Workbook: Inglês - 11. Ano

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Workbook 0
Inglês | 11. Ano
Nível de Continuação
· Vocabulary and grammar

practice exercises
· Language review and
self-evaluation sections
· Formative tests
· Exam test
Carlota Martins · Extra grammar
Célia Albino Lopes
Noémia Rodrigues support
Revisão linguística (in Portuguese)
Diana England
Revisão pedagógica
M.a Filomena Martins
3 The consumer society p. 41
VOCABULARY GRAMMAR
41 Products and shops 46 Countable and uncountable nouns

42 Types of advertising 47 Quantifiers
43 Collocations 48 Indefinite pronouns
44 Confusing words 49 Relative clauses
44 General vocabulary 50 TEXT
45 TEXT Counting stars
Shopping addiction 51 Prepositional verbs
52 Conditional clauses
54 The causative
55 Language review: Confessions of a shopaholic 56 Self evaluation
57 Test
4 The world around us p. 61

VOCABULARY GRAMMAR
61 Environmental problems and collocations 68 Prepositions of place and movement

62 Natural disasters 69 TEXT
63 Animal habitats Don’t you worry child
64 Recycling 69 I wish… / If only…
65 Collocations: Make or Do 70 Had better (’d better) / Would rather (’d rather)
66 General vocabulary 70 Expressing possession
67 TEXT 71 Verb tenses all around
5 painless changes you can make for a green house 72 Overall rephrasing
73 Language review: Avatar 74 Self evaluation
75 Test
5 Exam test p. 79
! Gramática p. 83
UNIT 1 UNIT 2 UNIT 3 UNIT 4
84 Present simple 94 Present perfect 99 Defining and non- 102 Future – will
85 Present continuous continuous defining relative clauses 102 Future – be going to
86 Personal pronouns 94 The passive 100 Conditionals 103 Future continuous
(subject / object) 96 Modal verbs 104 Conjunctions
87 Possessive determiners / 97 Modal verbs – 2nd use
pronouns 98 Past perfect continuous
87 Past simple
88 Past continuous
89 Past perfect simple
90 Present perfect simple
91 Adjective degrees:
comparative
92 Adjective degrees:
superlative
93 Double comparative
93 Proportional comparative
1 The
multicultural
world
Vocabulary
Travelling see p. 26
1. Which transports do you use when:

a. you buy a one-way ticket?
b. you put your luggage in the trunk?
c. you want to cross the Channel Tunnel from Britain to France?
d. you aim to travel to outer space?
e. you don’t want to pollute the environment?
f. you are given help by a flight attendant?
g. you sit in a carriage?
h. you work for a pizza takeaway and have to deliver a pizza?
i. you want to cross the Sado river to get to Troia?
j. you want to skip traffic in the city in a safe and very fast way?
2. Form collocations by matching words from column A to words in column B.
Column A Column B
a. flight h. check-in 1. mask 8. vest a. T h. T
b. seat i. x-ray 2. pass 9. ticket b. T i. T
c. call j. plane 3. counter 10. tower c. T j. T
d. oxygen k. life 4. button 11. gear d. T k. T
e. baggage l. control 5. detector 12. belt e. T l. T
f. metal m. landing 6. shop 13. carousel f. T m. T
g. boarding n. duty-free 7. attendant 14. machine g. T n. T
3
Vocabulary
Numbers and figures see p. 34
3. Match the numbers and fractions to the corresponding written form.

a. 1987 1. a quarter
b. 1090 2. nine hundred and eighty-seven
c. 3675 3. three thousand six hundred and seventy-five
d. 1019 4. a half
e. 3067 5. nineteen eighty-seven
f. 987 6. three thousand and sixty-seven
g. ¼ 7. a thousand and ninety
h. ½ 8. ten nineteen
Culture see p. 40
4. Find 10 words related to the topic of multiculturalism.
C U L T U R E S E D T P O R O W F 1.
E D A H S A I M M I G R A T I O N 2.
F E E O A C O Q O S E E W B N D O
S C R M S E Q A I C I J E T J Q I 3.
I G Y E R D E S W R J U T U K R T 4.
J U D L T E T E E I W D O F Ç Y A
5.
O I R A C T S M T M R I P O Q I R
P X E N O P H O B I A C Q P S O U 6.
L O F D U U E I O N O E R Q A U T
7.
A L U O I I T L P A P S S E Y D L
S A G K L A U O A T Q A R R I F U 8.
E S E E O F O R E I G N U R E G C
9.
R D E F S E L P I O Z E T U T R C
Y F S E A R O E O N T B U I U T A 10.
5. Complete the sentences using the words from the previous exercise.
a. Sasha’s parents are war . They left their when their house was
hit by a bomb.
b. Although we live in a free country, there are many people who are still victims of
because they belong to a different .
c. Kevin has a girlfriend who is from Bangladesh.
d. has been increasing in the last couple of years.
e. The more live in a country, the richer it is.
f. Recent studies show that racism and are gradually increasing in Europe.
g. The process of assimilation to a different culture, normally the dominant one, is called .
4
1
Problems in the world see p. 49
6. Look at these images and identify the problems being portrayed.
a. C H I LD M RR G
b. ST RV T N
c. XPL T T N
d. S L M S K RS
e. CHILD B S
General vocabulary
7. Follow the lead to complete the blanks.

a. Another word for prejudice. It rhymes with abbreviation.
b. A person who belongs to a different country. It rhymes with corner.
c. The synonym for tradition. It rhymes with sculpture.
d. A model of a multicultural society. It rhymes with hot.
e. Another word meaning acceptance. It rhymes with guidance.
f. A means of transportation which is very fast. It rhymes with vain.
g. Having more than one culture. It rhymes with virtual.
h. One of the causes of discrimination. It rhymes with disgrace.
i. People that seek asylum in a certain country. It rhymes with employees.
j. Someone who moves to a foreign country for better living conditions. It rhymes with arrogant.
5
Vocabulary
8. Complete the text with suitable words.
INDIA: ETIQUETTE CUSTOMS and

Dining etiquette
Indians entertain in a. (possessive determiner)
homes, restaurants, private clubs, or other public venues, depending
upon the occasion and circumstances.
5 Although Indians are not b. (adverb of frequency)
punctual themselves, they expect foreigners to arrive close to the appointed
time.
Take off your shoes c. (preposition of time) entering the house.
Dress modestly and conservatively.
10 Politely turn down the first offer of tea, coffee, or snacks. You will be asked again and again.
Saying no to the first invitation is part of the protocol.
Hindus do not d. (verb) beef and many are vegetarians.
Muslims do not eat pork or drink alcohol.
Table manners
15 A lot of Indian food is eaten e. (preposition) your fingers.
Wait to be told f. (interrogative pronoun) to sit.
Guests are often served g. (preposition) a particular order: the guest of honour is
served first, followed by men, and children are served last. Women typically serve the men and eat
later.
20 You may be asked to wash h. (possessive determiner) hands before and after
sitting down to a meal.
Always use your right i. (noun) to eat, whether you are using utensils or your
fingers.
Leaving a small amount of food j. (preposition) your plate indicates that you are
25 satisfied. Finishing all your food means that you are still hungry.
www.kwintessential.co.uk (adapted)
w
accessed in February 2014
6
Grammar
1
Present simple see p. 27
9. André is living and working in London for three months. His friend Sara emails him and asks
him some questions about his life there. Use the prompts to write her questions in the
speech balloon.
a. you / often go / pubs / ?
b. you / usually eat / British food / ?
c. you / like / the weather / ?
d. you / often visit / the museums
and monuments / ?
e. what / you / eat / for breakfast / ?
f. when / you / meet / other
Portuguese people / ?
g. how / you / get around / in the city / ?
10. Sara tells her friends about André’s life in London. Use the prompts to write the answers
in the speech balloon.
a. André / go / traditional pubs / in the
evening / .
b. He / usually eat / traditional food / .
c. He / say / the weather / be different / .
d. He / not often visit / the monuments / .
e. He / not eat / the traditional British
breakfast / .
f. He / usually meet / other Portuguese
people / weekend / .
g. He / get around / the city / by underground / .
Present continuous see p. 27
11. Vlad is on holiday with his parents and his little sister in London. Right now he is phoning his
friend Susan. Put the verbs in brackets in the present continuous.
Vlad: Hi, Susan! What a. (you / do)?
Susan: Well, I b. (watch) the news on TV. And you?
Vlad: I c. (sightsee) in London. My parents are at the hotel. My mum
d. (sleep) and dad e. (probably read) the
paper.
Susan: Our friends f. (die) to hear from you! When g.
(plan) to return?
Vlad: We h. (get) a morning flight on Monday.
Susan: i. (you / have) a good time in London?
Vlad: Yes, the best ever!
7
Grammar
12. Circle the best alternative to complete the email below.
From: Vlad
To: Susan
Hi Susan!
How are you? I a. have / am having a lovely time here in London. Sorry for not getting back to you sooner but
I b. don’t have / ’m not having much time left as I c. want / ’m wanting to make the most of this trip.
Well, my parents and I d. stay / are staying in an old-fashioned hotel in Victoria. We e. spend / are spending
most of the time sightseeing. I’m so tired! Don’t get me wrong. I f. don’t suggest / ’m not suggesting that it’s
not worth it. It really is. London is a multicultural city full of its own culture and traditions. It’s awesome!
I g. admit / ’m admitting that food is a problem. But then, everyone h. knows / is knowing that British food
is very “peculiar”!
Hope to see you soon. Keep in touch.
Love, Vlad
13. Complete each pair of sentences using the same verb in the present simple or present continuous
(affirmative, negative or interrogative).
a. My mother English like a native speaker but she’s rather fluent.
What language ? Is he German?
b. My friend Thomas abroad because he’s afraid of flying.
They (always) to foreign countries. Lucky them!
c. The British a reputation for being a warm people but they
actually are. You feel very welcome!
American writer Bill Bryson a funny way of describing British traditions.
d. Shall I pay you a visit now? Sorry but we to the cinema after dinner.
to ethnic food restaurants often? No, I prefer traditional food.
Personal pronouns see p. 29
14. Complete the sentences with a personal pronoun (subject or object).

a. Isn’t that the Carnival dancer? Why are you looking at ?
b. Do you know Notting Hill Carnival? No, I don’t know .
c. My sister loves Carnival. In fact, is a dancer.
d. Vlad’s parents have tickets for the parade but dad doesn’t want to go
with .
e. We are meeting at 8 pm. You can join if want.
f. I need a brochure, Peter. Can give one, please?
8
1
Possessive determiners and pronouns see p. 29
15. Choose the suitable possessive determiner or pronoun.

a. – Sarah, is this Carnival brochure ?
– No, it’s not . And I don’t know whose it is.
b. mother speaks Arabic and Mandarin but she can’t speak French.
parents thought she should learn traditionally less common
languages and they were absolutely right.
c. Thomas and Larissa are friends. We met in a Carnival parade years ago.
d. Look at this photo: The boy on the right is Thomas and the girl on the left at the top is
Larissa. You can see from faces that they are twins!
e. We’re going out tonight. Do you want to join group?
f. Yesterday when I left school, somebody lent me an umbrella . Was it , Mary?
Pronouns and determiners see p. 29
16. Complete the sentences with the pronouns or determiners given.

^[h _j j^[o j^[_h ? _ji j^[c
a. Mary doesn’t like travelling but sister loves . usually travel with
parents. Last summer I saw because I went to the same beach but
didn’t stay in house.
b. Francis and Margaret never go on long trips because they have a dog. is a
Dalmatian and is very spoilt. The dog even has own clothes.
c. The last time I went abroad was in 2010. was a wonderful trip to the British Isles
and I’d like to go back there. The British are nice people and are very open-hearted.
d. Is that Mary? No, is sister. have similar hairstyles!
Past simple / Past continuous see p. 32
17. Complete the sentences using the pairs of words below. Use the past simple in one gap and
the past continuous in the other.
j^_da%_dl_j[ h[WZ%ÒdZ Y^[Ya%i[[ Yec[%iêm
a. Just when I in to my hotel in New York, I a group of

Portuguese tourists.
b. The teacher into the classroom while I my friends
some photos of my holiday.
c. I of going to Jersey on holiday, but my sister me to go
with her to Budapest.
d. As I about the meaning of nose piercings in Indian cultures,
I out lots of information about aboriginal tattoos.
9
Grammar
Past simple / Past perfect simple see p. 32
18. Complete the following sentences using the past simple and the past perfect simple.
a. I (hope) to finish the book d. The exchange students

on “Multicultural Britain” but (never think) of learning Mandarin before
I (oversleep). but they (do) it and
b. I (not think) of eating (find) it very interesting.
Kebab before Omar (tell) e. The refugees that (leave)
me how tasteful it was! their country years ago (be)
c. Jacob (not expect) the big able to return after the war
surprise party his family (finish).
(prepare) for his arrival!
19. Complete the text below with the verbs in the correct tense.
MY BLOG
| Home | Blogg | News | About
b me | Contact me
I am writing this blog in a hotel room in Perth. I a. (arrive) last night after I
b. (travel) a long way from Adelaide where I c. (not stay) more
than two nights. It d. (be) quite an adventure down under. Before I e.
(come) I f. (not realise) how different cultures might be.
Well, let me tell you… During my holiday in Australia I g. (witness) what you might call
the unbelievable. I h. (go) to a wedding ceremony, a Catholic one I i.
(think). But soon I j. (realise) it was half Catholic. The couple k.
(date) for some years but l. (not get married) because they m.
(not have) the same religion. So, on the wedding ceremony the priest n. (marry) the
bride to the groom under a Catholic vow but the groom o. (not marry) her. Can you
believe this?
Past simple / Present perfect simple see p. 32
20. Identify the mistakes in the following sentences and correct them.
a. I didn’t read that book about the Muslim family in London yet.
b. Did you ever visit Hyde Park in London?
c. There are no scones left. Someone ate them!
d. When I was in London last summer, I have had a traditional afternoon tea.
e. My friends and I have been to the USA in 2010.
f. I have bought lots of sandwiches at the deli when I went to London.
10
1
Present and past tenses see pp. 27-32
21. Read the lyrics to this song by Bruno Mars and complete them with the verbs
given in the correct tense.
When I was your man•

Bruno Mars
Same bed, but it a. (feel) just a little bit bigger now
Our song on the radio, but it don’t sound the same
When our friends talk about you all it b. (do) is just tear me down
‘Cause my heart breaks a little when I hear your name
5 It all just c. (sound) like oooooooh...

