computers in
t-'E ne or as workstations for a group. Typical examples are the IBM PC, or the Apple
kaio6h- Broadly speaking, there are two classes of personal computer: (a) desktop PCs,
ae designed to be placed on your desk, and (b) portabLe PCs, which can be used as a tiny
-Er
rlFEok. This is why they are called "notebooks and "laptops." The latest model can run as
6 similar desktop computers and have simiar configurations. They are ideal for business
e who travels a lot.

sfiallest computers can be held in one hand. They're called handheld computers or
They are used as PC companions for storing notes, reminders and addtesses.
Cambridge U.ive6ity Press, 2002

c)

e)

27
UN IT 2

14. Language Focus: Agreeing and disagreeing

Read this conversation. Notice how these two people often agree or disagree
witheach other.

NKUNDA: Luambo Luazo Makiadi or' Franco", the biggest star the history of "el Zaire" or
RDC
MAGDA: I entirely agree. He was fully of life, such as pleasant person.
You can compare him with Dr Nico, ihe best guitarist from ex-Zaire.
NKUNDA: I agree wrth you about his personality, but I don't go along with the idea ihat you can
compare him with Dr. Nico.
He was popular becaLrse he was the first musician from ex-Zaire who made Kwassa
Kwassa to be known around the world.
N/AGDA: Exactly, he knew how to play and where to play and to be in iouch with people and to
express their feeling. He was so popular because he was good guitarist and his band
T.P OK JAZZ made him famous.
NKUNDA: That's what lthink, too. He was something phenomenal and specia.
MAGDA: Absolutely. But he didn'i clo enough for the young people. He was only interested in
his Band.
NKUNDA: I am afraid, I can't agree with you on that, he qave people hope.
When they were suffering, he told them io stood up and fought for their rights. Thai
was positive thing to do.
MAGDA: Itook a different view He should encourage them to do something that would keep
them off the street and out of the trouble.
NKUNDA: ln my pini of view. that's someone else's iob. After ail, he was singer and composer.
MAGDA: I disagree. He had so much influence and populariiy. He reaily should use his position
to teach young people to be responsible.

28
 liil\r,.i .

Prr\.,alc P) opetlv *mm-'N

Further e\pr cs<ion5

Uell. rhar's ir. irit trl

\bn don\ nrcrn thar. do )uL?
'.,'. rl, norru-.rl ,i "
l, o lr lJ-. ,urt.,. I

t., ^ gl, -',r,

I soul.ln't disagrce with rlal
ll,r' lr...i,
I t,' .\ l,Jr
.1,,.., ,,,.',, ,,'un,,.. I. -. ,t, ,r-r I . t, ,, ,.
l--*' -.r the conversation you have just read make two lists: one for phrases/
m:r..ns showing agreement, the other for ways of disagreeing.

l:- sp€aking
:rsiEst one of these topics in srnall groups. you can disagree or agree with the
rt:r= speakers on some point,

: -r -.ur coltntry leading singer?

- -: r,. -r li it agood thing?
- :,:rir should not be allon'ed to have morc Lhan Iour chilclren.

bt L- Euage Focus: The present simple pa_ssive

.: ,:. :orm the present simple passive wilh alvis/are + past participle, for example:
' - -"-,a n l-,\rill.n Ir,r.p,, rrl,ornprrtcIpr.'gr;rtr
' r':':t,_. -ura.rre u.ualll ..or, d,,.r,li-k-
. i-::rember that the word'data'takes a singular verb (3.d person singular)
.::r ir refers to the information operated on in compuler program. por
.,- _ . .L"catitrsrcrr.rr lur ptL,ic.- tt.
:- . n the blanks with the correct lbnn of the verbs in brackets.
Ii-- e:

: ---. design) are clesilrned with the help ol computers.

,,:., rs terminals (corrnect) 1o this work slarion
.l -:.rc,,r]1pu ters iLnorvn )

'.1,1a:ines (tvpset) bv compuLers.

- i:en a particular program is rul1, the data (process) _ by the comltuter
.:r rapidll
l:r qeb (use) to search lbr information and bu)- products on
-:::e.

29
IJN]I 2

6- The drug derecting test in Tour de France (support) by computers.

7. All the activities of the computer system (coordinate) by thc
comluter processing u[ii.
B. hr sone modern systems, inlbrmation (hold) in optical
disks

17. Language Focus: Compound adiectives

A compound adjective is made of two parts and usually describes appearance.
The second part is frequently a past participle.

For example:
Blue-eyed girl - A girl who has got blue eyes.
Sugar-free product A producl dtat uses no sugar.
l. Battery-powered syslem -
2. Hands free operation -
3. Waist mounted computer
4. Head mounted display
5. Voice-activated device

18. Consolidation Task: Present simple and simple past

Complete the questions aud sentences.

l this rveek? she! on holiday '

a) Is Suzala working
b) Does Suzana work
c) Does work Suzana

30
 Piiv.rte Propei ty

- rc' ::ferstand this sentence. What

;- a:e ::al rhis word
, !:E $'ord mean
-
: rcs iis rvord
tennis once or twice a week?
r -- :r'ilg usually
r s .-s:1h- playing
- er plays
! :!ri; _Jsually
now? Better than before?
'aT
i -;= -e feeling
r x f.ru feel
: -r: r.ru feeling
i i == a boring weekend. anyrhrnS.
r , =lni
, -::ai do
: ::.n-! dO
: a::2. his hand while he was cooking Lhe dinner.
i :rit:xa
: r:. burning
::-.bumt

It csEoli(lation Task: Modals

]tdde s,hich modal can best Iill in the gap. Only one alternative is correct'

- -:e fue spread through the building quickly but eveq'bod

; ;as able to escape
: ::anaged to escape
: :..uld escape

- -re phone is dnging. lt he l'ione.

.: might
b can
.' could
31
UN]T 2

3. Why did you stay at a hotel when you wenr ro Beiral You WILh
Barbara.
a) can stay
b) could stay
c) could have stayed

4- l've lost one of my gloves- I il somewhere.

a) must drop
b) must have dropped
c) must be dropping
d) must have beea dropping
5. Take an umbrella with you when you 8o out. It rain later
a) may
b) might
c) can
d) could
6. What was wrong with you? Why 80 to the hospital?
a) had you to
b) did you have to
c) must you
7. There! plenty of time. You
a) don't have to
b) mustn't
c) needn't

8- lt was a great party last night. You come. Wh) didnt you?
a) must have
b) should have
c) ought to have
d) had to

9. Janet a car,
a) suggested that I buy
b) suggested Lhat t should buy
c) suggested me to buy

10. I think all drivers seat belts.

a) should wear
b) had better wear
c) had better to wear

32
UNiT 3

I. Brainstorming
Look at these pictures and then discuss the questions that

NMMMWW
- Who are the people in the pictures and what they do?
- Have you heard about them before?
Why do you think they become lamous and successfully in their lives?

2. Language Focus: words that go with make and do

,lake Do
hn making a basket. IIave vou done rhe lask?

We'vc don. rh. Idm.1v.rk

I do alL rhe cleanug.
ending nr ing Who did dre cookmgl

She did well ir rhe resr.

to make a differerce ofsood the medicxle did nre som€ good
You havenl done $e]l enough.
ro orake a phone cali Could you do nre a Ialour pl{:ase?

I haven't done rr) xnna

to nake surdcerranl
to mke somelhhg clear What have you done?
I et\ do something exciting.

3. Language Focus: Do and make

Choosc one or t\,ro of these uorcls t'or each gap:
Do, d,oing, done, mahe, uade.

JAIME: We've (1) ven/ well. lt's on y 8.00 a.m and we've (2)
all the packing. l'm afraid we lent our smart new suitcases to
I had to (3) with some old ones I think we're
ready to start
Have we (4) everything?

34
 sure that l've locked al the doors.
such a dlfference. lf a burglar is determined to break ln, he
r i n sh ihe police would (7) a great efforl lo
.''c = :n. They (8) no good at all. One day, l'm going to
a comp a nt.
l= --€!='. no need to (10) a speech. L can't get nto the house. What
-:.: lou (11) _. with the key?
:.-: ( n the car after I had (12) eveMhrng n the house.
-'..€
:= car ls locked. Let me have the car key, please.
=-::ae
_:.en't got t. Lookl lt's n the car l'm alraid l've (13) something very
-'rF- -. sir. lve ocked thekey ins de the car. That's a mistake l've never (14)
:---re. What shall we (15)
r,". (16) a suggestion? Ask this po iceman. He knows our
:r:i em. He's been stand ng here listening to everything you've said.

r gicture Interpretation,/Speaking
-.rk at the pictures and answer the questions that follow.

- ,-.: rou
i :,
ffiW
knorv anything about these personalities?
*ere Lhey lamous?
.t..:i nationality we re they?
'.i:.ch one do you know mos/least about?

I n€ading

Pel6: The tacts

At the age of 10, Edson Arantes do Nascimento left school for a

job as a shoemakels appreniice earning $ 2 per month, and ihe
chance to practice his first love: soccer,
At the age of 15, tried to become Brazi 's youngesi ever
professional soccer player blt was rejected by most clubs, The
on y club to show interest in the youngster - aftet he pledged
for a tryout - was Santos, who took a large gambre on the junior
but soon h t the jackpot.
Although a waif of a p ayer at 5' 7" and 145 lbs, t became
quickly evident that Edson was something special.
As a 17 year old he scored 65 league goals for Santos and was
caled up to the Brazllian National tearn. When he scored the
winning goal against Argentina n h s first international game, a
new star was born.

35
 -
l-:'
I
;.g",r;ii,;";1,r*.,i:"":":""".::.ff.r,r.-:::ii*:
klli:::mti*:';';::XTl,l:,li:il.l".[i:',,",:.'ro"
L''|ounanant'aco'1o

| ;:ll'.F;;'"; j:][il?!llli,r*o"o",or','np1 bvwi1. eir-enedwo''ocup the reo2

ChampronshlP Ln Chile.
and ihe most famous
;; ;;;:';.; F"l";"" the k'ng of soccer' the people's champion
"learlv
athlete the world has ever known'
scored ihree tlmee-and le^d^Santos to the World
Aoalnst Benflca, beiore 75,000 Benfica tans' Pele
Ciuo Cnamp,onshrp.lr l96l he scored ar p"re
araT'ng elgrlgoa's agd rr\ DULorweu'
;:sos ilE;;rr;; ;"u"in'"nt o""la'"o i"tioni t"a'i'e such he could not be
' ^nd ^s
traded io a foreign team. see a soccer qame
Yort< citv to the then larsest crowd to
ili;;;;;;;H plaved in New
in the United ";;l;s
States
600
no other pla)ier,
iillnii. o"[.i'liJ n," 10001h soarBrazil f.,:Y.:cored
back to the world cup'
i; ];;;P"l;h"J;;i."ion: to l;ad
Apr Volume 5' no 5 paqe 1s S & Publish ng PtY Lto
Taken and adaptecl from: Soccerln/emational

Text R

The writer
s n_osl 'an_o-!
Aoathd |\y'aa Cla'sea C_risl e s posslbl' r1e wodo
;";;;"; , ;; w"i or. Sne wro'o 7e novF: d'o 'evera' prsvs Pe
;..';;i;r;.r rran Sna^a\paare. However beh nr
'f osF or W
i,oi,i,,ioii*"i0. painfu v shv woman whose life was ofter
,r*
lonelv and unhaPPY.
i..'*r. Uo
;8q0
' _ Devon. iLe rni'd c'rrd ol Clar ssa ar
"
;;";;;;ilii"; and srew inlo a beautiful and sensiiive girl wit
't
;,,;i ;""i;;; "", ";:, she o o oo scLoorIo but was edu 'ale
was - 1 and bol
",L-"-""
i, n'"i .,ofl."r. He.arne' o'eo wna'l sne
she and h;r mother werc grief-stricken'
-orr'"q
Wo'" w" l. r,t'r leine was wo'\'ng '" ' ""t:1:'.!l:l::::
proved very useful to her In her later carel
she learned about chemicals and f,oisons, whrch Ln r920. In [. ehe iniroduct
u;'";Lifi";;;;i#clve nover. fte ruysrerious Affa,rs at soi/es,
L.6r.tne P.itot the Beioian deiective who appeared in
many subsequent novels Her oiher m€
oJt""Jir. *". ,n coilster caled-Mrsslviroliri"o
",o"ai
.e11. a, the bes,"n .:: 'ii;;: o,..,ou c,lrisre but rhe mdrriage w,
;eie"*as , oo"nr. trasea,, i. re, .i
rr nq or tho.war.
dldn t ast and they diverceo rn ;;::"y";;
unhaopy. It
becau<e he 'nuch loved motl^er
ored' -
a np^ o,rs bfeakdown I nn. n oht .le abandoned
' aau.u
\et car and nvsrerio .:
,ou- d i. d -ote i1 Ha-ogate.
Aoatha sJite'pd ; #. ;., _;t,
di.upp"","o. s1e wFn r <si'ls :9, ".it ";; ,,;",", ;ii;;"
I
nol( ;,. , .n6riro so n .cr. thar s
rha n.dh of Enqland. lt rs nteresting to
7he M.,,de' or
X;i;;:";;;;;,,;'orec-s <olitJde u"o"r;;?i,"""'.1"1:t';*", ree,ings rowaros lne neL
AgaLFa desoeratal) wdnled .;o;": .", o.Faldow- a -d d sapo€aranue. S
_"*.orp"€ hao.giver rrer a n*
bi.rrto,"" ,a-e Iiteiqdir ,ra she
rer I' EL* "i^^,"b .rieo r-ereeti i. he.wo
dac oele r ned -pvp' io lFr ihe,l enter l1?;'^^:^-^
l,onoon' Tooav' .,., ru
over ve,,s lar",, r
aO ved'
$52 ptav Th^ Mause'ap opeled n
H;;;#;", het
:n ine who'e wor ld'
;iit .:;;.q.' r; ; t""'-qcs,'un'i1o sr-o'^
 Success

a very happy second marriage to Max Mallowan, an archaeologist. Her detective

-:-==i:,.d
:+ : ..-- = 3 help to him in his excavations ln Syria and lraq- By successfu iy staying out oi
iEalrl r.e ultlmaley found happiness with her beloved husband. She died peacefully in 1976.
Soars, J. and Llz New Headway, lntemetliate Studeht s Baok, Oxlod: OUq page 30 (Adapted)

r,,:,:r.r \\-illiams proud of her daughtcrs' feat describes Saturday! final tussle in
_ _: cr?en as ',historical".

."ir: _
New York (Reuters)
oracene Wlll ams. the mother of Venus
and Serena Willianrs. had one word to
describe watching her ch ldren compete
in the U.S Open flnal on Saturday night
- "h storical .
That's my one word answer- historica,"
sa d Williams, re axing in the p ayers
lounge with her own younger sister,
Ruih. after Venus beat Serena 6-4 6-2 in
the 69 minutefinal.
"What they have achieved after a lifetime
of work slnce they were four is great- lt
was the r dream of playing each other in
a Grand Sam final and now ihey've done
it.'
llila-s s_a_.r the coaching responsib lities for her daughters wth estranged husband,
c _ci :.:-., surprised by Venus coming out on iop for the frfth time in six matches
]:E le.=.
E :a,--: :;l.iiiftrly and l've sa d before, she's the n ght person so the night is better
3 h-€ r"' a-s sa d. The match wasn't as ,ntense for me as when ihey p ay other
,lE aa:: Hause know how they hii aga nst each other."
B€pj :-ar Serena spent part of their day wail ng to play the f rst schedu ed nigh
.kr '.a sropp ng New York's farned Fifth Avenue and Bergdorf Goodman's along
.-r_ 2c *a."damage on the shopping spree, Oracene said, Serena, ike always.
r"a ,qrJ sais that the blg slster takes care of her, she meant she spends Venus's
:=r-'
i-r=:_a -.. daughiers did not fully comprehend the importarce of them being the
:E::E :i1 io cornpete ior a Grand Slam trophy.
!E : 3. o'on't think they do either, she said. I think may be in the future but
! .a,- ccn't see it."
E .-- _3 her iingers crossed the final would go into a third set, is already
- ;er-=-z . .r'- Australian Open in January
T :Er'= flabbergasted at the attention the fina maich received from a wide

:r lncluding s ngers Diana Ross, Brandy and Sean P Diddy'

E_.=_::-:.ers
-iE |,lcore. Helen Hunt, lvletthew Broderlck, Sarah Jessica Parker, and
tiE=r -,,: Lee and sports personalities Joe Namath, Joe Torre and Car Lewis
r@E -:-- -r 3enlre io w.ich ihe historicalf nal.

37
UN IT 3

nbetievable," Oracene said of the celebnties presence." I was thinking to myself, why do
"ll's unbelbvable
'anl to
you want com oul?"
lo come j
May be )e I don't gget the s/gnrflbarce of how dramatic it really is l will say it is very complimeS
to us as a fam ily
family.
cur News, Mondav september I o, 2ool , page 38.

canning for Specific Information

6. scanning
A.fter reading the extracts, try 10 guess the words italicised from the context'
fhen with the help of your teacher find the correct meaning or use the dictionary
to check the words.
dnswer the questions about the persons.
l. wherc warwete he or she or they born?
2. What do you learn about her/his/their childhood?
l. Which people played a grand role in her,4lis/their career?
4. What do you think were the most important events in her/his/their work?

irnguage Focus: Referrlng, using Pronouns

Iinguage
Personal and reflexive pronouns

siDsurar
I *?'"
)ou
he
Obiect
)ou
him
I
I
L
R€flexive
.!*rr
yourclt
h,mself

| +" hcr I r"*"Lr

ir r6elf
oneself
(formal)

they

Copy and complete these sentences using the pronouns below:

her, herself, him, himself, it, itself, me, ourselves, us, yourselves

l.while waiting for Macuacua to bring _ --- a banan

I .aw _- helPing
2. The chapa brings me in a lot of money. _ paid fr

for _- -'-
3. After working for years without a break, she allowed
three-month holiday. This is a picture of- on the beach'
,1. As we set off, our mother waved goodbye to and sar
"Take care o[
5. What shall we do with ? We have nothing to do and n
one will give anY work
--
3a
-
-." -
-
 I
l
success i

1 Consolidation Task: Reflexive pronouns

Complete the follo*'ing sentences by using the adequate reflexive Pronouns.

Tom6 told a lie . He was ashamed of

I \'lanuela trrt while he rvas chopping vegetables.
-. P6lrple surround $,ith friends and family during hoiida,vs.
- Rila is careful about her \i'eight, but she allorvs one Pr€(e r)i
.akc a da\:
\lalunga, you need to eat betler and get nrore exercise. You should take better
aare of , your father Lakes care o[ and l lake
aare of Your father and I arc healthy because u,e take good
aare ol People who take care of
rener chance ol staying healthy than those who don-1.
-rmar thinks Oscar is telling the lruth- So does Ricardo-
:-.ni believe Oscar's stor,v for a minute!
.,r Did Mr. Lenge! secretary ans\\,'er the phoneJ
,a: \o. Mr. Langa answerecl the phone.
ias Yery surrised.
r.. Should I narry Estevao?
I \o one can make Lhat decision for you, Ana. Only ,vou
can n'rake such an imporlanl decision abouL your ou'n lile
\orr that children are grown, Mr. And Mrs. Kuna live by
\adia didn't ioin rhe rest of us. She sal in the back o{ the room bv

: --anguage Focus

l: rhese words and phrases come after play, do, mtha, go ot ht1\re? Put them in
:r correct cohrmns-

fie piano on holiday

golf tor a walk
a day off the shopping
toorball

39
 UNII'f,

Put the verb in bracltets into either.presenl simple or present simple passive.

l. Mercedes llen z cars (make) in Gennany.

2. Whisky (produce) in Scotland.
3. \bur heart (beat)'1.800 limes.
4. the words population (grow) by 9.300.

Look at the following pairs of sentences.

Which one is correct? Why?

1. a) Helena speaks five languages.

b) Helenai speaking Iive languages.
2. a) Do you understand E-Makhua?
b) Are you underslanding L Makhua?
l. a) Pofiuguese is s]token all over Mozarnbique.
b) Portuguese speaks all over Mozambique.
4. a'\\r,r-c tlrrn'.rrrq \'lJ JL.ntJ r. ho rrrg.
b) We think Marabenta is horing.

lO. Consolidation Task: Reflexive pronouns

Complete the sentences with a word or rlxpression from the list and an
appropriate reflexive pronoun.

an8ry at introduced promised

enjoy killed proud of
enterlained laugh at raking ro
feeling sorry for pat hughr

1. Catarina Miguel never took lessons. She

play rhe piano.
2. Did Reinaldo have a good time ar rhe party? Did he
j. At all you did a good job. You should be
4. You did a good job, Manuela. You should on the
back.
5. A man down the street conmitted suicide. We were all shocked by the nervs
lhar he had

[*
 i:]e chiidrel played very well without adult supervision. They
plaring school.
-
- i had always wanted to meet Mr. Mandela. When I sat- him at a party last
:rght, I walked over and ro hin1.

