Booklet For English Three

REPÚBLICA DE MOÇAMBIQUE
INSTITUTO DE FORMAÇÃO EM ADMINISTRÇÃO PÚBLICA E AUTÁRQUICA DE MAPUTO
BOOKLET FOR ENGLISH THREE
SEMESTER THREE
MAPUTO, JULY 2017
Nhamússua, Alves José Baraça

TABLE OF CONTENTS
UNIT ONE ................................................................................................................................. 1

QUANTIFIERS .................................................................................................................... 1
ARTICLES ........................................................................................................................... 6
DETERMINERS AND INDEFINITE PRONOUNS.................................................................... 12
UNIT TWO .............................................................................................................................. 18
PRESENT PERFECT: FORM AND MEANING....................................................................... 18
PRESENT PERFECT: BEEN TO AND GONE TO .................................................................... 20
PRESENT PERFECT: FOR AND SINCE ................................................................................. 20
PRESENT PERFECT: JUST, ALREADY, YET, EVER AND NEVER ............................................ 21
PRESENT PERFECT OR PAST SIMPLE ................................................................................. 22
PAST PERFECT: FORM AND MEANING ............................................................................. 25
PAST PERFECT: SUBORDINATE ADVERBIAL CLAUSES OF TIME .......................................... 6
UNIT THREE ............................................................................................................................ 29
SYNTAX OF TRANSITIVE VERBS ........................................................................................ 30
ACTIVE AND PASSIVE VOICE ............................................................................................ 37
UNIT FOUR ............................................................................................................................. 43
DIRECT AND REPORTED SPEECH: INTRODUCTION............................................................ 44
SENTENCE FUNCTIONS .................................................................................................... 46
REPORTED STATEMENTS ................................................................................................. 47
REPORTED QUESTIONS.................................................................................................... 47
REPORTED ORDERS ......................................................................................................... 48
REPORTED REQUESTS...................................................................................................... 48
ENGLISH III IFAPA
UNIT ONE
TOPICS
 Quantifiers (many, much, a little, a few, lots of, a lot of, a good/great deal of)
 Determiners and Indefinite pronouns (some, any, every, no, someone, nobody, everyone, etc.)
 Articles (definite and indefinite article)
TWO SISTERS
My sister and I are very different, but we get on well together. She likes staying at home in
the evening and watching television with her boyfriend, but I prefer going out with my friends.
We like to go to clubs or the cinema. Sometimes we just go to a café. I have exams soon, so I’m
not going out very much at the moment. My sister is six years older than me, and she works in a
bank. She´s trying to save some money because she´s going to get married this year. Her
fiancé´s name is Ferdinand, but we all call him Freddy. People say I look like my sister because
we both have brown eyes and dark hair. However, we are very different in character. She´s very
quiet, but I´m a lot more sociable.
 Read the above short paragraph, and then writer a similar one about yourself and
someone in your family.
QUANTIFIERS 1
1. Many, much, a lot of, lots of, a good/great deal of
a. Meaning
The above words or phrases all mean the same “a large number of”.
e.g.
I have a lot of books = I have a large number of books.
b. Use
We use many before plural countable nouns. We never use it either before singular
countable nouns or uncountable nouns.
e.g.
There are not many books on the shelves.
I did not see many people in the shop.
We use much before uncountable nouns. We never use it before either singular or
plural countable nouns.
e.g.
I don´t have much money.
There is not much milk in the fridge.
We use a lot of, lots of, a good/great deal of either before plural countable nouns or
uncountable nouns. We never use these phrases before singular countable nouns.
e.g.
There are a lot of books on the shelves.
I have lots of money.
Nhamússua, Alves José Baraça Psalm 35:4

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ENGLISH III IFAPA
There is a good deal of milk in the fridge.
Note: In formal English, we use many and much only in negative statements and
questions. They are replaced by a lot of, lots of, a good/great deal of in positive
statements.
Look at the examples below:
There are a lot of books on the shelves. (Positive statement)
There aren´t many books on the shelves. (Negative statement)
Are there many books on the shelves? (Question)
There is a good deal of milk in the fridge.

There isn´t much milk in the fridge.
Is there much milk in the fridge?
However, in informal English, we can use many or much in positive statements.

e.g.
There are many books on the shelves.
There is much milk in the fridge.
EXERCISES
1. Write much or many. There is one example to guide you.
a. Did you buy much food?
b. There aren´t _____________ hotels in this room.
c. We haven´t got ____________ petrol. We need to stop and get some.
d. Were there ______________ people on the train?
e. Did _____________ students fail the exam?
f. Paula hasn´t got ____________ money.
g. I wasn´t hungry, so I didn´t eat _____________.
h. I don´t know where Gabriel lives these days. I haven´t seen him for ________ years.
2. Write How much or How many.
a. ________________________ people are coming to the party?
b. ________________________ milk do you want in your coffee?
c. ________________________ bread did you buy?
d. ________________________ players are there in a football team?
3. Complete the sentences. Use much or many + the words in the box below.
books – countries – luggage – people – time – times
a. I don´t read very much. I haven´t got __________________________.
b. Hurry up! We haven´t got ___________________________________.
c. Do you travel a lot? Have been to _____________________________?
d. Tina hasn´t lived here very long, so she doesn´t know ________________________.
e. “Have you got ________________________? “No, only this bag.”
f. I know Namaacha well. I´ve been there ______________________________.

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4. Complete the sentences. Use a lot of, lots of or a good/great deal of + the words in the
box below.
accidents – books – fun – interesting things – traffic
a. I like reading. I have ___________________________________________________.
b. We enjoyed our visit to the museum. We saw _______________________________.
c. This road is very dangerous. There are _____________________________________.
d. We enjoyed our holiday. We had _________________________________________.
e. It took me a long time to drive here. There was ______________________________.
5. In some of these sentences much is not natural/formal. Change the sentences or write
OK. There are two examples to guide you.
Do you drink much coffee? OK
I drink much tea. I drink a lot of tea
a. It was a cold winter. We had much snow. __________________________________.
b. There wasn´t much snow last winter. ______________________________________.
c. It costs much money to travel around the world. ____________________________.
d. We had a cheap holiday. It didn´t cost much. _______________________________.
e. Do you know much about computers? _____________________________________.
f. “Have you got any luggage?” “Yes, much.” _________________________________.
6. Write sentences about these people. Use much and a lot. There two examples to guide
you.
Ivo loves films. (go to the cinema) He goes to the cinema a lot.
Nicole thinks TV is boring. (watch TV) She doesn´t watch TV much.
a. Tina is a good tennis player. (play tennis) She _______________________________.
b. Martin doesn´t like driving. (use his car) He _________________________________.
c. Paul spends most of the time at home. (go out) _____________________________.
d. Ruth has been all over the world. (travel) __________________________________.
________________
THE COLDEST CONTINENT
Antarctica is a snow covered continent. The average temperature at the South Pole is -51 o
Celsius. Few plants or animals can live on the land – it is too cold for them. The animal life is
found on and in the sea. There are a few scientists from different countries who live and work
on special bases in Antarctica. On midsummer´s day (22 December) there is daylight for 24
hours and during this period a few tourist ships and planes come to see this strange land. But in
the winter there is little daylight for months. It must be a terrible place in the winter. The snow
is always there – winter and summer –but in fact little snow falls in the year (an average of 15-
20 centimetres). People say that Antarctica can be a beautiful place. At first, it appears rather
frightening, but after a little time, some people fall in love with it.
 Read the above paragraph, and then write a similar one describing a place in the
province or city you live in.

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QUANTIFIERS 2
2. (A) few and (a) little
a. Meaning
We use a few to mean “a small number of something / some but not many” and a little
to mean “a small amount of something / some but not much”.
e.g.
I have a few friends in Xai-xai. (a small number of/some but not many friends)
There is a little milk in the fridge. (a small amount/some but not much milk)
b. Use
We use a few before plural countable nouns. We never use it either before singular
countable nouns or uncountable nouns.
e.g.
I have a few friends in Xai-xai.
There a few books on the shelves.
We use a little before uncountable nouns. We never use either before singular or plural
countable nouns.
e.g.
There a little milk in the fridge.
She has a little money in the bank.
c. A few vs few and a little vs little

A few and a little have positive meanings, while few and little have negative meanings.
A few means “some but not many”, and a little means “some but not much”. While, few
means “nearly no”, and little means “nearly no or nearly nothing”.
e.g.
I have a few friends in Xai-xai. (some but not many friends, a small number of
friends)
I have few friends in Xai-xai. (nearly no friends)
She has a little money in the bank. (some but not much money, a small amount
of money)
She has little money in the bank. (nearly no money)
______________
EXERCISES
1. Answer the questions with a little or a few. There one example to guide you.
“Have you got any money?” “Yes, a little.”
a. “Have you got any envelopes?” “Yes, ________________.”
b. “Do you want sugar in your coffee?” “Yes, ______________, please.”
c. “Did you take any photographs when you were on holidays?” “Yes, ____________.”
d. “Does your friend speak English?” “Yes, _____________.”
e. “Are there any good restaurants in this town?” “Yes, ______________.”