Mmmm too young, too dumb to realize
That I should d. (buy) you flowers
And held your hand
Should e. (give) you all my hours
10 When I had the chance
Take you to every party
‘Cause all you f. (want) to do was dance
Now my baby g. (dance),
But she’s dancing with another man.
15 My pride, my ego, my needs and my selfish ways

h. (cause) a good strong woman like you to walk out my life
Now I’ll never, never get to clean up the mess I i. (make), ohh
And it j. (haunt) me every time I close my eyes
www.azlyrics.com (adapted)
Double comparative see p. 41
22. Use the adjectives in brackets to complete the sentences with a double comparison.
a. Although I will always be a Portuguese speaker of English, I want my accent to be
. (good)
b. We often see people from different races getting married. Couples are getting
. (intermixed)
c. Children worldwide are becoming of their multicultural origins. (aware)
d. Cultural interactions are getting all over the USA. (strong)
e. The immigrant community in my neighbourhood is getting . (powerful)
11
Grammar
23. Finish the sentences using the words below and the double comparative.
ZWd][heki ckbj_YkbjkhWb jeb[hWdj h_Y^ _dj[]hWj[Z
a. Having lived, studied and graduated in a multicultural society, my children are gradually becoming
.
b. In the USA there are Mexicans, Italians, Spaniards, Asians, Pakistani and many other cultures. It’s getting
.
c. Immigrants have been adapting to the hosts’ culture and traditions for a long time. They are now feeling
.
d. Many different cultures have found shelter in the UK. If a country’s wealth may be measured by its diversity,
the UK is culturally becoming .
e. Some say one of the negative consequences of diversity might be an increase of hate crimes. If this was
true most cities would have become .
Proportional comparative see p. 46
24. Complete the sentences using the information in brackets.

a. The more you learn about cultural habits .
(you need to learn more)
b. The more diverse a country is .
(its culture is rich)
c. The less you care about your traditions .
(you lose them soon)
d. The more tolerant you are .
(you feel happy)
e. The sooner you accept difference .
(you are a respected citizen)
f. The older the population .
(there are few cultural changes)
25. Write sentences beginning them as suggested.

a. The more we think about prejudice, .
b. The smaller the communities, .
c. The more important the issue, .
d. The sooner you think about immigrants’ problems, .
e. The more prejudiced the society is, .
f. The longer the history, .
12
1
Connectors of time see p. 52
26. Match the halves of sentences in column A with the second halves in column B by using the
connections given.
Column A WHILE Column B
a. A volunteering programme 1. I had that experience in Madagascar.

means the world to me SINCE
2. I returned from that programme with
b. I had the best time of my life Uganda Rural Fund (URF).
AFTER
c. I’ve felt like a better person 3. I was helping the volunteers in
d. Some of the volunteer girls Uganda, Katy said.

INITIALLY
taught women how to feed 4. they gave them some hints on
their babies and hygiene.
AFTERWARDS
27. Rewrite the following sentences using the words given.

a. The volunteer put warm clothes in her bag and checked her first aid box.
(after)
b. The missing boy from the slum was last seen when Katy Perry was there.
(since)
c. Although the singer was nervous, she adapted to the people and country.
(eventually)
d. First the girl learned how to hand-wash clothes and then to cook green vegetables.
(before)
e. The actress put her bags in a tent to have some rest but decided to visit the slums first.
(then)
So / Such (a/an) see p. 55
28. Complete the sentences by writing so, such or such a/an.

a. Some years ago a group of musicians released a single to help children in
Africa which was good that no one will ever forget it.
b. Kate Middleton is kind lady that she will eventually be
compared to Princess Diana.
c. Celebrities give visibility to some humanitarian causes
that these become spread all over the world.
d. UNICEF is well-known organisation that most people
know something about what it does.
e. Nowadays people are selfish that they are unable to
stop and look around them.
13
Grammar
29. Expand the notes using so, such or such a/an… that.
a. Nelson Mandela was / committed to his vision for a free South Africa / no one will forget
him / .
b. Katy Perry saw / poor people / returned home a different woman / .
c. Humanitarian campaigns are / important / no one can ignore them / .
d. Starvation and poverty are / serious problems / they can’t be treated lightly / .
Multi-purpose connectors see p. 58
30. Circle the correct connector in the following sentences.

a. When I’m older I want to do some volunteer work, so that / because / that’s why I can
help people in need.
b. I don’t know many celebrities as committed as Angelina Jolie, besides / moreover / that’s
why I was so surprised to read about Katy Perry in Ghana.
c. So / In addition to / Besides severe draughts, African populations suffer from lack of clean
water.
d. Some celebrities raise awareness about humanitarian issues. However / Moreover /
Because, they volunteer to go to places with harsh living conditions.
e. Princess Diana once visited the slums so that / so / in order to comfort the sick.
31. Rephrase the sentences using the words in brackets.

a. When I’m older I would like to be a volunteer for UNICEF and help children in developing
countries. (so that)
b. Angelina Jolie is an important volunteer but George Clooney is also very committed to
certain causes. (not only… but also)
c. A well-known singer flew to Madagascar to help the launching of an important humanitarian

campaign. (in order to)
d. As secondary school students don’t have much money, they can’t always afford to donate
much money to charity. (that’s why)
e. The more humanitarian campaigns celebrities take part in, the more they raise awareness of
their “brand”. (consequently)
14
Language
review 1
Read the review and decide which answer – 1, 2 or 3 – best
fits each space.
In Jackson, Mississippi, in the 60s, the aspirant writer

Skeeter Phelan, a southern society girl, a. just
graduated and returns home b. finding a job
writing in a futile newspaper column in the local
newspaper. Determined to become a writer, Skeeter
c. the chance of writing a book about the
relationship of the black maids with the southern society for an editor
from New York and decides to interview the black women who have spent d. lives
taking care of prominent southern families. First she convinces her best friend’s
housekeeper, Aibileen Clark, to open her e. to her – to the dismay of her friends in
the tight-knit black community; then Minny Jackson is f.
fired by the arrogant Hilly Holbrook, who is a leader in the racist high 1 2 3
society, and Minny decides to tell her stories after g. a. have had has
a job with the outcast blond Celia Foote. Soon eleven other maids
b. before after while
accept to be interviewed by Skeeter – and as it turns out, they have
h. to say. Along the way, unlikely friendships are forged and c. looks sees watches
a new sisterhood emerges, i. not before everyone in town d. them theirs their
has a thing or two to say themselves when they become unwittingly
e. heart mouth arms
– and unwillingly – caught up in the changing times. When the book
The Help is released, Jackson’s high society will f. unfairly honestly nearly
j. be the same. g. find found finding
www.imdb.com (adapted) h. a lot nothing many
i. and but because
j. soon never always
15
Self evaluation
This is what you should have learnt in this unit.

Answer the questions to check if you’re ready for the test!
1 not really 2 not very well 3 well enough 4 very well 5 perfectly
DO YOU KNOW…? 1 2 3 4 5
when to use…
the present simple
the present continuous
personal pronouns
possessive determiners and pronouns
the past continuous
the past perfect simple
the present perfect simple
the double comparative
the proportional comparative
time and multi-purpose connectors
so/such (a/an)… that
ARE YOU ABLE TO….?

use and recognise vocabulary related to travelling
read numbers and fractions
distinguish between present simple and present continuous
use personal pronouns correctly
refer to possession
talk about the past
link sentences by means of connectors
CAN YOU…?
identify and use words related to multiculturalism
read numbers and fractions
use the present tenses correctly
use the past tenses correctly
identify different types of discrimination
DO YOU FEEL PREPARED TO…?

organise and write a recount
organise and write an exposition
SCORE:
If you scored between 100 and 125, move on to the test.
If you scored between 70 and 100, you may want to check your 3s and 4s in your Grammar Link.
If you scored below 70, ask your teacher for extra work in your problem areas before doing the test.
16
Test 1
Listening
1. Listen to the texts and decide who:

www.linkuptoyou11.te.pt TRACKS 1-2
Jennifer José No one
a. went to Canada.
b. is American.
c. belongs to a multicultural family.
d. thinks the differences between the US and the British culture

are huge.
e. is from Equador.
f. thinks Canadian people have too many rules.
g. travelled by plane.
h. didn’t like the food.
i. experienced the fear of terrorism.
j. says people were very kind.
k. states that back home food is much better.
l. would like to repeat the experience.
2. Listen to the texts again and complete the statements.

a. It’s completely wrong to assume that
.
b. You are likely to get some nasty looks if
.
c. In 1996 .
d. When you go to the library it’s okay to .
e. In Canada almost everything that people eat .
f. Back home it is easier to eat .
17
Test
Reading
3. Read the following text.
Moving to New Zealand

We never thought, even in the days when we weren’t
considering migration, that New Zealand would be a choice of Igme and Dalisay are a young Filipino couple
countries to migrate to. Usually for Filipinos, it was either the who decided to start a new life in New Zealand.
USA or Canada. However, out of the blue, a cousin who
5 apparently lived in Christchurch for the last 20 years had
suddenly emailed us for an entirely different reason, and we just noticed that his email
address had a “.nz”. We asked him if he was living in NZ and when he said he did, we asked
how living there was. He said “if you have children, it’s a wonderful place to raise them.”
Since we did, we looked up NZ and right there decided, okay, we’ll try to migrate here.
10 We submitted our EOI online, and when we were selected, we thought, it’s a sign! Even if
we had all our relatives in the US, it was never our choice to go there, because we would
always be looking over our shoulder. Canada was too cold, and Australia turned us down
outright because of my husband’s age at the time we started the migration process.
I like NZ because the buses are orderly, scheduled, and the drivers manage to be friendly
15 and helpful too. Also, there are no noisy tricycles plying the streets transporting people for
a few metres and charging exorbitant fares, not to mention the diesel fumes that come out
of their exhausts because they overload the two-person side car with 5-7 people. Oh, and
even if both my home town and NZ have cows, at least NZ keeps the cows on the hills and
mountains. Cows back home (privately owned) have no pens, and pass indiscriminately
20 through our subdivision streets and gardens and yards (those unfortunate ones without
fences), eating our plants and flowers.
Another thing I like is the ease of going around places, even if I don’t own a car yet. Well,
I haven’t been to places beyond Wellington yet, but I know I can reach them by train, bus
or ferry. I can’t do that back home, because of the traffic and danger, and inconvenience of
25 public transport there. Much cheaper to own a car and go, relatively speaking. But owning
a car back home is nothing to sneeze at either. I have to work 12 years nonstop in order to
afford the down payment on a brand new car, (don’t try buying second hand unless you
know the previous owner), and then work another 20 years to pay the amortisation.
By then the car would have been ready for the junkyard.
30 One has to keep an open mind about New Zealand. It’s not perfect, but one’s perspective
about it can make it so. We’ve made a serious leap of faith when we came to NZ, since we
have no family or other relatives here, we had only a beginner’s
knowledge of life in NZ. But Kiwis are a very tolerant and friendly
people, and they’re very well adjusted to welcoming strange faces
35 to their country. There may be some maladjusted ones that don’t
see beyond the brown color of skin, but thankfully these are rare,
and easily ignored. Just be well conversant in English and you will
not get lost in this land of the long white cloud.
www.enz.org; www.wikihow.com
accessed in January 2014
18
Test 1
4. Who or what do these words refer to?
a. it (l. 3) c. there (l. 8)
b. his (l. 6) d. them (l. 8)
5. Explain the following expressions taken from the text.

a. “Usually for Filipinos, it was either USA or Canada.” (ll. 3-4)
b. “(…) out of the blue, a cousin (…) emailed us (…)” (ll. 4-6)
c. “(…) we would always be looking over our shoulder.” (ll. 11-12)
d. “(…) owning a car back home is nothing to sneeze at (…)” (ll. 25-26)
6. Complete the statements according to the text.

a. In the past, Igme and Dalisay didn’t see New Zealand .
b. When they discovered “.nz” .
c. According to their cousin, NZ offers .
d. Although all their relatives live in the USA, .
7. Answer the questions.

7.1 For most Filipinos, Canada and the USA are considered top destinations. However, Igme
and Dalisay have a quite different opinion. Why?
7.2 What do they like best about New Zealand?
7.3 How do they refer to New Zealanders?
7.4 What advice do they give to those who want to start a new life in NZ?
a. T
Vocabulary and grammar b. T
c. T
8. Match the words in column A with those in column B to build collocations.
d. T
COLUMN A COLUMN B e. T
a. culture d. asylum g. migration 1. town 4. shock 7. country f. T
b. melting e. foreign h. host 2. seekers 5. flood 8. affairs g. T
c. home f. traditional i. ethnic 3. food 6. minorities 9. pot h. T
i. T
19
Test
9. Use the previous collocations to complete the statements below.

a. In order to solve her legalisation process, she appealed to .
b. The Netherlands and the USA are two countries where many cultures, values and
background converge. This process is referred to as .
c. When living in a different country is sometimes inevitable.
d. Among the that arrived yesterday there were many children.
e. There is no doubt that the large which occurred in America
influenced the process of nation state formation.
f. One of the good things about the Olympic Games is that they value the
’s local culture and make it known to the world.
10. Choose the correct option.
10.1 This year Igme’s sister at her sister’s. 10.5 Even though they were immigrants, it was quite
a. lives b. live c. is living easy for to find a job.
10.2 Multicultural countries normally a. their b. they c. them
pointed out as good places to raise children. 10.6 Chin and Pong’s situation is similar to .
a. were b. are c. be a. their b. theirs c. them
10.3 Before leaving their country, this couple 10.7 NZ offered them great living
a research on NZ. conditions that they’ve decided to stay there.
a. had carried out a. so b. such a c. such

b. has carried out 10.8 Kiwis are kind and welcoming that
c. carried out immigrants don’t really feel a culture shock.
10.4 they were settling down, they a. so b. such a c. such
experienced some signs of prejudice.
10.9 to all the adaptation problems they
a. When b. While c. Before also had to deal with communication difficulties.
a. So b. In addition c. Besides
11. Complete the sentences according to the corresponding situation (use the double or the
proportional comparative).
a. The more immigrants arrive at our country (diverse our culture)
b. The better they speak our language (easy to find a job)
c. Our country is becoming (multicultural)
d. Children are dealing with cultural differences (early)
Writing
Imagine that last summer you were invited to spend your holidays with
Igme and Dalisay in New Zealand. Write a recount about this unforgettable
experience and don’t forget to mention the things you liked and didn’t like
about your holidays. Write between 150 and 220 words.
20
2 The world
of work
Vocabulary
12
Jobs see p. 75
9
1. Complete the following crossword using the clues given.
Across 7 1
1. Cooks meals in restaurants or hotels.

2. Takes care of animals. 8
3. Takes care of people’s skin, nails, hands and feet. 2

4. Features in films, plays and series.
5. Serves the country in any military branch. 3
6. Does research in several fields to come up with 11
relevant findings.
4 13
Down
10
7. Teaches at university level.
8. Works in the media to give you the news.
9. Repairs cars, trucks or motorbikes. 5
10. Fixes your pipes at home.

