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UNIVERSIDADE ROVUMA

FACULDADE DE CIÊNCIAS SOCIAIS E LETRAS

DEPARTAMENTO DE EAD

Curso de Licenciatura em Ensino de ……..

ENGLISH LESSONS

HANDOUT 1

1 Introduction

Our friends are sitting in the corner, look.

I have an important conference at work tomorrow, so I am rather busy.

Would you like to come to our party on Saturday, Jessica?

This coffee is really good. And it‟s cheap here.

 Look at the different kinds of word in this sentence.

Pronoun verb Determiner Adjective Noun Preposition Noun Adverb

I have an important conference at work tomorrow,

linking word pronoun verb Adverb Adjective

so I am rather busy.

2 What kind of word?

There are eight different kinds of word in English. They are called “word classes” or
“parts of speech”. Here are some examples from the conversations in the café. Verb:
have, am, is, would, like, come, are, sitting, look.

 Noun : conference, work, coffee, party, Saturday, Jessica, friends, corner

 Adjective: important, busy, good, cheap
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 Adverb: tomorrow, rather, really, here

 Preposition: at, to, on, in
 Determiner: an, this, our, the
 Pronoun : I, it, you
 Linking word : so, and

3 Words in sentences

Some words can belong to different classes depending on how they are used in a sentence

Verbs Nouns

Can I look at your photos? I like the look of that coat.

We work on Saturday morning. I‟ll be at work tomorrow.

 Sentence structure: subject, verb, object, etc.

The parts of a sentence are the subject, verb, object, complement and adverbial. A
statement begins with the subject and the verb. There are five main structures which we
can use to make a simple statement.

1 SUBJECT VERB

My arms are aching

Something happened

2 SUBJECT VERB OBJECT

I need a rest

Five people are moving the piano

3 SUBJECT VERB COMPLEMENT

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This piano is heavy.

It was a big problem.

The complement can be an adjective (e.g. heavy) or a noun phrase (e.g. a big problem).
The complement often comes after be. It can also come after appear, become, get, feel,
look, seem, stay or sound.

For adjectives and word order.

4 SUBJECT VERB ADVERBIAL

It is on my foot

Their house is nearby

5 ADVERBIAL

 We can add adverbials to all the five main structures.

My arms are aching terribly.

Of course this piano is heavy. I really need a rest.

Fortunately their house is nearby. To everyone‟s surprise, David actually bought Melanie a
present yesterday.

6 PRESENT SIMPLE

1 USE

We use the Present Simple for

 Thoughts and feelings: I think so, I like it.

 States, things staying the same, facts and things that are true for a long time: we live quite
near.
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 Repeated actions: we come here every week. And also

 In phrases like I promise, I agree, etc.
 In a negative question with why to make a suggestion: why don‟t we go out?

2 Positive forms

 I/You/we/they get
 He/she/it gets
3 Negative and questions Question

 I/You/we/they do not get or don‟t get do I/We/You/they get?

 He/she/it does not get or doesn‟t get does she/he/it/get?

We use a form of do in negatives and questions. We use do and don‟t except in the third person

singular, where we use does and doesn‟t.

We don‟t live far away. He doesn‟t want to go shopping.

Do you live here? ~Yes, I do. What does he want? ~Money

7 Present continuous or present simple?

1 Now or sometimes?

A TV REPORTER: I‟m speaking to you live from White House.

I often speak live to the camera, Guy. I love that part of the job. News reporting means everything to

me, you know.

2 Thoughts, feelings and states

 We normally use the present simple to talk about thoughts and feelings.

I think it‟s a good program. Kitty likes her job.

 And we also use it to talk about states and permanent facts.

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Reporting means a lot to her. Paper burns easily.

 We also use the present simple in I promise, I agree, I refuse, etc.

It‟s all right I forgive you.

 We can use always with the Present Continuous to mean “very often”, usually with the
added meaning of “too often”. But when always used with the Present Simple means
“every time”. e.g. Tom always invites us to stay at Christmas.
 State verbs and action verbs
 A state means something staying the same. State verbs cannot usually be continuous.

The flat is clean.

The farmer owns the land.

The box contained old books.

 An action means something happening. E.g. I‟m cleaning the flat. The farmer is buying
the land.

8 The Past Simple

It all happened very quickly. The car came straight out of the side road, and the van went into the

back of it. The van driver didn’t have a chance. It was the car driver‟s fault.