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ENGLISH III IFAPA
2. Write a little or a few + the words in the box below.

chairs – days – fresh air – friends – milk – Russian – times – years
a. Martin speaks Italian well. He lived in Italy for ___________________________.
b. Cab I have __________________________ in my coffee, please?
c. “When did Julia go away?” “_____________________________ ago.”
d. “Do you speak any foreign languages?” “I can speak _________________________.”
e. “Are you going out alone?” “No, I´m going with _____________________________.”
f. “Have you ever been to Mexico?” “Yes, ___________________________________.”
g. There wasn´t much furniture in the room – just a table and ___________________.”
h. I´m going out for a walk. I need ______________________________________.
3. Complete the sentences. Use very little or very few + the words in the box below.
Coffee – hotels – mistakes – people – rain – time – work
a. Your English is very good. You make ______________________________________.
b. I drink ______________________________. I don´t like it.
c. The weather here is very dry in summer. There is ____________________________.
d. It´s difficult to find a place to stay in this town. There are ______________________.
e. Hurry up! We´ve got_________________________________.
f. The town is very quiet at night. _________________________________ go out.
g. Some people in the office are very lazy. They do _____________________________.
4. Write little / a little or few / a few. There is one example to guide you.
There was little food in the fridge. It was nearly empty.
a. “When did Sarah go out?” “_________________ minutes ago.”
b. I can´t decide now. I need __________________ time to think about it.
c. There was _______________ traffic, so we arrived earlier than we expected.
d. The bus service isn´t very good at night – there are ______________ buses after 9
oćlock.
e. “Would you like some soup?” “Yes, ___________________, please.”
f. I´d like to practise my English more, but I have __________________ opportunity.
5. Right or wrong? Change the sentences where necessary. Write OK if the sentence is
correct. There is one example to guide you.
We´re going away for *few days next week. For a few days.
a. Everybody needs little luck. _____________________________________________.
b. I can´t talk to you now – I´ve got few things to do. ___________________________.
c. I eat very little meat – I don´t like it very much. ______________________________.
d. Excuse me, can I ask you few questions? ___________________________________.
e. There were little people on the bus – it was nearly empty. _____________________.
f. Martin is a very private person. Few people know him well. ____________________.
_________________

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ENGLISH III IFAPA
MY UNCLE´S A SHOPKEEPER
My uncle´s a shopkeeper. He has a shop in an old village by the River Thames near Oxford.
The shop sells a lot of things – bread, milk, fruit, vegetables, and newspapers – almost
everything! It is also the village post office. The children in the village always stop to spend a
few pence on sweets or ice-cream on their way home from school.
My uncle doesn´t often leave the village. He hasn´t got a car, so once a month he goes by
bus to Oxford and has lunch at the Grand Hotel with some friends. He is one of the happiest
men I´ve known.
 Read the text above, and then a similar one talking about a relative of yours.
THE ARTICLES
In every language, there are two types of articles:
 Indefinite article;
 Definite article.
1. THE INDEFINITE ARTICLE
The English indefinite article has two forms: a and an. the form a is used before words
beginning with a consonant sound.
e.g.
A garage.
A green apple.
The form an is used before words beginning with a vowel sound.

e.g.
An apple
1.1. The use of the indefinite article before singular countable nouns
In many languages, the indefinite article is the same as the word one. Because of the
association of the indefinite article with the idea of one, the indefinite article is usually
used with singular countable nouns.
a. A weakened form of One
The indefinite article frequently has the meaning of a weakened form of one.
e.g.
I would like a cup of tea.
A car is parked in front of the house.
b. Naming a profession
When a sentence, such as the following, is used to name someone´s profession, the
indefinite article must precede the name of the profession.
e.g.
She is an artist.
He is a student.

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ENGLISH III IFAPA
c. Making a general statement

The indefinite article is used to refer to something in general terms. Therefore, it is
often used in general statements.
e.g.
A bank account can provide a good means of saving money.
An accountant must have a good knowledge of arithmetic.
d. Referring to something not mentioned before.

In dialogue and descriptions, the indefinite article is used with nouns that name
something which has not been referred to previously.
e.g.
All at once a mouse appeared in front of us.
e. Meaning of Per
The indefinite article can also be used with the meaning of Per.
e.g.
Once a week.
Four times a year.
2. THE DEFINITE ARTICLE

The English definite article is the. In modern English, the definite article is usually used
with a noun when the speaker or writer feels that there will be no doubt about which
particular thing is meant.
2.1. The use of the definite article before singular countable nouns
a. Referring to something mentioned before
The definite article is used with nouns referring to things previously mentioned.
e.g.
Here is the book I mentioned to you last week.
As I was walking to work, I passed a garden. The garden was full of roses.
b. Referring to something unique

The definite article is used when referring to things which are unique, since in such
cases there can be no doubt about which particular thing is meant.
e.g.
I have found the answer.
This is the shortest route into town.
c. Referring to something when it is considered obvious what is meant

The definite article is also used when, because the thing being referred to is the most
important one of its kind to the speaker or writer, it is assumed that it will be
understood which particular thing is meant.
e.g.
The house needs to be painted.

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ENGLISH III IFAPA
The sun rose at six oćlock this morning.

I´m going to the park.
Don´t slam the door.
d. Referring to something as a class

When preceded by the definite article, a singular countable noun can be used to
represent something as a class.
e.g.
The telephone is a modern convenience.
The horse is a domesticated animal.
2.2. The use of the definite article before plural countable nouns
a. Referring to something mentioned before
In general, the definite article has the same meaning when used with plural countable
nouns as when used with singular countable nouns. For instance, the definite article is
used with plural countable nouns when referring to something which has been
mentioned before.
e.g.
Fallen leaves covered the ground. The leaves rustled as we walked.
There were apples and pears in the orchard. The apples were nearly ripe.
The doors opened, and students and teachers began leaving the building. The
students were talking and laughing.
b. Referring to something when it is considered obvious what is meant

The definite article is used with plural countable nouns when the speaker or writer
considers it obvious which particular persons or things are meant.
e.g.
The stars are shining brightly.
The roses are blooming.
We have put the children to bed.
c. Names of nationalities
The definite article is sometimes used with the name of a nationality in order to make a
general statement about the people of that nationality. A plural verb must be used in
such a statement.
When the name of a nationality ends in the sound of ch, s, sh, or z, the name of the
nationality must usually be preceded by the definite article.
e.g.
The French are famous for their fine wines.
The Irish are known as poets and songwriters.
When the name of a nationality does not end in the sound ch, s, sh or z, the letter s
must be added to the end of the name when it is used in a general statement. Names of

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ENGLISH III IFAPA
nationalities to which s has been added are often used without being preceded by the
definite article.
e.g.
Mozambicans are peaceful people.
Argentinians like to eat beef.
d. Adjectives referring to classes of people

Adjectives such as rich and poor can be used with the definite article in order to refer to
a group of people as a class. A plural verb must be used.
e.g.
The blind attend special schools.
The poor do not own their own homes.
The rich often married for money.
3. THE ABSENCE OF AN ARTICLE (DETERMINER) BEFORE PLURAL COUNTABLE NOUNS

The absence of an article (determiner) before plural countable nouns generally has the
same significance as the presence of the indefinite article before singular countable
nouns.
a. Making a general statement

When used in general statements, plural countable nouns are usually not preceded by
determiners.
e.g.
Musicians must practise a great deal.
Newspapers can contain valuable information.
A general idea can often be expressed either by means of a singular countable noun
preceded by the indefinite article, or by means of a plural countable noun not preceded
by an article (determiner).
e.g.
Musicians must practise a great deal.
A musician must practise a great deal.
b. Referring to something not mentioned before

Plural countable nouns are generally not preceded by a determiner when referring to
something not mentioned before.
e.g.
Branches blocked out path.
Clouds were gathering overhead.
c. Naming profession
When a sentence as the following is used to name a profession practised by two or
more people, the name of the profession is in the plural and is not preceded by a
determiner.

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ENGLISH III IFAPA
e.g.
They are doctors.
My friends are electricians.
EXERCISES
1. Fill in each blank with either the indefinite article or the definite article. Use the
indefinite article with nouns referring to people or things which have not been
mentioned previously, and use the definite article with nouns referring to people or
things which have been mentioned previously.
I had never visited Gorongosa Park. Last week I went to ___ park and chose tour to take.
There were twenty tourists and one guide. ___ guide asked what we wanted to see. I
said I had never seen ____ eagle, and I would like to see one. ___ child on ____ tour said
he would like to see ____ lion, since he had heard there were many in ____ park. ____
guide said he would do his best. First he led us along ____ road, then we turned off onto
___ path. To our right was ____ marshy pond.
Suddenly ____ child who had spoken before shouted, “Look! I see _____ lion!” Of
course ____ lion was startled. It slapped its tail and disappeared into ____bush.
Our guide pointed to ___ mountain and said, “That´s where _______ lion lives. That´s
his house.” I had my camera with me, and took ____ photograph of ____ house.
As we were standing there, ____ guide was looking across _____ bush through _____
small telescope. After a minute, he tapped my shoulder and handed me ____ telescope.
He pointed to ____ tall tree and said, “Do you see that white speck? That´s _____ bald
eagle.”
I had difficulty focusing ____ telescope, but finally I saw _____ eagle. As I watched, ____
eagle spread its wings and soared over the water.
It was ____ wonderful experience for me to see some of the wild creatures that live in
____ park.
2. Fill in each blank with the indefinite article or the definite article. There are two
examples to guide you.
___ moon is full tonight.
The moon is full tonight.
He is __ singer.
He is a singer.
a. His aunt is ____ teacher.
b. ____ architect is trained in design, drafting, and economics.
c. Buses pass this point two or three times ____ hour.
d. Plants gain energy from the light of ____ sun.
e. I woke up in ____ middle of the night.
f. She is ____ doctor.
g. Our eyes usually blink several times ____ minute.
h. They wanted to hear ____ end of the story.
i. Such a severe storm occurs only once ____ decade

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ENGLISH III IFAPA
3. What are these things? Choose from the box below.

Bird – fruit – mountain – river – musical instrument – flower – game – planet – tool –
vegetable
a. A duck is _________________________.
b. A carrot is __________________________.
c. Tennis is ___________________________.
d. A hammer is __________________________.
e. Everest is ______________________.
f. Saturn is ___________________________.
g. A banana is __________________________.
h. The Limpopo is ________________________.
i. A rose is ______________________________.
j. A trumpet is _______________________________.
____________________
INFORMAL LETTER I
Zimpeto
Maputo
24 June
Dear Maria
I´m very pleased that we´re going to be penfriends. I´ll tell you a little about myself, and you
can do the same when you write to me.
I live in an area of Maputo called Zimpeto. It´s quite far from the centre, but there are parks
nearby where I take my dog, Mickey, for a walk. I live with my parents and my younger brother,
Paulo. My father works for the post office and my mother has a part-time job as a nurse.
I go to the local comprehensive school, where I have a lot of friends. I like most subjects, but
not all of them! In the evenings I sometimes visit friends or stay at home and listen to music,
and at the weekends I like going swimming or horse-riding.
At the moment I´m working very hard because I have exams soon, so I´m spending a lot of
time in the library!
I´m looking forward to hearing from you!
Write soon!
Best wishes
Ruth Nhamússua
 Write a similar letter to a penfriend in one of the provinces of Mozambique, or in a

foreign country of your choice. Your penfriend can be male or female.
Write about these things:
 You
 Where you live

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 What you do
 Your hobbies
 Your family
Note: An informal letter is composed of the following parts: the ADDRESS (the writer´s
address), the SALUTATION (Dear X – the receiver´s first name), the BODY (the paragraphs
of the letter), the ENDING (best wishes, or regards) and the SIGNATURE (the writer´s first
name or full name).
DETERMINERS AND INDEFINITE PRONOUNS

1. Some and any
Some and any are determiners. They are usually put before a noun. Some is usually put
either before a plural countable noun or uncountable one. However, it can precede a
singular countable noun when such a noun is unknown or when the speaker does not
want to be specific.
e.g.
I have bought some books for you. (A number of books)
Some woman want to see you. (An unknown woman)
We usually use any either before a plural countable noun or uncountable one. However,
it can precede a singular countable noun when it means “not matter which/who”.
e.g.
I haven´t bought any books for you.
Any student in this class can answer that question. (No matter which student)
1.1. Use
We usually use some in positive statements. It is replaced by any in negative statements
and questions.
e.g.
They have bought some books for you. (Positive statement)
They haven´t bought book any books for you. (Negative statement)
Have they bought any books for you? (Question)
However, some can be used in questions, especially in requests and offers, or when a
positive reply is expected.
e.g.
Will you lend me some money?
Shall I give you some information?
Do you have some doubt? (The speakers expects an “YES” as reply)
Any can be used in positive statements or orders when it means “no matter
which/who”.
e.g.
You make ask any person you wish to.
Take any car you desire.