11. Designs houses and buildings.
12. Helps people manage their money and taxes.
13. Assists sick people in hospitals.
6
21
Vocabulary
2. Identify the jobs below and match the sentences from the box to the correct job.
a. Her/His peak working hours are at meal time. h. She/He travels a lot.
b. She/He organises meetings and interviews. i. She/He has a dangerous job.
c. She/He serves people food and drinks. j. She/He meets a lot of foreign people.
d. She/He speaks several languages. k. She/He wears a uniform.
e. She/He answers phone calls. l. She/He gets tips for their services.
f. She/He gives people legal advice. m. She/He uses computers at their workplace.
g. She/He has a law degree. n. She/He may defend criminals in court.
2. P
O

1. W

4. T G

3. L

5. S

22
2
3. Which skills would be an asset in the following jobs? Justify your opinion.
a. b. c. d.
3.1 Write three jobs for each skill and explain your choice.
Confidence Problem solving
Perseverance Having green fingers
Motivation Communication
Organisation Teamwork
Good eyesight Foreign language mastery
Leadership Commercial awareness
4. The sentences below contain an incorrect word. Correct them.

a. Outsourcing: goods or a service hired from an g. Paid leave: time at work given to employees
inside supplier. as a benefit.
b. Maternity leave: absence from work granted to a h. Perks: extra money given to employers besides
father before and after the birth of a child. the money they get for their work.
c. Meal tickets: a ticket entitling the holder to a dinner. i. Sabbatical: an unpaid leave lasting up to a year.
d. Job sharing: a work arrangement in which workers j. Flexitime: a work arrangement in which workers
share a part-time job. have fixed schedules.
e. Online branding: promoting your name by making k. Sick leave: a holiday given because you are ill.
yourself known in a company.
l. Telecommuting: a work arrangement in which
f. Entrepreneurship: the ability to take financial workers commute to work.
risks to start or run a home.
23
Vocabulary
Areas of a CV see p. 110
5. Look at the instructions for filling in a CV and identify the position of each heading.
a.
Name and Surname
Address: (house number, street name, city, postcode, country)
Telephone: (choose the number at which you can be contacted quickly, most
1. Interests and hobbies likely your mobile phone)

Email
2. Languages Marital status: (single / married / divorced / separated / widowed)
Nationality
3. Professional Experience Date of birth
Age
4. Job qualifications Place of birth: (city, country)
b.
5. Specialised skills State the position or opportunity that you are looking for. (This must be short.
One or two lines only.)
6. References
c.
7. Personal Information Make a short list of the qualifications you have for this job. (This should be short.)
d.
8. Education List your jobs in reverse chronological order. (Last is first.)
e.
9. Volunteer experience
List your university/school in reverse chronological order. (Last is first.)
10. Goal f.
Any additional special abilities you have (e.g., computer programming) that may
be of interest to the employer.
g.
List any relevant unpaid activities (present or past) that you have done.
h.
List the languages you can speak. You can use the following descriptions: French
(native speaker); Spanish (fluent/excellent); English (good/basic knowledge)
i.
List things that you like or like doing.
j.
If required, give the names and addresses of (two) people who can give you a
reference. Alternatively, you can state “Available on request.”
24
2
General vocabulary

a. It’s different from having a job. It rhymes with beer.
b. The person who hires you. It rhymes with gloss.
c. Means the opposite of part time. It rhymes with crime.
d. You attend university to take it. It rhymes with three.
e. Candidates have to write it to get a job. It rhymes with vacation.
f. Abilities you get from experience or training. It rhymes with bills.
g. Unpaid work or service. It rhymes with deer.
h. What you earn at the end of the month. It rhymes with Valerie.
i. Type of work arrangement. You choose the hours you work. It rhymes with dime.
j. You have to take it with you to the job interview. It rhymes with Navy.
7. Read the text and complete it with suitable words.
The coolest jobs in the world

Most people dream of escaping the rat race but that would not be the case if they had one of
the best jobs in the world.
Zombie Chocolate tester
The London Bridge Experience and London Earlier this year a woman became Cadbury’s first ever dedicated
Dungeons employ zombies to “scare” visitors at chocolate taster. f. (conjunction / contrast)
a. (possessive determiner) technically an honorary role as it doesn’t have a salary, Jane Ballinger
attractions. The London Bridge Experience has gets to test new Cadbury’s creations g.
roughly 50 “scarers” on its books but suitable (conjunction / time) they hit the shops. The role of a chocolate
applicants for jobs there b. taster may, however, come h. (preposition)
(modal verb) have “experience in scaring”, a health warning. Britain’s “Chief Chocolate
according to the company. Scare tactics include Taster” has been forced to step down
leaping out of dark corners and scaring from his role i.
unsuspecting visitors. (conjunction / cause)
his cholesterol level was
becoming dangerously
Professional sleeper j.
Earlier this year a hotel in Finland advertised for a (adjective).
“professional sleeper” to c.
www.telegraph.co.uk (adapted)
(verb) 35 days testing out their beds. Hotel Finn
was looking d. (preposition)
a blogger to write about their sleeping experiences,
and be paid for it. The US space agency NASA also
offered volunteers the chance to stay in bed for
70 days for a e. (noun) of
£11,000. Applicants would not be required to do
anything at all except stay in bed. 25
Grammar
Connectors of contrast see p. 74

8.1 he has a very complete CV, he still hasn’t found a job.
a. Besides b. Although c. Despite
8.2 Christine and Frank have been working harder than ever they still
haven’t got enough money to buy a house.
a. and b. besides c. but
8.3 working till late at night, they weren’t able to meet the deadline.
a. Although b. In spite of c. Yet
8.4 The project was the best they had ever done, nobody bought it.
a. so b. besides c. yet
8.5 She knew that she could get promoted, she did not bother to apply
for the post.
a. although b. nevertheless c. despite
9. Rewrite the sentences with the connector in brackets.

a. Although Timothy earns a lot of money, he still lives at home with his parents.
. (despite)
b. In spite of not knowing how to run their father’s company, they own 70% of it.
. (though)
c. The rate of unemployment among graduates is high but I’d love to get a university degree.
. (in spite of)
10. Join the sentences using a suitable connector of contrast.
10.1 We know how difficult things are. We don’t want to leave our country.
a. Although
.
b. Despite
10.2 Teresa and Harry work really hard. They have

never been promoted.
a. Although
.
b. In spite of
26
2
Present perfect continuous see p. 82
A
11. Follow the example to say what the problem
with these people is.
What’s the problem with the children?
They are all wet.
Why are they all wet?
Because they have been washing the car.
B C
D E F
27
Grammar
12. Ask questions for the following situations. Follow the example.
a. My sister is studying at the University of Edinburgh.
How long has she been studying there?
She has been studying there for 2 years.
b. Catherine is working as a marketing assistant.

How long ?
2009.
c. I am waiting for an answer to my job application.

How long ?
2 weeks.
d. We are living in the suburbs now.

How long ?
January.
e. The director is on the phone. He can’t see you right now.

How long ?
an hour.
f. The factory workers are protesting against their working conditions.

How long ?
Tuesday.
13. Choose the correct verb tense to complete the dialogues (present perfect simple or
continuous).
a. – I have looked / have been looking for a job for months now, but nobody has offered /
has been offering me a job yet!
– How many applications have you sent off / have you been sending off?
– I don’t know. I haven’t counted / haven’t been counting them.
b. – Have you seen / have you been seeing Sandra recently?

– No, she has worked / has been working nights lately.
– Has she moved / Has she been moving to her new house?
– Yes, and she has redecorated / has been redecorating it, but she hasn’t finished /
hasn’t been finishing it yet.
c. – Why are you so happy?

– I have just started / have just been starting a new job! At Googleplex!
– That’s great. You have longed / have been longing for a chance like that for ages!
– Yes! And I have wasted / have been wasting too much time in menial jobs already.
Now I feel I’m on the right path.
d. On the phone:
– I have waited / have been waiting for you for hours! Where are you?
– I have studied / have been studying all afternoon for my maths test on Monday!
– Have you done / Have you been doing all the exercises in the book yet?
– I have just finished / have just been finishing the last one. I’ll be there in half an hour.
28
2
The passive see p. 89
14. Choose the suitable verb from the ones given and use it in the past participle to complete
the passive sentences below.
Xh[Wa_dje h[iYk[ Wÿ[Yj eÿ[h WYY[ii if[Wa jWa[
a. Michel was a job at the Sales Department by the CEO himself.

b. Ten people were from the fire by the fire brigade.
c. English is by all the hotel staff.
d. Our house was last week and both our laptops were
.
e. Factory production will be because of the strike.
f. LinkedIn can be by anyone who wants to get a job.
15. Now rewrite the sentences as active sentences.

a.
b.
c.
d.
e.
f.
16. Rephrase the following sentences starting them as suggested.

a. I must complete this report by Friday or my boss will fire me.
This report or I .
b. TV channels may broadcast personal videos only if the owners authorise them.
Personal videos only if they .
c. After the heavy rains they have closed the road for repairs.
After the heavy rains the road .
d. Will computers replace workers in the future?
Will workers ?
e. The other people in my department didn’t give me much help in my first days at the office.
I .
f. In Britain the milkman still delivers milk to your doorstep.
In Britain milk .
29
Grammar
17. Complete the text with the verbs in brackets (passive or active).
The Tower of
London
The Tower of London is a historic castle on the north bank of the River Thames in central
London, England. It a. (found) towards the end of 1066 as part of
the Norman Conquest of England.
The Tower of London b. (play) a prominent role in English history.
From the early 14 century until the reign of Charles II, a procession c.
th
(lead) from the Tower to Westminster Abbey on the coronation of a monarch.

In the late 15th century the castle was the prison of the Princes in the Tower. Under the
Tudors, the Tower d. (use) less as a royal residence and more as a
prison. The peak period of the castle’s use as a prison e. (be) the
16 and 17 centuries, when many figures f.
th th
(hold) within its walls.
Its enduring reputation as a place of torture and death g.
(popularise) by 16th century religious propagandists and 19th century writers, but only
seven people h. (execute) within the Tower before the World Wars
th
of the 20 century.
In the First and Second World Wars, the Tower was again used as a prison, and it i.
(witness) the executions of 12 men for espionage. After the Second World War, damage
caused during the war j. (repair) and the castle reopened to the
public. Today the Tower of London is
one of the country’s most popular
tourist attractions. Under the
ceremonial charge of the Constable of
the Tower, it k.
(care) for by the charity Historic Royal
Palaces and l.
(protect) as a World Heritage Site.
30
2
The passive with two-object verbs see p. 90
18. Rewrite the sentences in the passive. Write two possible constructions when possible.
a. Google always offers attractive perks to most employees.
b. Big corporations are now employing both skilled and unskilled employees.
c. Politicians should take measures to fight unemployment and poverty.
d. Mobility within European countries has encouraged immigration.
e. Outsourcing gives companies the chance to expand faster.
Question tags see p. 95
19. Match the sentences to a suitable question tag.

a. Albert will come to the party, 1. aren’t they?
b. They worked at the weekend, 2. hasn’t she?
c. Lauren has already been there, 3. shouldn’t she?
d. Peter and Alex are co-workers, 4. don’t they?
e. This company lost all the clients, 5. do they?
f. Your project wouldn’t have a chance, 6. won’t he?
g. Helen should train her presentation, 7. would it?
h. The Smiths don’t own this factory, 8. didn’t they?
i. Our clients like the result, 9. didn’t it?
20. Complete the questions according to the question tags and the answers given.
a. d.
great, isn’t it? , did we?
Yes. I think the project’s brilliant, too. No. We didn’t earn enough money with our sales.
b. , e.
will they? , aren’t they?
No. I don’t think they’ll succeed in their new business. Yes. They are very competent workers.
c. f.
, doesn’t he? , have you?
Yes. Peter likes his new job. No. Unfortunately, I haven’t got the requested
qualifications.
31
Grammar
Modal verbs see p. 102
21. Complete the sentences with a suitable modal verb. (first use)
a. Like Steve Jobs once said, “You do whatever makes you happy.”
That’s the secret for success.
b. Students and their families be late for the Opening Ceremonies.

The Principal will never tolerate that.
c. I apply to a law school abroad if I want?
d. You ask a teenager to make such an important decision as what

career they want when they’re only 15!
e. You be late and you dress suitably for a job

interview.
f. If you really want to, you well study and work at the same time. Lots
of people have done it successfully.
22. Rewrite the sentences using: may, could, must, can’t be or must be to speculate and
make deductions. (second use)
a. Ryan looks very tired. I’m sure he is working too much.
He working too much.
b. They often do overtime. I don’t suppose their basic salary is very good.
They a very good basic salary.
c. My parents have enough money in the bank. I suppose they are going to retire soon.
My parents soon.
d. Mr Jones has bought a sports car. He obviously sold his restaurant.

Mr Jones his restaurant.
e. That girl is far too young. She’s definitely not the dentist.
That girl the dentist.
f. She didn’t tell me she had been fired.

She probably thought I would be angry.
She thought I angry.
g. The CEO was late for the meeting.

She was probably caught in traffic.
The CEO in traffic.
32
2
23. Complete each verse of the song using the verbs in brackets.
Just Give Me A Re
Reason Pink ft. Nate Ruess
Right from the start
You a. (be / past simple) a thief
You b. (steal / past simple) my heart
And I your willing victim
5 I c. (let / past simple) you see the parts of me
That d. (be / past simple / neg.) all that pretty
And with every touch you e. (fix / past simple) them
Now you f. (talk / present perfect continuous) in your sleep, oh, oh

Things you never say to me, oh, oh
10 Tell me that you g. (have / present perfect simple) enough
Of our love, our love
Just give me a reason

Just a little bit’s enough
Just a second we h. (break / present simple / passive) just bent
15 And we i. (modal verb) learn to love again
It’s in the stars
It j. (write / present perfect simple / passive) in the scars on our hearts
We k. (break / present simple / passive / neg.) just bent
And we l. (modal verb) learn to love again
20 I’m sorry I m. (understand / present simple / neg.)