USE: we use the past simple for something in the past which is finished.

e.g. Emma passed her exam last year. We went to the theatre on Friday.

I knew what the problem was. When did you buy this car? ~ about three years ago.

9 Past Continuous

I had a wonderful dream last night. I was sitting in a park. The sun was shining, and the birds were

singing. Children were playing and laughing. It was very peaceful. I didn‟t want to wake up.

1 Form: the past continuous is the past tense of be + an –ing form.

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USE:

Read this conversation.

Melanie: I rang at about three yesterday afternoon, but you weren‟t in. I didn‟t know where you
were.

David: Oh, I was helping Mike. We were repairing his car. It took ages. We were working on it all
afternoon.

Melanie: It was raining. I hope you weren‟t doing it outside.

David: No, we were in the garage. So I didn‟t get wet. But I‟m afraid I got oil all over my new

trousers.

Melanie: Why were you wearing your new trousers to repair a car?

David: I don‟t know. I forgot I had them on.

It was raining at three o’clock means that at three o‟clock we were in the middle of a period of rain.

The rain began before three and stopped sometime after three. We were working all afternoon

means that the action went on for the whole period. David is stressing the length of time that the

word went on.

We use the past continuous with actions. We do not normally use it with state verbs. ( see unit 7).

For states we use the Past Simple. E.g: I didn’t know where you were. NOT I wasn‟t

kowing…

REFERENCE

Eastwood, J.(2006). Oxford Practice Grammar. Intermediate. Oxford University Press, OUP.
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QUANTIFIERS

10 QUANTITY EXPRESSIONS: some and any, a lot of, lots of, many, much, a few, and
a little

1 Some and Any

1.1 Basic use

Some and any go before a plural or uncountable noun. E.g: there were a bowl and some cornflakes

on the table, but there wasn‟t any milk.

We can also use some and any without a noun. E.g: Trevor wanted some milk, but he couldn‟t find

any.

We normally use some in positive sentences and any in negative sentences or ones with a negative

meaning.

POSITIVE NEGATIVE

There‟s some milk in the fridge. I haven‟t any milk.

I need some stamps. ~ There some in the drawer. I haven‟t got any stamps.

I met some interesting people last night. Have you got any?

We‟ll have some fun at Disneyland. I never met any interesting

people nowadays.
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We can also use any in a sentence with if

e.g. if you have any problems, you can discuss them with your group leaders.

I can answer any questions. (= if there are any questions,…)

In questions we can use either some or any, but any is more common.

We don‟t know whether the answer will be yes or no.

e.g. have you got any butter? Will there be any food for the guests?

Did you buy any clothes?

We normally use some in offers and requests to make them sound more positive.

Would you like some coffee? Could you post some letters for me?

We can use some in questions when we think the answer might be yes.

Did you buy some clothes? (Perhaps I know that you went out to buy some.)

1.2 Someone, anything, etc.

We choose between someone and anyone, something and anything, and somewhere and anywhere in

the same way as between some and any.

e.g. someone has spilt water everywhere. Did anyone see what happened?

Would you like something to eat? We haven‟t got anything to eat.

Let‟s go out somewhere. Is there anywhere we can go?

1.3 Another use of any

We can use any in a positive sentence to mean “it doesn‟t matter which”.
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I‟m free all day. Call any time you like.

Any student will be able to tell you where the college library is.

You can buy these maps at any petrol station. They all have them.

11 a lot of, many, much, (a) few and (a) little

A lot of, lots of, many and much mean a large quantity.

Ron Mason owns a chain of supermarkets. He‟s made a lot of money.

A few and a little mean a small quantity.

I‟d better hurry. My bus goes in a few minutes.

Many and a few go before plural nouns. Much and a little go before uncountable nouns.

Many places many problems much money much trouble

A few people a few buildings a little sunshine a little food

We use these words without a noun if it is clear what we mean.

e.g. I take photos, but not as many as I used to. At one time I took a lot. Look that we say a lot
without of.

 As a general rule, we use a lot of and lots of in positive statements and many and much in
negatives and questions.
e.g.
Positive: We get a lot of storms here. We get a lot of rain here.
Negative: We don‟t get many storms here We don‟t get much rain here.
Questions: Do you get many storms here? Do you get much rain here?