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1.2. Someone, somebody, something, somewhere, anyone, anybody, anything and

anywhere
Someone, something, anywhere, etc. are indefinite pronouns. We use someone,
somebody, something and somewhere in positive statements. These pronouns are
replaced by anyone, anybody, anything and anywhere respectively in negative
statements and questions.
e.g.
I have something to show you. (Positive statement)
I don´t have anything to show you. (Negative statement)
Do I have anything to show you? (Question)
She´s looking for someone called Carlos. (Positive statement)

She isn´t looking for anyone called Carlos. (Negative statement)
Is she looking for anyone called Carlos? (Question)
He´s going somewhere. (Positive statement)

He isn´t going anywhere. (Negative statement)
Is he going anywhere? (Question)
2. Every and all

Every and all are determiners. Every is followed by a singular noun and verb, while all is
followed by a plural noun and verb.
e.g.
Every day/week/month/year/book/boy/man/etc. = all days/weeks/months/etc.
Every student is in the classroom = all students are in the classroom.
2.1. Everyone, everybody, everything and everywhere are indefinite pronouns.

They are followed by a singular verb.
e.g.
Everyone speaks English in the room.
Everybody is happy.
Everything makes him sad.
Everywhere has good and bad people.
3. No
No is a determiner. It is put before a noun to make that noun negative, but the verb
remain positive. It is different from NOT, because the latter makes the verb negative.
e.g.
There is no book on the shelf.
We have no money at home.

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3.1. No one, nobody, nothing and nowhere are negative indefinite pronouns.
Therefore, they are never used with another negative word.
e.g.
I saw nobody in the kitchen. (= I did not see anybody …) (NOT I did not see
nobody)
He has nothing to give us. (= He doesn´t have anything …) (NOT He doesn´t have
nothing)
We are going nowhere this weekend. (= We aren´t going anywhere …) (NOT We
aren´t going nowhere …)
EXERCISES
1. Write some or any. There is one example to guide you.
I bought some cheese, but I didn´t buy any bread.
a. I´m going to the post office. I need _______________ stamps.
b. There aren´t ___________ shops in this part of town.
c. Gabriel and Alice haven´t got ___________ children.
d. Have you got ___________ brothers or sisters?
e. There are _____________ beautiful flowers in the garden.
f. Do you know ___________ good hotels in London?
g. “Would you like ____________ tea?” “Yes, please.”
h. When we were on holiday, we visited ____________ very interesting places.
i. Don´t buy ____________ rice. We don´t need _____________.
j. I´m thirsty. Can I have ___________ water, please?
k. I went out to buy _____________ oranges, but they didn´t have __________ in the
shop.
2. Complete the sentences. Use some or any + the words in the box.
air – cheese – help – milk – questions – batteries – friends – languages – photographs -
shampoo
a. I want to wash my hair. Is there _____________________________?
b. The police want to talk to you. They want to ask you
___________________________.
c. I haven´t got my camera, so I can´t take _________________________________.
d. Do you speak __________________ foreign ___________________________?
e. Yesterday evening I went to a restaurant with __________________________ of
mine.
f. Can I have _______________________ in my coffee, please?
g. The radio isn´t working. There aren´t ____________________________ in it.
h. It´s hot in this office. I´m going out for _______________ fresh
__________________.
i. A: Would you like ___________________________________?
B: No, thank you. I´ve had enough to eat.
j. I can do this job alone. I don´t need _________________________________.

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3. Complete the sentences. Use some or any. There are two examples to guide you.
Joana didn´t take any photographs, but I took some. (I/take)
“Where´s your luggage?” “I haven´t got any. (I/not/have)
a. “Do you need any money?” “No, thank you. ___________________________.”
(I/have)
b. “Can you lend me some money?” “I´m sorry, but _______________________.”
(I/not/have)
c. The tomatoes in the shop didn´t look very good, so ______________________.
(I/not/buy)
d. There were some nice oranges in the shop, so __________________________.
(I/buy)
e. “How many phones calls did you make yesterday?” “____________________.”
(I/not/make)
4. Write something/somebody or anything/anybody. There is one example to guide you.

A woman stopped me and said something, but I didn´t understand.
a. “What´s wrong?” “There´s ___________________________ in my eye.
b. Do you know ______________________ about politics?
c. I went to the shop, but I didn´t buy ________________________.
d. ___________________ has broken the window. I don´t know who.
e. There isn´t __________________ in the bag. It´s empty.
f. I´m looking for my keys. Has ___________________ seen them?
g. Would you like ______________________ to drink?
h. I didn´t eat ______________________ because I wasn´t hungry.
i. This is a secret. Please don´t tell ___________________________.
5. Complete the sentences. Use every + the words in the box.

day – room – student – time – word
a. ________________________ in the class passed the exam.
b. My job is very boring. ________________________ is the same.
c. Kátia is a very good tennis player. When we play, she wins ____________________:
d. _____________________________ in the hotel has satellite TV.
e. “Did you understand what she said?” “Most of it, but _______________________.
6. Write everybody/everything/everywhere. There is one example to guide you.

Everybody needs friends.
a. Ruth knows ________________________ about computers.
b. I like the people here. _______________________ is very friendly.
c. This is a nice hotel. It´s comfortable and ______________________ is very clean.
d. Kevin never uses his car. He goes _________________________ by motorcycle.
e. Let´s get something to eat. ______________________________ is hungry.
f. Laura´s house is full of books. There are books ______________________________.
g. You are right. _______________________________ you say is true.

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7. Write these sentences again with no. there is one example to guide you.
We haven´t got any money. We´ve got no money.
a. There aren´t any shops near here. There are ________________________________.
b. Carla hasn´t got any free time. ___________________________________________.
c. There isn´t a light in this room. ___________________________________________
8. Write these sentences again with any. There is an example to guide you.
We´ve got no money. We haven´t got any money.
a. There´s no milk in the fridge. ____________________________________________.
b. There are no buses today. _______________________________________________.
c. Tom has got no brothers or sisters. _______________________________________.
9. Write no or any.
a. There´s ____________ sugar in your coffee.
b. My brother is married, but he hasn´t got ____________ children.
c. Sue doesn´t speak _________ foreign languages.
d. I´m afraid there´s ____________ coffee. Would you like some tea?
e. “Look at those birds!” “Birds? Where? I can´t see _________ birds.”
f. “Do you know where Jessica is?” “No, I´ve got __________ idea.”
10. Write the sentences again with nobody/no-one or nothing. There is one example to
guide you.
There isn´t anything in the bag. There´s nothing in the bag.
a. There isn´t anybody in the office. There´s __________________________________.
b. I haven´t got anything to do. I ____________________________________________.
c. There isn´t anything on TV. ______________________________________________.
d. There wasn´t anyone at home. ___________________________________________.
e. We didn´t find anything. ________________________________________________.
11. Write these sentences again with anybody/anyone or nothing. There is one example to
guide you.
There´s nothing in the bag. There isn´t anything in the bag.
a. There was nobody on the bus. There wasn´t ________________________________.
b. I´ve nothing to read. ___________________________________________________.
c. I´ve got no-one to help me. ______________________________________________.
d. She heard nothing. ____________________________________________________.
e. We´ve got nothing for dinner. ____________________________________________.

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12. Complete the sentences. Use nobody / no-one / nothing or anybody / anyone /
anything. There are two examples to guide you.
That house is empty. Nobody lives there.
Jack has a bad memory. He can´t remember anything.
a. Be quiet! Don´t say ________________________.
b. I didn´t know about the meeting. ____________________ told me.
c. “What did you have to eat?” “___________________I wasn´t hungry.”
d. I didn´t eat ______________________. I wasn´t hungry-
e. Helen was sitting alone. She wasn´t with _______________________.
f. I´m afraid I can´t help you. There´s _______________________ I can do.
g. I don´t know ______________________ about car engines.
h. The museum is free. It doesn´t cost _________________ to go in.
i. I heard a knock on the door, but when I opened it, there was ___________________
there.
j. The hotel receptionist spoke very fast. I didn´t understand
_________________________.

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UNIT TWO
TOPICS
 Present Perfect
 For, since, already, yet, just, ever and never
 Gone to and been to
 Past Perfect
 Subordinate adverb clauses of time introduced by when (as soon as), before or after
MY GRANDFATHER´S BIOGRAPHY
My grandfather is 96 years old, and he has had a long and interesting life. He has travelled a
lot, especially in the Far East. He has seen the Taj Mahal in India, and the Pyramids in Egypt. He
has hunted lions in Africa, and has ridden camel across the Sahara Desert. He says that the most
beautiful place he has been to is Kathmandu in Nepal. He has met the Queen on several
occasions. In 1959 he was a soldier in New Zealand when she came to visit, and in 1972 he went
to a garden party at Buckingham Palace.
He has been married twice. His first wife died when she was 32. He met his second wife while
he was travelling round France by bike. He and his wife, Eleanor, have been married for 50
years, and they have lived in the same cottage in the country since they got married. He says
that he has never been ill in his life. The secret of good health, according to my grandfather, is
exercise. He goes swimming every day. He has done this since he was a boy. He also has a glass
of whisky every night! Perhaps that is his secret!
 Read the above text, and then write a similar one talking about the biography of one of
your relatives.
THE PRESENT PERFECT

1. Forms
a. Conjugation of verbs
When we conjugate verbs in the present perfect, we use the present simple of the
verb to have, followed by the past participle of the main verb. For example, the verb
to see is conjugated as follow:
I have seen
You have seen
He has seen
She has seen
It has seen
We have seen
You have seen
They have seen
b. Positive statements

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If you can conjugate verbs in the present perfect, it means that you can make
positive statements.
e.g.
My grandfather has had a long and interesting life.
They have been married for 50 years.
c. Negative statements
In perfect tenses, the verb to have is an auxiliary verb, so in the negative we put
NOT after the present forms of have (have/has).
e.g.
My grandfather has not had a long and interesting life.
They have not been married for 50 years.
d. Questions
In questions, we put have or has before the subject.
e.g.
Has my grandfather had a long and interesting life?
Have they been married for 50 years?
e. Short answers
As you already know, in short answers we only repeat the subject and the auxiliary
verb used in the question.
e.g.
Has my grandfather had a long and interesting life?
Yes, he has.
No, he has not.
Have they been married for 50 years?