: \.rd1in8 goocl ever comes from self-piLy. You should stop

- crge. and starr doing somethiuB to solve your problems.
: ieople rnight think yotL are little crazy, but ls one
..ar to practise using English.
Hu our can ease the trials and tribulations ol life. Somctimes we have to be
ahle to

Cirolina nacle several careless mistakes at work last week' and her boss is gett-
::1g impatient with her. Carolina has to do better work
:n lhe future.
i l'esrerday Alice'-s car ran out of gas. She had to u'alk a long way lo a gas sulion'
ihe is slill lor forgetting to fill the tanl(.

t L consolidation Task: Nouns and pronouns, singular and Plural

Chore the correct words in italics to build correct sentences.
, Pcnguifli are interesling cteoture/creatures. Thcy are birdlbirds, but itlth'y
:: not fly.
-- \lillions ol yearlyedrs ago, thel bad winglwings. This/These wings changed as
:he birds adapted lom itsltheir environment.
,- ?.-ng ins' principal food :wt:es/\\,ete Jish./fishes. Penguins needed to be able to swim
:,. lind their [ood, so eventually lheir inglwirgs cvol.ted into .flipperlflippers
:-:ai enable itlthe to swim through water wilh speed and ease.
. ::i{uins spends/spend most of their livxs in water/watet' However, they lay
:;:: cgg/eggs ,ln landllands.
i -:-:or pengui ns have interest ing egg-lay ing habitl habils.
: l:. -:male laysllay ol.,t eggleggs on the i.e/i.es ill Artic regions, and lhen
E:aij;rtel)- returnshelum to the ocean.
_
'..'-.:: re female lays the egg, the male t ahesltdl* o\er- IIe/They coterslcotet the
4 --:: his/fheir body n lll shelhe/itltheylhatches/hettch.
i l-eslhrse process tdhesltdrr. seven to eighl weeh/weths. During rhislihese
::ue. _-:: male doesn'fldotl eat.

1 trr :: eqq hatcheslhatch, the female returns to take care of the chick, and the
EaE :.t-s€o to Lhe ocean to find food for himselflhercelJ, his mates, ar, d their
&-.:.
41
Customs and Traditions
UN IT 4

l. Brainstorming
ln feirs, answer the following queslions arrd discuss them in class?
Whar Lraclitional events take place in your area eveq'Iear during the school
holiday?
- What character do they have? Are they tratlitional events, custotns, festivals or
tuals?
Who takes part? Is thele any special way of dre-ssing? What do rhey do and why?

2. Picture Interpretation,/Reading and Matching Information

Some of the picturcs beiow clepict one of the traclirional evenls, custorns, feslival
or rituals held in a nltmber of places in Mozambique.

Can vou describe what do they represent? Match the pictures wlth the texts,{
and B-

44
 Cf ston'rs a|id 1riiLliLrons

:\I A
--= -=-,,a1 of Mapiko was approaching and the m I tary zone n l\,4apulo was in a fest va mood,
't r= :. occasion for g v ng ihanks to ancestors, the protectors and the source of a I ferti ily,
.::-:'s played a qreater part n the life of the people than any other God. They were the
tr-=: -dge of moral ty and conduct and they were n close commlrnion with the deceased-
L- _=:.a of N,4apiko is held usually every year before the beginnng of the school year, to
- -_ -e children and the ancestral spirils for protect ng the ch ldren n one or two months that
: :=9r separated from their parents. During ihis time, the boys will be taken to the bush and
--... for orre or two months and the same th ng wil happen to g rls but ihey will be kept
-- :_i separated from their parents where they wlll be taught a nunrber traditions and
--€. 2nd riiuals. After a month of be ng isoiaied from thelr loved ones, it's a time to br ng
ra:< :o the noTma lve of the community,
<,a cou d not start until alchildren have qone throuqh a number ol rtuas leadlnq io the
]-:-ony on Sunday afternoon, that will reunite ihem wth the r parenis and then on wil not
::-s::'ed as children but as adult people who are able to declde by themselves and have
:' speech.
:-= 1- day before festival, the o rls w ll be taken somewhere to the bush and g ven the f nal
:= :, -e "na oTabos , who are respons b e for passing the rniormation; lt is qu te diif cult to
=- :.:at y the events itself but it appears that onlv feraale who have oone throuoh the same
-_-!_ ! rsa\s he{o(e are a\\o\Ned \o iake paft \n \he e\e\t. \t \s sa\d io be {unn\ and \o\r can
r : --Tber ol lemale that will often go sacriilclng themselves lor allthat afternoon.
E: =_, before ihe festvaL, the boys wil be taken eary morning to perform a number of tasks
r--._, :€.-rselves before they join thek loved ones- The good thing about Mapiko festival is that
E: ?. :a.ents are obliqed to buy always eveMhing new for the r children as a signal of ove and
: s all about VIP treatment thai ch ldren get. Parents wlll dress in a strange way mitating
=,:qJ= known around them and sometimes they can dress as a wornan to make the iesiiva
=
-_E :-:ural group wlth thelr drums, called viganga, r.agoma, ntoie ard neya," and their
-a_ .!l I be read to perform a number of siyles 1o show their skil s. The fest val ends with
:a_ce ihat l\,4akonde community will perform al Sunday afternoon, with a plenty of
:_d riuch food cooked, no matter heav ly the famlly ate or how many friends or
:e, _.,ied fronr neighbouring town, there was a ways food left over at the end of the day.

---ccing Colour is a military parade which ls held every year on the Queen's birthday.
r -.: ers take pari wearing the r finesi traditional unilorm and carrying out elaborate
.tE-r=_: .ery the word of command of the r ofJicers.
accurately on
Er-e- . the British Army has a speclal flag of its own, its colour, wh ch symbolses the
i:icE a€.e very confused events and it was easy ior soldlers to become separated from
i's . :.:ef to regroup, soldiers would look for the colour of ihe r reg ment, held highly by
:E =-'ades. and oo iowards t.
G:a.ar for every soldier lo be able to recognise his regimental colour. Trooping the
-'Ers:a.-rg the colour s owly along the ines of soldiers so that they can all have a good
:- : rc . :e able to recoonise it in future
:-:., :-e Queen, r d ng side-saddle, wears the un form of one of her regiments. This
! :t -?: -_c decorated with gold brad and epaulettes, wth white gloves and a white
-'E _= -:'horse s also maon flcenty decorated with red and gold re ns and bridle.
- -:__. ::lds take part, some of them riding horses. A particulary strong and
-cr-- ::i'es iwo enormous drums, one on each s de, And now the massed bands
-t' =*:-ai ar dril movement caLied the spin whee n which over 300 scarlet_tuniced
rE r----€rs n an enormous square pivot on the centre. Those n the mddle mark
?.; : siep or two backwards wh le those at the ouiside edge march very fast, a i
-_=-1rc:-e:-:-a-ks
c ay ng insiruments of various sizes and weights,
of !luardsmen the Co our raoves.

45
UN IT 4

eading and comparing lnformation

3. Reading
Itis(
t is often necessary to compare two texts or to write alr essay that ct'14
hings. When you do these tasks, it is helpful to take one aspect at a
thing
ook at th" similarities and differences. For example, we can start to
look
ext rA and B as follows:
text

{spects:*l,o is nlvolved in the.crdo.iesl

timihntiG: Doth art .ostunr.s
Ditfeft
Ditferences:lnNialtondecelchrarionstllconnnunirv(akcsaPartan'lendswithg'ltogether'h-lioolnrg
colou. o.ly otlicials and soldicB uke Part

Based on this table \rrite the adequate sentences/exprcssions or phrases in ear

gap:

Includes singers and dancers, highly decorated, dtums, music, battles, past
ancestors arJ evoked, m itary activities are dramatised, dress to imitate any
traditional figure, dresses in military attire, it is a military parade held onrhe
queens birtiday, horses are magnificently decorated, held every year belore
tie beginning oi school year, held to honour children and the ancestral spirits'
children go through a number of ntuals.

Mapjko: re
Te!.t A and Ttxt B comParison

4. I-anguage Focus: Synonyms

Based on text A and B, find the meaning of the following words al
expressions:

parade, finest, regiment, ancestors, rituals, skills, perform, source, morali

freedom of speech, lanks
 !'-l r'- d:

hiring
i-. ls a nelvspaper account of a road accident which you saw
;:: : .r letter to a friend who has not read it, for rnain ideas and describing the
i::'ti,

. :: :::orted
by rhe police that a large oil-tanker had over-Lurned on the EsLrada
:: ::l \umero l, close to Muxungue. The tanker was a full ofpetroi:io ng
- i r r the depot at Muxungue, $'hen its brake failed on the Sitalonga hill Th(]
-:- . \lagwana Xicudo of ALo Molocue disticL, bravely srayed at the $'heel of
:: j. ier tr-vinll to avoid other traflic and at the bottom ol Lhe hill he managed to
- ]: tanker into a dirch. $'here iL over turned. The driver wasoftea luckily thrown
.: .: the lony,, which soon burst into {1ames. Fire-engines lrom Beira
,:: ::: the blazes. Magwana Xicuclo is reporLed flom hosPital to be feeling well.
: :: :.ceiYed a letter o[ congratu]alion lrom the cili/ authorilies.

-- r€uage Focus: ExPressing frequency, degree, manner

ad place
::r't- an adverb o[ frequency fiorn the list to [ill each gap in the table.

:--Sently never, normally, seldorn, sometimes, usually

Meaning

+=::ill

on few (nol rnany) occasions

Positionr ,rf ad\ crb5 of lrequen.y

NIah velb
.""ALr
b"f,,."

47
UNIT 4

7. Consolidation Task: Adverbs

Read the conversation that follows and put the expressions from the box into
the right places (more than one answel is possible in sorne cases).

actually, even, know, just, look, I don't think,

I dont know, perhaps, so what, still, though

Johannes [,4atilde, the problem is, we're

dilferent.
Matilde: Ok, we're different
are different
Johannes: Well, we do_ t have lhe same inlerests. We don t the same p
Matilde: we get on very well together most ofthe time.
Johannes: Matilde, I don't think we do.
Matilde: Well, ok, Johannes, may be there are some problems. But
we shouJd go on trying a bit together.
Johannes: Matilde, I don't think we are getting somewhere.
Matilde: either. Let's have one more try
Johannes: Ok, one more try

Complete the sentences with the adverbs from the box below.

unexpectedly badly, patientln easih regularly, heavily

1. We didnl go out last night because it \ras raining

2. Our team lost the game because we played
3. I had a little dilliculty fioding a place ro live. I found a flar quire
4. We had to wait for a long rime but we didn't complain. We waited
5. Nobody knew Langa was coming to see us. He arrived
6. Serena keeps fit by playing tennis

8. Consolldation Task; Adverbs

Complete the sentences by putting the words in the righr order. Use
adjective or the adverb given to fill in the gaps.

1. The driver o[ the car was injured. (se

2. The driver of the car had injudes. (serio
 Cusloms ard Traditions

, -iinh y ou behaved very (selfish/seilishly).

i-a is (terrible/terribly) upset aboul losing her lob.

-:a:t \\ a5 a (sudder/suddenly).
--nge in the weather.
a-.-sbody at the party was (colourfuVcolour{ully).

--rrsed
- rJa iikts wtaring t colourf ul/colourlu1ly) cloihes.

ie fell and hurt hersell quiLe ( bad,6a dly) .

ie sar s he didnt do well at school because he was (bacVbadly) taught.

a.nr go up that ladder lr doesn't look ( !alc/sa[cly ).

i.ie looked at me - (angry/angrily)

=hen I interrupted him.

Jmplete each sentence using a word from the box. Sometimes you need the
,dl.rtile others you need the adverb.

trtfirloy) complete(I, continuous(ly) financial(ly) fluen(ly)

lrrpy/happily nervous(ly) perfect(ly) quick(ly) special(ly)

, Our hoLiday was too short. The time passed very

I Thomas does not take risks when he's driving. Ile! always

: \na rvorks . She never seems to stop.

: -\Iice and Stephan are very married.

: \tonicas English is very although .he makcs qurtc a

iot of mistakes-
:. I cooked this nT eal lor you, so I hope you will like it.
- irerything was very quiel. There u,as silence.

-: l tried on the shoes and they fittecl me

i Do vou usually feel br:lore examinationsl

--I - J like ro buy a car but it! impossible for me

t +:r.rmenr

49
 UN rr 4

9. vocabulary; Customs and traditions

. Mapiko - lraditional dance frorn th(] north part of Mozanbique perform.:
it'-s a
bv Makonde community in any special events or ceremonies.
. \nlotnh.. n.1rq61. gfrl-L \erctnnni...
. VigaDga, magoma, ntoje and reya - clruns used to dance VaPiko
. Custom - is something nornallv done, a tradition.
. Costume a set olspecial clothes worn in a Paflicular place, at a certain timL in
history or for a special occasion.
. Capulana - basic garment knorvn in english n1ost often as (sarong, 5CW11 0t

lO. Reading
ln tra.litiona soclei es ihere were different kinds of dances i
every occason, For example, if a baby was born n a certa
fam lV, people danced and song. The sanre happened
people got married. Through dance peop e express tl_?
hapiness, iov, love and sometimes anqer. ln Mozamb c
every reg on has a dance of iis own.

Nsope
This is a dance for women. lt is popu ar a ong ihe cc-<
Mozambique, espec a ly in the north. Women dance r
during special ce ebrations. They all wear dresses
"capulanas" of simiar colouL They sing beautiful songs. =
women hold a rope, one at each end, and beat t c'
ground. The other women, one by one, or sometimes t.,,a
a trme, jump over the rope,

Chingomana
This dance is from Gaza. Like nsope, it is on y danced by women. ln traditional societies, wo
danced chingornana when the harvests had been good. The dancers wear skirts rnade
coconut leaves or reeds. The men beat the drums. Jhe women dance and sino, and others b

Nyau
Thls is a dance from Tete. Only men dance it- The dancers wear masks and hats mao:
feathers. They cover thelr bodles with clothes. Other men beat the drums and s ng.

Msaho
This dance is from lnhambane. lt is danced by men. No drums are sounded The men bea:
some specially made pieces of wood tied together by ropes, The pieces of wood are arrangec
that they wil make special sounds. Th s instruments has many keys. We see this inst
almost every day. lt is on the f fty cents coin.

I r. Writing
Write about two dances of your area. Say which one you think is the best. \\
do you think jt is the best? Are any dances in your area like the ones descri
in the texts you havejust read? ln what way are they the same or different?

50
i----
 , r,,i tri r.r iii ifl,l
- . ., r:rtit

' ,,n. r

-..alellites
UNIT 5

I. Brainstorming
Match the word on the left column to the picture on the right.

l. Antenna

2. Spatial n:ve

3. Computer

4. Television

5. Weather forecast

2. Reading/Dialogue
Read this interview to discover the benefit of satellites.
Miguel Akanaida is a senior reporter from Radio Mozarnbique and he was
assigned a task to iilter\.iew Dr. Makwati, who works at Provincial Hospital in
Cabo Delgado.

Akanarda: Our guest today is Dr. I\4akwati, who works at Provtncial Hospital of Cabo Delgado.
Dr. I\,4akwatl, thank you for accepting our invitation and lwlll start wlth ihe iirst
question. Dr. Makwati in Mozambique, dociors can send messages to each other
and to professionals in other continents by means of a satellite which travel around
the earth in an orbit.
This satellite is at the centre of a communications network caled Afya-net, which
llnks ground stations n Afr ca, Europe and America- Dr. Makwati, how does Aranei
he p yoJ to pe4or.l the work:
Dr. Makwati: Afya-net allows me to send a message to Dar Es Salaam or Lisbon, or even Sydney
though, I am a long way from a medical school-
Not only can I send a message, but it will be delivered on the same day and lcan
expect reply a day lateL
It's a completely reliable serv ce and it only costs as much as a te ephone call or a
letter to the capital.
Akanaida: Why s it important for dociors to be ab e to send and receive messages?
Dr. Makwatr: Well, one type of message that the satellte can send is an up-to-date articie on
medical research or new developments in Medicine. We have a dire shortage of
reading materal dealng with N,4edicine. Particularly in my country, Mozambique.
 ialellites

medical articles are very old - if there are any medical articles. Medicallournals do
not come at all, except to ihe very few people who have fore 9n exchange and are
thus able to subscribe to rnedical journals. With the satellte, we will be able to
recelve at least some recent ariicles.
:r:i6ida: I see the value of articles. Can you also exp ain why doctors ir Mozambique need
and wth dociors esewhere?
_. t,,a<,';at to communrcate with each other
Yes! it is usua for doctors to discr.rss their pat ents problems wth their workmates.
A young doctor often describes a pauent's symptoms to senior doctors and asks
their advice. But if a doctor is work ng alone maybe a hundred kilomelres from his
nearest workmate, he can discuss his patient problem with anyone, However. by using
the communications network. He can also speak to world experts in other countries,
Now we can all advise each other and learn tom each other just as doctors al over
the world do.
j-ada: Does the network need a lot of equipment?
:: r,a<,vali: No, on y a little. All I need is a personal computer with a special radio modern and
an antenna wh ch looks just like a satellite receiving dish on a house.
,-:_ada: Are more Aiya net stations to be bu lt?
:- r.,z<nati: Yes, there wil be additional one in Seychelles and Cape Verde-

3. Reading comprehension
- \\ ho can doctors in Africa send messages to by using AIya net?
1. \\ hl,Alya-net is cheaper than postal selwice?
,i. Lur a number of clifficulties faced by doctors like Makwati and others.
- \\'hy doctors need to speal( Lo each other?
ln \\,hat countdes is it usual for doctors to discuss professiolal matters?

+- Irnguage Focus: Adverbs

\\ite some sentences making use of the adverbs in the box below.

Absolutely, entirely, outright, positively, quite, simply, truly, completely just,

really, totally, utterly, definitel)z
trmple:
I am urterly amazed: our guests have eaten absolutely all the food in rhe house.

i I-anguage Focus: I/ cLauses

lrst month Marola was in hospital for an operation. Manuela didn't know this,
so she didn't go to visit him. They met a iew days ago. Manuela said:
If I had known you were in hospital, I would have gone to visit you.
Manuela said: lf I had known you were in hospital... The real situation was
thar she didn t Lnor.r he u as in hospital.

. when you are talking about the past, you use if + had Cd) ...(if I had known/
been/done etc.)

I didn't see you when you passed me in the street. If I'd seen you, of course I
rvould have said hello (but I didnt see you).

53
UN]T 5

I decided to stay at home last night. I would have gone out If I hadn't been so
lired (but I was tired).
lf he had been rvhere he was going, he wouldn't have rvary into the \\,a11 (buthe
u,asn't loohing).
The vien was wonderful. If I'd had a camera, I rvoulcl have tahen some photographs
(but I didn't have camera)-

. Do nol use would in the if-part of the sentence. We use would ln lhe other part
of the seutence:
I had seen you, I would have said hello. (not i[ I would have seen you).
l'd h:rve said hello (I'd have said = I would har.e said)
Il I'd seen you, (l'd seen = I had seen you).
l'd have said hello (I'd have said = I woulci have said)

6. vocabulary: satellites and telecommunications

Fill the gaps in the exercises with one of the following words:

Antennae, answering machine, fax, launched, mobile, orbit, pager, rockers,

*erellires.'ignal. 5olar. panel'

Director: I can he.r my (1) It's going "beep, bleep, bleep." Where's my (2)
phone? I must cal my persona assistant,
PA. We've received an urgeni (3) for you, s r, and there's an important inessage
on your (4) mach ne.
Director: What's al about?
PA- lt's our new telecommunicat ons (5) . lt's noi circ ing the earih in the correct
(6) there was a fault in the rockets that (7) _ its and of its (8)
is s ightly damaged.
Director: ls it far from the correct orbit?
PA. No, sir.
Director: Then there shoLr d be no problem. We wil send it a (9) to use its own (10)
to place t in ihe correct orblt. lt wil receive our signal as lonq as the (11)
are not daraaged.

7, Consolidation Task: I/ clauses

Put the verbs into the conect form-
l. I didn't know yon were in hospilal. ll I had known, (l/go) to visit

2. Karnanga got to the station in time to catch his train. If (hdrrrsr

ri (he,6e) late for his intervieur
3. It'.s good that you reminded me about Suzanna'.s birthday II you didn\, _
4. U[fortunately, I didn t have my aclress book with me when ] was il1 Macaneta
( tftalt ), (l/sent)

s4
 Satellites

5. A: Flow was your holiday? Did you have a nice time?

B: It was ok, but (we enjoy il more) if the weather
(be better).

6. I took a taxi to the holel but the tmllic was very bad. lf rhe rrallic
(ir/be) very bad, (Vwalk) quicker
7. I'm not tired. Il (Itlbe) tired, (I/go) home.