 Few and little with and without a

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With a the meaning is positive but without a the meaning is negative

e.g. a few customers have come into the shop. It has been fairly busy.

Few customers have come into the shop. It has been quiet.

Viky has made a little progress and so is feeling quite pleased.

Viky has made little progress and so is not feeling very pleased.

PRACTICE 1

I Complete the conversations. Put in some, any, anyone, someone, something or anything.

Trevor: We haven‟t got………..bread.

Laura: you‟d better go to the shop, then. We need………tomatoes, too.

Claire: Would you like…………….cheese and biscuits?

Sarah: Oh, no thank you. That was delicious, but I couldn‟t eat……………….else.

Harriet: There‟s………………at the door.

Mike: Are we expecting……………….visitors?

Melanie: Has……………………to help you with the tea?

Rita: No, but I‟d be very grateful for…………………help you can give.

Vicky: I was looking for……………………, and now I can‟t remember what it was.

Rachel: You said you were looking for…………….matches.

 ANOTHER USE OF any

Put in any + noun, anyone or anything

1 The seats aren‟t reserved. You can have………………you like.

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2 I don‟t mind what we do today. We can do…………..you want.

3 If it‟s your party, you can invite……………you like.

4 All the buses go into the town centre. Take …………………that comes along here.

5 This carpet is available in lots of colours. You can have……………..you like.

6 My father has the TV on all the time. He‟ll watch…………………………….

7 It doesn‟t matter which day you phone. Ring……………………..you like.

PRACTICE 2

Read the conversation between two students. Then look at the answers below and write the

correct answer in each space.

Lisa: who …………………..(1) Michelle talking to?

Amy: I can‟t see Michelle.

Lisa: You (2) ……………… looking in the right place. She‟s over there.

Amy: Oh, that‟s Adrian. He‟s new here.

Lisa: Really? Where (3) ………….. he live? (4) ………………. You know?

Amy: No, I (5) ………………… know anything else about him.

Lisa: What (6) ……………… they talking about, I wonder?

Amy: Well, he (7) ………….. look very interested. He‟s got a very bored expression on his face.

And he (8) ……………saying anything.

1 a) are b) do c) does d) is

2 a) aren‟t b) doesn‟t c) don‟t d) isn‟t

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3 a) are b) do c) does d) is

4 a) are b) do c) does d) is

5 a) aren‟t b) doesn‟t c) don‟t d) „m not

6 a) are b) do c) does d) is

7 a) aren‟t b) doesn‟t c) don‟t d) isn‟t

8 a) aren‟t b) doesn‟t c) don‟t d) isn‟t

Read Tessa’s postcard to Angela and write the missing words. use

one word only in each space.

We‟re …………………(1)a great time here. It‟s beautiful, and the sun (2)……………….shining.

Yesterday I went water-skiing! What (3) ………………………you think of that?

I‟m (4)…………………at a table in our hotel room and writing a few postcards. The room is fine,

but we (5) ……………….like the food very much. But it (6) …………….matter because we

(7)…………………..out to a restaurant every evening.

We‟re both (8)…………………very lazy at the moment. I (9)……………….up quite late in the

morning, and Nigel (10)……………….up even later. You know of course how much Nigel‟s work

(11)……………….him and how he‟s (12)……………….talking about it. Well, the holiday is so

good that (13) ……………..us a lot of money. But we‟ll worry about that later.
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Each of these sentences has mistake in it. write the correct

sentence.

1 The children is doing their homework now………………………………………………

2 The girls are play tennis at the moment …………………………………………………

3 Both my brothers likes sport. …………………………………………………………….

4 Anna wearing her new coat today……………………………………………………..

5 What colour you like best? ………………………………………………………………

6 My suitcase is weighing ten kilos. ………………………………………………………..

7 At the moment I stay at a hotel. …………………………………………………....

8 Robert catch the same bus every morning……………………………………………

9 What is this word here mean? ………………………………………………………

Complete the conversations. Put in the correct form of each verb.

Use the present continuous or the present simple.

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A: Is Janet in, please?

B: Yes, but I ……………….( I/think) she‟s busy at the moment. …………….(she /wash) her hair.

1 A: …………………..(I/think) of buying a new computer.

B: But computers …………….(cost) so much money. What‟s wrong with the one we‟ve got?

A: ……………………….(it/get) out of date now.