Yes, they have.
No, they have not.
1.1. Meaning
We use the present perfect to say that a past action or situation is connected with the
present in some way. That is to say, when we use it, we are thinking about the past and
the present at the same time.
e.g.
Someone has opened the door.
In other words, it is said that we use the present perfect to talk about finished actions
when we are interested in their present results (consequences). Notice that the present
perfect indicated a finished action. Its result, which is its meaning, is in the present as it
is illustrated in the examples below.

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Someone has opened the door. (Finished action) = The door is open. (Result
now)
They have been married for 50 years. (Finished action) = They are still married
(Result now)
1.2. Been to and Gone to

We use been to to say that someone, including ourselves, knows a place because he or
she visited that place sometime in the past. Whereas, we use gone to to say that
someone is already at a place or is on his or her way to a place.
e.g.
I have been to Pemba. = I know Pemba because I visited it sometime in the past.
My brother has gone to school. = He is at school or he is in his way to school.
1.3. For and since
We use the present perfect with for and since to say how long something has been
happening. That is to say, to refer to actions or situations which started (to happen) in
the past and still continue (to happen) in the present.
e.g.
He has lived in Maputo since 2010.
We use for before a period of time, as it is illustrated in the following structure: FOR +
PERIOD OF TIME.
e.g.
I have known your brother for two months.
We use since before a starting point of a period of time, as it is illustrated in the

following structure: SINCE + STARTING POINT.
e.g.
He has lived in Maputo since 2010.
We have been in this room since 7 oćlock am.
Notice that we do not use the present tenses to say how long something has been
happening. On the contrary, we use the perfect tenses.
e.g.
They have been married for 50 years. (* They are married for 50 years.)
He has lived in Maputo since 2010. (* He lives in Maputo since 2010)
Note: The asterisk (*) indicates that the sentence is ungrammatical.

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1.4. Just, already, yet, ever and never

We use just with the present perfect to mean “a short time ago”. We put it after the
auxiliary verb (have / has).
e.g.
We have just had lunch. = We had lunch not long ago.
He has just left for work. = He left for work not long ago.
We use already with the present perfect to mean “sooner than expected”. We use it in
positive statements after the auxiliary verb (have / has). It is replaced by yet in negative
statements and questions.
e.g.
It isn´t a very good party. Most people have already gone home. = They went
home sooner than expected or before the party had ended.
I have already done the homework. = I did it sooner than expected.
We use yet with the present perfect to say that we are expecting something to happen.
We use it in place of already in negative statements and questions. In questions, it is put
at the end of a sentence, but in negative statements it can be put at the end of the
sentence or immediately after not.
e.g.
It´s a very good party. Most people haven´t gone home yet. / Most people
haven´t yet gone home.
I haven´t done the homework yet. I haven´t yet done the homework.
Have you had lunch yet?
Has he left for school yet?
We use ever with the present perfect to mean “in your whole life up to the present”. We
use it only in questions.
e.g.
Have you ever been to Xai-xai?
Have you ever played the guitar?
Has your brother ever driven a car?
We use never with the present perfect to mean “not ever”. We use it in positive
statements after the auxiliary verb (have / has). Notice that never makes the whole
sentence negative.
e.g.
I have never been to Xai-xai.
We have never played the guitar.
My brother has never driven a car.

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1.5. Present perfect or Past simple

We use the present perfect to relate the past to the present, so we must not use it with
adverbs of finished time such as yesterday, last week, two days ago, in 2016, etc. On the
contrary, when we refer to times in the past such as yesterday, last week, etc., we must
use the past simple.
e.g.
Someone has opened the door. (The door is open now)
Someone opened the door yesterday. (It may be closed now)
We do not use the present perfect when the subject is a person who is dead.
e.g.
Samora Machel was the first President of Mozambique. (* Samora Machel has
been the first President of Mozambique)
______________
EXERCISES
1. Trevor and Laura are decorating their house. Put in the verbs. Use the present perfect.
Laura: How is the painting going? Have you finished? (you / finish)
Trevor: No, I haven't. Painting the ceiling is really difficult, you know. (a)
_______________ (I / not / do) very much. And it looks just the same as before.
This new paint (b) _________________ (not / make) any difference.
Laura: (c) __________________ (you / not / put) enough on.
Trevor: (d) _______________ (I / hurt) my back. It feels bad.
Laura: Oh, you and your back. You mean (e) _______________ (you / have) enough of
decorating. Well, I'll do it. Where (f) ___________________ (you / put) the
brush?
Trevor: I don't know. (g) ____________________ (it / disappear). (h) _______________
(I / look) for it, but I can't find it.
Laura: You're hopeless, aren't you? How much (i) __________________ (you / do) in
here? Nothing! (j) ___________________ (I / paint) two doors.
Trevor: (k) ____________________ (I / clean) all this old paint around the window. It
looks much better now, doesn't it?
Laura: (l) _________________ (we / make) some progress, I suppose. Now, where (m)
_______________________ (that brush /go)? Oh, (n) __________________ (you
/ leave) it on the ladder, look.
2. Complete the conversation. Put in gone or been.

Emma: Hi. Where's Rachel?
Vicky: She's gone to the supermarket to get something for a meal.
Emma: But I've got some chicken for tonight. I've just (a) __________ to a supermarket
on my way home, that new place near the station.
Natasha: I haven't (b) _________to that one yet.
Vicky: Where's Jessica? Isn't she here?
Emma: No, she's (c) __________ to London. She'll be back tomorrow.

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3. Andrew is a very hard-working student. It's midnight and he is still working at his
computer. Write sentences with the present perfect and for or since. There is one
example to guide you.
be / at his computer / six hours: He's been at his computer for six hours.
a. not / have / any fun / a long time: _________________________________________
b. have / a cold / a week: __________________________________________________
c. not / see / his friends / ages: _____________________________________________
d. not / do / any sport / last year: ___________________________________________
e. be / busy with his studies / months: _______________________________________
4. Complete the dialogue. Use the present perfect with just, already and yet.
Vicky: You haven t done your project yet (you / not do / your project / yet), I suppose.
Rachel: No, I haven't. (a) ________________________________ (I / not / start / it / yet).
Vicky: (b) ________________________________________ (I /just / see / Andrew), and
he says (c) ______________________________________ (he / already / do)
about half of it.
Rachel: Well, he works too hard.
Vicky: (d) ______________________________________ (I / not / finish / my plan / yet).
Rachel: (e) ______________________________________ (you / already / begin) to
worry about it, haven't you? Take it easy. There's plenty of time.
Vicky: (f) ______________________________ (we / already / spend) too long thinking
about it. (g) _________________________________________________(I / not /
do / any real work / yet) and (h) _________________________________ (I / just /
realize) that there are only four weeks to the end of term.
Rachel: OK. (i) ________________________________ (I / just / decide) to start next
week. Well, maybe.
5. Write the questions and answers. Use the information in brackets. Use ever never.
There is one example to guide you.
Matthew: (sailing?) Have you ever been sailing?
Natasha: (no, windsurfing) No, I've never been sailing, but I've been
windsurfing.
Laura: (Lichinga?) _________________________________________________________
Mark: (no, Quelimane) ____________________________________________________
But ______________________________________
Tom: (basketball?) ________________________________________________________
Trevor: (no, volleyball) _____________________________________________________
But __________________________________________________
________________

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Reading 6:
THE TALE OF TWO SILENT BROTHERS
PART ONE | A death in the family
There was once two brothers, John and Robert Hessian. John was 52 years old, Robert 49.
They had never married and they lived together in a house in Oldcastle in the north of England.
They lived together, they ate meals together but they never spoke a single word to each other.
They hadn´t spoken to each other for ten years, ever since they had had a quarrel. Whenever
they wanted to communicate, they wrote notes.
One evening, the brothers were sitting together after supper. They were both wearing black
because their older sister, Mary, had recently died. John wrote a note to Robert: Mr Liversage is
coming to visit. (Mr Liversage was their solicitor.)
Robert wrote: Why?
John wrote: I don´t know. He phoned and said that he wanted to see us.
At that moment there was a knock at the door. It was the solicitor, Mr Powell Liversage. He
had been to school with the two brothers and was an old friend. He too was unmarried.
“How are you, Powell?” asked Robert.
“Very well,” he replied. “I´ve come to tell you about your sister´s will. Did you know that she
had left a will?”
“No,” answered John and Robert together. “How much did she leave?”
“£12,000. But let me read you the will.”
__________
DISCUSSION
a. Why do you think the brothers quarrelled? Do you think they quarrelled about:
 Money?
 The house?
 A woman?
b. What do you think is in the will? Do you think:
 The sister leaves the brothers £6,000 each?
 She leaves all the money to one brother? Which one?
 She leaves them the money on certain conditions? What conditions?
________________
PART TWO | The will
Mr Liversage took the will out of his pocket and began to read.
To my dear brothers John and Robert:
You have both behaved very stupidly. I have never understood why
you quarrelled about Annie Emery. You have been cruel and unfair to
poor Annie. She has waited ten years for one of you. So, John, if you
marry Annie, I´ll give all my money to you. And Robert, if you marry
her, I´ll give it to you. And, if neither of you marries her, all my money
will go to Annie, herself.
Your ever loving sister
Mary

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__________
DISCUSSION
 What do you think will happen?
 What will John and Robert do?
 Who will marry Annie?
______________
PART THREE | To marry or not to marry?
The two brothers sat and thought for a long time. Ten years ago when Annie was a young
woman of 27, both John and Robert had been in love with her. They had had a violent quarrel
and some terrible things were said. Afterwards they had both wanted to make up and be
friends again but by this time they had stopped speaking to each other, so neither of them
learned that the other had decided not to marry Annie.
At two oćlock in the morning John spoke: “Why don´t we toss a coin for Annie? Heads or
tails?”
“Tails,” said Robert. But it was heads. The next evening John went round to Annie´s house.
Powell Liversage was just leaving when he arrived.
So in the end neither brother married Annie. They are still bachelors to this day, but at least
they are now talking to each other again. And Annie? Well, she got her revenge and now she´s
very happily married.
ADAPTED FROM A STORY BY ARNOLD BENNET
_________________
DISCUSSION
 What happened when John went to Annie´s house?
 Why didn´t Annie marry either brother?
 Who did she marry?
 Who got the money?
______________
THE PAST PERFECT
1. Forms
a. Conjugation of verbs
When we conjugate verbs in the past perfect, we use the past simple of the verb to
have (had), followed by the past participle of the main verb. For example, the verb
to do is conjugated as follow:
I had done
You had done
He had done
She had done
It had done
We had done
You had done
We had done

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b. Positive statements
If you can conjugate verbs in the past perfect, it means that you are able to make
posiotive statements.
e.g.
John and Robert had been in love with Annie.
They had stopped speaking to each other.
c. Negative statements
In all perfect tenses, the verb to have is an auxiliary, so in the negative we put NOT
after had.
e.g.
John and Robert had not been in love with Annie.
They had not stopped speaking to each other.
d. Questions
In questions, we put had before the subject.
e.g.
Had John and Robert been in live with Annie?
Had they stopped speaking to each other?
e. Short answers
Had John and Robert been in love with Annie?
Yes, they had.
No, they had not.
1.1. Meaning
We use the past perfect to talk about a past action which took place before another
past action.
e.g.
I took the decision after I had spoken to Ruth.
We all went to bed when we had locked all the doors and windows.
1.2. Subordinate adverbial clauses of time introduced by when, before or after.