8. I rvasn't tired last uight. lf (L/be) tired, (Ugo)

horne earlier.

l^/rite with i/ for each situation.

a sentence

I I \d.nr hun!,D.'o I drdnt e;t arlthrng.

2. The accident happened because the driver in front stopped so srLddenly

lf the driver in front
3. I didn\ know tllatlaime had lo get up early, so I didl'r wake him up.
IfI
l. I was able to buy Lhe car only becauseJulio lenl me the rnoney.

j. Margarida wasnt injured in rhe crash because she was wearing a seaL belt.

6. You didn't have any breaklast that! why you're hungry now-

7. I didn't get a taxi because I didn't have any money on that time.

8. r-anguage Focus: Basic rules of capitalization

1. Capilalize the first word of a sentence.
Example: We went to see Nyau.
1., Jpirrlr e rl'r lir-t rrord o[:r dire,'t quot.rtinr.
Example: My mother said: "Don't give up".
l. Capitalize the lirst rvord of a Jine of poetry.
Eran,ple: "Poerns are made by Iools like rne...".
- Capitalize proper nouns (narnes of specilic persons, places, or things)
Eramples: Sanlora Machel, Pemba, City Hall-
;. Capitalize proper adjectives (adjectives lbrmed from proper nouns)
I yrrnllcr: \4.,-arnbri Jn ( r.r!etrinhJ.
- ( Jprtrrlze nrrnc. or rnc' r[i. L,lEanl-Jllon\ ul intll'ution-.
Examples: Pedagogical Universiq', Mozambical Red Cross.

55
UNIT 5

7. Capitalize days ol the weelt, rnonths of the year and holidays (Note: Do oor
capltalize seasons)
I \r,rpl.. \unJJ) /rrr,c. ( /li.rr,rr. rr in,..r.
8. Capitalize languages (Nore: These are only school sub;ecrs rhat are capitalized.)
lxamples: Ndau, Ki-mwani, 1 Study Ndau, Portugucse, tliology and Social Sciencc.
Capitalize races and religions.
lixamples: Christian, Hindu.
10. Capitalize referenccs to the deity and to fie titles ol holy bool$.
I .."rnp].*: lhc { "nrgh y. h, Kor:n
J J. Capitalize titles ol people ra.hen they are lbllowed by a name, being carelul to
capir:rlise both the title and the name. (Note: If a specilic person is nleant, the
nanle nlay at times, be omilled.)
Examples: PresirlenL Nyererc, Dr lumbati, H.:r Majesty the Qucen.
1) Capitalize titles of works of lilerature, art ancl music.
Examples: Beethoverrls Fillh S)-lnphonl-, Arnerican Gothic
t3 The pronoun I is capilalised at all times.
[:xample: I rvalkecl one kilometre south lo the l-Jniversity
14. Selections ofthe country are capitalized, but directions are no1.
Examples: I lived in the North for ten years.

9. Reading
Read the following passage.

The plane makers

There are two main things that make aircraft engineering difficult: the feed to make every
component as rel able as possible and the need to build eveMhing as tight as possib e. The fact
that an aeroplane is up in the air and cannot stop ii any.th ng goes wrong, makes it perhaps a
5 matter of Lfe or death that its performance s absolutely dependable.
Given a cenain power of engine, and consequenily a certain fuel consumpt on, there is a practical
limlt to the iotal weight of aircraft that can be made to fly. Out of that weight as much as possible
s wanted for fue, radio nav gationa instruments, passengers seats, or freight room, and, of
course, the passenger or freight themselves, So ihe structure of the a rcraft has to be as sma I
roand ight as saiety and efficiency willallow. The desgners must catculatethe normal load that each
part wil bear. Ths specialist rs called the "stress man. He takes an account of any unusual
stress that rnay be put on the part as a precaution against errors in nranufacture, accidental
damage, etc.
The stress man's calcu ations go to the designer of the part, and he must make lt as strong as
15 the stress rnan says is necessary One or two samples are always tested to prove that they are
strong as the des gner intended.
Each separate part is tested, then a whole assembly - for example, a cornplete wtng, and finally
the whole aeroplane. When a new type oI aeroplane is being made, normally onty one of the first
three made will be flown. Two w ll be destroyed on the ground structural tests. The third one will
20 be tested in the ail
Two kinds of ground strength tests are carried out. The first s to find ihe resistance to loading of the
wings, tail, etc. unlillthey reach their maxirnum load and collapse. The othertest is for fatigue strength.

56
 S.r t ell ites

=e-.ey small loads are applied thousand of times. Each may be well under what the structure
::,,c siand as a single load, but rnany repetitions can result in collapse. One form of these tests
= : l:._e on the passenger cabin. lt is filled with air at high pressure as for high - altitude flying
.3..npletely submerged in a larger tank of water whrle the test is going on. The surrounding
-.
r
=y crevents the cabin from b!rsting llke a bomb if there s a fa lure.
,,'E- :he plane has passed over all the tests it can get a governnrent certificate of airworthiness,
.=,.-: lvhich it s il egal to fly, except for tests flyjng.
i !,3:_-r the working parts relable is a as difficult as making the structure strong enough. The
'. _.: .ontro s, the electrical equipment. the f re precautions, etc. must not be light rn welght, but
--< ,..ork both at high alttudes where the temperature may be below freezing point and in the
i- :- of an airf eld in the lropics.
-: ;: e all these prob ems the aircraft industry has a large number of research workers, with
aboratories and test houses, and new mater als to give the best strength in relation to
= =e:i:'ale
..], -: are constanty beinq tested.

10. Reading Comprehension

Select the answer which is most accurate according to the information given in
the passage.

l. The two main requiremenls ol aircralt design are:

a) rhe speed and cheapness.
b) reliability aud passenger comfort.
c) making thing both light and reliable.
d) ability to stay up in the air and avoid breakdowns.

1. The maximum possible weighl of an aircraft is determined byl

a) the engine power.
b) the amount of freight room.
c) the number of passengers.
d) international regulations.

The sLress man's iob is to calculale:

a) how sali the plane is.
b) how strong each part should be.
c) what height rhe plane will f1y at.
d) the amount ofluggage each passenger nlay carry.

f_e [ir'l lhree aeroplane' ul a nc!\ r)pc

a) are aIl destroyed.
b) do not fly
c) are later broken up lor spare parts.
d) are used for testing purposes.

i. The passenger cabin test in water is designed to:

a) make sure the plane would be safe if it is landed in water
b) test latigue stress.
c) see if the cabin will burst like a bomb.
d) keep the cabin cool.

57
U N]T 5

6. All equipmenL in an aircraft must:

a) work especially well at high temperatures.
b) be tested to destruction.
c) not be too light in weighr.
d) work pedectly within a wide range o[ temperaturcs.

7. Ce ificates o[ airwofthiness are issued by:

a) the aircraft indusrry
b) research workers.
c) stress men.
d) govemments.

8. Research workers:
a) are employed in large numbers by the aircra[t indusrry
b) seldom [ind solutions to practical prob]ems.
c) also test houses.
d) do not need elaborate laboratodes.

9- New materials are:

a) too expensive to use in aircraft.
b) avoided if possible.
c) put to a variety of tests.
d) tested at a constant temperature.

J 0. Except for experimental fligh6, no new aircrak leaves the ground:

a) after being completely tesred for safety.
b) without having a stress man on board.
c) unrill it has been thoroughly rested and approved.
d) unless flown by a government official.

I l. Scanning for Speclfic Information

Find the following words in the passage on page 56 and 57 and select the
meaning you think is most likely to correspond among the choices gil.en.

1. Component (line 1) 2. Performance (line 4)

a) complete a) show
b) employee b) operarion
c) pa{ c) appearance
d) engineer d) demonstration

3. Nar.igational (line 8) 4. Freight (line 8)

a) steering a) cargo
!) navy b) fear
c) shipping c) lree
d) recrealional d) cooking
 Sa telliles

5. Efficiency (line 10) 6. Precantion (line 12)

a) regular servicing a) warning
b) adequate precautions b) safety measure
c) effective opemtion c) complaint
d) speed d) protest

7. Fatigue strength (line 22) 8. Relatively (line 23)

a) inability to resist tiredness a) comparatively
b) strong feeling of tiredness b) connectedly
c) prolonged resistance to weakening c) excessively
d) tendency to became weary d) connected

9. Submerged (line 26) 10. Elaborate (line 35)

a) overburdened a) expensively jewelled
b) suppressed b) difficult
c) put below the surface c) complicated
d) raised d) decorated
Getting a Job
UNiT 6

l. Brainstorming
Match the jobs on the right column to the correspondant plofessions on the left

l. sells products on the street.

2. plays in an orchestra or entertains people.
3. grows crops ard catde rising.
4. painLs potuaits o{people or s.enarios.
5. directs hafiic jam.
6. takes care ofpatients in a hospnai.
g. A jormalist 7. reporls an event or neps.

2. Picture Interpretation
Match the captions with its correct occupations.
 Getting a ioh i ,\t\N

a Reading

Planting tea
-= s : olant that ls grown for ils leaves. lt grows besi ln areas with moderale to high rainfa I and
--J_,.::_,. Soils for tea must be acid.
-.- : a-tations are often very big. Nlany people work on them. Men dig the soll. women plant the
=p--. Ine job of p cking the leave is done byplanted,
both men and women.
i= s€ds have hard skins. Before they are they are often put in the sun. The hard skin
r* a.ld the seed splits.
-:7 -at the seeds are ready for planting. The
:€€.s ere planted in boxes filLed wlth soil. Then
-a-. are covered with wet g ass. When the
_g (ihe young plants) are big enough, they
=--:
:-= _,1ken from boxes and p anted in another
:_-=. they
are left to grow for one and half a
,E:. After that they are ready to be transplanted
-€ big plantations.
=
--ej a.re planted in straight lines. ln two or three
r=a's ihey becorne young bushes.
:-:r. people walk between the lines of the
:'.s'€s and pick off the ends of the branches.
-_ s orevents the bushes from growing tall, and
-a<e the p ants produces many young leaves.
--. peop e who cut the tops of the p ants off
lsc weed between them-

63
UNI']'5

Picking tea
The crop is ready for harvest about three to four years after p anting. By this iime, the plants have
grown to about the he ght of a man's waist. [,4en and women now begin to pick the tea_ They
each carry basket on their back. They walk between the rows of bushes pick ng the shoots from
each plant, and throwing them over their shoulders into the baskets. Tea has to be hand p cked
because machines cannol select the right leaves,
When the baskets are fLrll, they are put into lorries, and sent to the factorres which are usua ly
near the plantations.
The workers in the factories weigh the baskets as they arrve. At the factory, women put the
leaves into different baskets.
The baskets are then laid n the sLrn for an hour or two for ihe leave to wither. The wlthered
leaves are carried back into factory. Then they are ro led into litfle balls to remove the bitterjuice_
Any red leaves or bad ones are thrown away.
ln the factory, the withered leaves are pressed by rollers and dried by very hot air. They are then
sifted through sieves.
Little leaves are separated from the b g ones.
Good tea is made by mix ng different kinds of tea leaves together Then the sifted tea is rnixed
again. This js called blending. lt is then packed n boxes, ready
to be sold.
Tea is popular drink. Some people drink rt every morning. Oihers,
drink ii many iimes a day. They say, "Any time is tea time.,
In our country, we used to have many different commercials
labels of tea like Cha Popular, Rainha, Licungo, prolar, Liz and
Guru6. Let's hope that the beiter days will come so that we can
go to the shops and buy again nattonal labels of tea.

4. Reading comprehension
Answer the questions by circling the right answer.
l. Tea is grown for:
a) its leaves.
b) its shoots.
c) its shoors.
2. Before the tea seeds are planted, they are often put in the 9un so rhati
a) people can see them.
b) the skin clies and the seeds split.
c) they snell good.
3. Tea plants are prevented lrom growing tall to:
a) make rhem easier to pick.
b) to increase the number olyoung leaves.
c) prolong their life.
4. Ar the factory the leaves are put in Lhe sun to witherl
a) for a lew days.
b) Ior one or two hours.
c) for a minule or rwo

64
 Celting a lob

i. The rvithered leaves are rolled in balls:

a) to obtain the bitterjuice.
b) to remove the bitter juice.
c) to make theln bitter.
6. In the lactory the leaves are exposed to very hoL air:
a) to kill insects in the leaves.
b) to give LJrem a burnt flavour.
c) to dry them quickly.
7. The dry leaves are silted:
a) to divide the leaves into small bis.
hr,n.eparatc leorc. from rlr. plant-.
c) lo separate leaves lrom the big one.
3. Different kinds ol dried tea are mixed together:
a) to make them smel1 good.
b) to give them a better taste.
c) to prevent them lrom going bad.

5. Picture Interpretation,/Speaking
fhe picture below shows two personalities very known around the world.
- Can you guess who are those two in the pictures?
when do you think these pictures were Lakenl

5, Reading
Nelson Floors champ
..annesburg: South African President Neson MandeLa had no box ng ilps for Evander Holy4ield
&-?n the two met today, but the heavyweight charnpion had something for Mandela _ a white
--. purple satin boxing robe.
: : cJoyani Mandela hugged Hol\,4ied and kissed hls wife, Janice, when the pair ardved at l\landela's
-=dence for dinner. The President heads off to Brita n, Thailand and lndonesia later tonight.
,,/ll never wash this hand," quipped Mandela, wearlng one of his irademark brightly patterned
3_ is, after shak ng hands with Ho i,,field decked out in pinstrlpe suit.
-_e ihree iimes heawweight champion looked like a nervous schoolboy, standing quietLy with his
: -:.ds casped and sm ling as l\,4ande a introduced his compan on GraQa lMachel, and then clowned
-r a crowd ofjournalist by squaring of with Hol!4led and putting on the robe he received as gift.
' rave his boxing gloves from when he first won ihe championship, 'said Mandela, adding he
:-c Holyfield had met several times dur ng his travels to the []S.
\.:ndela, a former boxer. respectfully declined to offer any ring advice to Holi,'field.

65
U i\l1T 6

7. vocabulary/cuessing from the context

Find words in the text that mean the sam€ as-..

(line 3).
1. A Jong loose garrnent, especially a ceremonial one
2. Squeeze tightly in one's arms (line 4).
3. Going to (line 6).
4.A manufacture! or traderl registered emblem or name etc. used to identify
goods (line 7).
5. Dress up (line B)
6. A person who accompanies another or who shares in his or her work, pleasures
or misfortune etc. (line 11).
-7.
Refused (line 14).

A. I-anguage Focus. Have to/dtght to/ must

have to be intelliqent and praclical-

II you wrtrr ro be a sood boxer need to be losical and imaeinative.

. Use must or have to say what it is necessary to be or do. These are wa1's
expressing strong obligation.
. Use doesn't have to/don't have to or neednl to say what it is not necessary to
 ri.
r'.
\r ,i\\l
Cefling a lob

9. Reading for Main Ideas

The job advertisements that follow are taken frorn Mozambican, British and
American newspapers and magazines.
Read them and then fill in the table with information from those advertisements.

A.lv..r is.ment nuniber

Name ol the conpany/agency

Position required or asked

Qualificadons

How to apply

odgin of adve isements

AdditioDal intormarion

Cllnica Cruz Azul Maputo is an accredired 120 h€d rehabiliktion and palliauve care facilit)'
located in Down ToM Maputo, adlacent to lhe C.ntral Market. ll q'as re
opeDed in 1999 and rchabllilaied u 2000 with lunds tuom local medical
shareholdcrs. The first largesl private hospital in Maputo and a leiding
pr.vid, , r. rrhdbrlird'io- \ r\ r.*..

Registered & Enrolled

Ful-dme and Part time/ Casual Bank
,{ number ol oppo unitirs extsr for nurses to;oin the dedicated team ot healL\ protessional at
Clinica Cnlz Azul.
It you are an experienced, registered or enrolled nurse ln Nlozalnbi.at Nurses Regisbarion
Board, we would like to discuss these opportunilies $'ith you.
For fufther intormation pleasc phone Mannuna Adamo, in charge of Nurslrg on 21 3ll 111

Please forward written apPlication by 5 Pm F day

30 March,2007. eithet by {ax 21 9114 697 or to:
Marcia Zandamela, Executive Director, Clinica Cruz Azul,
Down Towtr Maputo City 1123.

67
Lriill i)

Oxfam
Vacmcy Announceme
Oxfam, one NGO lntemarional British which operares in more rhan 70 couniries working with
orhers to eradicate poverty and suftering, inrend ro recruir (2) Book Keepers ior irs programmes m
Gulua afld Cuamba.

Book-keeper Progam
(u$D 16.960... U$D 2,1_228)

. Manage daily prcgam and resources in order 1() achieve deffned areas ot resporuibitiry supryision and
processing of daily i ormarion and suggesting possible solurions.
. Develop procedures and establish strategies m Finan e Departmem.
. Review ffnance report a.d develop deuil€d agenda for tinance policy in suppon of obieciives and
provide advice to E\ecutive Departme s-

Qualificaiions:
. Minimum Complete Commercial Insrirute.
. Experieoce tu working in Iinance areas wilh midmrm of 3 years.
Intersted persons should {orward rheir curiculum vitae in English ro:
Rua P€reira Marinho, no- 102 Mapulo by 30 March, 2007
or contact Human Resources on 21 488 721

Taken and adapted from: Noll.ids 21 March, 2007, WedD€sday, page 16

rO. Writing
In pairs/group
You are Manager,{Director of Human Resources Department. your institutiol is
short on a number of stafl. Write about 150 words to adveltise job vacancies to
be lilled in. Write it clearly and neatly so that is easy to read. you should include
the following information:
. The name of the organisation you work for;
. What it does or make;
. Position needed;
Some useful expressions:
. Duties of the new stafls] . . . i-s /are respoEible for. ..

. Responsibilities; .. .wily isl arc in charge of ...

...runG)...
. Packages of benefits; ...dealwith...
...]ook(s) arter...
. Progress caleer; lnleresting /challenging
. The disadvantages and Enjoyable / reuardirg
advantages.

6a
 Gctting a Ioi)

I L consolidation Task
Fill in the application form for the post of Administrative Assistant.
APPLICATION FOR EMPLOIMENT
CABO ENGINEERING COI'IPANY
Name: Iamily nam€:
PO. Box:

Telephone: Mobile: Pager:

Date ofbirth:

Nalionali(y:

Varilal \lalur: \'ngldi,rr r.J$idoq/Md.q.r N mher of.hildr.n:

School: Examimtions passed:

University/College:
Training Course attended: Date(s): Qualiff catior obtained:
Working experience:
List posG h.kl staning with your mosr recent post.

5portrintereslr/hobbies:

Referees: P1ease l]st three personswe nay contact on your behalf

1 2. Speaking/Discussion
Speaking in pairs
Some of the qr.Lalities beloq- apply to rurses and some to the book-keepers.

Sort them into two groups. Discuss them as you go through, sayiDg like 'l think
a nurse hds to act quickly and coolly in emergencies." A book-keeper doesnt
hd} e to do lhat:

:s;ential qualities:
-. Be fit and strong.
l. Be able to work well within a team structure.
I Look neat and attractive.
- ro have the ability to listen and s)'nthetize and conceptualize ideas into strategic
Be emotionally stong.
Identify very practical implementation sleps.
Save a good brain, kind heat and sharp eye.
Sirong word processing and spreadsheel skill is essential

59
I

l
lJ i\ i i h

13. Vocabulary: Getting a iob

. Reference

A re[erence is a conlldential statement abouL a person.

Most employers will require references for anyone applying for ajob. Usualll
candidates are asked to give the names of two people who know them well, to act
as referees (the person who writes the relerence). Referees are normally previous
employers and teachers.

The employer will ask the referees for a conlidential opinion about the candidate's
character, attendance, attitude and suitability {or the job. This is a way ol
checlting that the company does not make a mistake and employ someone who is
not very 8ood.

. Testimonials

Some employers also accept lestimonials. A testimonial is wdtten information

about Lhe candidate lrom a previous employers or College. lt is not confidential
and is usually an open letter addressed to 'whom it may concern. '

Here is an example of a testimonial. It has been wdtten for Harry Assane by the
Manager ol the company where he worked for in 1992/94.

ME]NNGULA ELECI?ONICS COMPANY

PO. Box It86 Mandimba. Nia-ssa. Tel (258 2l) 476123
Rel HA,ryers/64
11'h November 1994

To whom it may concern

Ihis is to inform that l]arryAssane was employed by fiis company as E.lucarional Insrrucror
ftom 2''r Ianuary 1993 Undl lttr'November 1994.
During his lenure, Harry Assnre was a most hardworking and conscientious lnstrucror. Hc
developed a number of new training sysrems for the company and he also €stablished an
excellent reladonship with other statf and our custonrers.

He showed a good grasp ofhis work and was excetlenL and always punctual.
I would be pleased to supply turther intomtiorl on request.