Where all of this n. (come / present continuous) from
I thought that we were fine
(Oh, we had everything)
Your head o. (run / present continuous) wild again
25 My dear we still have everythin’
And it’s all in your mind
(Yeah, but this is happenin’)
You p. (have / present perfect continuous)

real bad dreams, oh, oh
30 You used to q. (lie / present simple)
so close to me, oh, oh
There’s nothing more than empty sheets
Between our love, our love
Oh, our love, our love
(...)
www.songtext.com (adapted))
4
33
Grammar
Past perfect continuous see p. 107
24. Look at the information and write sentences using the past perfect continuous.
Write the sentences in a logical sequence.
Barbara finally got a full-time job, but before this she…
do volunteering at re a d
an orphanage commen
on my C t s
V
attend
several
interviews
send CVs
do part-time jobs till last
Monday
a.
b.
c.
d.
e.
25. Fill in the gaps. Write the verb in brackets in the correct verb tense: past perfect continuous
or past simple.
a. Last week Becky (feel) very tired. She
(work) for almost 24 hours.
b. Two years ago Alex (decide) to start his own business but before
that, he (research) the market.
c. She finally (invest) her money in a shoe shop. To make sure that it
(be) the right thing to do, she (analyse)
the shoe business quite carefully.
d. Yesterday Mrs McKenney (be) arrested. She
(steal) from her own company for almost two years.
e. Samuel and John (not finish) their work on time because Samuel
(work) on another project.
f. They (deliver) the project yesterday afternoon.
They (work) on it night and day.
34
Language
review 2
Read the review and decide which answer – 1, 2 or 3 – best fits
each space.
Billy McMahon (Vaughn) and Nick Campbell (Wilson) seek

a. after being laid off from their positions as watch
salesmen when b. employer goes out of business.
Billy then applies for an internship at Google for the two of
them, c. they are accepted to join the Internship
summer program at the Google headquarters in Mountain
View, California due to their unorthodox interview answers
and d. a lack of relevant experience; They will spend
the summer competing in teams e. other interns,
also known as “Nooglers”, in a variety of tasks, and f.
the members of the winning team will be guaranteed jobs with
Google. Billy and Nick, of course, are the g. people in
any room at Google. The college kids assigned to their team
immediately treat h. with scorn and disrespect.
The team does not bond immediately. The interns compete in
different challenges: coding, answering helpline calls, locating
bugs and nobody wants Billy or Nick slowing them down.
The movie depicts Google culture as if it were a benevolent
version of life in a cult compound, with everyone wearing
colored beanies and “Noogle” T-shirts, riding colorful Google
bikes around the campus, and taking the Google shuttle bus into
o
town. The ending is not i. winning the competition. It
never was. Billy and Nick are baffled by much of what they encounter at Google, and both
have their challenges. They’re only in their forties but they’re already j. treated
as old and irrelevant; it’s a new experience, one they are not yet used to.
www.rogerebert.com; www.imdb.com
accessed in March 2014
1 2 3
a. work employment job
b. his their theirs
c. and but or
d. however although despite
e. with against to
f. also only simply
g. youngest newest oldest
h. their they them
i. about to for
j. being be been
35
Self evaluation

DO YOU KNOW…? 1 2 3 4 5
when to use…
connectors of contrast and time
the present perfect continuous
the passive
question tags
modal verbs
the past perfect continuous
how to build…
the present perfect continuous
the passive
question tags
the past perfect continuous
ARE YOU ABLE TO…?

use the different types of contrast connectors
contrast the present perfect simple and continuous
distinguish between active and passive sentences
use the passive with two objects
use question tags to emphasise questions
employ modal verbs in different contexts
acknowledge the use of the past perfect continuous
CAN YOU…?
list down different types of jobs
identify job skills and requirements
recognise different types of work arrangements
discuss the advantages of each arrangement
recognise phrasal verbs with “work”
organise the areas of a CV

organise and write an argumentative text
organise and write an explanation
organise and write an exposition
SCORE:
36
Test 2
Listening
1. You are going to listen to three people giving advice on how to adapt to the world
of work.
www.linkuptoyou11.te.pt TRACKS 3-5
1.1 Listen to them and note down the advice each speaker gives.
Carol
Kathleen
James
1.2 Listen to the statements again and find out who:
Carol Kathleen James
a. talks about someone else’s

experience;
b. gives more than one argument to

account for their advice;
c. talks about proper etiquette in the office

and among working fellows;
d. tells about people who talk about

everyone without them knowing it;
e. says they have followed advice meant for

work outside the workplace;
f. warns about the dangers of written

messages getting to the wrong recipient.
37
Test
Reading
2. Read the following text.
ON MY FIRST JOB
My education began in the library, where I read every book I could get
my hands on. Before long, I wanted to be – among other things – a writer.
I read books about it, and I learned that the chance of making a living
writing novels was remote. But I also learned that if I got a job on a
5 newspaper they’d have to pay me every week.
Immediately I wrote to the Bucks Free Press, the weekly local, without
which a sizable part of South Bucks would not be able to be properly born,
married, buried, sentenced in court, informed, or feted as the grower of the funniest pumpkin
in the fruit and vegetable show.
10 I had been told that journalism was very, very difficult to get into. Nevertheless, I sent my careful
letter to Arthur Church, the editor. I informed him that I hoped to leave school with three
A-levels the following year and asked if there was any possibility there would be a vacancy on
the paper. This letter contained some nascent journalism, being accurate without being entirely
true. I wasn’t confident I would get the A-levels. I hoped I would.
15 Arthur’s reply said in essence, “I don’t know about next year, but I have an opening right now.”
And almost before I knew it, I had a job prospect.
There was a minor problem. I hadn’t told Mum and Dad about my application, and they were
currently away on holiday. They’d left me on my own as I was 17 and perfectly capable of looking
after myself, so long as the baked beans lasted and the dirty laundry basket didn’t overflow.
20 When they came back, I sat them down and told them I had been offered a job on the paper.
Thankfully they were happy. My father took the view that his son would not have to spend his
time looking at the underside of cars in a greasy garage, and my mother calculated that I would
be the editor of The Times in 10 years.
The following Monday, I went to school minus my uniform, and notified them that I was not
25 attending any more, thank you very much. Then I departed through the entrance that only
teachers and visitors were allowed to use. I went up the road to the editorial offices and to a life
of putting words together in their proper order.
My first day, I saw a dead body, and discovered that my new job was much more interesting than
maths. I also discovered that it is possible to go on throwing up long after you’ve run out of
30 things to throw up.
Later that week – with my father in attendance because I was a minor – I was officially
apprenticed to Arthur Church. My indenture was signed. More or less, the newspaper owned me;
I was untrained and therefore a liability, my wages perceptible through a microscope.
www.huffingtonpost.com
3. Say who or what the following words refer to in the text.
a. him (l. 11) d. his (l. 21)

b. I (l. 15) e. them (l. 24)
c. they (l. 20)
38
Test 2
4. Explain the following expressions as they are used in the text.
a. “(…) the weekly local, without which a sizable c. “I also discovered that it is possible to go on
part of South Bucks would not be able to be throwing up long after you’ve run out of things
properly born, married, buried, (…)” (ll. 6-8) to throw up.” (ll. 29-30)
b. “This letter contained some nascent d. “I was untrained and therefore a liability,
journalism, being accurate without being my wages perceptible through a microscope.”
entirely true.” (ll. 13-14) (l. 33)
5. Answer the following questions.

5.1 Did the author apply for his dream job? Explain.
5.2 What qualifications did he have for the job as a journalist?
5.3 Did his parents have a high opinion of him? Explain.
5.4 Why did he use a different entrance when he left school?
5.5 When do you think the action took place? Explain.
Vocabulary and grammar
6. Identify the professional who might have said the following. Then, write what the words in bold
it may refer to.
a. It will improve a lot if you watch the films with no subtitles and if you try to imitate native speakers.
b. I’m afraid we will have to replace it. There are drips coming from the hole on the wall.
c. We may have to add some more invoices. Otherwise it will be enormous next year.
d. You will have to keep it in perfect conditions if you want the captain to let you go home this weekend.
e. It took years to be carried out but it will revolutionise our health.
39
Test
7. Complete the definitions with the corresponding names.
a. : a period of absence from c. : a rest from work, or a break,

work granted to a mother before and after the often lasting from two months to two years.
birth of her child. d. : a card or ticket entitling the
b. : a benefit to which one is holder to a meal or meals.
entitled because of their job.
8. Rewrite the following sentences beginning them as suggested.
a. The inspector showed the victim a photo of the e. The referee didn’t report the incident to the police.
suspect. The incident
The victim .
. f. The teacher explained to us why dictionaries are
b. They fill the shelves with pills every morning. more reliable sources than the internet.
The shelves We
. .
c. Someone has given him a full refund in that shop. g. The Prime Minister’s declarations took the
He journalist by surprise.
. The journalist
d. They are charging the lawyer with public disorder .
offences. h. The judge refused to give us permission to appeal
The lawyer against higher decisions.
. We
.
9. Complete the sentences with the missing preposition.

a. Thomas has taken up evening classes at university. He wants to be a good lawyer and he is working it.
b. Tom is already a great doctor and he has worked to be the best surgeon in ER.
c. The salesman worked us so well that we bought the latest Mac instead of a windows PC.
d. Mary is just starting out as a bartender but I’m positive she will work to being the hotel manager.
e. Harold worked the chocolate with mastery but unfortunately he didn’t convince the jury of the
dessert competition.
Writing
The author from the text you have just read chose to be a journalist although he
wanted to be a writer. Do you think it is important to do what we like or are there
any other motivations that make us adapt to any other job?
Write an exposition in which you state your opinion on this topic. Talk about
dreams, ambitions, self-fulfilment, perks you’d like, working arrangements…
40
3 The consumer
society
Vocabulary
A B
Products and shops see p. 124
1. Complete the crosswords with the name of A. C

the shops where you can buy the products in B. O
the pictures. C
C. N
D. S
D E F
E. U
F. M
G. E
S U P E R M A R K E T
G H I
H. I
J
I. S
J. M
2. In which shop or service would you hear someone saying these sentences?
a. How many bags are you checking in? Airport g. There’s a flight on the morning of the
12th, returning on the afternoon of the 26th.
b. I’d like to take out some money from my checking
account, please.
h. Which platform for London Bridge, please?
c. I’d like to send this package by express mail.
i. Let’s hope it’s just indigestion, but we’ll need to

d. Would you like some dessert?
run some tests just to be sure.
e. Can I try on this dress, please?
j. Would you like a room with twin beds or a double
f. I’d like to report a crime: Someone’s just stolen my
bed?
bag!
41
Vocabulary
Types of advertising see p. 145
3. Label the images with the corresponding type of advertising. One does not apply.
XWdd[hi X_bbXeWhZ%êWhZ_d] YbWii_Ò[Zi Yecc[hY_Wb
b[WÓ[j behhoWZl[hj_i_d] fef#kf
A B
D E F
4. Find the words to complete the definitions below in the

L O I N G C G I N G L B
wordsearch.
A I L O L A S E E U S R
a. : a trademark or distinctive name
identifying a product or a manufacturer. M A R T H M A R I M L A
b. : the action or business of promoting G F W K J P W R S A O N
and selling products or services, including market
L O G O E A M O P R V D
research and advertising.
O L E T U I T H A K A P
c. : any series of actions or events that
are meant to achieve a particular result. R U P N L G E R T E N O
d. : a short and striking or memorable G G L A S N S D E T I U
phrase used in advertising.
E A D V E R T I S I N G
e. : a symbol or other small design
adopted by an organisation to identify its products, J I N G L E A N D N G O
uniforms, vehicles, etc. G A S L O G A N E G T P

f. : the activity or profession of
producing advertisements for commercial products or services.
g. : a short slogan, verse, or tune designed to be easily remembered,
especially as used in advertising.
42
3
9ebbeYWj_edi
5. Match the words that normally appear together.
a. target 1. letter
b. pocket 2. season
c. complaint 3. shopping
d. brand 4. catching
e. compulsive 5. public
f. sales 6. card
g. eye 7. break
h. credit 8. bullying
i. commercial 9. money
6. Use the expressions in exercise 5. and complete the following sentences.

a. Some teenagers are victims of when other
teenagers make fun out of them because they don’t wear the latest brands.
b. is seen as a very serious psychological disorder
which affects people from all ages.
c. Their logo is really . Nobody stays indifferent to it.
d. Martha won’t buy the coat now. She said that she would rather wait for the
because by that time it would surely be less
expensive.
e. Lisa never takes money with her when she goes shopping. She always uses her
.
f. Most teenagers spend their on clothes and mobile
phones.
g. Based on the colours and images of the ad, I dare to say that its
is young people.
h. I hate when my favorite TV programme is interrupted for
that go on infinitely.
i. Yesterday, Susan and Eric bought a new LCD but when they got home and plugged it
in it didn’t work. Susan decided to write a to get
their money back or have the LCD repaired.
43
Vocabulary
Confusing words see p. 162
7. Complete each pair of sentences below with a suitable pair of words from the boxes on the
right. You may need to change the form of the word.
a. You pay less for the supermarket’s own . STATUTE
b. What of car do you drive? STATUS
c. What is being done to stop employers from

BRAND
workers in developing countries?
MAKE
d. I have great business ideas that I still have to .
e. Some jobs bring with them and a high income.

EARN
f. Under the of the company they have no power to
GAIN
dismiss you.
g. He about £40,000 a year.

EXPLORE
h. Since I started working here, I have experience
EXPLOIT
and self-confidence.
=[d[hWbleYWXkbWho
8. Follow the lead to complete the blanks

a. A synonym for “buy”. It rhymes with gorgeous.
b. The opposite of “save”. It rhymes with pretend.
c. The money that you owe. It rhymes with forget.
d. A word or phrase for an ad. It rhymes with vegan.
e. A large advertising board. It rhymes with b[WZ_d].
f. It is also called plastic money. It rhymes with regard.
g. The known name of a product. It rhymes with bWdZ.
h. A person who buys things. It rhymes with ^kcekh.
i. The opposite of “spend”. It rhymes with brave.
j. When shops sell the items cheaper, they are on…
It rhymes with m^Wb[.
i. A printed advertisement. It rhymes with desire.
44
3
9. Complete the text with a suitable word.
$HOPPINGAddictio n
Most people like to shop at least a little bit but for a. it is an obsession.
b. excessive shoppers will compulsively spend hundreds of dollars before realising
that they have a problem and need help. Some of the signs of shopping addiction include:
Overspending. If you find that you constantly overspend and take money c. your
5 budgeted expenses to cover a shopping excursion then you may be a victim of shopping addiction.
Compulsive purchases. If you compulsively purchase items or if you notice that you buy ten pairs of
shoes at a time instead of just one, there could be a problem.
Lying about the problem. Do your friends or family members constantly want to know
d. your money is going but you tell lies about it? If you lie about your shopping in
10 an effort to cover up what is really going on there could be a problem.
Consequences don’t help. If you know that there will be consequences if you shop but you still decide
to spend money then you are stuck with the consequences. The consequences e.
include relationship troubles, financial troubles, regret and guilt.
There are many ways f. you can change your behaviour or limit your shopping to
15 reduce negative impact. For instance, g. of the basic behaviours that can be changed
to eliminate a shopping addiction include:
Admitting that you have a problem.
Making a list and checking it h. to ensure that only necessary items are on the list.
Getting rid of check books or credit cards that can only fuel a shopping addiction.
20 Finding ways to spend time productively without shopping.
Taking i. with you when shopping and making sure that they are ready to
provide you with support to prevent unnecessary purchases.
Avoiding urges to spend. If you feel like shopping, take time to think about whether or
j. you really need to shop before you actually go out and spend.
www.addictions.com
1 2 3
a. few a lot of some
b. Many Few A few
c. of from to
d. where why which
e. may must should
f. that whose how
g. many some a lot of
h. once again twice
i. something someone everyone
j. sometimes maybe not
45
Grammar
9ekdjWXb[WdZkdYekdjWXb[dekdi see p. 125
10. Look at these words and mark them as countable [C], uncountable [U] or countable and
uncountable [C, U].
a. newspaper C U e. work C U i. information C U
b. money C U f. book C U j. music C U
c. air C U g. coffee C U k. parcel C U
d. furniture C U h. problem C U l. fruit C U
11. The words/expressions below are normally used to count uncountable nouns.
Match them to the corresponding uncountable noun(s).
Expressions Uncounta
able nouns
a. A piece of 1. chocolate
e
b. Two slices of 2. clothing
c. Six cartons of 3. bread
d. A loaf of 4. cake
e. Two cups of 5. sugar
f. A pile of 6. coffee
g. Four bars of 7. honey
h. Three kilos of 8. advice
i. A jar of 9. orange juice
j. A bottle of 10. milk
12. Read the sentences that follow and decide if the underlined noun has a countable [C]
or uncountable [U] meaning.
a. This glass
g belonged to my grandmother. It was made in France.
b. The table is made of glass
g .
c. Unfortunately she lacks work experience.
d. There are so many experiences that I will never forget.
e. I love chocolate.
f. May I offer you a chocolate?
g. Yuck! There is a hair in my soup!
h. Jasmin’s hair is very beautiful.
i. Peter would like to spend more time with Susan.
j. How many times have I told you not to say that?
k. You ought to do some exercise at least twice a week.
l. Please, do exercise A, on page 32.
46
3
GkWdj_Ò[hi see p. 126
13. Read the sentences and underline the quantifiers.