We usually use the past perfect in a complex sentence containing a subordinate
adverbial clause of time to emphasize the idea that one past action took place before
another past action. The adverbial clause of time is usually introduced by after, before
and when. Notice that after, before and when are called subordinators.
a. After as the subordinator

We use after before the action in the past perfect to emphasize the idea that that
action happened before the action in the past simple).
e.g.
I got to work after Ruth had arrived. = Ruth arrive at work first. / She arrived
before I did.

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Ivo arrived after the meeting had started. = The meeting started before Ivo
arrived.
b. When as the subordinator

We use when before the action in the past simple to show that that action took
place after the action in the past perfect.
e.g.
When I got to work, Ruth had arrived. = Ruth arrive at work first. / She arrived
before I did.
The meeting had started when Ivo arrived. = The meeting started before Ivo
arrived.
c. Before as the subordinator

We use before before the action in the past perfect to emphasize the idea that that
action happened after the action in the past simple. The first action (the action in
the past simple) may prevent the second action (the action in the past perfect) from
happening.
e.g.
The meeting started before Ivo had arrived. = Ivo arrived after the meeting had
started.
The waiter took my plate away before I had finished eating.
________________
EXERCISES
1. Read about each situation and then tick the right answer.
I. Two men delivered the sofa. I had already paid for it.
Which came first, a) the delivery, or b) the payment?
II. The waiter brought our drinks. We'd already had our soup.
Which came first, a) the drinks, or b) the soup?
III. I'd seen the film, so I read the book.
Did I first a) see the film, or b) read the book?
IV. The programme had ended, so I rewound the cassette.
Did I rewind the cassette a) after, or b) before the programme ended?
V. I had an invitation to the party, but I'd arranged a trip to London.
Which came first, a) the invitation, or b) the arrangements for the trip?
2. Add a sentence with the past perfect using the notes. There is one example to guide
you.
Claire looked very suntanned when I saw her last week.
She'd just been on holiday (just / be on holiday)
a. We rushed to the station, but we were too late.
____________________________________________________ (the train /just / go)
b. I didn't have an umbrella, but that didn't matter.
_______________________________________________________ (the rain / stop)
c. When I got to the concert hall, they wouldn't let me in.

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_____________________________________________________ (forget / my ticket)

d. Someone got the number of the car the raiders used.
_______________________________________________ (steal / it / a week before)
e. I was really pleased to see Rachel again yesterday.
________________________________________________ (not see / her / for ages)
f. Luckily the flat didn't look too bad when my parents called in.
_______________________________________________________ (just / clean / it)
g. The boss invited me to lunch yesterday, but I had to refuse the invitation.
___________________________________________ (already / eat / my sandwiches)

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UNIT THREE
TOPICS
 Syntax of transitive verbs
 Active and passive voice
Reading 7:
INFORMAL LETTER II
Maputo
July 18
Dear Heike
How are you? I haven´t heard from you for a while, so I thought I´d drop you a line and give
you some of our news. The most important thing to tell you is that we have found a new house
to buy! We went to see it last week, and we think it´s wonderful. We agreed on a price last
night, and with a bit of luck, we might be in it in a couple of months´ time. We haven´t tried to
sell our house yet, but I don´t think it will be difficult. I´m going to the estate agent´s this
afternoon.
The children are all fine. Did you know that Joanna has been in the Far East for the past six
months? She was in Melbourne for a while, but now she has left Australia and has gone to
Indonesia. She´s going to spend a few weeks there and then she´s coming home. She´s having a
really good time. Jason has fallen in love with a lovely girl called Rosene! He met her at a party
last week, and he thinks she´s the most beautiful girl he has ever seen. I don´t know how long
the romance will last – we´ll see!
Maggie has some good news, too! She won first prize in a ballet competition last week. She
had to go to the Royal Ballet School in London for the whole day, and this morning we got a
letter saying that she had won, so we´re all delighted.
That´s all for now! I hope you´re all well. Write soon.
Love
James
 Write an informal letter to a friend of yours telling him or her about the remarkable
things that have happened to you recently.
_____________________

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SYNTAX OF TRANSITIVE VERBS

Syntax is a branch of linguistics which studies the ways in which words and phrases are
grouped together and ordered within clauses and sentences to convey a particular
meaning.
Subject and Predicate
I. The Subject
We can define the Subject of a clause or sentence as the constituent that on the one
hand tells us who performs the action denoted by the verb (i.e. who is the Agent), and
on the other hand tells us who or what the sentence is about. So to find out what the
subject of a particular sentence is we can ask “who or what carried out the action
denoted by the verb?” and also “who or what is this sentence about?” The answers to
these questions will pinpoint the subject. In the following examples the Subject is in
bold.
 The Police arrested the bank robber.

 This factory produces a revolutionary new type of fax machine.
II. The Predicate
The predicate is defined as the constituent which tells us more about the Subject of a
clause or sentence, namely what the subject was engaged in doing (or, to be more
precise, what its referent was engaged in doing). In short, we can define the Predicate
as a unit whose function is to specify what the Subject is engaged in doing. In any given
sentence, the Predicate is everything in the sentence except the Subject. In the
examples below, the Predicate is in bold.
 The Police arrested the bank robber.

 This factory produces a revolutionary new type of fax machine.
The clause elements

A clause consists of obligatory elements, which are generally referred to as the main
elements, and optional elements, which may be called the other elements. Notice that
among the optional elements there are elements which are syntactically obligatory
since they are required by the verb.
A. The main clause elements (Obligatory elements)

The main elements are the two vital parts of the clause structure. In order for us to
understand this matter, it is useful to use a few examples to illustrate the grammatical
ideas.
 He sneezed.
 Accidents happen.

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 Speed kills.
 Snakes crawl.
These clauses are all simple sentences consisting of only two words each. The first
element in each sentence is called the Subject, while the second is the Verb. The
Subject and the Verb are the minimum requirements for constructing a basic English
clause (with exception of directives like sit and go!) and appear in that order in the vast
majority of positive and negative statements. Although single words have been used to
fill the Subject and Verb slots in the examples above, much more complicated phrases
can, of course, be made. Look at the examples in the table below:
Subject Verb
The tall, dark stranger Was singing
Shouting and screaming in arguments Doesn´t help
Being rejected by work mates Hurts
Transitive verbs
It has already been said that some other verbs appear to need some more elements,
besides the Subject, to make a complete clause. Let´s define a transitive verb as a verb
which requires one or two objects to complement its meaning. Notice that the object(s)
following the transitive verb is/are obligatory since it/they is/are required by the verb. In
the examples below, the verb is in bold and the object(s) is/are underlined.
 The dog bit the postman.

 Several friends have told me the same story.
In the first example, the transitive verb is to bite. It is a monotransitive verb since it is
syntactically followed by only one (direct) object – the postman. In the second example,
the transitive verb is to tell. It is a ditransitive verb as it is syntactically followed by two
objects – me (indirect object) and the same story (direct object).
B. The other elements in the clause (Optional elements)

Apart from the two main clause elements, Subject and Verb, there are three others
which may or may not appear in the clause. These are the Object, the Complement and
the Adverbial. The following sentence contains examples of each of these:
 The agency considered Ivo indispensable for most jobs.

Using the definitions from the previous section, the agency is the Subject and
considered is the Verb. The remaining elements are: Object – Ivo, Complement –
Indispensable, Adverbial – for most jobs. Now, let´s examine these elements in turn.

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The Object
Here are some examples of Objects. Notice that the Objects are in bold:
 He loves football.
 Ruth opened the door to the dining room.
 The teacher said that we will be sitting for an exam next week.
As with the Subject, the Object can be anything from a single word (football), a phrase
(the door to the dining room) to a subordinate clause (that we will be sitting for an exam
next week). You will notice that the Object in each case directly follows the Verb. This is
by far the most common position for the Object element in English, although, again,
there are exceptions. English is, therefore, usually referred to as an SVO type language,
meaning that the expected and most natural order of clause elements is Subject + Verb
+ Object.
The examples given so far contain what is usually called a direct object (DO); that is,
there is only one object in the clause and this is the main focus. But how do we analyse
the Objects in the following sentences?
 A young boy showed her the way here.

 The shop is sending my father a replacement.
 You gave them no warning.
The direct object is shown in bold; but that still leaves us with an extra element
immediately following the Verb in each sentence which we have not accounted for.
While the direct object is the main focus of the verb action, the remaining elements
(her, me, my father, them) seem to be the recipients of the direct object. So, in the third
example, my father will be receiving the replacement. All of these sentences can, in fact,
be rewritten to illustrate this idea of recipient with very little change in meaning:
 A young boy showed the way here to her.

 Several friends have told the same story to me.
 The shop is sending a replacement to my father.
 You gave no warning to them.
The preposition to indicates the target of the action of the verb. These targets, given in
bold, are referred to as indirect objects (IO). Notice that in the second set of examples
the indirect object is formed by using a prepositional phrase with to and also follows the
direct object, whereas in the first set the indirect object precedes the direct object
without to.
We have just come to the conclusion that after a ditransitive verb we can either put an
indirect object (SUBJECT + DITRANSITIVE VERB + IO + DO) or a direct object (SUBJECT +

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DITRANSITIVE VERB + DO + PREP. + IO). However, these two structures cannot be used
randomly. We have to use the former if the direct object is new information; while the
latter is used when the indirect object is new information. In the following examples,
the object giving new information is in bold:
 The shop is sending a replacement to my father.