Your siDcer.ly,
John Lnnodo,
Manager

70
 n,
\\
\

IT
Malaria
UNJT 7

1. Brainstorming
- Have you ever heard about the slogan ,,Roll back malaria out of Africal,,
Wl1at are the symptoms of malaria?
- Is there any way we can pievent malaria?

2. Picture Interpretation
In pairs, analyse the picture and answer the questions that follow.

1. Thispicture shows an insect that is harmful to hurnan. Can you name it?
2.\ hdts i.the nameol themcJcLin, lhrt rekcn..anbrioflr\cnt malJti3l
3. What serious hann does ir do to human bodv?

3. Reading: Scanning for Specific Information

Read this text to discover why we need to roll back malaria out of Africa. the
way it is spread, and what to do to prevent it.

lvlalaria is a common disease in Mozambique, as in many other tropical parts of the world. Over
the last decade, malaria has killed more in Africa than A|DS. and is one of the most ki ino
d.seases,n Afr,cd,
This disease was wiped out, largely by the tavish use of insecticides known as DDT. ln many sub_
stropical areas-Greece, ltaly and America's southern states, for instance in the 19SOs. lt was
-
thought mistakenly to have been brought under control in the poorer countries by the drug
chloroquine. The scale of its return is hard io measure as it is probable that not all deaths caused
by malaria in Africa are reported.
Malaria is caused and spread by bites from a particular type of mosquito called anopholes.,,
1o These mosquitoes are attracted to our bodies by a srnell of sweat, and when they bite us they
pass into our blood l1e s.na.l .iving thi'lg t,lal causes ma,ana.
Fortunately modern science has produced a preventive so we can protect ourselves from malaria
by regulady taking tablets such as chloroquine. Another sensible precaution is to spray insecticides
in our hoLrses and to have screens over the windows and doors, or to use mosquito nets at night.
r5ln recent years, large scale efforts have been made by World Heath Organisation 0/VHO) ;nd

72
 Malaria

other organisations to deskoy mosquiio larvae before they hatch, including the relurn io use
DDT. Female mosquitoes ay their eggs n pools and other standing water, so spraying these
areas can wipe out whole colonies of malarial mosqu toes.
We, as individuals, can do the same thing on a small scale by getting rid of old tins and pits near
:a our homes that collet water, and by spraying any areas of standing water that remain
We must do all what we can to preveni diseases, which cause misery pain and sometimes,
death.

4. scanning for sp€cific Information

Find words in the passage that mean:
1- The type olmosquito that calries malaria-
2. Something intended to prevent something.
3. A preventive that protects people from maiaria.
4. Young insects afLer leaving the e88-
5. A natural area of slill warer.
6. Not flowing or moving (water).

5. Vocabulary: Public health

Insecticide lirerally means something to Lill insects with.
Do you know what these words mean?
1.pesticide
2. preventive
3. misery
lf you do not knorq try to guess from the context- One word can mean a different
thing and one way to get the meaning is to check Lrough the context.

\4atch each expr ession wilh ils \ynon)an or meaning.

Syflonym or meaning
a widespread outbreak of a disease

ro wipe out (get rid ot completel,

A clinic infornation jn the fom ot figures

Complete the table that follows:

.ropical

73
llNlT 7

6. Consolidation Task
Complete the summary below.
Malaria is a common I ) in 2) The cause is the
3) of a 4) When these rsects bite, they pass into our 5)
the small living thing that causes malaria. The best 6) is a modern drug
called 7) but in a large scale it is best to destroy the mosquito B)
- they hatch. We
before -. as individuals, can get rid of 9) near our
homes and by spraying any areas o[ l0)
Mpluka, T and Mkuti, L. 1986 English ForMozd,lbiqx., Harare: ZPH
-,

7. I-anguage Focus: Intonation for requests and commands

Speaking in pai6, practise these conversations:

. The voice ises on requests and [a]ls on commands.

a) Evans: Can I practice my marimba in here?

Parent: Yes. But please close the door ofyour room.

b) Zainadine: Could you lend me some CDs, please?

Adam: AII right, don't tell anyone, and bring me back next Monday.

c) Primavera: Do tell me where you've been.

Catia: Could you let me have a drink first, please?
You will keep it secret, won't you?

8. vocabulary: Be €learl
There are some wotds lhat although seeming similar in their sense, have different
meanings. here are some cases. Complete each gap with the adequate word.

a) holiday/vacancy/vacation

ln one sense holiday and vacation mean the same: a period of leisure trme ilway
from work and often away from home- A vacation is also the time between two
university terms. A vacancy is an empty position, usually a job waiting for
someone to be chosen for it.

Iread there is for mechanic at the nearby garage. lnstead of

going away
On during the nexL I will apply for this
posiLion.
 Malaria

b) damage/inj urylinsul t

Damage (noun and verb) is done to a thing. An injury (noun) is done to a person-
The verb is to injure. But to say somethilg rude and offend a person is to insult
them.
The noun is an insult.

I confess I was rather careless with my driving. I drove into the back of the taxi- lt
the Laxi driver
shouted: "you crazy idiotl" Yes. He me wirh rhose exa.t

9. speaking
You are a group of three friends who are planning to go on summer holiday
together in July to three different provinces of Mozambique. You are corsidering
three destinations: lnhambane - Tofo beach Nampula Chocas Mar and Cabo
Delgado Wimbe beach. You have a budget ol 20,000 Meticais, and you have to
be back in Maputo lor the beginning of the college year in August. Each person in
the group has agreed to look for information on olle of these provinces.

Based on the province that you have agreed to find information about spend a
few minutes familiarising yourself with what you have gathered, then using it,
describe the attractions of the province to the others in the group.

75
UN tT 7

lO. Consolidation Task: Language Use

Word Search.
There are several words from the text hidden in the square. Two of them are
people and meal. Find the others atd write them in your exercise book.

D C C K U M S P U X H F D
x U B P x a T H B s a E
B M x Y tl s I O s T M N
K R D N T E E T II s R R D T
Y X E F M M a S P N I
P F () P I L U T a IJ N 5
Y s a G R T K K C T
G a G M L T R E T C B
U H U E 5 R I S I, F P a
T E N M E o a a l N I
N U M II H J o o a M H R N
a E M R H a M o N D Y L a
D P E S N M E R R L o o D
D T R E M B L E U R a D D
Talen lrom: Nlpiuka liDe and N{kuri I ukas, 1987 Englrsh }or Mo:dnbiqrc Hararer ZpH

I l. Language Focus: Making requests and asking permission

Wnte out this conversation, adding appropriate sentences.

CustomerA: Enters into a shop and shopkeeper welcomes him.

Shopkeeper: Can I help you?
Customer: Yes, I to buy a kilo of suoar and rnaize flour
Shopkeeper: ls there anyihing else, you like to add?
Customer: Yes, please you find me a box of matches?
Shopkeeper: Here you are sir, eveMhing will cost you 25 I\,4eticais.
Customer: Thanks a Iot and take care,
Shopkeeper: By sir.

76
 r;.",..,.. ..
,
'i
l, l),ti.",,,,

eqt $lllj$,,, ffrO

*;.*:$H

Media

-.ry
--rW.Wf II*I

-r!L
LIi\tt s

f. Brainstorming
With your partner discuss the meaning of the following headlines:
Lulsa Diogo confiscate Mulembwes plot in Magajne, dated 5 ofApril 2007

Tribunal Fails Taipo on case Wackenhut in Srrvrrra, dated 6 Apdl 2007

'Women in Fiesta in Noti.ias, dated 7 April 2007.

- Do you believe everything you read or listen in the newspapers, radio or on

television? Give some examples that you think illustmte ir.

2. Reading/Discussion
To show that you can not necessadly believe everyrhing you read in the
newspapers, read the two reports that follow.
Decide which one gives the facts listed below.

Report A

Home of 007 movies destroyed in e4m fire

by Baz Bamigboye
ln a real-life drama more spectacular than any 007 movie. the world's biggest film set went up in
smoke yesterday.
The sound stage at Pinewood Studios - home of the James Bond films - was destroyed in a
massive blaze, causing an estimated t4 million damage.
The stage was being used for a t25 million fantasy epic, Legend, which has been shootinq ate
the legendary Buckinghamshire Studios for several months_
The main set, a vast artificial forest of wood and polystyrene, was wiped out. But the crew and
cast of the pictlre, with stars Tom Cruise and Tim Curry were at lunch when the blaze broke out.
Firemen say they would have been killed if filming had been going on.
The blaze was so fierce that a foam tender at nearby oil depot was put on alert. As ihe fire
became a raging inferno, the studio's metal walls and roof turned white hot and 100 ft flames
could be seen elght miles away.
More than'100 firemen from Buckinghamshire, creater London and Berkshire fought the btaze

Six people, four of ihem firemen, were treated at the scene. Two stage hands suffered minor
burns and shock.
The fire broke out near some gas cylinders and is thought to have been started by an explosion.
The 400 ft sound stage was buiit for the James Bond epic, The Spy !4/ho Loved Me, and opened
by Sir Harold Wilson in 1976.
Since then all the Bond movies starnng Roger Moore have been shot there.

7A
 Media

Report B

OO7 stage destroyed in fire at studio

The 007 sound stage at Pinewood Studios in Bucklnghamshire the largesi in the world' and
lvhere many of The James Bond fi ms were made - was destroyed by fire yesterday.
'lt's Like something from Hiroshlma Now,' sald a studio executive after the fire' whlch started in
the lunch hour when the set was almost unattended.
The sei of Arnold Bidley's film, Legend, worth t500,000 was incinerated as gas cylinders
exploded, driving back firemen. A wardrobe worker and a carpenter escaped with only slightly
burn and shock, and they were the only lniured.
Legerd with a fairyland set of forests, waterfa ls, and hills, and been shooting since March, and
rvas only 11 days from completion. The company had hired at least three other stages at the
stLrdio. and work will be switched to these-
The latest Bond film, A View ta a Kll/. was due to go to the studio in August, and will now be
.estricted to the smaller sound stages at Pinewood
'The whole thing is agonising,' said Plnewood executive. "Half of million of pound worth of set
was destroyed, with hundreds of thousands of pounds worth of film equipment."
There were 2OO,00O gallons of water an the set that could have helped put out the fire, but 70
fremen could not reach it because of the heat.
iFrcm The Guardianj
Taken and adapted: Progress to Pofciency Students Book, Cambrldge: CUP page 69 71

3. Reading comprehension
1. The 007 sound stage at Pinewood is:
a) the largest in the world.
b) 400 ft.
c) 336 ft.
2. The fire was fought by:
a) over 100 firemen.
b) about 70 firemen.
c) 50 firemen-
3. Flames from the fire could be seen:
a) five miles away.
b) eighr miles away.
c) ten miies away.
4. The stage was flrst used lor the filming of:
a) The Spy Who Lo'red Me.
b) Thunclerball.
c) Mdy DdJ.
5. The people who received treatment were:
a) a carpenter and a wardrobe worker.
b) four liremen and two stagehands.
c) four firen, en.

79
u Li I-l lt

6. The nextJames Bond film due io be made at Pine\\,ood is:

a) AVie\,,, To A Kill.
b) A View ForA Kill.
(:) Rrssid,i Girl.

7. The film being shot at Pinewood when lhe fire first broke out is called:
a) Legend.
b) Lege s.
c) Legen.

4. vocabulary: Mass Media

Mass media is a term used to denote, as a class, that section of the med a specifically envisioned
and designed to reach a very large audience such as the population of nation state. lt was coined n
the 1920s with the aclvent of naiionwide radio networks, mass circulation newspapers and
magazines, although mass media was present centuries before the term became common. The
term public media has a similar meaning: it is ihe sum of the mass distributors of news and
entertainment across med ums such as newspapers. television, radio, broadcast ng, rvhich require
union membership in arge markets such as newspaper Guild and Aftra, & Text Publishers. The
concept of mass media is complicated in some internet media as now individuaLs have a means of
potencial exposure on a scale comparable to what was previously restricted io select group of mass
media producers. These internet media can include persona web pages, podcasts and blogs,
The mass media audience has been viewed by some commentators as forming a mass society
wiih special characterlstics, notably atomizalion or lack of social connecilons, which render i
especially susceptible to the influence of modern mass medla tecniques such as adverising and
propaoanda- The term "l\,4SM" or "mainsiream media" has been widely used in the blogosphere in
d scussion ofthe mass media and media bias.
From wikFed6, the lree encyclopedia

Find a suitable word to fill the gaps in the sentences below. Sometimes there
may be several that would make sense.

column spokesperson report tabloids editor corespondent

newscaster internal news agent's sports
1-A newspaper expresses its opinious aboul the news in its
2. Small-format papers (for example, Zambeze) are knou'n
3. Theres good reporl in lhe paper from thet Manica
4. The news were released Lo the press by govemrnent
5. I preler "Noticias' because it has excellent of the
-[uesdays.
ans on
6- The person responsible for giving final touch Lo any arlicle from the ne\\.s
paper is the
7. A joumalist writes and reports about the news, a reads news on radio
B- News abouL our home country are
9. News about football ancl basketball on the page.
10. A shop that sells a newspaper is a

ao
 [,]edla

5. Vocabulary: Be clearl
We use say, tell, talk and speak in the follo$'in!! sltuations:

Say and tell are transiLive verbs. we use say with Lhe attention on the words; we
use tell to aim the information. For example: I told you rhe truth whell I saicl thar
I was Man).ungwe.
Talk and speak are intransitive verbs. We use talk to reler to the aclivity
We use speak to refer on the person or on a manner ol speaking. For example:
I could hear my sister talking to my niece. They were speaking nicely to my cousln.

5. I-anguage focu.s: Expressing preference (wdrld rathet)

a) I wouid rather go to watch soccer rhan In eumple d) ihe simple torm oi a verb follows
sleep. borh wolLkl ruther and thdn .
b) l'd rarher study Geogmphy than (study) In eMmple b) in case that tle verb is rhe same,
Chenisq/. ir usuatly is not repeate.l afier ahd,1.

- How much do you weigh? Coflracrion:I wo ld = i'd

c) I'd rather rot tell you. Negative form: world /dtfter+ rct

d) The sleep was good, but I would rather The past from: r,ould rarher
have gone to watch MC Roger concert lasl hay. + past participlt
mghr. Usually pronunciaiion: I? rali.r- 2v

e) I d raiber be stretchirg on a beach in lnhacr Progressive torm: world

than (be) sitting in class right now

Z Consolidation taskr wdtlil rather to express Preference

{nswer the following questions expressing preference.

- \bu are in Nampula dght now.

\\ here u.ould you rather be?
i \\ har u'ould you rather do than go Lo class?
j \\-hal did you do last night?
- \\-hat are vou doing dght no\\,? what woulcl you rather be doing?
\o* begin your answer with 'No, I'd rather...
: Jo vou want to go to the movies tonight?
: )o r ou want to play football this afternoon?
- lo \ ou want to eat at the restauranr?
: 'nntrld von like to live in Pemba?

81
IJNII'8

Directions: Use 1,ollld rather to complete the seltences.

1. Chauque: Do you want to go to rhe disco ronight?
Macaringue: Not really, I
2. Chauque:Did you go to the disco last night?
Macaringue: Yes, but I
3. Chauque: What are you doing right now?
Macaingue: I am studying language use, but I
4. Chauque: Do you want to come with us to Bilene?
Macaringue: Thanks, but I
Chauque: I than
Macaringue: Not me. I
Politics and Elections

i$
xi
I
ui!t1-9

1. Brainst orming
Have you heard about the slogan 'One man one vote" or have you participated
in political pa ies rally or campaign? Right down four things that you can
remernber and discuss them with your partner.

2. Reading
Read the following selections carefully and then answer the questions that follo\\:

The Amer can Bevolution is the on y one in modern h story that, rather than devouring the
intelleciuas who prepared it, carried them io power. I\,4ost of the signaiories of the Declarat on oi
lndependence were intellectua s. This tradit on is ingraired in America, whose greatest
statesmen have been intellectua si Jefferson and Lincoln, for example,
These statesmen performed the r poltcal funcUon, but at the same t me they feli a rnore universal
responsibility, and they activey defined this responsibiiiy. Thanks to them there ls nAmericaa
livlng school oi Political Science-
ln fact, it is at the moment the only one perfectly adapted to the emergencies oi the contemporary
world, and one which can be victoiousy opposed to communism,
A European which follows American politics will be struck by the constant reference in the press
and from the platforrr to this political philosophy, to the h storical events through whlch it was
besi expressed, to the great statesmen who were lts best representai ves.

3. Scanning for specific Information

Answer these questions: choose the right alternative. Only one correct.

1. This passage deals chielly with:

J./ rhe Ldu-e\ ni \rneri, all lte\olullon
b) Jefferson and Lincoin as ideal statesmen
c) the basics ofpolilical philosophy in the Unilecl States
d) Democracy versus communism
e) a living school of political science

84
 Pol itics and Elections

2. According to Lhe passage, intellectuals who pave the way for revolurions art
usually:
a) honoured.
b) misunderstood.
c) destroyed.
d) forgotten.
e) elect to olfice.

3. which statement is lrue according to the passage:

a) Arnerica is land ol intellecluals.
b) The signers of the Declaration of Independence were all well educaled
c) Jefferson and Lincoln were all revolutionaries.
d) Adaptability is a characteristic of American political science-
e) European are conlused by american politics.

4. Reading
The women's rlghts movement began on July 19, 1848 in a small chapel in Seneca falls, New
York. Hundreds of women crowded eagerly into the chapel, unsure of what they would hear.
Fxc lement iurned to shock as Elizabeth Stanton read her declaration of senUrnents: "we hold
these truths to be self-evident". She Began, "that all men and women are created equal."
Slanton s addilion of "and women" to the words of declaration of independence was no small
change. lt was a cali to revolution. Stanton fudher stunned her audience by demanding that
women be granted the right to voie. when she spoke, a hush and kind of gasp filled ihe room.
Stanton and Susan B. Anthony worked tirelessly for the next several decades to get women the
vote. Anthony was even arrested in 1872 after she voted illegally Seventy-two years after the
first convention. The 1gih amendment to the Consiitution was finally ratified on August 18' 1920.
It granted women the right to vote.

5. Reading comprehension
Answer these questions: choose the right alternative. Only one is correct.

I. At first the women's risht's movement was concerned with:

a) equal pay for women.
b) more ir-rdependence for women.
c) equality ol men and women.
d) the arrest of Elizabeth Stanton-
e) the violation of the Declaration of lndependence.
2. The period of time Irom the start of the women's right movement and rhe
granting of voters ights was approximately:
a) 25 years.
b) 50 years.
c) 72 years.
d) A century
e) 150 years.

a5
UNlT 9

_fhe
3. reaction of the women to Stanton'.s declaration of sentiments was one of:
a) clespair.
bl hopc.
c) joy
d) wellcome .

e) desbelief.

6. Vocabulary: Politics
. Election process
The election process starts with a registration of voters, who should take part in
the parlies campaign and political party expiains its manilesto and policies The
leaders of each party will campaign convincingly in order Lo conquer volers'

. Voting process
fh" r;otirg duy, each voter will 8o to the polling station, and once there, he/she
will have io exhibil his vote bullelin. we vote by putting the ballot paper in the
hallor box (which is secrer). Alter votes have been counted the rcsulls are announced'
The successful candidate takes his/her seat in lhe National Assen-rbly or
Parliament-

Find a suitable word to fill each gap in the sentences below from the box'

corruption Congress Senate appointed budget treasurer upper and lower

chamber constituency Constitutional Monarchy reshuffle referendum

l. According to the US Constitution. the President does not need to be member of

either the S orC
2. Unlike the USA (a federal Republic) the UK is a C M-,
3. The electorate are asked lheir opinion in a natlonal r
4. Ihe agriculture inister has resiSned in a scandal involving allegations ol
bribery and c
5. After his resignation there will have to be a by election in his
6. In the USA many members ol the cabinet are not elected but a
7. The PM has sacked the Home Affairs Secrelary in a cabinet r
8. The Chancellor of the Exchequer ([inance minister) will announce several
,lrrngc-in l.tralton in rr<r weck. b

9. In hoth UK and the USA the finance rninister is called the

10 1he legislature o[ many countdes consisls on an andal
house or c
 Po Ii tics and Elcctions

Z Irnguage Focus: ExPressing Past time

Femanclo is a poiice constable and he was in charge of one of the polling strtion
One of his duties was to keep safe and stable the voting process and to ensure that
none of the political party or candidate will allege thal there was vote riBging in
the election. To ensure fairness aid transparency of the process, the election
commission invites some Regional Organisalions such as SADC and NGO to
observe and supervise the scrutiny

Read the following dialogue:

-iernational
observer: You look unhappy, officer. What is the matter?

Fernando: A sen or officer has been questioning me about my duty at the pol ing station He is
very upset and lthink I will be dlsmissed.
_ternational
observer: Why and what happened?
A number of ballot boxes were stolen from the pack of the poll ng stauon
while I was having a nreal.

rternational
observer: You were having a meal while the boxes were being stoLen. Were you alone on duty
at that polling station at the time?