a. Samuel has got very little money left. e. Are there many potatoes in the bag?
b. We haven’t got any oranges in the fridge. No… only a few.
c. There isn’t any sugar for the cake. f. Do I need to get some lettuce for the salad?
– No, there’s still some left in the fridge.
d. How much does the frying pan cost?
14. Look at the quantifiers below and decide whether they are used with countable or
uncountable nouns. Write them in the correct column.
W%Wd iec[ bejie\%Wbeje\ Wdo cWdo
\[m%W\[m ckY^ b_jjb[%Wb_jjb[
Countable nouns Uncountable nouns


a. There’s need to get upset! 1. no 2. any
b. He has time to play with them. 1. few 2. little
c. She doesn’t seem to have patience. 1. much 2. many
d. I went to trouble to get the tickets. 1. hundreds of 2. a great deal of
e. Can you give me money for the bus ticket? 1. a couple of 2. a bit of
f. There are only players in the world with this skill. 1. a few 2. a little
g. Are there potatoes left? 1. any 2. some
h. Yes, there are still onions we can put in the salad. 1. some 2. little
47
47
Grammar
?dZ[Òd_j[fhedekdi see p. 130
16. Complete the words in the table to form indefinite pronouns.
a. any e. any / h. any
b. some f. some / i. some
c. no g. no / j. no
d. every used when referring to people used when referring to objects
used when referring to places
17. Complete the indefinite pronouns with Wdo#, iec[, [l[ho#, de#.
About last night

Gary: Did you hear a. thing strange last night?
Sam: No, I don’t think I heard b. thing strange.
Gary: I’ve heard that c. body tried to break into Robert’s house.
Sam: Did they manage to take d. thing?
Gary: No, e. one called the police. And the thieves ran off when they heard the sirens.
The police found fingerprints f. where.
18. Complete the indefinite pronouns with #ed[/#XeZo, #j^_d] or #m^[h[.

a. Samantha, would you like some to eat? – No, thanks. I ate some at home.
b. I can’t believe it. Every is talking about the photo of me that Sarah posted
yesterday on her Facebook. I feel so embarrassed.
c. Did you hear any about it?
d. Every I go she goes with me. Why can’t any stop her? Please, do
some that will stop her from following me!
19. Complete the sentences with the correct option.

a. I know that Sonya has got a new boyfriend.
Does know who he is?
1. anybody 2. nobody 3. somebody
b. I’ve spent the last ten minutes looking for my red scarf but I can’t find it .
1. anywhere 2. somewhere 3. everywhere
c. Hello! Is there home?
1. anybody 2. something 3. everybody
d. No, I don’t think there’s at home. The place looks empty.
1. somebody 2. nobody 3. anyone
f. she told you yesterday is true.
1. Everything 2. Something 3. Anything
48
3
H[bWj_l[YbWki[i see p. 141
20. Complete the sentences with a suitable relative pronoun, determiner or adverb.
a. The glamorous faces feature in OOH advertising are usually actors or singers.
b. Luxury brands of perfume, prices are outrageous, often use Hollywood
celebrities to advertise their products.
c. Footwear and cosmetics are usually the items have familiar faces on their
adverts.
d. A billboard is you can have the first contact with a new brand or product.
e. The girl in the new soft drink advertisement is the same one is starring in the
8 o’clock soap opera.
f. A marketing campaign is something is carefully planned in order to sell a
product or idea.
21. Correct or make improvements to these sentences, if necessary. Tick (√) if they are correct.
a. A shopaholic will buy anything which they see regardless of how much money they have.
b. This is the shopping centre which I saw the leather jacket I told you about.
c. There isn’t much we can do about how shops advertise their products.
d. Tom’s father who is also my father’s friend is our Marketing mentor.
e. Not having a credit card is probably one of the best decisions which you can take in your life.
f. The American photographer, who took the photograph, was paid £ 1000.
g. The top model’s baby girl which is due next January will be named after her grandmother.
h. Mrs Laura Oak, that is now a CEO of an advertising company, used to be a secretary.
22. Rewrite these sentences including the information in brackets as a relative clause.
a The marketing spokesperson said something. (No one understood it.)
The marketing spokesperson said something which no one understood.
b. The actress has just returned from a skiing weekend in Sierra Nevada. I^[_ii_ncedjîfh[]dWdj$
c. The TV host asked his guests about their shopping habits. (Everyone knows he is in debt.)
d. My favourite perfume is by a Japanese designer. ?d[l[hh[c[cX[h_jidWc[$
e. Do you know the location of the billboard? (We have to put the new advert there.)
f. A shopaholic is someone who as an addiction. J^[_hWZZ_Yj_edjeiêff_d]_ikdYedjhebbWXb[$
g. The President talked about a new advertising campaign. >[m_bbkdl[_b_j_dWfh[iiYed\[h[dY[$
49
Grammar
23. Complete the song with the words given.
Counting Stars
Lately, I’ve been, I’ve been losing a.
Dreaming about the things that we could be
But baby, I’ve been, I’ve been praying b.
Said no more counting c.
5 We’ll be counting stars
Yeah, we’ll be counting stars
I see this life

Like a swinging vine
Swing my d. across the line something (2x)
10 In my face is flashing signs sold (2x)
Seek it out and you shall find dollars
money
Old, but I’m not that old alive
Young, but I’m not that bold hard
And I don’t think the world is e. burn
15 I’m just doing what we’re told sleep
heart
I feel f. so right
everything
By doing the wrong thing
And I feel g. so wrong
By doing the right thing
20 I could lie, could lie, could lie
h. that kills me makes me feel i.
[Chorus] x 2
I feel the love

And I feel it j.
Down this river every turn
25 Hope is our four letter word
Make that k.
Watch it burn
Old, but I’m not that old

Young, but I’m not that bold
30 And I don’t think the world is l.
I’m just doing what we’re told
www.songtext.com
50
3
Fh[fei_j_edWbl[hXi see p. 148
24. What is the preposition that can follow all the verbs in each group?
think ask belong participate

complain long write specialise
warn blame talk succeed
appeal listen believe
a.
thank
d. f.
apologise
insist wait
concentrate pay accuse aim
depend die laugh
c.
rely consist look
congratulate approve
spend g.
e.
b.
25. Match the different parts to build meaningful sentences. Some prepositions can be used
more than once.
a. Unfortunately, many teenagers suffer 1. anybody.
b. Frank and Eric paid in 2. your help and kindness.
c. I really want to thank you for 3. this unexpected situation.
d. Peter cannot rely with 4. many difficulties when they first arrived here.
e. These people had to cope from 5. everything I say.
f. My mother believes on 6. eating disorders.
g. Susan doesn’t know how to deal 7. all their crimes.
26. Complete the gaps with the verbs given. Put the verbs in the correct forms.
Z[f[dZ YedY[djhWj[ if[dZ cWa[ beea XbWc[
W]h[[ Wffhel[ YecfbW_d Z[cedijhWj[ fWo
a. Erica is always about her life.

b. Sully against clothing of animal fur.
c. Alice on her salary to for the rent.
d. Sally believes everyone is a bit of a shopaholic. I don’t with her.
e. Girls usually more money on clothes than boys.
f. Parents should never of their children having credit cards.
g. Shopaholics consumerism for all their problems.
h. Could you be quiet, please. I want to on this article I’m reading about
shopping habits among teenagers.
i. at that leather bag! I must have it!
51
Grammar
9edZ_j_edWbYbWki[i see p. 156
27. Complete the following 1st conditional clauses.

a. If people dejYedikc[ so much, many factory workers
(not keep) their jobs.
b. If parents (give) their children everything they ask, they
(never / know) the value for money.
c. Unless you (visit) a toy factory in China, you
(not know) the miserable conditions under which toys are manufactured.
d. Governments (have) to do something if Chinese workers
YecfbW_d about their working conditions.
e. If a girl (work) for 15 hours, she (be)
allowed to have a 5-minute break.
f. Workers (go) home for Christmas if all the orders
(be) complete.
28. Use the images to complete the following 2nd conditional clauses.
A C
B
E
F
D
a. If I worked in a toy factory, I cWa[ just for me!

b. If I had to work under such harsh conditions, I (not go out) at night.
c. I wouldn’t have much of an appetite if I (have) to eat.
d. If I ib[[f, I would have a terrible backache the next day.
e. I (not have) if I had to live in a factory all my life.
f. If I (visit), I wouldn’t like to visit the industrial area.
52
3
29. Match the beginning (a to g) to the endings (1 to 7) and write 2nd conditional clauses.
a. If I were the parent of an underage factory worker,
I 1. j[bb the world about the working
conditions of Chinese toy factory workers.
b. If I were the factory CEO, I 2. _cfei[ heavy taxes on Chinese
factories which (not provide) workers
c. I If I were a toy retailer, I with decent working and living conditions.
3. (not want) to play with such toys.
d. If I were Prime minister, I 4. (raise) awareness for this social problem.
5. dejWbbem my child to work in such filthy
e. If I were a Goodwill Ambassador for UNICEF, I places.
6. (refuse) refuse to be given any salary for
f. If I were a famous TV host, I my work.
7. dejc[hY^WdZ_i[ these toys and
g. If I were a factory worker, I beea for another supplier.
30. Write sentences using a 3rd conditional clause.

a. If Naomi (watch) the documentary about toy factories in China,
she (be) shocked to see how toys are manufactured.
b. Sorry! I (never / j[bb you about these factories if I
(think) you would be so shocked.
c. If retailers (be) clearly informed that these girls were working for
hours without a single break, they (never / cWa[ deals with
manufacturers.
d. If I (hear) about this before, I (not want)
a made in China toy.
31. Rephrase the sentences beginning them as suggested.

a. The twelve-year-old girl didn’t finish the 500 dolls. She was dismissed.
If the twelve-year-old girl had
b. Because China sells 75% of the world’s production, it is considered the biggest
manufacturer in the world.
If China didn’t sell
c. I am not the president of the factory. I don’t obey industrial regulations.

If I were
d. None of the employees complained about the poor sanitation. No one changed it.
If some of the employees had
e. Workers feel weak without eating properly for so many hours.

If workers don’t eat
f. Someone inspected the factory. That’s why they have closed it down.
If they hadn’t
53
Grammar
The causative see p. 163
32. One of the secretaries at “Ethical Consumer” has decided to make some changes in the
office. Her budget is £5,000 for repairs and redecoration.
Decide:
what she can do herself;
what she will pay someone else to do.
When you have finished compare your decisions with a partner.
1. Change the light bulbs £50

2. Change the glass of the windows £400
3. Insulate the windows £150
4. Install a wall safe £500
5. Change the counte r £250
6. Buy some green plants £100
7. Replace computers and telephones £1,000
8. Replace the floor £800
9. Put in new carpet s and curtain s £600
10. Clean the office after repairs £500
11. Repair the electrical system £1,000
12. Clean the drains £250
13. Paint the walls £300
1. She can change the light bulbs.
2. She will have the glass of the windows changed.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
54
Language
review 3
Complete the review by filling in each space with a suitable word.
In the glamorous world of New York City, Rebecca Bloomwood is a fun-loving girl
a. h[bWj_l[fhedekd is really good at shopping – a little too good,
perhaps. Her buying sprees have buried her in immense debt but she b.
ceZWbl[hX seem to break her habit for making impulsive purchases, and while she’s
always decked out in the latest styles, her credit card c. (noun) are
as thick d. (adverb) a telephone book.
Rebecca has dreams of working for a top fashion magazine: Allette. If she could
somehow manage to land her dream job at this high-profile fashion magazine, perhaps
she e. ceZWbl[hX transform what is now a simple addiction into
something f. h[bWj_l[fhedekd could really benefit her
professionally. When Rebecca becomes an advice columnist at a financial magazine
published g. (preposition) the same company as her favourite
fashion magazine, her fresh approach strikes a chord with readers. Overnight, her column
becomes hugely popular, turning her h. (preposition) a celebrity.
As her dreams are finally coming true, she goes to even more extreme efforts to keep her
past from ruining her future. i. (adverb), her bank account is still bone
dry and her growing debt issues threaten to destroy her love life and derail her career.
As Rebecca teeters on the brink of bankruptcy, she gradually begins j.
(preposition) reassess her priorities and she is forced to re-evaluate what’s really important
in life.
www.mtv.com; www.tribute.ca
55
Self evaluation

DO YOU KNOW…? 1 2 3 4 5
when to use…
countable and uncountable nouns
quantifiers
indefinite pronouns
relative pronouns, determiners and adverbs
prepositions with verbs
conditional clauses .
the causative
how to build…
defining and non-defining relative clauses
prepositional verbs
conditional clauses
the causative
ARE YOU ABLE TO…?

distinguish between countable and uncountable nouns
use quantifiers to express quantity
use the different indefinite pronouns
join two sentences by means of a relative pronoun, determiner or adverb
express different types of conditions
use the causative in the appropriate context
CAN YOU…?
name shops and the products they sell
identify different types of advertising
recognise and apply advertising-related words
distinguish between confusing words

organise and write a review
organise and write a descriptive report
SCORE:
56
Test 3
Listening
1. U.S. News spoke to two reformed shopaholics, who shared their stories of how they
developed, and overcame their addiction.
www.linkuptoyou11.te.pt TRACK 6
1.1 Listen to Mary Hunt and find out:

a. what her childhood dream was;
b. where she went to college;
c. the first way she found to spend money she didn’t have;
d. when she had access to credit cards;
e. what she promised her husband to do;
f. how much money she owed as unsecured debt after 12 years;
g. what she blamed her husband for;
h. how long it took her to pay her debts.
1.2 Now listen to Avis Cardella and complete the sentences with the missing information:
www.linkuptoyou11.te.pt TRACK 7
a. She started shopping when she was .

b. The store was a comfortable place for her because .
c. She would run to a store when she , or
.
d. It was difficult for her to accept that her shopping
g addiction was jjust a way
y to
.
e. She got over her addiction by going to
.
f. She exchanged her shopping sprees for
57
Test
Reading
2. Read the following test.
ETHICS and Advertising