 The shop is sending my father a replacement.
The first example answers the question “Whom is the shop sending the replacement
to?” while the second answers the question “What is the shop sending to your father?”
Parentheses representation
After the discussion we have had on the syntax of transitive verbs, now it is time we
represented some of the above sentences using the parentheses representation. Look
at the examples below:
 The police arrested the bank robber.

[S [Subj. The police] [V arrested [DO the bank robber]]]

[S [Subj. Several friends] [V have told [IO me] [DO the same story]]]
Or
[S [Subj. Several friends] [V have told [DO the same story] [IO to me]]]
S = sentence
Subj. = subject
V = verb
DO = direct object
IO = indirect object
Adv. = Adverbial or adverb
Notice that the object, as it is required by the verb, is represented in the verb slot, as
you can see in the above examples.
The Adverbials
Normally there can be only one Subject, one Verb and one Object per clause. This is not
the case with Adverbials since they can occur an indefinite number of times in one
clause. The Adverbials in the sentence below are shown in bold:
 Ivo had climbed/with some difficulty/into the train/on Friday night/.
This sentence could, in theory, be extended indefinitely simply by adding adverbials, but
more than five per clause would perhaps be unusual. Adverbials serve a wide range of

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functions since they can give us information about notions such as place, movement,
result, time, attitude, reason and so forth.
Adverbials often consist of two or more words in a phrase as in the example above,
while the term adverb is reserved for single words like then, now, yesterday, here,
warmly, easily, well, etc. In the examples below, the adverbials and adverbs are in bold
and separated from each other by slashes:
 She went /home/on foot/yesterday.

 They played golf /well/at Costa do Sol/on Sunday.
Notice that adverbials and adverbs can be placed everywhere in a clause, except
between the verb and its object. However, they may not be quite common in everyday
speech. Look at the examples below:
 Yesterday/ she went /home/ on foot.

 On Sunday /they played golf/ well /at Costa do Sol.
Now let us represent the second of the above examples using the parentheses
representation.
 They played golf well at Costa do Sol on Sunday.
[S [Subj. They] [V played [DO golf]] [Adv1 well] [Adv2 at Costa do Sol] [Adv3 on Sunday]]
 On Sunday they played golf well at Costa do Sol.

[S [Adv1 On Sunday] [Subj. They] [V played [DO golf]] [Adv2 well] [Adv3 at Costa do Sol]]
Notice that the adverbial or adverb, different from the object, is not represented in the
verb slot. It belongs to the sentence, therefore it is represented in the sentence slot, as
you can see in the examples above.
______________
EXERCISES
1. Using the parentheses representation, analyse the sentences below syntactically.
a. This factory produces a revolutionary new type of fax machine.
b. A tall, dark stranger brought this parcel for you.
c. The dog bit the postman.
d. A young boy showed her the way here.
e. You gave no warning to them.
f. My friends gave me some money at work last week.
g. The stuntman smashed sixteen cars in five minutes.
h. She probably painted the President´s portrait at the Palace.
i. The publisher sent her a review copy of the book.
j. That silly fool broke the teapot.
k. The supporters of the football club down the road destroyed the fence.
l. Last year I saw this film several times.
m. Andre ate all the biscuits greedily.

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n. In the middle ages people often burnt books.

o. Our father always told us stories.
Reading 8:
THE HISTORY OF THE HAMBURGER
The hamburger is the most eaten food in the whole world. The first hamburgers were made
and sold in Connecticut in 1895 by an American chef called Louis Lassen. Louis called them
hamburgers because he was given the recipe by sailors from Hamburger in Germany.
Hamburgers became a favourite in America in the early part of the twentieth century. Their
popularity grew even more after the Second World War, when they were bought in large
quantities by teenagers who preferred fast food to family meals. In 1948 two brothers, Dick and
Mac McDonald opened a drive-in hamburger restaurant in San Bernardino, California. Since
then over 25,000 McDonald´s restaurants have been opened worldwide and now 35 million
McDonald´s hamburgers are eaten every day in 115 countries from India to the Arctic Circle.
Read the above text, and then answer the questions below.
I. When were the first hamburgers made?
II. Where were the first hamburgers sold?
III. Who made and sold the first hamburgers?
IV. Why did Louis call them hamburgers?
V. How many McDonald´s restaurants have been opened worldwide?
VI. How many McDonald´s hamburgers are eaten every day?
Reading 9:
TOBACCO
For thousands of years tobacco was used by the American Indians with no ill-effect. In the
16th century it was brought to Europe. This early tobacco was mixed with soil and rather dirty. It
was chewed or smoked in pipes only by men – women thought it smelly and disgusting.
It was first grown commercially in America in the 17 th century on slave plantations. In the 18th
century new technology refined tobacco and the first cigarettes were produced. By the 1880s
huge factories were producing cigarettes which were clean and easy to smoke. Chain-smoking
and inhaling became possible and by the middle of the 20th century tobacco addicts, both men
and women, were dying of lung cancer in great numbers.
Nowadays cigarette smoking is banned in many places, especially in the USA. But until 1820
tobacco was America´s main export, and still today their tobacco industry makes over $4.2
billion a year.

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SUGAR
Sugar cane was grown in India thousands of years ago. In Roman times it was known in
Europe as a great luxury, and it was rare and expensive for many centuries after that. In 1493,
Columbus took a sugar plant with him to the West Indies, where it grew so well that huge
plantations were started by Europeans and worked on by slaves. The slaves were shipped
across the Atlantic from Africa, packed sometimes one on top of the other in chains, on a
journey that took six weeks. Many died. The empty ships then carried the sugar back to Europe.
So much money was made that sugar was known as “white gold”.
Sugar is used to sweeten food and make sweets and chocolate. It is addictive but unnecessary.
By the 16 th century the English were the greatest sugar-eaters in history. Elizabeth I lost all her
teeth because she ate so much of it.
COTTON
Cotton has been grown for over five thousand years in places as far apart as Mexico, China,
Egypt, and India. It was first planted in America in 1607. Before 1800 cotton was a great luxury,
more expensive than silk, because so many workers were needed to pick it. However, a huge
increase in the number of slaves in the American South resulted in much greater cotton
production and a fall in the price. This, and the new technology of the industrial revolution,
made cotton the cheapest fabric in history. By 1820, cotton was making more money for the
USA than tobacco, and more money worldwide than sugar.
The America Civil War of 1861 – 1865 was fought because the Southern States wanted to form
a separate country, so that they could continue to keep slaves on their cotton plantations.
Slavery was banned in the Northern States in 1808. 500,000 soldiers were killed in the war.
Comprehension questions
1. All the words below appear in the above texts about the plants. Which do you think
go with which plant? Some go with more than one.
Nouns Addict – soil – fabric – silk – plantation – slaves – lung cancer – luxury
Verbs Chain-smoke – inhale – ban – sweeten – refine – chew – harvest
2. What are the bad or good effects of each plant?

3. Which plant (or plants) …
 Has been grown for thousands of years?
 Was known as white gold? Why?
 Was once thought to be luxury?
 Caused the American Civil War? Why?
 Was the main American export until 1820?
 Became the main American export after 1820?
 Was harvested by slaves?
 Has caused the death of many people?
4. Which of the three plants has most changed history? How?
5. Which plant has done the greatest good? Which has done the greatest harm?

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___________________
ACTIVE AND PASSVE VOICE
 What is active voice?
It is said that a clause (sentence) is in active voice when its verb phrase does not
contain BE + PAST PARTICIPLE. Look at the examples below:
 Cats eat mice.

 The cat is eating a mouse.
As you can see, the verb phrase of the first example consists of just one word – eat.
Whereas, the verb phrase of the second example consists of two words – is and
eating. Both examples are in the active voice because their verb phrases do not
contain BE + PAST PARTICIPLE.
 What is passive voice?

Now we can come to the conclusion that a clause (sentence) is in passive voice
when its verb phrase contains BE + PAST PARTICIPLE. In the passive voice, the above
examples are written like this:
 Mice are eaten by cats.

 The mouse is being eaten by the cat.
NOTE: Only clauses (sentences) containing a transitive verb as their main verb can
be in the passive voice.
 The verb TO BE in the passive voice

In the passive voice, the verb TO BE must be in the same tense as the main verb of
the active voice, followed by the PAST PARTICIPLE of that main verb. Look at the
example below:
 Cats eat mice. (Active voice)

Mice are eaten by cats. (Passive voice)
 The cat is eating a mouse. (Active voice)

The mouse is being eaten by the cat. (Passive voice)
As you can see, the active clause of the first example has the verb TO EAT in the
present simple as its main verb, and its corresponding passive clause has the verb TO
BE in the present simple + the PAST PARTICIPLE of the verb TO EAT. The active
clause of the second example has the verb TO EAT in the present progressive as its
main verb, and its corresponding passive clause has the verb TO BE in the present
progressive + the PAST PARTICIPLE of the verb TO EAT.
If the main verb of the active clause is preceded by a modal auxiliary verb (can, will,
must, etc.), the base form of the verb TO BE (be) must also be preceded by the same

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modal verb in the passive clause, followed by the PAST PARTICIPLE of that main
verb. Look at the examples below:
 José can drive this truck. – Active voice

This truck can be driven by José. – Passive voice
 The passive of monotransitive verbs

When the main verb of the active clause is a monotransitive one, the object of the
active voice becomes the subject of the passive voice, and the subject of the active
voice becomes the passive agent of the passive voice, preceded by the preposition
BY. Look at the examples below.
 [S [Subj. Cats] [V eat [DO mice]]] – Active voice

[S [Subj. Mice] [V are eaten [P. Agent by cats]]]
 The passive of ditransitive verbs

When the main verb of the active clause is a ditransitive one, either direct object or
indirect object can become the subject of the passive sentence.
The DIRECT OBJECT as the subject of the passive voice
 [S [Subj. A young boy] [V showed [IO her] [DO the way here]]] – Active voice
[S [Subj. The way here] [V was shown [IO to her] [P. Agent by a young boy]]] –
Passive voice
The INDIRECT OBJECT as the subject of the passive voice
 [S [Subj. A young boy] [V showed [IO her] [DO the way here]]] – Active voice
[S [Subj. She] [V was shown [DO the way here] [P. Agent by a young boy]]] – Passive
voice
6. Position of adverbials or adverbs in passive structures

In passive structures, adverbials and adverbs are usually put the end of the clause.
However, if the adverbial or adverb is giving information about how an action is
done, it must be put before the past participle. Look at the examples below:
 [S [Subj. The President] [V offered [IO the poor] [DO blankets and sheets]] [Adv. at
the community centre]]
[S [Subj. The poor] [V were offered [DO blankets and sheets] [P. Agent by the
President]] [Adv. at the community centre]]
 [S [Subj. The tall girl] [V played [DO the piano]] [Adv. well]]
[S [Subj. The piano] [V was [Adv. well] played [P. Agent by the tall girl]]]

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7. Omission of the passive agent
The passive agent is usually omitted if:

a. The speaker does not know who the subject was.
 Ruth was attacked last night.
b. The speaker does not wish to reveal the identity of the speaker.
 It has been reported to me that some students have been collaborating on
their assignments.
c. The identity of the subject is obvious to the addressees and does not need
to be expressed.
 I´ve been promoted.
 English is spoken all over the world.
d. The identity of the subject is not considered important.