Fernando: No, but at that time, my workmate was rounding the back side of the
same polling station. No one had expected a thief at that tirne
I had been carrying out rny duiies properly, but no one seems to listen to me.

8. I-anguage Focus: Pres€nt Perfect Progressive

Which verbs in these sentences should be on the present perfect plogressive?
C,rrrecl lhe error\ in \erb tens( Ll.age.

1. The boys are playing soccer right now. They are plafing for almost two hours'
They must be getting tired.

2. Alexauder is talking on the phone. He talked on the phone for more than half
an hour. lIe should hang up soon. Long disunce is expensive.

l. l'm trying to sludy. I try to study for the last hour, but something alwaYs seems
to interrupt me. I think l'd rather go Lo the library

4. Mr. Mapulango is waitingin the dentists office. He was waiting there for the lasl
twentv minuGs. The dentist can see him soon because he has a bad loothache'

a7
 UN IT 9

9. Ianguage use: Phrasal verbs with stdnd

Read the following conversation between the spokesperson of the party and
Foreign Affairs Secretary. Then work out the meaning of the phrases used.
Spokesperson: I\,4acuacua is go ng to stand for election as our secretary.
Foreign Affairs Secretary: lsn't Cherindza going to continue as our secretary?
Spokesperson: No. He decided to stand down. I th nk we should e ect Mactracua ln
rny oplnion, he stands out as obviously the best candidate

rO. writing
write report oI1 an election process you have just observed. The report should
a
be divided into four parts:
I. Intioduction:
Briefly state the resull.
Mention the importanl aspect or character of lhe election.
2. The campaign:
List the various parties and the nuin differences between theln.
\a) ho\,! u( ll rhc Parlv arc organi'rL.
Say what result seemed likely as the campaign drew to a close.

3. The voting process:

Say if the votlng went smootl y.
Mention the counting process.
4. The result:
Give the full accounts of the results describing the reactions of the voters 5
results they were announced. Mention the winning candidate's and anr
important lact he said.
Make a comment about the future. Say i[ rhe ourcome ol lhe clection wa:
cxpe.red or i surprise.

The {ollowing vocabulary might help you:

. Ballot - the paper on which a vole is recorded the ight to vote.
. Bill preliminary fonn ofa lowproposed to a legislative body.
. Cabinet - group of advisers to the head of a country who usualy adnins
governnrental departrnents.
. Campaign program ofactivities designed to elect a candidate to political offj
. t oalrtron leml)oraD rlli:rn,.o[(ounlric'or parties for action to achieve
purpose.
. Delegate - representative to a convention person empowered to act on behal:
those who choose him or her.
. Election choosing by vote among candidates for public office.
. Census - official count of the population of a country.
. Craft - trade requirilg special skills, such as prinling, drawing.
. Budget statement of an individual, business, or government ln the
expected incomes are allocated as expenses in designated necessary areas.

88

f
 Poiitlcs alld Ele.tion<

I L Consolidation taskr Politics and elections

Lse the words in the box to cornplete the report below by lilling each gap with
the appropriate word.

campaigners, campaigning, candidates, election, leader, meeting, parry,

i, polling, posters, votes, result

i.rur students )-
(J for the Halakavuma parry in rhe school's (2)
-r e been expeiled for heating up a rnember of the rival (3)
Ihe 1S-years old victinr received three bruises and broken nose to his lace during
.in election (4) The trouble starled after the rival parLy complained
?bout the violent methods of the halakavuma parry (5) encouraged by
:heir pany (6)
Iher had torn down the (7) of the other (B)
The brother of the victim said, 'l hope rhey learn lrom this incidenr lhar it's befter
:-. discuss (9) _ cahnil, and cast their (10) _ in a peaceful way."
Drrring the election itself there was no trouble ar rhe (ll) station a.d
:.r one inrerfered nith the (12) boxes.
The (l3) of the school's elections will be known todav.

12 Consolidation Task: Expressing past time

Complete the conversation between the chapa driver and his conductor,
choosing one ofthe verb lorm that is appropriare to each gap.

>Ea cjriver: Listen to thatl The engine is running smoothly. ln fact it (1)
been workinglwo*edlhas been working well forthe ast three days.
lo_cuctor: What was it like before?
l-aa lriver: lt was making a lot of noise, like the grind maze machine. lt (2)
soundedlhas been soundinglwas being sounded as il it (3)_
was gfindinglhas been grindinglhad been grourd up pieces of metal.
lrc.ictor: Who (4)- was repairinglhas been repairedlrcpaired it fot yor?
>aa diver: Our friend lvuma. He's brilllant. The car (5)-_ has been makinglhad
been makinglwas berrrg made unpleasani noises for several months and it
(6) has been gettinglHad been goll had been gelt ng worse. I
(7)_ was being advisedlhad advisedladvised by ail rny fnends to
get it seen as soon as possible. Some sald they (8)
seeinglwas seen/had seen sparks as I drove by.
What did lVuma do?

trteE driver: He (9) tooklhad takenlhad been taking one ook Lrnderneath it and
said it was the exhaust lt (10) had been hunglwas hangingl
was being hung dowr. As I drove along it (11)_had been bumpingl
has been bumping along the road making thai awful noise and sending sparks
flying. And I am very angry because it was a new exhaust: it (12)
was filtinglhad fittedlhad been fitted only a nonth before.

89
 i,,

il"

Art, Craft

,ilii:

.ll
UNIT IO

l. Brainstorming
Name one of the most famous Mozambican painter:
Narne one of the most famous Mozambican scLtlptor:
Name the only farnous Mozambican female rvorking w-ith clav:
Name anv olhers \t,ell lnown Mozambicans artists u.hosc work vou like besl.

2. Picture Interpretation

Look al the piclure abole and say:

1. are the people in the picture?
who
2. Where are the,v?
l. What are lhey doing?
4. Do you like visiting photograph or art exhibitions?

92
 '.,..]
{rt Cl,rll .
'rr,r\'r If I

3. Reading
Pottery
:-::aa is the name given to all pots and ulensils rnade from clay and other rninerals when they
-=,: ceen "f red, ihat s, hardened by heat n the pottefs k ln. Aft cles made of pottery includes
: cups and saucers, cook ng dishes, wall and iloors t les, chen, ical storage iars. hrathroom
--:==._
ls. f lters, draln pipes, electr ca insu lators and ornaments for the home.
:a-::.'r is one of the oldest craiis, whlch began io be practised as soon as ihe man earned to
:: --:: f ire, and a ong before the me ting of metals. lt enab ed h m f rom very early times to make
ior storing and cooking food, {or carrying water, and for riiua bural purposes. Early
--- ss v/ere
shaped by hand and probaby 'fired' in a big bonfire by coverng them over with
=:-:
-+: ;'ass and dead branches, wh ch were ihen set al ght.
- :--.-- advance in pottery iollowed the invention of the potter's wheel and kiln. lt is not certa nly
--:n_.lherethepotter'swheel was f rst used, but it is thought that by about 3500 B.C potters
_ ::-ra Asia were lsing some kind of wheel. Frorn there, its use spread west and east to
:-,_
-- I'eie, Ch na and then to Ancient Greece and Rome
-: '= :re wheel was nothing more than a small d sc, turned on the pivot by hand, but later it
i
= -..cved by rals ng it and prov dlng it wlth a larger circular platform near ihe grolrnd as well
r-:- :.rld be rolated by poiter with his feet- Such a wheel was probably in use n Egypt by 200
:-: :-'.-ghths s only conlecture: but lt was certainly still in use in Europe atthe beginn ng of
:_. -ie:-'..nth century In the eighteenth century however, the potteas wheel was improved that it
,,.orked by a treadle, or turned by an ass stant.
=-,: :E:oiters'wheels are power driven.
'r,:
-_?= =-3=..ee prlnc pal ways art cLes may be made of pottery. They may be simply shaped by hand.
-_. -a-, De thrown on the potter's wheel and shaped against the sp n with the f ngers or some
_,: be put in a pre-shaped form" of plaster - of - Paris.
=_= ::o . Third y, the wet clay rfay
-_= --._ .ols have been made, they are slowly baked in the klln This produces chemical
-=G :1e c ay whlch have hardening effect. The t me taken for firing pottery varies with size
,r :-: 'i r : C the lype of clay, lt can take an\,th ng frora 24 hours io as ong as 2 weeks.
l' _e :c-:-! s to hold water, t musi be 'glazed", since clay is porous by nature. Glaze conslsts
(r :-: waier to a creamy conslstency
=n laierias of gass, ground together and mixed with
l: s srrayed on to the pot whrch is then heated in the kiln again unti it s, in effect covered
: E . :_ r layer of glass. This sea s the pores in the clay and gives us the versat le table and
:€_,= r,e know so wel .

rding Comprehension
i:r: ihe answer which is most accurate according to the information given.

,::::. is the narne given to:

,. -nds of utensils.
: : inds of pots utensils.
::::ra:tic liltings anrl tables dishes.
-,:::s rnade of bakecl clav or otller mineral.

- i-- :-:: r' making of potteryr

:-:--ied the discover of fire.
: :.:s:-:ared the srnelting of rnetals.
, E1: :.Dendent on the cor, trol of fire.
:r:ad the need for storinll ancl treating foocl.

93
UNiT ]O

3. Before the invention of the potter! wheel:

a) pottery vessels were shaped by hand.
b) it was impossible to make pottery vessels.
c) po(ery vessels were shaped by heating in a bonfire.
d) pottery could only be obtained from Central Asia.

4. The first potter's wheels was invented:

a) in Central Asia.
b) in Eg1pt.
c) in Ancient Creece.
d) probably belore 3500 B.C.

5. The ancienr Greeks and l{omaxs:

a) did not use the potterl wheel.
b) Iearned about the potter's wheel from elsewhere.
c) did not make pottery.
d) carried the potter's wheel to Egypt, Crete and China.

6. lmprovements to the potter! wheels:

a) came only in the twentieth century.
b) have never really been successful.
c) have been concerned with motive power methods mainly
d) ceased after 200 B C

7- A foot operated potter'.s wheel was in use in Egypt:

a) certainly by 2000 B.C.
b) probably by the beginning of the nineteenth century
c) for a short period in the second century A.D.
d) pcrh.rp. arnund 200 B.t .

8. The three ways articles can be made of pottery are:

a) spinning, moulding and throwing.
b) throwing, hand shaping and on a wheel-
c) hand shaping, throwing, on a wheel, and moulding in a form.
d) are becoming increasingly sophisticated.

9. The time takeu for firing pottery varies according to:

a) the tlpe of clay the kiln is made of.
b) the type of clay and the size of kiln it is baked in.
c) the type o[ kiln the pottery is baked in.
d) almospheic conditions.

10- The giaze on a pottery vessel:

a) keeps tl, e clay soli.
b) prercnt. thi ,'lay lr"m bc..,ming porou..
c) prevents the clay from allowing moisture to pass through its poles.
d) makes it more attractive to look at.

94
 Art, Craft

5. Scanning for Specific hformation

Find the following words in passage o[ text on page 92 and 93 and select the
meaning you think is most likely to correspond among the choices given.

1. bonlire (line 9) 2. pivot (line 15)

a) oven a) axle
b) kiln b) wheel
c) outdoor fire c) lever
d) kitchen fire d) base

3. platform (line 16) 4. conjecture (line 18)

a) stage a) primitive
b) foot board b) false rumour
c) raised seat c) guessing
d) support d) Iiction

). treadle (line 20) 6. spin (line 24)

a) handle a) tum it quickly
h) pedal b) direction of turning
c) motor c) revolve
d) srep d) hand tool

7. ' form ' (line 25) 8. firing (line 27)

a) mould a) shooting
b) bench b) baking
c) appearance c) burning
d) figure d) covering

9. pores (line 32) 10. versatile ( line 32)

a) colours a) fragile
b) designs b) multi-purpose
c) small holes c) porous
d) lines d) reversible

6. Consolidation Task! The arts vocabularlr

Fill the gaps in the following senrences with a suitable word or phrase.
l. Vy larountc rnurical in-trurnenr i. lhe
2. lts not my favourite opera, but I did enjoy very much.
3. Belore a perfonnance the actors spend many hours

'1. A sculpture by Malangatana fetched li 5,000 at a(n) last week.

j. The gallerys latest acquisition is a wonderful medieval

95
UN I-f t0

6. The most imporLanL people involved in making of a film are the

and the
7. Three string instrlments are the and
B, fhree wind insnuments are the and
9. Three kcyboard insuuments arr the and
l0 A thealre progran, me gives the names of all the members of the

In each sentence below, choose one of the words expressions given to make
sense in the gaps.
l. .haLc.pcarc. Harnlcr r' nnc ol the world. gr,'ate.t
rtmedir:s dramas plays shows tragedies
2. Although I play the piano quite well, I still can't
play by ear
play the notes read the notes read music read a score

J- I havent seen the film yet, but l've seen the

criticism propaganda irailer wdte-ups
They sometimes play together in a
quintet solo ! o quartet quarto
5. He! well known soloist br.Lt he also plays in a (n)
band company Sroup orchestra leam

7. I-anguage Focus: Countable and uncountable nouns

a) Kelvin bought a chair
Samuel bought three chairs.
Chair is a count noun. Chairs are items that can be counted.

b) We bought some furniture.

Furniture is a non-count noun, ln grammar furnlture cannot be counted-

Counr norn A chair lOChairs

tln. ch.rr , Tun .h ' t) Ma,v be precee.lcd by a./an in

2) rakes a linal s/ es nr rhe plual

(l lumitur. I A noun count nourl: t) is ror iniDlediar€ly preceeded

.l) Has not pluraL tonn, so does

Much turnirur{: no ake a linal s/-es
 Arl. Craft

8. consolidation task: countable and uncountable nouns

Look at the italicised nouns in the sentences. Write 'C" below the countable
nouns and "NC" below the non-countable nouns.

1. I bought some cliairs, tables, and desks. ln other words, I bought someJufllitu/e-
2. Anna likes to wear jcwellery. Today she is wearing four ritlgs, six b/4.elets and
a nechhce.

J- We saw a beautiful movntains, Jields, and lahes on our trip. ln other words, we
saw beautiful scenery.

4. Gold and dngs are lnetdls.

5. I used an iron to press my wrinkled shirt.

6. In the United Stales, Baseball is called the national past-time. To play ir, you
neerf a baseball and a bat-

a) I boughl some.hairs, tables, and desks. In Many uncourtable nouns refcr Lo "whole
oihcr words, I boughl some lumiture. rhat is M.lc up o{ diftereDt parts.
b) I put some sugar in my cofiee. In l?)r fumiture represents a whole group of
things rhat is rMde up ofsimilar but separale

In b): sugar and cotlec represenrs rvhole

masses up ot individual pa icles or elemenls.

c) I sish you luck. Many non countable nouns are abstlactions.

In .) : luck is an abstract concept, an absrract
vhole. lt has no physical lbrm: you cant
ron.h it. You can count it.

,1) snnlhine is warm and cheerful. A phenomenon ()1 nature. such as sunshine,

is trequently used as a noun countable noun,

as in d).

.) Non ..,r.rabl.r Anna has brown hair. Many nouns can be used as eilher non
Countablc: Tomas has a luir on his iackct. ..i,nrdbl. or counLable nouDs. bLrl the
meaning is djfferent; lor example: liat in €)
and lishr inr.

l) Non counlabler I opercd th{: curtain 1lr let Dictiomries rEitten in English especially tor
ir some lighr. learners ot English as a loreign language are
Countable: Donl forget to tLrrn offthe lighl a good soute ol lrfomation on countabldun-
before you go to bed. countable usage ot nouE.

97
 UNI'I 1O

Complete the sentence with the given ouns, adding ftnal -sl -es if necessary.

advice homework music stuff change informatio[ progress

garbage junk dver traffic luggage/baggage

1. I have some coins in my pocket. ln other words, I have some

in my pocket.
2- The Mississippi, the Amazon and the Niie are well known
-1. I like to listen to Tirnbila orchestra and traditional songs. I enjoy
4. The streel is lull of cars. trucks and buses. It is full of
5. I put sorne banana peels, empty juice carlons and broken bottles in lhe wasle
can The can is frll of
6. They have a rust car without an engin€, broken chairs and an old refrigerator
in their front yard,
Their 1'ard is full of
7. M:'arele her gor boolr. p, n\ p,rpcr-. notebooks, a clock, scissors, a tape
recorder, ancl some othel things.
He has a lot o[ on hls d.sk

9. Language Focus: Tag Questions

(a)Jainre can comc, canl hel A tag question is a question added ar the end ol a
(b) Frederico canr come. can hcl senlence.
Speakcrs use quesllon tags chietll' io makc srrc thcir
infomation is corrcct or to seek agreemenr ]
AFF]RI\IATIVE SENTENCE + NEGATIVF TAG AFF]RI\IATIVE ANSWER EXPECTED
Mrria ls hcn, isnl shc? Yes. she is.
do!r)ou?
YoL like tca. \ts,tdo.
They have lelt, liaven'tthey? Yes, they have

NEGATIVE SENTENC[ + AITIIRMATM TA(i N[(iATlV[ ANSWFR FXPECTED

herel
Mari. isnl is she? No, shc isr'r.
You dont liketea. do youl No. l.lont.
The) havcnl lelr, hav. they? No. they havcn't.
..-.;,. i.";'.)",, ."r--il r,,..,gpr,r,.,n.u,,,, h.,.-,
Thes.r'Those are yorrs, arenl they? i The tag pronoun fo theselhose = rhel
, 1".r. r-Jn',,ri"e nn.c r n, I 'nr'r., Mrhr,'. r. rrti'i .I-J rh. r.B

(e) [veryrhinJ] is okal isni iIl
(f) Ivcryone look rhe test, didni rhc),]
(g) Noihing is Bong. is it?
(h) Nobody callcd on ih{: phone. did rhe}l
(i) Yonve never been rhere, have you?
(j) I anl supposed Lo br here, an I nor?
(k) t am supposc.l to be here, arent ll
P.rsonal pronolurs ar{: used io retcr to indelinit.
Tl.l is usually used ifl a lag to refer to rirrlonr.
errrybortr,, sonronr, rnehod). no ont, nobadJ.
Sentences with n{:galile \ords Lake allirmative t.gs.
ln (j) an I n,il is tonnal English
II (k) aren'i ll is conrmon in spoken EngLsh.

98

-
 Craft

Tag questions are used:

1. with a rising intonalion if the speaker is truly seeking to asce{ain that hit4ler
infonnation, idea, belief is correct. For example: Joao lives in a llat, doesn't he?
OR
2. rvith a falling intonation i[ t]re speaker is expressing an idea with which she,4re is
almosL certain the listener will agree. For example: lt! a nice day today, isn't ii?

Io. consolidation Task: Tag questions

.{dd tag questions.

l. They want to come, ?

2. Miguel is a dentist, ?

3. They won't be here, 1

4. You ll be there,

5. There isn't any problem,

'I
o. Ihars your umbrell.:,
7. Jorge is a student, ?

8. He has learned a 1or in the last couple ol years, ?

9. Argentina will help us later, ?

10. You have never been to Maputo, )

I r. Reading,/writing
Read the statements below and in pairs write a paragraph about it.

"There are no people without culture and any language is bound to the culture of
those people."

Samora was an art man lover and we miss him.

':a-.nora was an art man lover- He was the one who passed a bill for some of us to leave Cabo
:Eigado and settle in Zambezia Provlnce to teach a new generation l\/akonde art. That s,
:a.1rade Samora understood that art should be preserved and pampered." Words of l\,4aster
Uacedi, who has had Samora as a leader in Nachigwea.
>esident Samora was a great art lover and a good observer. He encouraged the artists and
-€de them to feel proud of iheir work. lt's pity that he is not alive, with him we could see the
,a.re of our work. His death carried out with him ihe Makonde art.
Norb,'as, 1 I Oclober 2006, Cu lure Seclior: Beport page 2

99
UNIT i O

Makonde art
A very interestirg phenomenon involving the collective presence of a particular and especa!
talented ethnic group is iaking place in the Arts wor d in l\,4ozambique.
I am, of course, refering to the lMakonde ethnic group that ives in the lvlueda Highlands a-E
the neigbourring Tanzanian territory
ln compar son to the differeni ethnic groups n the resi of the coLrniry the Makonde peop e re.-
a particular sensibility to different ariistic expressions frorn dance to ceramics, engravtng, anc
most notably in sculpture.
It was in any case carved wooden figures whlch turned the artists irom that region into a household
name some time ago. Preces carved from illustrious woods, such as African ebony, but also
lighter wood and even, as in the case of the masks used in the Mapiko dance rituals, from very
light, easy io work with wood, turned nto carved figurines.
I think it is fair to say that thanks to this kind of sculpiure work xylography, masiered by l\,,latias
Ntundo, and ceramics, mastered by Reinata Sadimba, are later developed.
It would have been in recognition to the mastery of the L,lakonde people in the art of wood carving
ihat ihe Swiss Maja Zurcher decided to lntroduce the technique of xylography to them, in the
1982/1983. The success of this iniciaiive was also, among other thlngs, partly due to the possibilities
of expression that this new art form permitted for the Makonde.
I\,4atias Ntundo, for lnstance, affirmed: "/ ca, express life moments experienced via xylography,
which I can not recrcate in ordinary wooden car,/ings,"
Similary in the case of Re nata Sadimba's ceramic work, we found forms thai are clearly sculptural
in nature, despite the technique be ng worked with clay as opposed to working with wood.
 A r-1, Cralt

12. Reading
'fhe passage that follows describes Pablo Picasso's "Guernica'. Guernica was
painted after Lhe bombing of a basque tom during the Spanish Civil War The
painting itself is huge, but rhe reproduction below gives an idea of whal il looks
like and will help yott to follow its dcscription below:

Guernica
Guernlca is the most powerful invective against volence in modern art, but it was not wholly
inspired by the war: lts motifs - the weeping woman, the horse, the bull - had been running
through Plcasso's work for years before Guernica brought them iogether. ln the painiing they
become receptacles for extreme sensation - as John Berger has remarked, Picasso could imagine
more suffering n horse's head than Ruben normally put into a whole Cruciflx on The spike
tongues, the rolllng eyes, the frantlc sprayed toes and f ngers, the necks arched ln spasm:
theae would be endurable lf their tension were not braced against broken, bui visible, order of
the painllng...