Claiming that a product can do something that it cannot is a clear-cut case of
deception. Saying that a package is one and one-half times bigger than another (if it
is!) is a clear-cut case of telling the truth. But in the real world of advertising, the
issues are seldom so clearly demarcated. Is it deceptive, for example, to say that Big
5 Macs and Whoppers taste great without also saying that too many of them can make
you fat, raise your cholesterol, or increase your sodium intake above healthy levels?
The public wants and expects advertising to be truthful, but exactly what does this
mean in practice? Does it mean saying that a new car can get you from New York to
California in style is insufficient? For the ad to be truthful, does it also need to say
10 that driving cars adds to environmental pollution and that you might get hurt or
killed in an accident along the way? Does “honest” advertising require that some
products (like prescription drugs, for example) need to make fuller disclosures
about possible side-effects than do ads for hamburgers and cars?
Should products that can have harmful effects, like tobacco and alcohol, be
15 advertised at all? Many advertising agencies respond in the affirmative. They back
up their decision by saying that it is not an agency’s responsibility to decide which
products should be advertised and which should not. Rather, their reasoning goes:
if it’s legal to sell it, it’s okay to advertise it. By contrast, there are other agencies and
a handful of famous advertising men and women who refuse tobacco or alcohol
20 accounts on ethical grounds. They do not want to be associated with the social ills
of products that appear to be as harmful as these.
Is it ethical to advertise to children? Some people think not, but advertisers
continue to do so. The central question here is whether children should be treated
like other consumers, or whether they deserve special treatment or should not be
25 advertised to at all. Canada severely restricts advertising to children as do some
European countries. Sweden is perhaps the strictest nation, prohibiting any
advertising aimed at children under the age of 12. Luxembourg and Belgium prohibit
ads for five minutes before, during, and for five minutes after children’s
programming. In Canada, ads cannot exceed four minutes in each half-hour of
30 programming directed to children. In the United States advertisements continue
to be directed to children for cereal, toys, and other commodities.
Ethics in advertising, as in other aspects of social life, is a complex issue. What one
person considers ethical, another may consider unethical. Every day advertising
professionals must make complex decisions about what can and ought to be said in
35 advertisements. Clients want to make the strongest claims possible for their brands,
but the border between the possible and the unethical must be constantly negotiated.
http://muse.jhu.edu
58
Test 3
3. Match the words from the text with their synonym. One does not apply.
a. demarcated (l. 4) 1. defined

b. intake (l. 6) 2. limits
c. back up (ll. 15-16) 3. prohibits
d. restricts (l. 25) 4. justify
5. ingestion
4. Explain the following expressions from the text.

a. “clear-cut case of deception” (ll. 1-2)
b. “make fuller disclosures about possible side effects” (ll. 12-13)

5.1 Identify the truthful information about fast-food and cars that…
a. … is given in ads:
b. … is not given in ads:
5.2 Explain the comparison being made between ads for fast-food and cars and ads for
prescription drugs.
5.3 How do advertising agencies justify the fact that they agree to advertise for harmful
products like tobacco and alcohol?
5.4 As regards advertising to children, whose position referred to in the text do you agree with
the most? Why?
5.5 Are there products you think shouldn’t be advertised for at all? Explain.
LeYWXkbWhoWdZ]hWccWh
6. Choose the right word to complete the interview with the Prime Minister.
Do you believe a. ckY^ /cWdo of your proposed legislation on advertising restrictions
will pass in the Parliament?
Yes, I believe b. ckY^ /cWdo of our proposals will be approved. We’re not taking
c. nothing / anything for granted. We still have to work on d. Wb_jjb[ / a few details.
e. Everybody / Everything is working hard for it to succeed.
The polls say that there’s f. b_jjb[ /Wb_jjb[ support by the other members of the
government for your proposal. Isn’t that going to influence the approval?
Not at all. g. Few / A few voters actually support the current legislation system.
And h. cWdo /Wbej agree that i. iec[j^_d] / everything has to be changed. Advertising
is j. iec[m^[h[ / everywhere and k. everybody / nobody is immune. We only want to
establish l. iec[/ Wb_jjb[ restrictions concerning ethical procedures.
59
Test
7. Complete the sentences by choosing the right verb and the preposition that goes with it.
You don’t need to use all of them and some may be used more than once.
h[bo Z[Wb j^_da Z[f[dZ ikYY[[Z b_ij[d W]h[[ X[b_[l[
YecfbW_d m_j^ ed _d je WXekj \eh e\
a. There are people whose self-esteem the material items they

own. These people don’t often all the money they spend.
b. People are always the cost of living but many still
the advertising messages on TV and go on crazy shopping sprees.
c. My sister has overcoming her shopping addiction and now she
is all her friends to help her.
8. Rewrite the following sentences starting them as suggested.

a. There are many misleading messages in ads, because restrictions to advertising are not
properly enforced.
If
b. I never go shopping at the weekend unless I really need to buy something.

Unless
c. Advertising tobacco and alcohol has been banned in several countries already. It is
considered unethical by many famous advertisers.
Advertising tobacco and alcohol,
d. Big corporations don’t create their advertising strategies themselves. They hire famous
advertisers.
Big corporations have
e. Consumers became so addicted to fast-food taste because they weren’t warned about the
side effects of Big Macs and Whoppers.
If
“In a consumer society there

Writing are inevitably two kinds of
s
slaves: the prisoners of
Choose the quote below with which you “It is the preoccupation a
addiction and the prisoners
agree the most and explain your choice. with possessions, more o
of envy.” Ivan Illich
Write an exposition defending your than anything else,
arguments as to why you agree with that prevents men from “Not what you possess but what you
the chosen sentence. living freely and nobly.” do with what you have dete rmin es
Bertrand Russell your true wor th.” Thomas Carlyle
60
4 The world
around us
Vocabulary
G R E E N H O U S E
Environmental problems and collocations see p. 179
A A C N O L A C P X
1. There are many collocations on the theme of the environment. S L S L R F N G E T
Find words in the puzzle that combine with the ones given.
W A A A I U S O C I
a. effect g. change
A S D Y A M A L I N
b emissions h. Air
S U Q E X E A J E C
c. Exhaust i. Toxic
T O Y R A S T T S T
d. Endangered j. rain
E G L O B A L O E I
e. Animal k. warming
U D I C A S U A O O
f. Ozone
P O L L U T I O N N
2. Use the previous collocations to complete the sentences below.
a. I think that the from cars and motorcycles are less dangerous
to the atmosphere than the smoke from factories, although they are all responsible for
causing .
b. My cousin Peter told me that there has been an increase in the amount of carbon dioxide
and other gases in the atmosphere, which is causing the .
c. The greenhouse effect is getting worse and worse, making the temperatures rise on Earth.
Scientists call this unnatural effect .
d. Since we use natural resources too thoughtlessly, too wastefully and with too little
imagination, is an inevitable process.
e. Scientists have found an irreversible hole in the .
f. Did you know that most of the left in landfills is responsible for
the death of animals and of people who drink contaminated water?
g. When destroying forests, we also destroy the habitat of many animals, which therefore
contribute to .
61
Vocabulary
Natural disasters see p. 175
3. Here are some of the world’s worst natural disasters. Read the texts and complete them
with the words/expressions given.
jikdWc_ (&&* [Whj^gkWa[ ÓeeZ Wjec_YXecXi

mWl[in( eY[Wd \[[j
Text 1
The a. that generated the great Indian Ocean b.
of c. is estimated to have released the energy of 23,000 Hiroshima-
type d. , according to the U.S. Geological Survey (USGS).
It caused e. as high as 50 f. (15 meters) in some
places, according to news reports. But in many other places witnesses described a rapid
surging of the g. , more like an extremely powerful river or a
h. than the advance and retreat of giant i. .
ZWcW][i c_ii_d] h[Xk_bZ jh[cehi Z[WZb_[ij [Whj^gkWa[ hWlW][Z

imWo[Z cW]d_jkZ[ CWo f[efb[êc[b[ii 8[_`_d]
Text 2
The Great Sichuan a. occurred on b.
8, 2008 with a c. that measured 8.0 and 7.9. It was so great that
it was felt in nearby countries and cities as far away as d. and
Shanghai, where buildings e. with f. .
Official figures for the g. include 69,197 deaths (68,636 in
Sichuan province), 374,176 injured and 18,222 h. . This was
considered the i. earthquake to hit China after the 1976
Tangshan earthquake, as it left 4.8 million to 15 million j. .
The Chinese government is appropriating 1 trillion Yuan or $146.5 billion to
k. areas l. by the great quake.
m_Z[ jemdi Zhek]^j jehdWZe 8Wd]bWZ[i^

Wjceif^[h_Y Z[ijheo[Z i_p[ cWii_l[ _d`kh[Z
Text 3
The most deadly a. known to humankind is the April 26, 1989 Daulatpur-
Salturia Tornado which affected b. . The estimated c.
of the tornado according to sources was 1 mile d. . In just a matter of minutes,
the horrific twister claimed the lives of 1,300 people and left 12,000 others e. .
The f. were completely g. and 80,000 were left
homeless. The h. that Bangladesh had experiencing for 6 months intensified
the i. conditions, which allowed a deadly j. tornado
to form.
www.therichest.com (abridged and adapted)

62 accessed in March 2014
4
7d_cWb^WX_jWji see p. 181
Lepilemur septentrionalis
18 individuals left alive
*$ These images portray endangered or already extinct animal species. Complete the
table below with the given information about these animals. Asian folk medicines
hunted to near-extinction
C.Dehj^[hdifehj_l[b[ckh
A. Amur leopard In the forests of the Island
B.@WlWdh^_de of Madagascar
Panthera pardus orientalis
water pollution
deforestation
Pseudoryx nghetinhensis
habitat loss due to logging
erosion of beaches
D. Saola forests of eastern Russia
E.B[Wj^[hXWYai[Wjkhjb[
tropics and the sub-polar
global climate change
the swamp and water
logging in the forests
Rhinoceros sondaicus
western tip of the Island
of Java
Korea and northern China
Demochelys coriacea
Scientific name Habitat Threats Facts
northern , it is now extinct in

road building and encroaching
A. primordial region civilization
illegal hunting and
loves
B. (Indonesia) in Ujung Kulon for its horn its horn is used to make
National Park
There are just

C. the southeast coast of illegal hunting
Africa.
isolated areas of tropical Asian folk medicines

forest stretching along the
D.
border between Vietnam
and Laos
illegal hunting Many die after ingesting

regions nesting-habitat loss due plastic debris they find
to beach development floating in the ocean, which
E.
the they mistake for food such
due to global climate change as jellyfish

63
Vocabulary
Recycling i[[f$(&,
5. Label the objects below and say which bin you would put them in (plastic, paper, glass,
common) or if they should be put somewhere else in a proper place.
a. b. c.
a.
b.
c.
d.
d.
e. f.
e.
g. f.
g.
h.
h. i.
j. i.
j.
6. Describe the objects and say what you think they are made of.
Yeha fbWij_YXejjb[i cW]Wp_d[fWf[h
a.
c.
d.
b.
,*
4
9ebbeYWj_edi0CWa[eh:e see p. 193
7. Put the words under the corresponding heading.
WdWffe_djc[dj WYekhi[ êki[meha Wfêd[YWbb WfbWd W\Wlekh Wd[ÿehj

\h_[dZi Wd[nYki[ meha de_i[ [n[hY_i[ Xki_d[ii j^[X[Z WZ[Y_i_ed
Wfhec_i[ oekhX[ij W\kbb#j_c[èX Wc[Wb Wifehj
j^[mWi^_d]#kf Wc[ii ced[o Wc_ijWa[
MAKE (usually means to create or produce something) DO (usually means to perform an activity or job)
8. Complete the dialogues with a suitable collocation from above.

a. – I’m so hungry!
– Don’t worry. I’ll for us.
b. – I’m worried about my parents because I didn’t tell them I would take so long at Joana
Vasconcelos’s exhibition.
– You can if you want. Here, take my mobile phone.
c. – There are so many useful recycled objects that I can’t .
– Why don’t you take these Levi Jeans? They are so fancy!
d. – Would you like to with me?
– There’s no need to go shopping. The fridge is full!
e. – This room is so untidy! You last night, didn’t you?
– Sorry mum. I’ll help you .
f. – Can you ?
– Sorry but I’m busy right now. Maybe later.
g. – Thomas by putting his old
books in the recycling bin.
– Don’t say that. They will transform them into beautiful
art objects.
65
Vocabulary
General vocabulary

a. A synonym for “impurity”. It rhymes with solution.
b. A synonym for “spare”. It rhymes with gave.
c. A collocation with make. It rhymes with \[[b.
d. An animal of the desert. It rhymes with i^kjjb[.
e. Giving other uses to materials. It rhymes with cycle.
f. It is the raw material of plastic. It rhymes with boil.
g. It starts with an earthquake. It rhymes with mummy.
h. Consequence of human action on forests. It rhymes with nation.
i. The opposite of “save”. It rhymes with Y^_bb.
j. You put your waste there to be recycled. It rhymes with pin.
'&$ Mind the clues and complete the crossword.

Across
1. It is responsible for the killing of many fish species.
2. Every animal species has one and it’s where animals feel safe and happy.
3. A biological community.
4. When earth shakes violently we call it an…
5. What most birds do in certain seasons.
6. Name given to the destruction of
forests. 7.
Down
1.
7. Animal at risk of extinction.
8. When winds become very strong
they may cause a… 2. '&$
9. Another word for explosions. 9.
Normally used when referring to
3.
volcanoes.
8.
10. One of the best ways to start
protecting our planet’s resources. *$
5.
6.
66
4
11. Complete the text with a suitable word.
5GREEN HOME
PAINLESS CHANGES YOU CAN MAKE FOR A
When it comes to making eco-friendly changes these are the little ones that
really add up to a. a difference.
Go meatless on mondays
Having pasta or a vegetarian soup on Mondays might not seem like a big deal, but adding one meat-free
5 meal per week (for a family of four) has the same impact b. driving a hybrid car.
Raising livestock produces a large amount of greenhouse gases, so cutting back, even one night per week,
makes a big difference.
Leave your shoes at the door

Think of removing your shoes c. you enter a home as the equivalent of washing your
10 hands. First, it couldn’t be d. . And second, it prevents the outside gunk like car
exhaust, chemicals, and pesticides from being tracked all over your home.
Microwave glass, never plastic

Heating plastics can cause leaching into food and many contain hormone-disrupting compounds (not
just the much maligned versions made with bisphenol-A or BPA). Plastics that are e.
15 “microwave-safe” can simply withstand a higher temperature before losing their shape. So when
popping anything in the microwave, f. for glass or microwave-safe ceramics.
Don’t dump, donate

By some estimates, for every item of clothing donated, 27 pounds of carbon emissions are reduced
based on the fact that you don’t have another item being produced while one is headed to the landfill.
20 g. items to a thrift store, a charity that accepts donations.
Select fragrance-free products

Conventional fragrances h. contain chemicals believed to disrupt hormones, and they
can be i. to the ecosystem when washed down the drain. If you like perfumed soaps,
cleaning products, or cosmetics, read labels to find those j. with essential oils.
www.realsimple.com
1 2 3 accessed in February 2014
a. make do feel
b. as like than
c. after while when
d. easier cleaner better
e. named labelled entitled
f. opt choose prefer
g. Take Buy Sell
h. always never often
i. harmless harmful painful
j. made done contained
67
Grammar
Fh[fei_j_edie\fbWY[WdZcel[c[dj see p. 178
12. Use along or j^hek]^ to complete the sentences.