 The house has been broken into.
8. Active or Passive
We often use passive structures when we want to talk about an action, but are not
interested in saying who or what does / did it. This use of the passive is used without
“passive agent”, and is common in academic and scientific writing for this reason.
Look at the examples below:
 Those pyramids were built around 400 AD.

 Too many books have been written about the Second World War.
 The positive Hydrogen atoms are attracted to the negative oxygen atoms.
We often prefer to begin a sentence with something that is already known, or that
we are already talking about, and to put the “news” at the end. This is another
common reason for choosing passive structures – often including passive agents.
Compare the examples below:
 John is painting my portrait. (This clause is active, and the news – the
portrait – is at the end)
 “Nice picture.” “Yes, it is. It was painted by my grandmother.” (This clause
is passive, and the news – the painter – is at the end)
We usually use passive structures when the passive agent is a longer and heavier
expression. This use is said to be more natural than placing the longer and heavier
expression at the beginning of the clause. Look at the example below.
 I was annoyed by Mary wanting to tell everybody what to do.

___________

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EXERCISES
1. Write sentences from these words. Some of the sentences are questions.
Use the present passive. There are two examples to guide you.
(the office / clean / every day)
The office is cleaned every day.
(these rooms / clean / every day?)
Are these rooms cleaned every day?
a. (glass / make / from sand)

__________________________________________________________________
b. (stamps / sell / in a post office)
__________________________________________________________________
c. (this room / not / use / very often)
__________________________________________________________________
d. (we / allow / to park here?)
__________________________________________________________________
e. (how / this word / pronounce?)
__________________________________________________________________
2. Write sentences from these words. Some of the sentences are questions.
Use the past passive. There are two examples to guide you.
(the office / clean / yesterday)
The office was cleaned yesterday.
(the office / paint / last month)
The office was painted last month.
a. (my phone / steal / a few days ago)

__________________________________________________________________
b. (three people / injure / in the accident)
__________________________________________________________________
c. (when / this bridge / build?)
__________________________________________________________________
d. (I / not / wake up / by the noise)
__________________________________________________________________
e. (how / these windows / break?)
__________________________________________________________________
f. (you / invite / to Jon´s party last week?)
__________________________________________________________________
3. These sentences are not correct. Correct them. There is one example to
guide you.

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This house built 100 years ago.

This house was built.
a. Football plays in most countries of the world.
__________________________________________________________________
b. Why did the letter send to the wrong address?
__________________________________________________________________
c. A garage is a place where cars repair.
__________________________________________________________________
d. Where are you born?
__________________________________________________________________
e. How many languages are speaking in Mozambique?
__________________________________________________________________
f. Somebody broke into our house, but nothing stolen.
__________________________________________________________________
g. When was invented the bicycle?
__________________________________________________________________
4. Complete the sentences. Use the passive (present or past) of the verbs in
the box below:
clean – damage – find – give – invite – make – make – show – steal – take
a. The room _____________________ every day.
b. I saw an accident yesterday. Two people __________________ to hospital.
c. Paper ___________________________ from wood.
d. There was a fire at the hotel last week. Two of the rooms ______________.
e. “Where did you get this picture?” “It _________ to me by a friend of mine.”
f. Many American programmes _________________ on British television.
g. “Did Jim and Sue go to the wedding?” “No, they ____________________,
but they didn´t go.”
h. “How old is this film?” “It ______________________ in 1965.”
i. My car __________________ last week, but the next day it _____________
by the police.
5. Complete the sentences. Use the passive (present simple, present

progressive, present perfect and past simple) of the verbs in brackets. There are
two examples to guide you.
I can´t use my office at the moment. It is being painted (paint)
We didn´t go to the party. We weren´t invited (not / invite)
a. The washing machine was broken, but it´s OK now. It ________________

(repair).
b. The washing ___________________________ (repair) yesterday afternoon.
c. A factory is a place where things ________________________ (make).
d. How old are these houses? When ______________________ (they / build)?

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e. A: ____________________________________ (the computer / use) at the

moment?
B: Yes, Steve is using it.
f. I´ve never seen these flowers before. What _______________ (they / call)?
g. My sunglasses ________________________ (steal) at the beach yesterday.
h. The bridge is closed at the moment. It _____________________ (damage)
last week and it _______________________________ (not / repair) yet.
6. Laura is writing to a friend, Melanie. This is part of her letter.
Someone broke into our house at the weekend. The burglar took some jewellery. But
luckily he didn't do any damage. A very nice young police officer interviewed me.
Detectives found some fingerprints, and the police computer identified the burglar.
Police have arrested a man and are questioning him. But they haven't found the
jewellery.
Now complete the passive sentences in this conversation. Use a phrase with by only
if it adds information.
Laura: Our house was broken into at the weekend.

Melanie: Oh no!
Laura: Some jewellery (1) _____________, but luckily no damage (2) _____________
Melanie: Did the police come and see you?
Laura: Yes, they did. I (3) ________________________________________________
Melanie: I don´t suppose they know who did it.
Laura: Well, amazingly they do. Some (4) ______________________________ and
the (5) ____________________________. A man (6) _________________________
and (7) ________________________________________________.
Melanie: Wonderful.
Laura: There´s only one problem. The (8) ___________________________________.

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UNIT FOUR
TOPICS
 Introduction to direct speech and reported speech
 Reported statements
 Reported questions
 Reported orders and requests
LAURENCE WILMOT
ACTOR AND MUSICIAN
I asked Laurence how he felt about winning the best Television Actor award. He told me that
he had been very pleased and surprised. He said that he had not expected to win, and he also
wanted to thank all the other actors in the programme. I asked him what it had been like to
play the part of Sherlock Holmes, and he said that it had been great fun.
I asked him if he had ever played a Shakespearian role, and he told me that he had. He´d
played Othello off Broadway last year, and he´d enjoyed it very much.
I asked Laurence what sort of music he liked, and he told me that had always liked jazz. In fact,
said he played in a jazz band called Saxophony. When I asked him where the band played, he
told me they mainly played in small clubs.
Finally, I asked him if he ever wanted to direct a play, and he told me that he hoped to one
day, but he didn´t know when it could happen because he was so busy acting and playing jazz.
__________
Read the report above of an interview with Laurence Wilmot. Then write the actual words of
the interview.
Interviewer: How do you feel about winning the award, Laurence?

Laurence: I´m (1) _______________________. I didn´t expect (2) ______, and I (3)
______________ all the other actors.
Interviewer: What (4) _____________________________________________ Sherlock Holmes?
Laurence: It (5) __________________ great fun.
Interviewer: (6) __________________________________ a Shakespearian role?
Laurence: Yes, (7) _________________________________ Othello of Broadway last year. (8)
______________________ very much.
Interviewer: What sort (9) ________________________________, Laurence?
Laurence: I have always liked (10) ________. In fact, (11) ______________________________
called Saxophony.
Interviewer: (12) _____________________________ direct a play?
Laurence: (13) ___________ one day, but (14) ______________________________________.
________________

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DIRECT SPEECH AND REPORTED SPEECH

1. What is direct speech?
It is said that direct speech are the speaker´s actual (real) words. As a rule, we show that
a sentence is in direct speech by putting it in quotation marks (“”). Look at the examples
below:
 Ivo to Ruth: “I am making coffee for you.”
2. What is reported speech?

According to Cambridge Advanced Learner´s Dictionary, to report means “to give
information about something seen, heard or done”. Thus, it is said that reported speech
is the one which is reported with the necessary changes of tenses, pronouns and some
adverbs of time and place. For instance, if we report the example used in 1, we will have
the following example:
 Ivo told Ruth that he was making coffee for her.
Note: We do not use quotation marks in reported speech.
3. Typical changes in reported speech

Changes from direct speech to reported speech depend on changes in the situation. We
may have to make changes when we are reporting something another person has said,
or when we report it in a different place or at a different time. Here are some typical
changes.
Changes of subject pronouns

I – he/she
We – they
Changes of object pronouns

Me – him/her
Us – them
Changes of possessive pronouns

Mine – his/hers
Ours – theirs
Changes of possessive adjectives

My – his/her
Our – their
Changes of reflexive pronouns

Myself – himself/herself
Ourselves – themselves

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Changes of demonstrative pronouns

This – that
These – those
Note: The changes which the pronouns undergo depend on the person reporting the
speech. Look at the example below:
 Ivo to Ruth: “I am making coffee for you.”
Ivo would report like this: I told Ruth that I was making coffee for her.
Ruth would report like this: Ivo told me that he was making coffee for me.
The third person (the person who heard the conversation) would report like this: Ivo
told Ruth that he was making coffee for her.
Changes of adverbs of time

Now – then
Today – that day
Yesterday – the day before / the previous day
Tomorrow – the next day / the following day
Next week – the following week
This month – that month
Last year – the year before / the previous year
Two days ago – two days before / two days earlier
Notice that here becomes there.
Changes of tenses
Present simple – Past simple
Present progressive – Past progressive
Present perfect simple – Past perfect simple
Present perfect progressive – Past perfect progressive
Past simple – Past perfect simple
Past perfect simple – Past perfect simple
Past perfect Progressive – Past perfect progressive
Can – could
Will – would
4. When is the tense changed?