I 3. Reading comprehension
Explain the meaning of the following words that are used in the description of
the painting:

a) powerlul (line 1)
b) invective (line 1)
c) receptacles (line 5)
d) franlic (line 7)
e) endurable (line 8)

101
 ,ti . 'l'\
," l.,frl,.,,il
,

. Iiiii.,\\':

Agriculture and Ideas for the Future

 ]]NTT ]]

l. Brainstorming
This is Amina's story Amina was leli to be brought up by granddad and this i.
what she said about the crops that granddad was producing.

My granddad used to work in a fie d from an eaiier morning. He used to plani eveMhing toget'e.
in the same field such as cassava, maize, mango trees, avocados trees, and so on. Ai the time :r
harvest, we used to get a number of products but not in a big quantity and qua ity as the e=,
made while planting.

Discuss the following:

- ls it a good idea 1() mix up the crops?
What else could be done to change thaL siLuaLion?
Can you think of any problerns that may occur lron that mix up of the ,'rop.

144

r
 Aori.lrlirrrc and ldeas ior the Future

2. Reading: Scanning for Specific Information

Read the extract rhat follows to see how imPortant is to use the better seed
qualities.

This discussion was taking place in one ol the Union of Mozambique Cooperative
in Mafiacuene. The discussion is headed by an agricultural engineer cxPert in
rural econorny

Agr cultural eng neer: ,t's timelo choose the nexi year seeds for ma ze, pumpk n and carrots-
I think we wll get well with each otherto exchange our views.
I am sure that we have a lot to earn from each other. Any volunteer to tell
us his plan or whai he or she ntends to do?

Traditional ruler: I am gorng to buy a high yieldirg variety seed from the Sernoc (Seeds of
Mozambique). lI yields so much more than our tradit ona varieties l esumate
that if I use this seed, I need only to plant a quarter of a hectare instead of
a whole hectare. I w ll be able to keep my energy for other th ngs.

Agricultural engineer: I can see what you want to achieve: you will save your energy so that you
can sit and drlnk mal coado with your fr ends.

Anyway, how wil You PaY for the seed?

Traditional ruler: With a loan, of course. With some luck I will noi be asked to pay it back
next year or the year after that! I am al in favour of high yielding varieties

Agr cultural engineer: You are wise man, chiefl You will not get away with li, if I have anything to
do with it. Please tell us your plans, I\/rs N'kulu.

IVrs N'ku u: Two of my neighbours grew

crops that had very good
qualities last year
One crop was very resistant
to drought, so I want some of
these seeds.
The oiher crop produced a
hard gra n that stored very
well. so I want sorne of those,
too. I will ask the growers if
they are wiling to exchange
some of thelr seeds for some
of mine, which also have good
characteristics, For example,
they have a high rate of
germlnation. l\,4y aPProach
works. When did I last have a
serious crop fa lure? l've seen
a few failure with improved
varielies

105
uNlt-t1
Agncultural eng neer: You are good exarnple to all of us, Mrs N'kulu. lt's because of people Ike
you that when the time comes to choose seeds we still have a wide var eh
of characteristics to se ect from in our viliage. l'm g ad that you are get -c
aong so weil. Tell us your plan Ms Angalelako.
Ivls Angalelako: Thls year I am go ng to work on five hectares of our locatty proc-:,=
seeds and f ve of hlgh yield ng variety. But I am not choos ng the N,4aiL- :
for the same reason as tradii onal ruler. He's goinq to have probie-s i
rl'o a s a pe' oo o' drouqhr. -1e VarLoa S ca_ l s d,ld t.
He's going also to have problerns rf he's too azy to get down to s:,-e
thorough weed ng when necessary. He won't get the crop he expecls {
all. I don't know if anyone can this across to him. One reason why l-
choosing the l\,4atuba s because I can rrigate it, so it wrl succeed. Anothe'
reason is because Matuba has shorter stalks, so the beans and groundnuts
which I plant between the maize rrdges w ll have more tight than with to tal
ocal varieties.
Agricu tural engineer: Surely, you car'r grow the Matuba here because you can irrigate thenr. fr
many of us can'i afford irrigat on equipment.
I\,4r lvladengo: lt's not as simple as lhat- I successfu ly ra sed a hectare of l\,4atuba ma:=
last year without irrigation. What I did was this. First I grew groundnuts
before the maze crop. This added nitrogen to the soil, and is one way of
giv ng the l\,4atuba the futrients it needs. Secondly, I duq the rema ns of the
groundnut plants into the soil months before planting the maize.
This organic matter helped retain moisture in the so l. Th rdly, I weeded the
crop regularly.
Th s way there was more water in the soil for the rnaize plants.
Agricultural engineer: So the llatuba S aren't only for those who can afford expensive fertilizers
and equipment. And they, certainly. aren't a way of getting out of doing
sorne hard work. I should thank you a I for attending the meeting. l'nr sure
this kind of discLrssion broaden our m nd and this exchange of ideas greafly
w I help !s a I to ach eve bigger harvest in the fuiure.

Transfer the information from the reading extract to the table below.

Speakers Advantages ofMatuba Disadvantages of Matuba

L Tradilional ruler l 1.
/ 2.
-l
l.
2. Mrs N'kulu 1. t
). )
l
3. Mrs Angalelako I, 1
) 2
l. l
5. Mr Madengo l. l
). )
3
6. Agricultural engineer

106
 Agric Lr II ur e .r n d ldeas lor the Fulure

3. Vocabulary: Fields and farming

Maize, millel, sorghum, wheat, rice are cereals providing mealy 8rain.
Groundnut produces oil seeds, thal is, seeds dch in oil.
Groundnuts and cowpeas, beans, peas, soya beans are legumes. They all fertilize
rhe soil and provide seeds full of nutrients.

Growing crops in association (in mixture) is common in Africa, mainly in

regions with good rainfall.

A field rvhere maize and ground nut grow in association.

In dder regions such as West Africa, millet, sorghum and cou,pea are often growtt
together because they require less waler than maize and groundrrul.
Be hroad mindedl

107
U NIT 11

Sweet potato and cassava (manioc) are sometimes grown together. Both are tubels-
The sweet potato grows quickly and produces tubers alier four to eight monlhs
while cassava takes from fourteen to lwenLy-four months.
Months later, in the same field, when the potatoes have been hanested, all kind of
vegetables tomatoes, eggplant, okra, gourds and chillies will be grown in the
same space between Lhe cassava stalks.
Tubers are starchy food low in oiher nutrienrs. Relish is therefore needed to mal<e
a balanced rneal from tubers which are not parLicularly nourishing. Sweet potato,
cassava and other vegetables can be added to make a satisfying dish.
All over Africa, the associated cropping of cereals and legumes is common
practice.

Ground rut and maflioc being groun in association.

108
 /\eriarllture and ldeas for the FutLlre

h some parts ol Africa, Potato and beans are associated crops. The potato cont butes
high starch cortenl to the diet, whereas the bean gives more prolein' Moreover,
the bean lertilizes the soil and help the potato grow
In mountalnous Cenrral Africa, intcrcropPing of potatoes ard maize is praciised
The potato crop provides the tubers and the maize adds the cereals'

A pineapple crop in well-watered glassland. The farnrer was inconvenienced by

*""ds, whi.h oret.an his croP, especially at the beginning of the growirg season
To reduce his labour in the field, he planted sweel Potato bett'een the rows of
pineapple. Sweet potato covers the ground quickly, protecting the topsoil frorn
iun and rain. lt also chokes lhe weeds which would other&-ise spread among
pineapple. By associaLing sweet potato and pineapple.
ih" lii-". is ltiliing trvo birds with the one stone. He has reduced his iahour
input and sccured an extra crop, the s\\'eet potato.

109
1]NIT I1

4. Language Focusr Idiomatic expressions

The idiomatique expression hilling tr|o birds willl onc stone neans that someone
a( hiL\cd r$n obl,,li\c. b) dnrrq nne thirr!
Do you know any idiomatic expressions/verbs with the similar rneaning to the
one giyen? List them down and explain their meaning.
a)
h) , meaning:
c) meanlng:
d meaning:

5. Reading
To understand what farming is reaily about we must look from the groLlnd Llp. lf our eyes travel
from the ground to the treetops, the layering of plants is clearly not ceable. Some plants are
creepeTs, some are erecl and others are arbsorescent,
The ife cycles of assoc ated fields p ants LrsLrally vary in length. Some crops Iive for the dllration
of a season and they are seasonal crops. Others crops have a longer lile cyc e. These are called
perennia if they lve for many years, or semi - perennial if their lfe cyc e, through more than one
seasof, is not so ong.
Among the seasonal crops we find in the fields are maize, sorghum, m llet, ground nut, beans
and cucuraber. Among the perennial plants are papaya, palm, cotfee and some semi- perennials
are banana, yam and sugar cane.
We have disclrssed the associaied cropping of seasonal, perennial and semi - perennial
plants. ]f we visit the same f eld over a period of months, we wi I conclude that some p ants are
still in the ground, others have disappeared completely, while others have iust begun to sprout.
The wide range of uses to which these plants are plt is strlking. ln the same field it is common
to f nd assocrated crops With its own function. Some are grown for human consumplion, others
provide anima fodder. There are differeni kinds of food crop: flour of various sorts, oi , sugar, etc.
Some crops have other consumer uses, for example, tobacco, cotton, medicinal plants, dyes for
cloth, and trees grown for timber. However, in some fields, there are plants whose sole
purpose is to be used to other plants, leucaena, for example, which fertilizes the soil and
provldes shades for coffee shrubs.

110
 Agr i.u ll Lr re and Idcas Ior lhe futurc

6, writing: A formal letter

write a letter to an agricultural district olficer asking lrim to suggest measures
to be taken [or anyone to be found set up bush fire.
Here are the guidelines:

Op€ning: Dear Mr.4r4rs,4\,1s,Dr...

1't para$aph Say how you heard olthatpeEon

Ask him, poliiely, lo come and speak to your cLassmales abolrt the
dangers olbush Iire.

2'd parzgraph Give mor. details daie, place aDd time oI meeting, length ot taik,
time {br questions at Lhe .nd olit, any so.ial aspects that should b.
taken into accourt while giviDg a ulk.

3d paragaph Describe the school. Mentior some of its recefll events aDd oil1el
gucst invited speakers and future pianned activities.

Concludtug Mention a nunber ot reasons why the speaker would be particular\

welcomed at your schooi.

Eflding Yours siruer.b,, followed by your lirst name ard surname.

Z Consolidation Task; Use of get

Choose by underling, the correct italicised word to complete the sentences.

M guel: Primavera, you and Gema aren't exactLy the best friends?
>naverar What are you gelllng (1) lonloutlatlaway)2
M gue: Well, you don't re ally gel Q) \onlatlawaylacross) very wel together, do you?
r,liguel: lt really isn't impodant. As l've said before, personal differences don't matter in our
business,
We must simply get (3) \acrosslontatlaway) with the iob of handllng beverages and
Iorget our differences. At the rnoment business ls brisk and the shop is getting (4)
(outl acrcss / away I al on g) well.
Do you mind if I take afternoon off?
Are you trying to get (5) (out o away withlon withlover above) wotk at the shop's
busiest time?
r.r
EUet: No. I just want to be here when you find out what Gema's done.
Well. Out with it, boy. What she has done?
r.tcue: She's sold your own personal collection of valuable wines.

Whatl She can't get (6) (away withlout withlout oflon with) Ihall

111
I-I N IT I I

8. Consolidation Task: Comparing things idiomatically

Fill in gaps with the correct word from the box to complete the sentences.

breath, compared, compadson, don't, edge, marginally, patch, standard

Peasant: Welcome to our villagel I hope you'll enjoy village llfe. We think it has the
0)
Agriculturalengineer: Thank you for your welcome, and l'm glad to be here, but honestly t2)
see how you can talk abour vil age and towr ife
in the same (3) Villaqe life has so little to offer (4)
'o Lown lfe. You "ave a few shops, no cire.na<.
restaurants. no stadium.
Peasant: People in towns often don't know their neighbours well. We know ours and
enjoy talklng about each other. I don't think town gossip is a (5)
on v llage gossip.
Agricultural engineer: l'm happy to accept that v llage gossip may be (6)
.nore interestinq than towr qossip. BUL bette. quality forms of
entertainment in villages are not up io the (7) of what is
available in towns.
Peasant: Take another aspect of life: the quality of food. There's absoluiely no (8)
between vi laqe and town food: ours is so much
fresher tastier.
Agricultural engineer: As your guest, I must allow you to win this particular argumentl

9. Consolidation Task: Agriculture vocabulary

Fill in gaps x.ith the correct word frorn the box to complete the sentences.

fertilisers, channels, chemical, organic, manually, composr, hand, sprinkler,

Iabel, manure, herbicides, crops, yielding, weeds, hawest

Chiel Diomba: Your crops are wonderfuly free of (1) ady Angela.
Do you remove them (2) or use a (3)
substance of some kind?
Lady Angela: No, no. I was trying to explain to you earlier: I use no (4) or other
chemicals.
Chief Diomba: And your marze looks excellent. This looks like a hlqh (5) variety
to me. What a big (6) you are going to havel
Surely you use some manufactured (7) _ to get such splendid resutts?
Lady Angeia: No, no. I believe n doing eveMhing in a natural way. I only use (8)
fertilisers for my crops: no poiasslum or nitrates, just animal (g)
Chief Diomba:l am truly impressed. Of course, you do irrigate your (10)_, don't you?
Lady Angela: Yes, You can see the system of irrigat on (11) over there, and
what looks like a rain here is actually a big (12)
Chief Diomba: What's this conta ner on ihe ground here?
Lady Angela: Ohl I ihirk my workers use it to bring their refreshment io the fields.
Chief Diomba: li has a {13) on it, Let me see, "Gramaxone," That rs very
poisonous chemical weed-klllerl Lady Angela, you don't remove your weeds by
04) You have been deceivino mel

112
 ,.,il

T
Fashion
I]NII I2

l. Brainstorming
LooL at the picture and with your partner di\cu\s lhe quesrion\ below.

1. Do you have a national dress in your country?

2. What is the common dress for ladies in Mozambique?

3. Do men wear special attire on national occasions?

2. Reading/Discussion
As you read, consider the difference between "fashio[able" and "unfashionable".
- Is it a quality of a person orjust a matter ofculture?
lnterviewer: What is fashion? Does it have to do with a personal mode of expression?

Ruth Varela: The term "fashion" usualy applies io a prevailing mode of expression, but quite often
applies to a personai mode of expression that may or may not apply to all.
lnherent in the term is the idea that the mode will change more quickly than the
culture as a whole.

The terms "fashionable" and "unfashionable" are emp oyed to describe wether
someone or something fits in with the current popular mode of expression. The term
"fashion" is frequently used in a positve sense, as a synonym for glamour and style,
ln this sense, fashions are a sort of communal art, through which a culture examines
ts notions of beauty and goodness. The term "fashion" is also sometimes used in a
negative sense, as a synonyrn for trends, fads and materialism. Fashions are social
psychology phenomena common to many fields of human activity and thinking. The
rises and fa ls of fashions have been especially documented and examined in the
field of costume espec ally has became so linked in the public eye wiih the term
"Fashion".
The more general term "costume" has been relegated by many to only mean lancy
dress or masquerade wear, while the term "fashion" means clothing generally, and
study of it.

114
3. Reading comprehension
Answer the questions that follow.
1. Ruth Varela made two points. What were they?

2. How does she dcfine fashion?

3. Why according to Ruth Varela, does not elegance become unfashionable?

4. Language Focus: Polite expressions

Ruth Varela used the expression "unfashionable" in ol e of her sentences:
This js a nice way of saying not fashion. Sometimes we try to be polite by not
using a negative adjective.
\\ e ' an \a) : not r ery + oppo<ite adjectir e

For example:
Rude can be sajd not very polite.
Boring can be said not very interesting.

Use a tactful way 1() describe someone who is:

uclv

stupid

5. Reading
Walk down any street in Maputo, Beira, Nampula, Pemba and other
llozambican provinces you can feast your eyes on the colour and
creativity of African design. ln Maputo, the capital of Mozambique,
you can see red, blue, pink, green or yellow "capulanas" or as known
in Kiswahili" as "Kangas".
The origin of "capulana" is still deLratable but many people believe that
its origins are dated back to the ume of arab traders.
"Capulana" is only worn by women in a variety of shapes
and in different occasions.
The use of capulana become very popular in Mozambique and is now
essential part of any wardrobe. ln special evenls. the maiestic
"capulana" has aLways been the height of elegance. The way they wrap
it around the waist and their head will tell you the provenience of the
person, whether is from North, Central or South part of this beautiful
country called Mozambique. lts popularity has now spread to ail
generation. li is immensely fashionable especially among well placed
citizens who are in need to rediscover their past.

115
U NIT 12

6. Iinguage Focus: Reported Speech

. When we use reported speech, the main verb of the sentence is usually on the
past; for example: Maria said that...; Jamal told me that...
The rest of the sentence is usually past too.

. In general, the present form in dircct speech changes to the past form in reported
speech.

7. Language Focus: Speech intonatlon

In general intonation speaking intonation always goes down on the last item (to
show that the list is finished), and up on all the items that come before the last (to
show that there is more to come.)
For example: I bought a shirt, a tie and some trousers.

E. writing
Write an informal letter of invirarion
 l$N\$s$'\i$..\$i$i'\'$$i*i$"\i\!$'(3*\\11

*o*wuu\x$$$N'"'
'''SNSI'nt\r'*'
'r"''
\ilrir,

t\l\" jr'
,r ,,,
'l\-.i{*',".'. .,
'

Higher Education
UNIT ]3

l. Brainstorming
l. What do you understand by higher education?
2. Do you think saying tertiary education is the same as saying higher education?
3. Draw a chart to show how education is organized in Mozambique. You do not
need to detail it.

2. Reading
Texl A
Education system in Mozambique
Schools
I\,4any chiidren go to government schools which are free. There are also private schools where
students have to pay. Parochial schools are suppofied by rel gious insttutions or congregaijons.
Assessment
Generally examination is by continuous assessment, which means that teachers grade (assess)
students throughout the year on how well they do in tests, classroom discussions, homework,
written and oral work. lf students choose to go on higher education, mosi co leges and
universities require thern to iake entrance test,
Higher education
To receive degrees, most students study for three years, Students have to pay to go to private or
state Universites. There are examinations at the end of each course; students graduate jf they
l_ave co lecled eno rgh c.adit< i1 the rna.or.
lf students wish to continue their education after receiving a Bachelor's degree, which usually
takes three years, then, they have to go on to do a Master's which take four years. ln
I\,4ozambique Doctorate degree is done using through support of foreign accredlted universities
due to a shortage of internal capacity building.

M NISTRY OF EDUCATON
NATIONAL SYSTE[4 OF EDUCATION {SNE)

#
]L

:l€

r'G-& SCHOOL

OVER ] 5

118
 IIlBhe. Ed uc.llion

Text B

Education system in the U.S.A.