a. We walked the path until we came to a small house and waited for the
rain to stop.
b. Martha pushed her way the crowd to get to her children.
c. We ran the road as fast as we could to get out of the storm.
d. The boat was floating the river when we felt the earthquake start.
e. They drove a long tunnel to get to the nearest village.
f. In spite of the tsunami, they have rebuilt several hotels the beach.
13. Choose the correct preposition in the following sentences.

a. They told me to meet them at / in the airport but no one turned up.
b. Martha was on / at the phone when the tornado hit the building.
c. There is a landmark near / into that house that indicates the level of the floods in 1920.
d. They live in / on a small island on / in the Pacific.
e. The big tree fell between / next to my house and Sarah’s.
f. The tsunami levelled villages on / in the Northeast coast of Japan.
g. Strong winds broke the window glass and the pictures on / in the wall.
h. The moment I saw big dark clouds coming towards / next to us I asked the children’s
parents to take them home.
i. Mary lives in / on the ground floor. That’s why she’s so afraid of floods.
'*$ Fill in the gaps with the missing prepositions. Two do not apply.
X[jm[[d WXel[ WYheii Wbed] ekji_Z[ jemWhZi
a. Tsunamis can be generated by any disturbance that displaces a large amount of water,
including earthquakes, volcanic eruptions, meteorites or landslides the
water or below its surface.
b. Earthquakes are the vibrations caused by rocks breaking under stress. The underground
surface which the rock breaks and moves is called a fault plane.
c. The epicentre of the 2004 Indian Ocean earthquake was Simeulue
and mainland Indonesia.
d. Droughts are a normal, recurring feature of the climate the globe.
68
4
15. Read the lyrics of the song and circle the correct option.
Don’t you worry child

There was a time
I used to look a. into / to my father’s eyes
In a happy home
I was a king, I had a golden throne
5 Those days are gone,
Now the memory’s b. in / on the wall
I hear the songs
c. From / For the places where I was born
There was a time
d. J^hek]^ / Upon a hill
I met a girl g. e\ / \hec a different kind
10 e. across / along a blue lake, 20 We ruled the world,
That’s where I had my first heartbreak I thought I’d never lose her h. outside / out e\ sight
I still remember who it all changed We were so young,
My father said, I think of her now and then
“Don’t you worry, don’t you worry, child I still hear the songs
25 Reminding me of a friend
15 See heaven’s got a plan f. e\ / \eh you.
(…)
Don’t you worry, don’t you worry now”
www.songtexte.com (adapted)
Yeah! accessed in March 2014
?m_i^¾%?\edbo¾ i[[f$'.*
16. What would you say in the following situations? Write sentences with ?m_i^ or ?\edbo.
a. You didn’t buy the Levi jeans made out of plastic e. You need a kilo of newspapers to make a recycled fruit bowl.
bottles and now they’ve sold out.
f. Human action has caused the extinction of animal species.

b. Your mum never puts the rubbish in the right bin.
g. My neighbour wastes lots of water washing the car every

c. You want to watch the film 2012 on TV but you still morning!
have lots of work to do.
h. My friends are always complaining about my

d. Not many of your friends separate waste properly. environmental concerns.
69
Grammar
>WZX[jj[hÉZX[jj[h%mekbZhWj^[hÉZhWj^[h see p. 185
17. Choose the correct option in the sentences below.

a. There will be water shortages in the future. We’d better / M[ÉZhWj^[h start saving it now.
b. We consume more than we need. We’d better / M[ÉZhWj^[h cut down on what we buy.
c. You’d better / OekÉZhWj^[h buy recycled paper because it’s environment-friendly.
d. My teacher told me that parents, teachers and students ^WZX[jj[h / mekbZhWj^[h use
public transport to go to work.
e. Don’t you know that we’d better / m[ÉZhWj^[h repair than replace appliances?
f. You’d better / OekÉZhWj^[h buy meat at the butcher’s because it saves packaging.
g. You like recycled objects, don’t you? Then you’d better / oekÉZhWj^[h see the art
exhibition in CCB.
h. Look at these figures! We’d better / M[ÉZhWj^[h start using renewable energies.
Expressing possession see p. 192
18. Build sentences expressing possession.

a. The decisions / the politicians / led to public demonstrations /.
b. The content / the conference on pollution / was very surprising /.
c. The presentation / Professor Lewis / was quite interesting /.
d. The conclusions / the investigators / will change / the lives / people / forever /.
e. The organic crop yields / this month / have doubled /.
f. The sales / their factory / have decreased /.
19. Rewrite the sentences using a possessive form (when possible leave the noun out).
a. Our exportations this year have doubled.
This have doubled.
b. Teresa owns a café. Yesterday I met Carol there.
Yesterday I met Carol .
c. Did you see the documentary on TV yesterday?
Did you see .
d. We read the latest news on the GM debate in the newspaper last week.
We read the latest news on the GM debate in .
-&
4
(&$Write the corresponding possessor in each sentence.
<hWdY_i >[b[dWdZ:ebeh[i Wd_cWbh_]^ji j^[hee\ Hkii_WdfW_dj[hi
a. Have you seen ’s new car? It’s a hybrid car and he loves it.
b. David didn’t like the ’ exhibition. He thought it was a bit dull.
c. organisations are constantly warning against poaching and illegal
killing of species.
d. ’s parents want to build an animal hospital in the town.
e. I don’t believe it. The tornado has destroyed of our house.
Verb tenses all round see p. 198
21. Put the verbs in brackets into the present simple, present continuous, present perfect
simple or present perfect continuous.
a. Li meha as a criminal investigator in Hong Kong.
At the moment, she jhWdi\[h all her files to her office in Lisbon.
b. Vlad (study) Forensic Science for two years.
He (love) his course and êf[ to find
a job as soon as he \_d_i^ it.
c. He jWa[ University life very seriously and
(study) for a single exam for two weeks.
d. How long (write) this report? Since this morning.
22. Use a future tense to complete the sentences.

a. In ten years’ time, scientists (use) the genetic code to prevent
malformations in human cells.
b. All this evidence (lead) us to the right answer. The DNA
(not leave) any doubts as for the real suspect.
c. Next month I (attend) a seminar with a notable forensic
scientist.
d. Our flight tomorrow (be) at 3 pm. Be on time for a change.
e. By this time tomorrow I (attend) the conference on “Human
Genome – The changes in science”.
23. Put the verbs in the past simple or past perfect simple.
a. My teachers (get) very surprised when I
(tell) them that I (want) to be a criminal investigator.
b. They (tell) me how dangerous a profession it was, but all
I (want) was to be on crime scenes.
c. Before I (decide) to apply for this job, I
(try) some years as a Police Officer. It’s not the same, though.
71
Grammar
El[hWbbh[f^hWi_d]
(*$Rephrase the sentences as suggested.
The passive / Conditional clauses / Unless
a. My friends and I have organised a local campaign against testing cosmetics on animals.
The local campaign
b. Someone informed the president that the workers demanded better sanitation.
The president
c. They make wonderful objects with cork.

Wonderful
d. The electrician explained the benefits of efficient appliances. We bought an A+++ fridge.
If the electrician
e. We close all the doors in order to keep our home warm.

If
f. If we don’t save the water we still have, our descendants will perish.
Unless
Relative clauses / Connectors
g. Primary school children learn how to be eco-friendly citizens. They are only 6 years old.
Primary school children
h. This is the five-star hotel. Its owner founded the Eco-Living Tourism Foundation.
This is the five-star hotel
i. The Okapi is a mammal. It is related to the giraffe and not to the zebra as many might
suppose.
The Okapi is a mammal
j. Although we don’t know what the future will bring, the chances are that we won’t have
the amount of natural resources we have at the moment.
In spite of
k. I don’t know much about endangered animal species. So, I don’t have much of an
opinion.
I don’t know much about endangered animal species. That’s
l. The smog in Beijing is mainly caused by exhaust fumes from cars and buses but few
people use public transport.
The smog in Beijing is mainly caused by exhaust fumes from cars and buses.
72
Language
review 4
Complete the review by filling in each space with a suitable word.
Avatar takes us to a spectacular world beyond imagination,

a. (relative adverb) a reluctant hero embarks on
an epic adventure, ultimately fighting to save the alien world he has
learned b. (preposition) call home.
We enter the alien world through the eyes of Jake Sully, a former
Marine confined to a wheelchair. c. Yed`kdYj_ed#
contrast) his broken body, Jake is still a warrior at heart. He is
recruited to travel light years to the human outpost on Pandora, where
corporations are mining a rare mineral that is the key to solving Earth’s
energy crisis. d. Yed`kdYj_ed#YWki[ the
atmosphere of Pandora is toxic, they have created the Avatar Program,
in which human “drivers” have e. (possessive
determiner) consciousness linked to an avatar, a remotely-controlled
biological body that can survive in the lethal air. f.
(demonstrative determiner) avatars are genetically engineered
hybrids of human DNA mixed with DNA from the natives of Pandora:
the Na’vi.
Reborn in his avatar form, Jake g. (modal verb) walk again. He is
given a mission to infiltrate the Na’vi who have become a major obstacle to mining the
precious mineral. But a beautiful Na’vi female, Neytiri, saves Jake’s life, and this changes
h. (indefinite pronoun). Jake is taken in by her clan and learns to
become one of them, which involves many tests and adventures. As Jake’s relationship
i. (preposition) his reluctant teacher Neytiri deepens, he learns to
respect the Na’vi way and finally takes his place among j. (personal
pronoun). Soon he will face the ultimate test as he leads them in an epic battle that will
decide nothing less than the fate of an entire world.
http://cinema.com (adapted)
73
Self evaluation

1 not really 2 not very well 3 well enough * very well 5 perfectly
:EOEKADEM¾5 1 2 3 * 5
when to use…
prepositions of place and movement
I wish and if only
had better/would rather
the possessive case/genitive
different verb tenses (negative, affirmative and interrogative forms)
how to build…
sentences expressing past and present wishes
sentences expressing regrets
sentences giving advice
sentences expressing preference (without should)
7H;OEK78B;JE¾$5
distinguish between prepositions of place and movement
express wishes (past, present)
express regrets
give advice (you’d better)
express preference (I’d rather)
express possession
refer to present and past events
97DOEK¾5
use collocations concerning the topic area “environment”
name natural disasters and enviromental hazards
identify animals’ natural habitats and threats
talk about recycling methods
distinguish between collocations with make and do
:EOEK<;;BFH;F7H;:JE¾5
organise and write a classifying report
organise and write a procedure
SCORE:
-*
Test 4
Listening
1. Listen to the statement of an organisation’s young founder and complete the table.
www.linkuptouou11.te.pt – TRACK 8
a. Organisation
b. Name of its founder
c. Founder’s age
d. Objective
2. Which questions is the young activist asked? Tick (√) them.

a. What are some easy things teenagers can do to make a difference?
b. How can teenagers persuade their families to become more eco-friendly?
c. Why should their teachers help?
d. How can they do it at school?
e. Why should teenagers care about the environment?
f. Where can they get further information about recycling?
3. Listen again and fill in the grid in note form.
a. How teenagers can make a difference in

their everyday life
b. The most important thing they can do
c. Things they can do at home
d. A suggested course at schools
e. What should exist in every school
75
Test
Reading
*$ Read the text carefully.
How can one person change the world?

Today, the environmental problems facing the world are enormous. Earth’s finite resources
are being stretched to the limit by rapid population growth, air, water and soil pollution,
and much more. Global warming, spurred by our use of fossil fuels for energy and
transportation as well as mass-scale agriculture and other human activities, threatens to
5 push our planet beyond its ability to support human life unless we can meet the growing
need for food, energy and economic opportunity within a sustainable environment.
In the face of such huge global problems, it is easy to feel overwhelmed and powerless,
and to find ourselves asking, “What difference can one person make?” The answer is that
one person can make all the difference in the world:
10 Rachel Carson was just one person who wrote Silent Spring, a book credited with
launching the environmental movement in the United States.
John Muir was one person who saved the Yosemite Valley, founded the Sierra Club,
and inspired generations of conservationists who continue to do life-giving work.
Wangari Maathai is one person who started planting trees and empowering women
15 in her native Kenya, and eventually was awarded the Nobel Peace Prize for 2004 for
her contribution to sustainable development, democracy and peace.
Al Gore is just one person who traveled for years to any conference room or auditorium
where people would gather to hear his call to action and see his slide show, which
became the Academy Award-winning film and best-selling book An Inconvenient Truth.
The power of personal commitment

20 Each of us has the power through our daily decisions and lifestyle choices to make our
homes and communities more environmentally friendly, but our power doesn’t end there.
There is no question that solving many of the problems currently threatening our global
environment will require the resources and enlightened action of government and industry.
Yet, because government and industry exist to serve the needs of their citizens and
25 customers, how you live your life, the demands you and your neighbors make for products
and services that help to preserve rather than erode the environment, will influence those
actions and, ultimately, help to determine the future of planet Earth and the fate of mankind.
Anthropologist Margaret Mead said, “Never doubt that a small group of thoughtful,
committed citizens can change the world. Indeed, it is the only thing that ever has.”
30 So make some changes in the way you live your life. Use less energy and fewer
resources, create less waste, and join with others who share your beliefs
to urge government representatives and business executives to follow
your lead toward a more sustainable world.
It has never been more important, or more urgent, for you and
35 people everywhere to take personal action, to adopt a greener
lifestyle, and to share your concerns about the environment.
http://environment.about.com
accessed in December 2013
76
Test 4
5. Find words or expressions in the first paragraph of the text that mean the same as:
a. : all the things that exist in nature and can be used by mankind, for
example oil, trees, water…
b. : made something bigger than it actually is by pulling it.
c. : the state of being extremely dirty.
d. : able to continue without causing damage.
6. Say what these words refer to.
a. who (l. 13) c. which (l. 18)

b. her (l. 15) d. there (l. 21)
7. Complete the statements according to the text.

a. Overpopulation, pollution and global warming are problems which
.
b. One of the greatest threats to human life is .
c. If we don’t adopt more sustainable living habits, our planet
.
d. Silent Spring .
e. Rachel Carson, John Muir, Wangari Maathai and Al Gore .

8.1 How can each person help the environment?
8.2 Will those actions be enough to save our planet? Justify.
Vocabulary and grammar
9. Match the words in column A with those in column B to build collocations.
COLUMN A COLUMN B
a. T f. T
a. acid 1. layer
b. greenhouse 2. fuels b. T g. T
c. fossil 3. food c. T h. T
d. endangered 4. species d. T i. T
e. animal 5. bin
e. T
f. organic 6. rain
g. recycling 7. effect
h. water 8. pollution
i. ozone 9. extinction
77
Test
'&$ Fill in the gaps with some of the previous collocations.

a. Can’t you read? The use of sprays can damage the .
b. All this fish died because of .
c. I’m taking all this plastic to the yellow .
d. Overpopulation is responsible for the destruction of animal habitats which results in
.
e. I’d rather buy than vegetarian food.
f. The polar bear belongs to the group of .
g. Everybody knows that cars and factories release chemicals in the air which can cause the
.
11.1 They threw the glass the green 11.4 I wasn’t aware of the consequences. I wish
container. I how to become more eco-friendly.
a. to b. into c. for a. had known b. did know c. knew
11.2 Al Gore has never lost his aims sight. 11.5 I wish my mother the lights on when
she is not home.
a. out b. outside c. out of
a. wouldn’t leave b. hadn’t left
11.3 If only he shopping superfluous
c. didn’t leave
things.
11.6 Before she the package in the
a. would stop b. stops c. stopped
container, she it carefully.
a. has put / washed b. put / had washed
c. had put / washed
12. Rephrase these statements starting them as suggested.

a. My parents offered us an eco-friendly fridge on our wedding anniversary.
We
b. We spend too much on electricity because we don’t have eco-efficient appliances.