After a past-tense reporting verb (e.g. said), there is often a tense change. Look at the
example below:
 Ivo to Ruth: “I am making coffee for you.” – Direct speech

Ivo said that he was making coffee for her (Ruth) – Reported speech

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However, if the statement is still up to date when we report it, then we have a choice.
We can either leave the tense the same, or we can change it. Look at the example
below:

Ivo said that he is making coffee for her. / Ivo said that he was making coffee for
her. – Reported speech
Moreover, if the statement is no longer up to date, then we change the tense. Look at
the example below:

Ivo said that he was making coffee for her. – Reported speech
Furthermore, we usually change the tense if we think the statement is untrue or may be
untrue. Look at the example below:
 Ivo said that he was making coffee for her, but he is watching TV instead.
5. Sentence functions
A sentence is usually used to:
I. Make a statement. For example:

 I am making coffee for you.
II. Ask a question. For example:

 Are you making coffee for her?
III. Give an order / command. For example:

 Close the door!
IV. Make a request. For example:

 Would you lend me some money?
Therefore, there are reported statements, reported questions, reported orders and
reported requests.

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ENGLISH III IFAPA
5.1. Reported statements

When we report statements, we use the verb to say (said) or to tell (told) as the
reporting verb (the verb used to introduce a reported speech). After the reporting
verb, we often use THAT, but we can leave it out in informal written or spoken
English. For example:
 Ivo to Ruth: “I am making coffee for you.” – Direct statement

Ivo said (that) he was making coffee for her. – Reported statement
Note: We use tell when we want to mention the hearer (the person spoken to).
When we do not want to mention the hearer, we use say. Look at the examples
below:
 Ivo to Ruth: “I am making coffee for you.” – Direct statement

Ivo said that he was making coffee for her. – Reported statement
Ivo told Ruth that he was making coffee for her. – Reported statement
5.2. Reported questions

When we report questions, we use the verb to ask (asked) as the reporting verb.
Notice that the question structure (verb + subject) used in direct questions becomes
the statement structure (subject + verb) in reported speech. Look at the examples
below:
 Ruth to Ivo: “Are you making coffee for me?” – Direct question
Ruth asked Ivo if he was making coffee for her. Reported question
If the direct question is a YES/NO QUESTION, we use IF/WHETHER after the

reporting verb (asked). However, if it is a WH- QUESTION, after the reporting verb,
we use the same question word as the one used in direct question. Look at the
examples below:
 Ivo to Ruth: “Do you love me?” – Direct question

Ivo asked Ruth if she loved him. – Reported question
 Customer to the shopkeeper: “How much is the butter?”

The customer asked the shopkeeper how much the butter was.
 Arthur to Domingas: “Where do you live?”

Arthur asked Domingas where she lived.
 Teacher to students: “Have you done the exercises?”

The teacher asked the students whether they had dome the exercises.

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ENGLISH III IFAPA
5.3. Reported orders

When we report orders, we use the verb to order (ordered) or to tell (told) as the
reporting verb. Notice that the imperative form (e.g. come) used in direct positive
orders becomes the infinitive form (e.g. to come) in reported speech. Look at the
examples below:
 Ivo to Ruth: “Go to bed!” – Direct order

Ivo told Ruth to go to bed. – Reported order
Do not or don´t, used in direct negative orders, becomes simply NOT in reported
orders. Look at the examples below:
 Ruth to Ivo: “Don´t open the windows!” – Direct order

Ruth ordered Ivo not to open the windows. – Reported order
5.4. Reported requests

When we report requests, we use the verb to ask (asked) or to request (requested).
The rules used in reported in reported orders also apply to reported requests. Look
at the examples below:
 Ivo to Ruth: “Go to bed, please!”

Ivo asked Ruth to go to bed.
 Ruth to Ivo: “Will you help me?”

Ruth asked Ivo to help her.
 Ivo to Ruth: “Would you mind passing the salt to me?

Ivo asked Ruth to pass the salt to him.
________________
EXERCISES
Reported statements
1. Put the following into reported speech.
a. “I have nothing to show you.” I said to her.
b. “Nothing grows in my garden. It never gets any sun.” She said.
c. “I´m going away tomorrow, mother.” He said.
d. “I´ve been in Maputo for a month but so far I haven´t had time to visit the shopping
centre.” Said Ricardo.
e. “It isn´t so foggy today as it was yesterday.” I remarked.
f. “The new underpass is being officially opened the day after tomorrow.” Said the BBC
announcer.
g. “We have moved into our new flat. We don´t like it nearly so much as our last one.”
Said my aunt.
h. “We have a lift but very often it doesn´t work.” They said.
i. “From one of the windows of my flat I can see the Independence Square.” He said.

48
ENGLISH III IFAPA
j. “I´ve no idea what the time is but I´ll dial 8081 and find out.” Said his daughter.
k. He said, “My wife has just been made a judge.”
l. “I´ll come with you as soon as I am ready.” She replied.
m. “Ann said, “Mozambican men make good husbands because they are nearly always
willing to help in the house.”
n. “The mirror is there so that you can see yourself when you are dancing.” The
instructress told him.
o. “I wrote to him the day before yesterday. I wonder why he hasn´t rung up.” She said.
Reported questions
2. Put the following into reported speech. The first ten questions require no change of
order. There is one example to guide you.
He asked, “What is happening?”
He asked what was happening.
a. “What happened to Mr Budd?” asked one of the men.
b. “Which of his sons inherited his estate?” asked another.
c. “Who is going to live in the big house?” enquired a third.
d. “What will happen to his racehorses?” asked someone else.
e. “Which team has won?” asked Ann.
f. “Which team won the previous match?” asked Bill.
g. “Who is playing next week?” he asked.
h. “Who will be umpiring that match?” asked Tom.
i. “Who wants a lift home?” asked Ann.
j. “Who has just dropped a $10 note?” I asked.
k. “Where is the ticket office?” asked Mrs Jones.
l. “What platform does the train leave from?” asked Bill.
m. “When does it arrive in Maputo?” he asked.
n. “When was the timetable changed?” I asked.
o. “Why has the 2.30 train been cancelled?” asked Ann.
p. “How much does a day return Xai-xai cost?” Mrs Jones asked.
q. “Why does the price go up so often?” she wondered.
r. “When are you coming back?” I asked them.
s. “Is a return ticket cheaper than two singles?” asked my aunt.
t. “Do puppies travel free?” asked a dog owner.
u. “Can I bring my dog into the compartment with me?” she asked.
v. “Does this train stop at Marracuene?” asked Bill.
w. “Can you get coffee on the train?” asked my aunt.
x. “Do they bring it round on a trolley?” she said.
y. “Are there smoking compartments?” asked the man with a pipe.
z. “Have you reserved a seat?” I asked him.

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ENGLISH III IFAPA
Reported orders
3. Change the following direct orders into reported orders. Remember that the person
addressed is often not mentioned in a direct order (go away!), but must be mentioned
in a reported order (He told me/us/them/Tom, etc. to go away).
a. “Switch off the TV.” He told her.
b. “Shut the door, Tom.” She ordered.
c. “Lend me your pen for a moment.” I told Mary.
d. “Don´t watch late-night horror movies.” I warned them.
e. “Don´t believe everything you hear.” He warned me.
f. “Don´t touch that switch, Ruth.” I ordered.
g. “Open the safe!” the raiders ordered the bank clerk.
h. “Write to me as often as you can.” His wife told him.
i. “Put your pistol on the table.” The crook ordered.
j. “Don´t forget your sandwiches.” His mother told him.
k. “Don´t go near the water, children.” She warned.
Reported requests
4. Change the following direct requests into reported requests.
a. “Please fill up this form.” The secretary asked.
b. “Please do as I say.” He begged me.
c. “Will you cook it in butter?” I asked her.
d. “Can you make a list of what you want?” She asked us.
e. “Please pay at the clerk.” Asked the assistant.
f. “Please book me a seat in a non-smoker.” Asked the traveller.

50

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REPÚBLICA DE MOÇAMBIQUE

INSTITUTO DE FORMAÇÃO EM ADMINISTRÇÃO PÚBLICA E AUTÁRQUICA DE MAPUTO

BOOKLET FOR ENGLISH THREE

MAPUTO, JULY 2017

Nhamússua, Alves José Baraça

UNIT ONE ................................................................................................................................. 1

Nhamússua, Alves José Baraça Psalm 35:4

There is a good deal of milk in the fridge.

There is a good deal of milk in the fridge.

However, in informal English, we can use many or much in positive statements.

Nhamússua, Alves José Baraça Psalm 35:4

Nhamússua, Alves José Baraça Psalm 35:4

c. A few vs few and a little vs little

Nhamússua, Alves José Baraça Psalm 35:4

2. Write a little or a few + the words in the box below.

Nhamússua, Alves José Baraça Psalm 35:4

The form an is used before words beginning with a vowel sound.

Nhamússua, Alves José Baraça Psalm 35:4

c. Making a general statement

d. Referring to something not mentioned before.

2. THE DEFINITE ARTICLE

b. Referring to something unique

c. Referring to something when it is considered obvious what is meant

Nhamússua, Alves José Baraça Psalm 35:4

The sun rose at six o´clock this morning.

d. Referring to something as a class

b. Referring to something when it is considered obvious what is meant

Nhamússua, Alves José Baraça Psalm 35:4

d. Adjectives referring to classes of people

3. THE ABSENCE OF AN ARTICLE (DETERMINER) BEFORE PLURAL COUNTABLE NOUNS

a. Making a general statement

b. Referring to something not mentioned before

Nhamússua, Alves José Baraça Psalm 35:4

Nhamússua, Alves José Baraça Psalm 35:4

3. What are these things? Choose from the box below.

 Write a similar letter to a penfriend in one of the provinces of Mozambique, or in a

Nhamússua, Alves José Baraça Psalm 35:4

DETERMINERS AND INDEFINITE PRONOUNS

Nhamússua, Alves José Baraça Psalm 35:4

1.2. Someone, somebody, something, somewhere, anyone, anybody, anything and

She´s looking for someone called Carlos. (Positive statement)

He´s going somewhere. (Positive statement)

2. Every and all

2.1. Everyone, everybody, everything and everywhere are indefinite pronouns.

Nhamússua, Alves José Baraça Psalm 35:4

Nhamússua, Alves José Baraça Psalm 35:4

4. Write something/somebody or anything/anybody. There is one example to guide you.

5. Complete the sentences. Use every + the words in the box.

6. Write everybody/everything/everywhere. There is one example to guide you.

Nhamússua, Alves José Baraça Psalm 35:4

Nhamússua, Alves José Baraça Psalm 35:4

Nhamússua, Alves José Baraça Psalm 35:4

THE PRESENT PERFECT

Nhamússua, Alves José Baraça Psalm 35:4

Have they been married for 50 years?

Nhamússua, Alves José Baraça Psalm 35:4

1.2. Been to and Gone to

We use since before a starting point of a period of time, as it is illustrated in the

Note: The asterisk (*) indicates that the sentence is ungrammatical.