2 A: your new trousers ………………….(look) nice.

B: Thank you. The trouble is …………………..(they/not/fit) properly. …………….(I/not/know)

why I bought them, really.

3 A: What ……………….(you/do)?

B: …………………………….(I/weigh) this letter,…………………(I/need) to know how many

stamps to put on it.

4 A: ………………………………..( I/think) this road is really dangerous. Look how fast that

lorry ……………………………….(go).

B: ………………………………… (I/agree). People shouldn‟t go so fast.

5. A: ………………………..( I/like) musicals. And this is a great show, isn‟t it?

…………………(you/enjoy) it?

B: Yes, I am………………………………(I/love) every minute of it.

6 A: …………………………… (I/always/fall) asleep. I just can‟t keep awake.

B: What time ……………….(you/go) to bed?

A: about ten o‟clock usually. But ……………………..(it/not/make) any difference.

7 A: Could you post the goods to me, please?

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B: Yes, certainly.

A: ……………………….(I/live) at a guest house at the moment as ……………..(I/look) for a flat.

So could you send it to my work address? B: Yes, of course. And you‟ll have the goods by the end

of the week, …………………..(I/promise).

8 A: Why …………………….(you/want) to change the whole plan?

B: I‟m just not happy with it.

A: And ……………………………..(I/not/understand) why…………………………(you/be) so

difficult about it.

Put in the past simple of the verbs in brackets.

 The car ………….(stop) at the lights.

1 We …………………..(leave) the cinema before the end of the film.

2 The streets…………………………….(be) crowded with people.

3 My grandmother …………………………..(die) last year.

4 Everyone ……………………………(have) a marvelous time.

5 We ……………………………….(not/like) the food they gave us.

6 Claire…………………………….(go) to Egypt last month.

7 The accident ……………………….(happen) last weekend.

8 It ……………………………. (not/be) a very comfortable journey.

9 I ……………………………… (know) that ages ago.
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Write a second sentence so that it has a similar meaning to the first. Use the word in brackets.

 There were lights on the spacecraft. (had)

…………………………………………………………………………………

1 I had my old coat on. (wearing)

…………………………………………………………………………………………..

2 I was on holiday, and you were on holiday, too. (we)

……………………………………………………………………………………………

3 It isn‟t true that I made a mistake. (didn‟t)

……………………………………………………………………………………………

4 The boys were in the middle of a game of cards. (playing)

…………………………………………………………………………………………..

5 No one told me about the change of plan. (know)

…………………………………………………………………………………………..

6 My friend was the winner of the competition. (won)

…………………………………………………………………………………………..

7 Is it a fact that the Romans built this wall? (did)

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REGULAR AND IRREGULAR VERBS

A Long Walk Home

(by: Jason Bocarro)
I grew up in the South of Spain in a little community called Estepona. I was 16 when one
morning my father told me I could drive him into a remote village called Mijas, about 18
miles away, on the condition that I take the car in to be serviced at a nearby garage.
Having just learned to drive and hardly ever having the opportunity to use the car, I
readily accepted. I drove father into Mijas and promised to pick him up at 4 p.m., then
drove to a nearby garage and dropped off the car. Because I had a few hours to spare, I
decided to catch a couple of movies at a theatre near the garage. However, I became so
immersed in the films that I completely lost track of time. When the last movie had
finished, I looked down at my watch. It was six o‟clock. I was two hours late.
I knew dad would be angry if he found out I‟d been watching movies. He‟d never let me
drive again. I decided to tell him that the car needed some repairs and that they had taken
longer that had been expected. I drove up to the place where we had planned to meet and
saw Dad waiting patiently on the corner. I apologized for being late and told him that I‟d
come as quickly as I could, but the car needed some major repairs. I‟ll never forget the
look he gave me.
“I‟m disappointed that you feel you have to lie to me, Jackson.”
“What do you mean? I‟m telling the truth.”
Dad looked at me again. “When you did not show up, I called the garage to ask if there
were any problems, and they told me that you had not yet picked up the car. So you see, I
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know there were no problems with the car.” A rush of guilt ran through me as I feebly
confessed my trip to the movie theatre and the real reason for my tardiness. Dad listened
intently as a sadness passed through him.
“I am angry, not with you but with myself. You see, I realize that I have failed as a father
if after all these years you feel that you have to lie to me. I have failed because I have
brought up a son who cannot even tell the truth to his own father, I‟m going to walk
home now and contemplate where I have gone wrong all these years.”
“But dad, its 18 miles to home. It‟s dark. You can‟t walk home.”
My protests, my apologies and the rest of my utterances were useless. I had let my father
down, and I was about to learn one of the most painful lessons of my life. Dad began
walking along the dusty roads. I quickly jumped in the car and followed behind, hoping
he would relent. I pleaded all the way, telling him how sorry I was, but he simply ignored
me, continuing on silently, thoughtfully and painfully.
For 18 miles I drove behind him, averaging about five miles per hour.
Seeing my father in so much physical and emotional pain was the most distressing and
painful experience that I have ever faced.
However, it was also the most successful lesson. I have never lied to him since.
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Topic: Reading comprehension: “A long walk home”.