Schools
l/ost american chi dren go lo pr.rb ic schools which are free, There are also private schools where
students have to pay. Parochial schools are supported by rel gious organlzat ons.
Assessment
General examination is by continuous assessment, whlch means that teachers grade {assess)
students throughout the year on how we I they do in tests, classroom SAT (Scholastic Ass-'ssm-'nt
Test discussions, homework and written oral work. Ai the end of a semesier students rnusi have
achieved at least 70 % GPA (grade point average) or they have io repeat the class. lf students
choose to go on to higher education, r.ost colleges and univers ties require them to take the SAT
(Scholastic Assessment Test).
Graduation
Students must colects units ln the core courses Maths. EngLish, Science. History, and
government - in thelr first year of high school. They can move on 10 elect ves (specialized
subjects) n the last two years. Studenis can graduaie from hgh school ifthey have co lected
enough cred ts in the core and e ective subiects.
Higher education
To receive degree most students siudy for folr years Studenis have to pay to go to a private or
a state univers tY.
There are examinations at the end of each course; students graduate if they gave collected
enough cred ts in their maior. lf studenls wsh lo continue their educatlon afler receiving a
Bachelor's degree, they can do a Master's degree, whlch usually takes two years. Then they
can go on to do a Ph.D. (a doctorate), which can lake any number of years to complete.
a,btd Dictionary ol Aheican E grsh, Oxlordr New York. Page A8.

3, Discussion
ln group discuss the following:

Fronr the two models of education systems, which one do you think rs more
flexible and you would like to be in as a srudent?

- Why do you thirrk that t'e should have a llexible system ol education?

What do you think the govemmenl can do to allolv more People to have access
ro higher education?

What do you think the government can do to expand higher educatiol Lo

re mole areas?

119
UNIT I3

4. Vocabular5r: Science and technolosr

Choose the word that makes sense in each sentence.

l. Technology deals with of science.

a) appliance
b) application
c) empiricism
d) practicability

2. One of the physical sciences is

a) Anatomy
b) Botany
c) Meteorology
d) Palaeontology

3. One of the life sciences is

a) Archaeology
b) Astronomy
c) Astrology
d) Zoology

4. One of the social sciences is

a) Anthropology
b) Geology
c) Chemistry
d) Physical

5. Many solutions to technical problems are discovered by

a) experience
b) hit and miss
c) rule of thumb
d) trial and error

6. ProfessorJones is one of the most brilliant physicist of his

a) class
b) country
c) generation
d) year

7. The highest academic degree that a scientist can be awarded is a(n)

a) BSc
b) DP
c) MSc
d) PhD -
 Hieher Education

B. A scientific hl.pothesis is tested in a series of experiments.

a) controlled
b) limited
c) supemsed.
d) theoretical

L The govemment is spending $ 3.m on a new research laboratorv.

a) setting in
b) setting out
c) setting over
d) setting up

10. The designer has applied for a for his new inventions
a) copyright
b) patent
c) royality
d) trademark

5. Consolidation Task: Reported speech

In the following seutences choose the best altelnative. Only one is correct.

1. 'Hello,Jim. I didn't expect to see you today. Sonia said you. i11.
a) are
b) were
c) was
d) should be

2 Ann and Ieft.

a) said goodbye to me
b) said me goodbye
c) told me goodbye

6. Consolidation Task: Questions and auxiliary verbs

1. "How "? "Nohodv knows"
a) happened the accident
b) did happen the accident
c) did the accident happen

2. "Do yo know where ?" "No, he didnl say".

a) Tom has gone
b) Has Tom gone
c) Has gone Tom

121
UNIT ]3

3. The police officer stopped us and asked us where

a) were we going
b) are we going
c) we are going
d) we were going

4. "Do you think its going to rain?" "

a) I hope not
b) I don't hope
c) I don't hope so

5. You don't know where Karen is, ? "Sorry l've

no idea."
a) dont you
b) do you
c) is she

7. Consolidation Task: -ing and the Infinitive

l. You can't stop me what I want.
a) doing
b) do
c) to do
d) that I do

2- I must go now I promised late.

a) not being
b) not to be
c) to not be
d) I wouldn't be

3. Do you want with you or do you want to go alone?

a) me coming
b) me to come
c) that I come
d) that 1 will come

4. l'm sure I locked the door. I clearly remember

a) locking
b) to lock
c) to have locked

5. She tried to be sedous but she couldn't help

a) Iaughing
b) to laugh
c) that she laughed
 rr{l
Higher Educa tion

6. I like the kitchen as often as possible.

a) cleaning
b) clean
c) to clean
d) that I clean

7. l'm tired. I'd rather out this evening, if you donl mind.
a) not Soing
b) not to go
c) donl go
d) not go

8. Shall I stay here? l'd rather with us

a) you come
b) you to come
c) you came
d) you would come

9. Are you looking forward Ann again?

a) seeing
b) to see
c) to seeing

10. WhenJane came to Britain, she had to get used on the left.
a) driving
b) to driving
c) to drive

11. I'mthinking a house. Do you think that's a good idea?

a) to buy
b) of to buy
c) of buying

12. I'm sure you'll have no the exam-

a) difficulty to pass
b) difficulties to pass
c) difficulties passing
d) difficulty passing

13. A friend of mine phoned me to a paty.

a) for invite
b) ro invire
c) for inviting
d) for to invite

123
UN IT i3

14. Jim doesn't speak very clearly

a) it is difficult to understand him.
b) He is diffult to understand.
L) He ir difficult to undersLand hirr

15. The path was icy, so we walked very carefully We were afraid
a) of falling
b) from falling
c) to fall

16. I din't hear you in. You must have been very quiet.
a) come
b) to come
c) came

17. a horel, r,r e looked lor somer,r here ro have dinner.

a) Finding
b) Afrer finding
c) Having found
d) We found
Information & TechnologY
uN11 t4

l. Brainstorming
Read the advertisement and translate the technical specification into Portuguese.

. Pentium 4 microprocessor at 2GHz (2,000 MHz)

. 256 megabytes of RAM, upgradable to'1.5 GB
. 80 GB hard disk
. Comes with Microsoft Windows

2. writing
Try to research and answer the following questions:

l. What is the main function of a microprocessor?

2. What unit of frequency is used to measure processor speed?
3. What does tdAM stand for?

3. Reading and scanning for Specific Information

Read the text below. Then decide if the sentences I to 8 on page 127 are true (T)
or false (F).

What,s inside a pC system?

The nerve centre of a PC is the central processing unit or CpU. This unit is bulft nto a single
rnicroprocessor chip - an internal circuit - which executes program instrucUons and supervises
the computer's overall operation.
5 This unit consists of three maln pads:

The control unii, which examines the instrLlctions in the user,s program, interprets each instruction
and causes the c rcuits and the rest of the components - disk drives, monitor, etc, _ to be
activated to execute the functions specified;
The arithmetic logic unit (ALU), which perform mathematrca calculatjons (+, , etc) and logical
1o operations (and, or, etc);
The registers, which are high speed !nits oi memory used to store and control information. One
of these registers is ihe program counter (pC) which keeps track of the next instruction to be
performed in the main memory.
Another is the instructon register (lB) which holds the instructron that ts currenUy being executed.
15 One area where microprocessors differs is the amouni of data
- the number of bits - they can
work with a time.
There are 16, 32 and 64 bit processors- The computer's internal architecture is evolving so
quickly that the new 64 btt processors are able to address 4 billions time more inforrnation than
32 bit system.

126
 'Iri\'fr\I-
"'lrl
,, r..\i$'\\rl

20 The programs and data which pass through the central processor must be loaded nto the main
memory (also caled the internal memory) in order to be processed, Thus, when the user runs an
application, the microprocessor looks for t on secondary storage devices (dlsks) and transfers a
copy of the app ication into the RAM (random access memory) is the temporary, that is, its
information ls lost when the computer is turned off.
25 However, the ROI\,4 section (read only memory) is permanent and contains instructions needed
by the processor.
I\,4ost ofthetodays computers have nternal expans on slots that allow users to install adapters
include high-reso ution graphics boards, memory expans on boards, and internal modems.
The power and performance of a computer is paruy determined by the speed of its microprocessor.
30 A clock provides pulses at a fixed intervals to measure and synchron se circuits and units, The
clock speed is measured in MHz (rnegahertz) or GHz (g gahenz) and refers to the frequency at
which pulses are emitted. For example, a CPU running at 1,600 MHz (1,600 mill on cyc es per
second) will enable the computer to handle the most demand ng applicatrons.

t. The CPU directs and coordinates ihe activities takitrg place witllin the computer syslem.

2 The arithmeti.logic unit pedonns calculations on the data.

l. 12 bit processors can handle ore inJormation than 64 brt processors.

4. A chip is an elecirodc device composed ot silicon elcments containing a se1 o[ imegrare.l

5 RAM. ROM and secondary storage are the componenls of the main memory

6. lnformation cannot be pro..ssed by the microproce$or if it is Dot loaded into the main

7. PeruneDt storage of intomtior is provided by RAM (random acctss memory).

8. The speed of the microprocessor is measured in gigalle.tz or megaherE- One GHz is

equivalent to one thousand MHz Ode Mllz is equivalent to one million cyctes per second.

4. scanning for specific Information

l. .. . the amount of data the number of bits thqy can work with at a time (line 15)
4. ... the microprocessor looks for it on.. - (line 22)
5. .-ils h ormation is lost when lhe computer is turned ofl (line 24)
.

6. . .. have inlernal expansion slors th4t allow users to insrall adapters (line 27)

127
UNIT 111

5, Language focus: Relative clauses

We can define people or Lhings with a restrictive (defining) clause. lror examplel
The teacher rvho is resPonsible lbr the centre has jusr arrived.
We use the relative pronoun i,ho because it rele6 Lo a pelson. We could also use lhar.
The microprocessor is a chip u[i.l? process the information provided by the soltware
We use the relative pronoun w/rich because it relers to a thi[!i, not person. \\t
could also use tlaf.
Relative pronoun can be left out when it! not the subject of the relative clause
The cornputer we saw at the exhibition runs at 2-5 CHz

Complete the sentences below with suitable relative pronouns. Give alternative
options if possible.

l. Thar'.s CPU I'd like to buy

2. A co-processor is an exlra processor chip does calculaLions at higl:
speed.
3. The microprocessor coordinates actlvlties take place in the computer
system.
4. Last night I met someone works for GM as computer programmer.
5. A palmtop is a computer is a small enough to be held in the palm ol
one hand.
6. A megahertz is a unit oI frequency ls used to measure processor speed.
7- Herels the DVD you lent mel

-
6. vocabulary: Information and technology
In pairs answer these questions.
1- What are the rnain parts of a CPU?

2. Whal is RdMl

3. What memory is permanenL and conlains instructions needed by the CPUI

4. What information is lost when a computer is switched off?

5. What is the qpical unit used to measure R{M ncrnory and slorage nremory?

124
 ''l,i\\n\*\,'
Information & Iechnology $Yjlt'
6. What is the neaning of the acronyrn
SIMMI

7. What is a megahertz?

8. Whal is rhe ALll? What does il doJ

9- What is the abbreviation for "binary

digit"l

10. How can we store data and programs permanently?

7. I-anguage Focus: Describing and explaining

Make notes about the features of the computer that you would like to haye.

CPU: Speed: Optical disks drives:

Minimum./maximum RAM: Monilor:
Hard disk: Soltware:

Now describe it to your partner:

It has got
It's very fast. lt runs at
The standard RAM memorv and ir is expandable
The hard disk can hold
I need a super VGA monitor because
As for the internet

Nww.amLri.lg. oB/el/inn,..h

129
 A n s e r S a n d e x s

UNITI 6. All senrences indjcate probabiliry.

t. lrree answers and discusslon. 7. No difference ar all All sentences indi.ate
f. Free answer and discussion. probabiliq.
4. SpeakingT)iscussion il Senlences a) and b) express possibility; sentence
.) relirs Io obligalion.
5. 9. No dilterence at a]l. The senterces i icate
t.There is a large number ot children being
dep.ived trom their .ights an.l sutte lg liolence 10. No difference at all. AIl sentences indicare
advisability.
). -Ihe soldier children existing in Mozambique
t1. No dlffererce at aLl. AIL sentences indicare
aDd in otlier .orntdes that have been through
x'ar coDflicts depici a scnous violation o[ a lery 12. Both s.nten.es express advice
nnportant children right: the protecft)n lrom all l l. No diflerence ar all
tonns ol ...neglect. .xploitation ard cruelty,
including the ght to special prolecdon in Innes 12.
l. had beuer shut (should / ought to / have to /
musr shu0
8. Writing a conversation. The srudenls should 2. would you hand (could / can/will you)
use Ihe vocabulary given. 3. wrn't liave to go / don't
4. can alreadysay /is alreadyahle to say
9. Born in t841. Ehjah McCoy became ail
5. rnust atrend / have to atrend
inspiration lor young people.
Since youflg, Elijah loved nnchin€s, taking thirys
7 could / should go
apart jusr to see how &ey worked and th€n put
8. would rarher go
them r.,getl1er. Alter haviDg studied hard, Elijah
9. musr nor have seen
became a master nechadic and e"gin€er
10. shoukl/ought to /nusr/have to clean
however, as a result of being black, he could not
find a job as englneer. rherefore, he had to accepr
It. can't be / couldn't be ( mustn't be )...rnay /
might / could / nust / belong
a iob as fireman and oilman and managed to
12. can nor go (must noi/Day not go)
make an oil cup, a mechanism rhar lubricared rhe
13. should not have laughed
n,{ n8pd1.ol hcIJrr. lhr.LlUJh' n\.nrun
was very successlut, he was gllen a patent by thc
r.rLrnIpn drd.oon rl'rl, -r'roarl ,"mprrr'-
lf.
wanted lhe tool he invenred. ln 1882 Elijah
1. ifI ieft
2. repearing
staned working as a tul tine inventor, having got
57 pitents and staning hrs own business, tlUd,r's
3. maillng
McCot Mnnttltturhg Conpan). Elijah was 4. lt I stayed
5. opening / itl opened
honoured by the state and died ni 1929.
6. it I .tsk€d
10. Researching/wdting. Ihe studenrs shoutd use 7. it I smoked
the expressiors supplied Expressjons used s,hen 8. speaking
arguing". 9. it I changed / changing
10. it I bonowed onos,ing
ll.
1. No ditfercn.e in meaning, but .o&ld is uscd l. I see )our driver's license/you pleasc remove it
when we vant to Dake an otfer or a request seenr Irom your waler?
mo.e polite or respectful 2. u luvr a l.a\ n,or. n n, r,- / , uLlJ )oL dv.
.). rhe probable diflerence is on Ilne d) thar ns a little nDre time?
exlresses sronS n€cessity. L t get a ride widr you?
3. No .litterence at all. All sentences are 4 meeting me on wednesdav instead?
expressing necessity. 5. )'ou rake a look at
lheml
1. Sentence d) e\.presses prolibition: sent€nce h) 6. Can you hclp me?... you help n1e tinding Dy
refeE to a possibility. triends?
,. \o JrfT, r"r. e a rll. ill \c,'r, n..r arc , rt'r .,ir g 7. you nin.l chiflging seals/itwe changed seais?
certainty and willingncss to do solnerhing. 8. call you &is evenDgl

131
 A n s e t s a n d e x S

UNIT2 , In 1991, ihe Unitcd SLarcs govemnrent prnrred

I a qrecial stamp to honour thls greal inventor"

PictureB-terl2 8. RcadDrg aDd summ iu ing

9. WritmdroLc play

1. Piclure A 2. Pictut D l. Picorrc B

II,
4 Picrure a.
r.i) 2..) I d) 4l 5.h) 6.b) 7.t) 8.d)
9c)
2_
1. Douse 2. monitor -1. har.l disk 4. CPU
l.noun 2 noun 3. vcrb 4 adjective
5. noun or verb 6. adiecrile 7. noun or ve$
8. vcrb 9. nolrn 10. a.ljcchc
12. I-ree aswers rccordinil kr students'Iractices
d) . . daia b) perlonn r) .. finan.ial transaction
d) .. store .)...latse /) . connected
g). automatic h)...monitor i) ... worksLition tl.
iJ) deskloir Pa l,) mtui compurer .) laptop
i) ... sord processor

t4_

+
]D ertrely agree, I agree with you,
whai they Ee computcrs tor Exactly,...
ro r.cord shd h. pl+s on krybmd anJ Thafs what I $ink loo.
ro.ont l tl[ sun& otth. srD'hdE.s
ro srire m.mo!.I.trrr, fax6 and for
I don l go along{ith tlle l(lea...
h drsLsD cl..tric?l nxklhrions,nd
Bul....
liShting s,!ncnE, to m:li. dBung. x
I m alraid,I can't agree xith -vou...
ro find infonnr'rcd Io! propL rn'] I took a dillereDt vier'...
rralosu! ,hl boDls rnd to i.co I disagree...
b.ok boro{rd b tne red.E 'hs

15. Speakin&/Discussion
5.
1 Dosnloa.l music. t6
Z Dorvnload films. l arr connccred 2 are knosa ). are typseLted
l. BuildDg.laia brses. 4 is proccssed 5. is used 6 js supportcd
4. RescarchiDg in thc inlernel. 7 arc coordinared 8. is held
5. Ofice applicatxrns such as mernos, letters.
6. Design applicaiiiDls. t7.
7. Phynrg games. l. l systern ihat run on baueries.
2. Opcrari{Ds that you nakc wilhout using your
g. Elcctronic rnail.
3 ComFrter wom on the useis $,aGl.
7. 4. A displa),xhjch is ivom on the uscr's heacl.
d) Shoes $'ere expensive becausc it took a iong 5 Delice rvhich is $orked by $er's loice.
Limc make ea.h pair''.
tr) "There $,as no mclue to do ris inrlx)ltant ivorli'' 18.
c) "People laughed when rhey heard dratjan sas r. d) z.b) I .) 4 Jr)or.) 5 ,) a .)
rryng to mal(e .r nlachiDe that could lasl shoes".
d) "Fitty dollars vas a lot ol nioney ln drose .ia)s I9,
and lan $,as verl poor" 1..J) or b) z a) or b) 3.c) a.D 5. d) at b)
€) Jan was giver.r shar. ofihe company'. 6. b) 7 d) 9. a) or I) 10. d)

132
 A s n x s

UNITf L ar. rna.le 2. is produccd 3. beaG 4 gro$'s

1. Discussion/Speaking
t.a) 2.a) 3 d) 4.b)
3.
I dom 2. nrade ]. do '1. madc 5. Drke b. mxkr 10.
I
7. do 8. do 9. nrake 10. male I done 11. done l. taught hersell
13. rnade i4
ade 15. do 16. make 2. enjo) hinrsclf
I proud otyourselt
4. Speiking
5 killc.l hnnsel{
6. 6 .niertaired thenrselves
/ rntrL uLrd rr )<. t
1. Brazil 8 f.eluit
sorry lor,vourselt
2. Very poor chiLdhood 9. talking to yoursell
L 10. laugh at ouEelves
4. when he score.l ti5 teague goals a was callcd I1. pronrised licrell
up to the BraziliaD Nalional Team. i2. angry !t heEelt

Texr B 11.
1, U,K,
l Pcnguins are interesting creatures. lhey are
2. Di.ln1 go to school. she was educ.rted by hPr birds. bur Lhey cannoi fly.
2. Millions ol )'eaE ago, they had wings. These
wings changed as the birds adapted to their
4. Her divorce and her mother's dcath in 1914.
{ P,.ntsu'I-
a. f
'oal
looo r\.'r [.-\. P.ngIn-
Terr C to swin to lind their tood, so
neecled to be ahle
l. United Srates evolved inio flippers that
eveDtually their wiDgs
2. A litctnne ol work
cnable theni lo swirn through waler s'iih sPeed
3. Then molher
4. The US open final whel they comPete.l wilh
thet liv.s iD wat€r/walers.
4. Pengxnrs spend mosl ol
riolvever, thcy lay their effts on land.
1.
5 I lp..ror t,. n!r r- hJr. in,, ,nq,'gd--J\r'e
1. me / hinr / then 2.irlirself/itlne
6. Th. fenule lats onc eqg on lhe ice in Arlic
l. herselt/he t. us / yourselves 5. you / you regions, and tler imnediatcll, ftrlurns Io lhe ocean
7. A{ier llte lemale lays the egg. fie n1. e lakes over'
8.
I hinEelt Hc covers the egg with his bod,v untill rr halches
2. he$elf
P ll,.\ pro(... .J r. ..\, n rn, ehr $- L nur-e
this tin1e, the maLc doesn't eal
9 Afier Lhe egg hatches, Lhe Lmale retums to
rake care o1 rhr: chick, and thc male goes to the
5. yourself. hnnsell; myself...
ourselvest tlietr1selvcs
oceal to llnd lood tor himsell, his Dates, ,tnd
d1.ir ott-spring
6. mlself
7. himself
UNII.l
1. l-ree ansNers,Dlscussnni
10. hersell 2- Text A picture C Text ts piclure B

9_ 3.
Mapiko
Includes singers and danrcrs, highly decomtcd,
drunrs, rnusic, batlles, dress 1o imilate aDy
tradnional figure, held every year belore the
beslnning of tlie school year, held ro honour

133
 A n s e s a n d e x s

children and the ancestral spirits. children go 8.

rhrough x nuDber ofriiuals.
Trooping colour
\4 l ll J r ) , r i \ i r , . J r . i r J r r so dr\-i\ ri
r , ' l. sellishly
nilitary aftire. ir is a nilirary parade, hel.l on d1e .1. terribly
Queen s birthday. horses are magniticently 5. sudden
6. colourtully

8. badly
parade - a nihtarv ceremonl n which soldiers 9. badlv
sland or marcli togeiher in from ol people ofhigher 10. sale
lL argnly
linest - ot higher quality
regiment large group of soLdiers under rhe L quicltly
cornnand ofa colonel. 2. carelul
ancestor persons trom whom another directl,v
4.lappily
riiuals ceremonies rhar are alwavs done in rhe 5. luerr
6. specially
skills - special abilit] or experdse in doing some-
lhing. 8. pertecdy
pertbrm - to carry our
source - the origni, fie starring poinr. t0. financially/complerely
morahty - p lciples or ideas abour whar is rjght
and wrong. ll. \Vriting: studenls should wrire a fuee text on
lreedom of speech the lreedom to speak lreely. the theme suggesred.
rJnL' ,he [\, of ,rnpo , .r.. $r, hod) .J. r-
an organisatjon such as ihe anny UNIT5
1.
5. Resuming the main ideas ol the newspaper 1.E 2D ],C 4.8 5A
accounr in a letter lonnat.
3.
6. L To rhe ofier do.tors around rhe world
2. AIy, net is cheaper Gan posral services because
it is efficient and it is quick.
3. Shortage ol raw rmterials, rerLbook are old or
may do not exist and ther€ are no medical arricies
at all.
,1. To be updated aDd share experiences.

5. Africa, Asir. Europe and America.

7.

4.
I was absolutely sure thar he world come
$rorkers are entirel,v devoted ro drar cause.
sdll I lold him oullight*,har I rhnk about him.
Though
They were positiv.ly about ihe date.
It is quite wann ourside.
I don\ drink / still
This article is simply xnDoying
Peter was truly convinced thar he wouid wnr.
t. irealilv
I am conplelely exhausted.
2. badly
I havejusl cone to that conclusion.
3. easjly
I really donl lil(e selfish people.
4 paliend),
I tolally disagree with you
We will detinitely quir thisjob.
6. regularly

'134
 A n s e f s a n d e x s

6. e) A traffic warden direcis trafficjam.

L pager /) i\ doctor takes care ofpatieDts in a hospital.
2. mobile I A tournalist reports an event or news.
l. fax
,+. answering machine ).
5. saLellites A. Farmer B. Musician C. Streetvender
D. Doctor

4.
8. paDels
g. signal t.d) ).b) 3 a) 4.b) 5.b) 6.t) 1.rl) 8.a)

5. Speaking

7.
7-
1. I wrukl have gone 2. hugged
2. he'd Dissed / he had Dissed... he would have
l. heads otf Io
been / he'd have been
L I q.rld l-a\< lorgo,r n ,.1 h
', to,g ,r ,
+.I'd had / t had...l d have seni / I would have sent
5. we'd have enjoyed / we ivoulcl have enjoyed

6. wouldn't hav€ been... I'd $'atked / I had $'alked 8. Reading the adveriiseDents and selecling lhe
7. I was / I would have Sone infonnatiot1 requesred.
8. I'd been / l vould have gone.
10. ur rng rh. r,\ "J\" r' ,q rh. tub racar' ,r
1 It I'd been hungry, I would have earen sonre-
-. "r.lrc; r. rh. inlnr nJ 'uI r.r; rrr. J rnd u.'np
thing. the usetul expressions giler.
2. Il rhe driver in lronL hadn'r sioppcd so
suddenly, the accident (ouldn't have happencd. ll. Filling in tlie application fonn SiveD accordng
l. If td / I had known th.t laime had to get up to the information required.
earLy.ltl/ I would luve vokefl hi up
,1.ltJulio hadn't lent ne Lhe money, I wouldr\ 12. Speaking/Discussing rh. subiect sugg€sttd
luve beer able to buy the car, or . . I couldn't and lollo\ring the esseniial quhties froD l. to 8
hale bought rh,: car
5. If Margarlda hadn't heen uearlng a seat belt,
UNI'I 7
she'd/ she would have been injured.
1. Speaking,Discussion
6. If you'd / you had (some) breaklasl, you
wouldn't be hungry now.
7.t rJ h"d .. n.. mon.). lo ru.ulJtu\cqurJr.,\ ).
2. Chloroquine.
10.
1..) 2. a) 3. b) a. d) s.b) 6. d) 1. d) 8. a) l. lt causes pain. aDd somedmes death.
9..) lO .)
3. We have to roll back malaria out of Aftim: (line
11. 2l "mrlana has killed more trr r\fticr than Aids an l
l.) z.b) 1..) a.d) 5..) 6.b) 7..) 8.d) b one oI the most killing disenses in Africa" tk vay
9..) l0 .) it is spread: (ljnc 9) "Malxri.r rs caused and spiread
by bites trom a particuLar r?e olnosquib...". What
UNIT6 to do to pw€nr iL (lin€ Lg): \r, as nidivlduals. crn
l. do rhe same thing on a small scaLe \ getLing nt'l ol
a) A painter pains portraits ofpeople or scenanos. old rs and piG neff our hornes...'
b) A farner gro$s crops and catlle risinS.
.) A musician plays in an orchesrri or enterizins 4_
people. a. Anopholes 2. DDT l. Chloroquine
d) A slreet vender srls products or the streel. 4. lafr'ae 5. pits 6. standing

135
 A n s e t S a n d e x S

5. 3_
l. Pesticide is a chenrical substance tlut is used t h) z a) 3 b) 4.d) 5.b) 6 a) 7 Lt)
lor kiLlilig annnal or insecls Lhar eat crops.
2. PreveDtlle is sonrcihing intcndcd to prcvcn, +.
avoid sorncrhing (lor ex. a disease).
L Misery is rhe sure ol n 1d ol someone rhai js 2. tabloi.ls
unhapp).

To en.licat. ... to !ip. ou( (ger rid ol colnplercl)).

An rpi.bnic ... widespread ourbreak ot
a , drsease.
A ncasurc... a stcp acrion
A cli c ... a iiealth.enre.
in. r.r' - n rh. ldr rr ul t-ur..

7.
r\ny possible arswer b possible The mosr in1portaDr
is that students shoukl srart rheir ans$,cls:
Id r.)Lhcr ... (l-1) and No, I.l ,dt}./..rhan (5 8)

UNIT9
t. Discusssio Speakhg
2. ntany tropical parts ot thc worLd
3 blrc l.
r. d) ). d) 3. b)
5. blood
5.
t. d) ) a 3.()
g. old tins and pirs 6.
l. Sentrte or Congress
2. Constituiional Monarchy
8.
,) vacancy /vacancy/holiday
l)) danase.l,/1njured/insulied
6. appoinLed
q. Researchnr g/Speaking 7. reshutfie
8. budger
10. gum. queen, bad, lunner, hospiral, drnrisr,
h.ad, i{:elh, pain, trear. eat. sLeep, nre, Nlonday. 10. upper and bwer.hamber
nanre. blood, tremble
8.
Il. L :lhe l,oys have been pl.ryDg football almosr for
would like
Z Alexander has been talking on rhe phore tor
more than halt an hour.
L l have beer trying to srudy tor ltre last hour, but
somctling always seenrs ltr lflrer pt rn€
UNITS 4. Mr. Mapulango has been s,ajting
L SpeaLng,Dis.ussion dentisfs office lor the last rwenry minutes.
9. Djscnssion/Analysis on phrasal verbs
2. R.,dDg/Discussion

136
 A n s e r s a n d e x s

10. Wridng a text oD the srbiect suggested accor- 6-

ding ro the parts in.licated. r rinbila / marimba / larimba / piano / gnilar /

ll. Z Aida
l. canpaigning 3. rehersing

3. pa(y 5. tresco
6. actorv film director/ screen dayert camera

6.leader 7. cello/ bassoon and violin

8. saxophon.v flute and rimbjla
9. piano/ organ and kanhemba
9. policies 10. group
10. ballot
11. poling 1 plays
12. votes 2. read the notes/read niusic
3. criticism / revievs tmiler/ write ups
4. quintel / IIio / quartet / quarto
t2. 5. band/ group / orchestra
t has beeD workiru
8.
3. was grindirg 1. Countable nouns (C): chairs, trbles aDcl desks.
Non'countable (NC): funiture
5. h6 been mrLng 2. Counrable nouns (C): rirus, bracclets, necklace.
6. has been gerdng Non'countable (NC): jewel.y
7. was being advrsed 3. Counrabl( nouns (C): mouniairo. fields. lakes.
8. have been seeing Non-countabl€ (NC): scenery
4. Countable nouns (C): netals (NC): Gold, ings
t0. was hanging 5. aountable nouns (C): iron, shirt
tl. had been bumpmg 6. Non countabl€ (NC): Baseball, ... baseball, bal
t2. had been tiued
t. change
2. river
UNITIO
,1.
l. An) Idmo,. \4" rmhi ..- orrnt. ulpror r. traltic
^
accepted: artis(s like Malangatana. Jacob Makam- 5 garhage
ba.o. \Jlory. \dnurc cr' lhennl\Irlrnartt.t 6 luggage,baggage
working wnh clay is Reinaia Sadimba.

10.
z.
l. The people thai we see in the picture are \asilors
l. dont fiey 2.isnthe 3. will they '1. won't you
5. is there 6. isn\ it 7. isn't he 8. hasn't he
2. They are in an at ga]lery. 9. wofll she 10. have you
L They are admidng the paiflIflgs.
rr. Writing/.esuming

4. ll.
ta) 2c) i.a) +.tl) 5.b) 6.c) 7.d) I c) d) powerlul- vigorous, convincing, intense.
9. b) 10. c) }) nrve.riv. vi.l.nr d.nrn.iation
r) receptacles cofltainers, devices, etc., thar
receile or hold sonethiflg.
i.
r..) 2. a) l. b) 4..) 5. b) 6. l,) 7 a) 8. b) d) franti. very anxious or upset.
9.) 10. b)
e) endurable to patiently sulfer pair or deal
wilh a ditllculr situation tor a long time.

1!7
 A s n

UNITII 2. She d.tnres faslion as a p.evailing mode ol

1. Discussion/Speaking
2. Reading and resuming the nuiD reasons for
usingberer seed qualities (its advartages).
Tratulering information lrorn the lext
'lhe studelts should transfer dre inlormadon lrom
ihe text read ro rhe table presemed.
, \tr, .,ion ""d r p, r.onrl T",1, "t , rtr,..ron
that changes rnore quickly than cuLt[re
3 According Io her, tashion is a synonyn1 o[
glanour and style, Lherelore, elegance may nev€r
h..onre un1,.hi.n,hle
4.

4.
not v.q r r(ui^andsonr,,b€amilL
a) A penny for yoLLr rhorghrs, meaning: that
someone wanrs badly to know what someone else
is drinking.

b\ ,\b.rr,,,
mah,^ rtu latt 1t t^t.,1rt tet'tirp
when people are apart, their love $ows soonger.

.) As .old ds i.d. nearing: can be used ro people

thatseem t.r halr no leelings.

d) AIIyour (,ggs in on. )dsk.t, nreaning: it you pur

alL your eggs in one basket. you risk everything at
orce (the expression is usually used or the nE Ime up lost i,..kend. lt wds
riranhs fur puftr1g
negative/jmperadve: DonL put ,ll jon eggs h ait Sood lo s.el,ou 4gai,
rgai,r
Ntalb( )ou \rouldtd lil
lihc to .om. and tisit mc Loo
l will ger to knorr A?rina,
rlry-yd
nert month. findlry
6. Writing a tormal leuer. StudeDts should follow ml ,o ngcsr dd glt.
the guidelines giver Plcdse, lcr ln. fttuw i]

7_

l. on 2. oD l. along ,1. along 5. our ol

6. away wifi

8.
t. edge 2. don'r 3. patch 4. compared
5. breaih 6.narginally 7. standard UNITT3
l. Discussion/speaking,/writing

9. 3. Djscussion/speaking
l.weeds 2. mnnuauy 3 chemi.al 4. h.rbicides
1)rcldrng o han.-r trl,\ q nrgJnil 4.
9. compost 10. crops ll. chaDnels t b) ) a 3.d) 4.d) 5.d) 6.c) 7.a) 8.a)
12. sprinkler t3.label 14. haDd I dl l0 l,)
5.
UNTTIz, 1. b) ). a)
l. Discussio Speaking
6.
2. Readjng/Discussion t..) ). d) 3. d) a. d.) 5. b)

3. 1.
L Ruth Vareia stans by dclining fashion aDd then \.a) 2 h).d) 3.b) 4.d) 5.a) 6 .) 7.tl)
F\pldr.,h, ,., n. 'tu.h,, -"1-l ;nd rr"ta. 8..) 9..) 10.l,) 11..) t2. d) 13. b) 14. d);b)
15. a) 16. a) t7.b);.)

138
 Ans e r s a n d e x s

UNIT14 5.
l. l. Thafs the CPU whictr/drar I'd like ro buy, or
Ulysses xT thafs the CPU I d like ro buy. (the relarive
Microprocessador Pentium 4 de 2GHz (2000 proloun can be omilred.)
MHz) 2. A co-processor is an exrra processor chip
256 megabites de RAM, actuallzdvel para 1.5 GB which/fiat does calcularions ar high speed.
80 GB de disco duro 3. The microprocessor coordinates rhe activiries
Inciui o Microsofr Windows which/that take place in the compurer s]siem.
+. l-ast nighr I met someone who/rhat works for
2. GM as a compurer programmer.
t. The main luncrion o[ a microprocessor is ro 5. A palmtop is a conpurer vhich/rhar is small
process the insuucrions provided b) Ge software_ enough to be held in rhe palm ofthe hand.
It al.o,oordrn"r.r rhe;, que. ot rh. nrh€r umL. 6. A megaherrz is a unir of frequency which/rhar
2. The megahertz (or Ge gigahenz). One MHz is is used to measure processor speed.
equivalent to one milhon rycles per se.ond. 7. Here's rhe DVD you lent met (The retarjve
One GHz is e+rivalenr ro one million rhousand ponoun can be onirled.)
MHz.
3. RAM stands tor 'random access nemory,. 6.
l. Th, conrrol ucI .i U'. rh. J, hm.r.. logic
3. unit (ALU) and the regisrers.
I,T 2. Random Acc6s Menory
)-T 3, ROM,
l-F 4. The inlormation conrained in rhe &{M s.ction.
4.7 5. Megabyte, Mega or MB.
5,F 6. Single It1 line Memory Module.
6,7 7. c mcgrhefl- ir equr\alcnr t" one mrllrnn cyc.e'
7.F per s€cord Ir is the utrit used ro measure rhe
8.7
8. The Arithmeric Logic Unit. lr perfoms marhe
4. matical calculations and logic operarions.
t. UAi.I rcfe$ to: single nicroprocessor chip an 9. Bir.
10. We use magnetic disks (floppies or hard
2. Thdt reters to the conrrol unir. drsks), optical drrks, etc.
3. TheJ reters to microprocessors
4. It ref.$ to an application. 7.
5. its rfers to rhe RAM. 1. Free answer. The srudenls musr be:ble to applly
6- Iiai rcfers to expansion slols. the vocabulary related to conpurers.

139
I
 Regular verbs
accept blink close
add blor coach
admire blush coil
admit boast collect
advise boil colour
afford bolt comb
agree bomb command
alert book communicate
allow bore compare
amuse borrow compete
analyse bounce complain
announce bow complete
annoy box concentrate
answer brake concern
apologise brake confess
appear branch confuse
applaud breathe connect
appreciate bruise consider
approve brush consist
argue bubble contain
arranSe bump continue
arrest bum copy
atrive brry coltect
ask bnzz cough
attach calculate counl
attack call
attempt camp crack
attend care crash
attract carry crawl
avoid carve cross
back cause crush
bake challenge cry
balance change cure
ban charge curl
bang chase curve
bare cheat cycle
bat check dam
bathe cheer damage
battle chew dance
beam choke dare
b"g chop decay
behave claim deceive
belong clap decide
bleach clean decorate
bless clear delay
hlind clip delight
 Irregular verbs
Present Simple Past Tense Past Participle

be been
bear bore born
beat beat beaten
become became become
begin began begun
bend bent henr
beset beset beset
bet bet bet
bid bid,6ade bid.6idden
bind bound bound
bite bir bitten
bleed bled bled
blow blew blown
hreak broke broken
breed bred bred
bri ng brought brought
broadcast broadcast broadcast
build built built
burn burned,/burnt burned,/burnt
burst burst burst
bry bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dog dug
dive dived,/dove dived
do did done
draw drew drawn
dream dreamed/dreamt dreamed,/dreamt
drive drove driven
drink drank drunk
eat ate eaten
fa11 fell fallen
feed fed fed
feel felt felt
light fought fought
find found found
fil fil fir

'141
 Irregular verbs
Ilee lled fled
fling flung flung
fly flew flown
forbid forbade forbidden
lorget [orgot forgotten
forego (forgo) forewent foregone
forgive lorgave forgiven
[orsake [brsook forsaken
freeze froze frozen
get got gotten
give gave given
go
SOne
Srind ground ground
grow grew grown
hang hung hung
hear heard heard
hide hid hidden
hit hir hir
hold held held
hurt hurt hurt
keep kept kepr
kneel knelt knelt
kniI knit knit
know knew known
Iuy laid laid
lead led led
leap leaped/Iept leapeMept
learn learned,4earnt Ieamed/leamt
leave Ieft Ieft
Iend lent lent
let let Iet
lie luy lain
light lighted,4it lighred
Iose lost lost
make made made
mean meant meant
meet met met
misspell misspell edlmisspelt misspelled,/misspelt
mistake mistook mistaken
mowed mowed/mown
oYercome ovelcome
overdo overdid overdone
overtake overtook overtaken
overthrow ove(hrew overthrown
pay paid paid
plead pled pled

142
 I e o u a V e b 5

prove proved proved"/proven

put put put
quir quit quil
read read read
rid dd rid
ride rode ridden
ring rang rung
rise fose risen
run ran run
sawed sawed/sawn
say said said
see seen
seek sought sought
sell sold sold
send sent seni
set set set
sewed sewed-/sewn
shake shook sbaken
shave shaved shaved/shaven
shear shore shom
shed shed shed
shine shone shone
shoe shoed shoed/shod
shoot shot shot
show showed showed/shown
shrink shrank shrrrnk
shut shut shut
sing sang sung
sink sank sunk
sit sat saL
sleep slept slept
slay slew slain
slide slid slid
sling slung slung
slit slit slit
smite smote smitten
sowed sowed/sown
speak spoke spoken
speed sped sped
spend spent spent
spitl spilled/spilt spilled./spilt
spin spun spun
spit spil./spat spit
split split split
spread spread spread
spring sprang/sprung sprung

143
 e <t u a e b s

stand stood stood

steal stole stolen
stick stuck stuck
sting stung stung
stink stank stunk
stride strod stridden
stdke struck struck
string strung strung
sffive sffove st ven

sweep swept swept

SWCII swelled swelled/swollen
swim
swing swrng sw1lng
take took taken
teach taught taught
tear tote torn
tell told told
think thought thought
thrive thrived/throve thrived
thro\r. threw thrown
thrust thnrst thrust
tread trod trodden
understand understood understood
uphold upheld upheld
upset upset upset
woken

weaved/woven
wed wed wed
weep wept wept
wind wound wound
win
withhold withheld withheld
withstand withstood withstood
wring wrung wmng
write written
 Romao Beatus Paulo
Mestre em Educaqao (Ensino do lnglas como Lingua Estrangera) na
Univers dade de Sydney - Austra ia. Colabora no Departamento de lngl6s
rla Universidade Pedag6gica de lMapuio. E tamb6n, facilitador na Unver
sidade Sao Tomas e no lnstituto de Relaq6es lnternac onais. Participa na
elabo"aQaa do curriculum do lngles do Ensino Secunderio Geral no lnsttuto
Naciona do Desenvo vimento da Educaqeo (INDE).

HINO NACIONAL

Petria Amada

Na nrem6ria de Africa e do Mundo

Patria bela dos que ousaraTn lutar
o teu nome 6 liberdade
'VloQambique
O sol de Junho para sempre br lhare.

Coro
.l MoQambique nossa terra glor osa
Pedra a pedra construindo o novo dia
.,
Mjlh6es de braqos, uma s6 forqa
'o f, 6 pelria amada vamos vencer.

Povo unldo do Rovuma ao Maputo

Colhe os frutos do combate pela Paz
Cresce o sonho ondulado na Bandeira
E vai lavrando na certeza do amanha.

Flores brotando do cheo do teu suor

Pelos montes, pelos rios, pelo mar
N6s iuramos por ti, 6 MoQambique
Nenhum tirano nos ira escravizar.
 Publicog6es de refer6ncio
poro opoio qo ensino

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