Objectives: at the end of the lesson students should be able to retell the story as a chain activity in
small groups and practice speaking using the relevant connectors or other discourse
markers in a meaningful context.

 To develop reading, listening, writing and speaking skills.

Exponent: Connectors are linking words. Discourse means “pieces of language longer than a

sentence.” Discourse markers show the connection between something we have said and something

we are going to say.

Procedures:

Stage 1: Students in pairs (10)

Teacher writes the title of the story on the blackboard. Then, teacher passes round handouts of “A

long walk home”.

Students read the text in chain. Teacher presents difficult vocabulary.

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Stage 2: Vocabulary (10 minutes)

Teacher presents difficult vocabulary by asking students to write the letter of the definition in

column B that most closely matches each word in column A.

A A B B

a. to spare 1. appear, make an appearance

b. immersed 2. lateness

c. to show up 3. free for other use

d. tardiness 4. engaged wholly or deeply, absorbed

e. relent 5. become less severe

Stage 3: (10 minutes)

Feedback, with volunteers coming to write sentences on the blackboard. Then, teacher gives the

correct answers.

Stage 4: Pair work (20 minutes)

Teacher tells students to choose the word from column A in the previous activity that best fits each

of the following sentences. Teacher asks students to add – ed to the past tense of regular

verbs, -ing for present participle.

e.g. 1) She finally…………….after we waited for her for two hours.

2) Johan was so……………..in his homework that he did not realize morning had broken.

3) After finishing this homework, I have quite much………….time.

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4) Mr. John looked angry when I entered the meeting room. But he finally excused

my…………..after I have finished explaining why I was late.

5) I hoped he would………., but he wouldn‟t.

Stage 4: Writing (10 min)

Teacher asks students to write a paragraph to explain what they think Jackson has learned from that

experience. Then, teacher asks students to write their paragraph on the blackboard.

Teacher corrects the sentences.

Stage 5: Speaking and listening (10 minutes)

Before speaking and listening students should have given a list of the connectors and discourse

markers beforehand. List of connectors: in addition, furthermore, moreover, equally, likewise, all

that, although, nevertheless, before, after, during, while, finally.

List of discourse markers: by the way, talking about, firstly, secondly, thirdly, first of all, mind you,
I mean.

Stage 6: Group work (20 min)

Teacher asks the students to retell the story as a chain activity in small groups.

Each student will have a lot of opportunities to practice the relevant connectors or other discourse

markers in a meaningful context.

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PRACTICE 3

A a lot of, lots of, many, much, a few and a little

Write the sentences correctly.

Mark was only spending one night away. He quickly put a little things into a bag.

……………………………………………………………………………………………….

Rachel is learning to drive. She hasn’t had much lessons yet.

………………………………………………………………………………………………

I’m making soup for twenty people. I’ll have to make a lot of.

………………………………………………………………………………………………..

I feel really tired. I haven’t got many energy.

…………………………………………………………………………………………………

B Complete this paragraph from a travel book. Put in many, few, much or little.

The main town on the island is very small and does not have(1)………….important buildings.

The islanders do not have(2)…………money, and they have(3)……….contact with outside world.

There is not(4) ……….chance of the place attracting large numbers of tourists.

The roads are not very good. There are lots of bicycles but not(5)…………….cars. And there are

hardly any of the modern facilities which visitors expect. There are(6)…………….shops, and

there is(7) …………………entertainment.

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REFERENCE

Eastwood, J.(2006). Oxford Practice Grammar. Intermediate. Oxford University Press, OUP.