If we had
c. If we don’t adopt sustainable living habits, life on Earth will not be possible.
Unless
d. My cousin Thomas is an electrician. He advised me to buy a fan assisted oven because they
are much more economical.
My cousin Thomas,
Writing
Fortunately there are many people who have raised their voices to defend our planet.
People like Al Gore, who keep on believing that there is still a future for our planet. Write
an explanation on the advantages of having celebrities working on behalf of our planet.
78
5 Exam test
Your final task will be to write a recount text about a volunteering experience. Activities A and B
will provide you with the input for Activity C.
ACTIVITY A
1. From the list below choose the humanitarian experience you would like to choose as a
volunteer. Explain your option.
(A) Teaching English
(B) Orphanage work
(C) Street children work
(D) Women’s education programmes
(E) Health
(F) Food banks
(G) Construction and renovation
(H) Animal shelters
2. Complete the following sentences by choosing the right word (A to D).

2.1 Katy Perry went to Madagascar help children and women.
(A) so that
(B) so
(C) in order that
(D) so as to
2.2 The actress’s popularity is getting because of her
commitment to humanitarian causes.
(A) stronger
(B) high and high
(C) stronger and stronger
(D) more and more
79
Exam text
2.3 Good volunteering experience will not only be long-lasting irreplaceable.

(A) but also
(B) additionally
(C) moreover
(D) besides
2.4 Goodwill Ambassadors are important people they speak
on behalf of humanitarian organisations.
(A) so… a
(B) such… an
(C) such… that
(D) so… that
2.5 chances you have to help other people, you will feel.
(A) The more… the better
(B) The more… the more
(C) The better… the best
(D) The most… the best
3. Complete the following text about the importance of volunteering with the expressions
from the box.
a fundraiser
a) is important for numerous reasons that benefit both the a helping hand
b) and the volunteers themselves. When someone donates a
More people working
handful of time, the difference made is tremendous and it shapes a community for the
better while the experience improves the person who donated the time. Volunteering is to help
what makes a community because it brings people together c) . to work on a goal
Whether it is d) for the research to cure a disease that affects
community
the whole world, or e) a local family who has fallen in a time of
Volunteering
calamity, volunteers make it happen. Community life is improved by aiding others and
lending f) to get a job done more effectively.
g) equals less work for each person and less time for the project.
www.essayforum.com (adapted)
4. Complete the text with the verbs in the past simple or past continuous.
Last summer I a) (have) an amazing experience while

I b) (spend) some weeks at my aunty Mary’s house in the
country. On the first day, I c) (not realise) how important
this week would be for my future. But as I d) (look) through
the window, I e) (see) some volunteers helping farmers
with their crops. I f) (think) to myself, “this is something
I would really like to do.” That’s right! I g) (know) then as
I know now that my life is meant for something far beyond being the best student in town.
80
ACTIVITY B
Read the following texts.
Text 1
I really enjoyed the whole experience. It was unforgettable! And the people there were
more than welcoming. The school environment was great to experience and the teachers and
students were great fun too! We attended classes, listened to the teachers’ instructions and
helped weaker students. As well as that, the host family was especially helpful and more than
5 forthcoming with information about the area. The food is something I won’t forget! There is
only one regret that I have and that is that I could only stay for such a short time in Kenya, but
I will return to the area again in the near future!
John Burke, 28, Irish, Teaching programme in Kenya
Text 2
I had a wonderful experience in Nepal from day one. Everything worked fine, and
organisers were in contact with us frequently throughout the volunteering. And even an
10 extension of our programme for a few days was arranged on the spot. Accommodation was
great. Very close to the orphanage, and a much more comfortable experience than I expected.
We very quickly got used to eating by candlelight and showering using torches and enjoyed
every moment of our time there. We were always given ample amounts of food! My favourite
memories were spending so much time teaching one of the little kids maths, and later finding
15 out from another boy that he was only pretending to not know how to do it because he loved
the attention. Turns out he’s ranked 8th in his class in school. I felt our time was appreciated,
and being able to help them with homework was rewarding too. I could not have been happier
with my experience. I will definitely be back volunteering in Nepal!
Carolyn Raw, 25, Australian, Orphanage work programme in Nepal
Text 3
The partner organisation in Colombia were great. They helped us with everything we
20 needed, arranged transportation for the group, took us to the projects, and even helped me
find my lost suitcase. The accommodation was better than my house. The highlight was when
we visited the hangar. There were 150 kids. We gave them the meals, taught them how to
wash hands properly and played games. Everyone in the group told me this was the best
experience. Everything was great and my only suggestion is to continue the good work, I even
25 plan on coming back.
Orlando Miranda, 22, Puerto Rico, Feeding the Homeless programme in Colombia
www.volunteerhq.org
81
Exam text
1. Identify who says that...

(A) accommodation was good. (E) the host family was welcoming.
(B) he/she stayed longer than planned. (F) he/she got used to the living conditions.
(C) the experience should have been longer. (G) he/she will come back.
(D) the food was good.
2. Copy one sentence that proves that the staff were in touch with volunteers.
3. Name the tasks the volunteers had to do.
4. Say who or what the following words refer to.
(A) It (l. 1) (D) they (l. 19)

(B) he (l. 15) (E) them (l. 22)
(C) them (l. 17)
5. Explain the meaning of the following expressions.

(A) “And even an extension of our programme for a few days was arranged on the spot.” (ll. 9-10)
(B) “I felt our time was appreciated, and being able to help them with homework was
rewarding too.” (ll. 16-17)
(C) “The highlight was when we visited the hangar…” (ll. 21-22)
ACTIVITY C
Imagine you went on a humanitarian mission. Write a recount text of this experience and don’t
forget to: identify the mission, the place, the other volunteers, the accommodation, the ordeals you
had to face and your feeling towards the whole experience.
Write between 150 and 220 words.
You may use the input provided by Activities A and B.
Do not sign your test.
FIM
COTAÇÕES
Atividade A Atividade B Atividade C

1. 11 pontos 1. 10 pontos 80 pontos
2. 10 pontos 2. 5 pontos
40 pontos 5. 35 pontos
80 pontos
Total: 200 pontos
82
! Gramática
Unit 1 The multicultural world

Present simple 84
Present continuous 85
Personal pronouns (subject / object) 86
Possessive determiners / pronouns 86
Past simple 87
Past continuous 88
Past perfect simple 89
Present perfect simple 90
Adjective degrees: comparative 91
Adjective degrees: superlative 92
Double comparative 93
Proportional comparative 93
Unit 2 The world of work

Present perfect continuous 94
The passive 94
Modal verbs 96
Modal verbs – 2nd use 97
Past perfect continuous 98
Unit 3 The consumer society

Defining and non-defining relative clauses 99
Conditionals 100
Unit 4 The world around us

Future – will 102
Future – be going to 102
Future continuous 103
Conjunctions 104
83
Present simple
USO
O present simple usa-se para:
· referir verdades universais.

The earth goes round the sun. (A Terra gira à volta do Sol.)
· descrever ações habituais e/ou que fazem parte de uma rotina.

I always go to school by bus. (Eu vou sempre para a escola de autocarro.)
· referir situações permanentes.

My mother works in a bank. (A minha mãe trabalha num banco.)
· descrever acontecimentos futuros que fazem parte de um horário ou

programa estabelecido.
The concert starts at 9 pm. (O concerto começa às 9 da noite.)
Há verbos que, normalmente, se utilizam no present simple:
· verbos de pensamento: know, think, believe, mind, etc.

· verbos que exprimem sentimento/emoção: like, love, hate, want, etc.
Este tempo verbal utiliza-se geralmente com:
· advérbios que exprimem frequência: always (sempre), normally

(normalmente), usually (normalmente), often (frequentemente), sometimes
(às vezes), seldom (raramente), never (nunca).
FORMA
Afirmativa
· Na terceira pessoa do singular (he, she, it):

– Acrescenta-se -s
– Acrescenta-se -es se o verbo terminar em -o,-ch, -sh, -x, -ss
(ex: go – goes; watch - watches; wash - washes; fix - fixes; kiss - kisses)
– Acrescenta-se -ies se o verbo terminar em consoante + y (ex: study - studies)
Nota: Esta regra não se aplica aos verbos be, have nem aos modals.
Negativa
· Verbo auxiliar to do na negativa + verbo principal no infinitivo

I / You / We / They + do not (don’t) + live in the USA.
He / She / It + does not (doesn’t) + live in the USA.
Interrogativa
Verbo auxiliar to do antes do sujeito + verbo principal no infinitivo

Do + I / you / we / they + live in the USA?
Does + he / she / it + live in the USA?
84
Present continuous
USO
O present continuous utiliza-se para:
referir ações que estão a decorrer no momento em que estão a ser

mencionadas.
She is watching TV. (Ela está a ver televisão.)
exprimir ações já planeadas para um futuro próximo.

They are having a test tomorrow. (Eles têm um teste amanhã.)
referir situações temporárias.

I’m staying at my grandparents this week. (Esta semana fico em casa dos
meus avós.)
criticar hábitos e situações que se repetem e que causam incómodo.

He is always chewing gum! (Ele está sempre a comer pastilha elástica!)
Este tempo verbal é usado, normalmente, com as seguintes expressões:
At the moment (neste momento), now (agora), right now (agora mesmo), this year / week /
month (este ano / esta semana / este mês)
FORMA
Afirmativa
Sujeito + verbo auxiliar be + verbo principal no gerúndio (-ing form)

I + am + reading a magazine.
She / He / It + is + reading a magazine.
You / We / They + are + reading a magazine.
Negativa
Sujeito + verbo auxiliar be na negativa + verbo principal

no gerúndio (-ing form)
I + am not + reading a magazine.
She / He / It + is not + reading a magazine.
You / We / They + are not + reading a magazine.
Interrogativa
Verbo auxiliar be + sujeito + verbo principal no gerúndio

(-ing form)
Am + I + reading a magazine?
Is + she / he / it + reading a magazine?
Are + you / we / they + reading a magazine?
85
Personal pronouns (subject / object)
USO
Os personal pronouns (subject) usam-se antes do verbo e com a função de sujeito.

Os personal pronouns (object) usam-se a seguir ao verbo e em substituição de um nome.
Em inglês a forma do pronome pessoal complemento pode substituir um complemento
direto ou indireto.
FORMA
personal pronouns (subject) personal pronouns (object)

I eu me -me / a mim
you tu you -te / a ti
he ele him -o / -lhe
she ela her -a / -lhe
it ele / ela, seres inanimados it -o / -a
we nós us -nos / a nós
you vós you -vos / a vós
they eles / elas them -os / -as / -lhes
I live in Portugal.
(Eu vivo em Portugal.)
They visited Portugal at Christmas, but I told them to come back in the summer.
(Eles visitaram Portugal no Natal, mas eu disse-lhes para voltarem no verão.)
He borrowed a book from me and he hasn’t given it back yet.

(Ele pediu-me um livro emprestado e ainda não o devolveu.)
Possessive determiners / pronouns
USO
Os possessive determiners estabelecem uma relação de posse e contribuem para

especificar a referência de um nome. Embora em português sejam acompanhados do
determinante artigo, em inglês tal nunca acontece.
My car is very comfortable. (O meu carro é muito confortável.)

Our books are in the bookcase. (Os nossos livros estão na estante.)
Her clothes are not very modern. (As roupas dela não são muito modernas.)
Os possessive pronouns designam uma relação de posse entre duas entidades (um
possuidor e um possuído) num ato de comunicação e surgem em substituição de um nome
anteriormente referido. Em inglês, determinantes e pronomes assumem formas diferentes.
My car is outside. Where is yours? (O meu carro está lá fora. Onde está o teu?)
This book is not mine. Is it yours? (Este livro não é meu. É vosso?)
86
FORMA
possessive determiners possessive pronouns
my meu, minha, meus, minhas mine meu, minha, meus, minhas
your teu, tua, teus, tuas yours teu, tua, teus, tuas
his seu, sua, seus, suas his seu, sua, seus, suas
her seu, sua, seus, suas hers seu, sua, seus, suas
its seu, sua, seus, suas its seu, sua, seus, suas
our nosso, nossa, nossos, nossas ours nosso, nossa, nossos, nossas
your vosso, vossa, vossos, vossas yours vosso, vossa, vossos, vossas
their seu, sua, seus, suas theirs seu, sua, seus, suas
Past simple
USO
O past simple utiliza-se para:
referir ações acabadas que ocorreram num momento bem definido no passado sem
nenhuma relação e/ou ligação com o presente.
I played tennis yesterday. (Eu joguei ténis ontem.)
Expressões que, normalmente, remetem para o uso do past simple:
Last year / winter / week / Monday (no ano passado / no inverno passado / na semana passada /
na passada 2.a feira), two years / weeks / months / hours ago (há dois anos / há duas semanas /
há dois meses / há duas horas), yesterday (ontem), in the past (no passado), in 2013 (em 2013), etc.
FORMA
Afirmativa
O past simple tem duas formas distintas:
Verbos regulares: acrescenta-se ao verbo a terminação:

-ed (worked, waited)
-d (verbos que acabam em -e: lived)
-ied (verbos que acabam em consoante + y: studied)
Verbos irregulares: não existe uma regra, pelo que têm de ser memorizados a partir da
lista dos verbos irregulares.
Nota: A forma dos verbos no passado é única para as pessoas – 1.a, 2.a ou 3.a do singular e do plural.
Negativa
Sujeito + verbo auxiliar do no passado na negativa + verbo principal no infinitivo

I / You / He / She / It / We / They + did not (didn’t) + walk in the park.
Interrogativa
Verbo auxiliar do no passado + sujeito + verbo principal no infinitivo

Did + I / you / he / she / it / we / they + walk in the park?
87
Past continuous
USO
O past continuous utiliza-se para:
referir ações em progresso no passado.

I was studying at home at 9 pm yesterday.
(Ontem eu estava a estudar em casa às 9 da noite.)
referir uma ação que se encontrava em progresso quando foi interrompida por outra
ação passada.
She was sleeping when her parents arrived. (Ela estava a dormir quando os pais chegaram.)
referir ações passadas que decorreram em simultâneo.

While my brother was doing his homework, I was watching TV.
(Enquanto o meu irmão estava a fazer os trabalhos de casa, eu estava a ver televisão.)
referir ações repetidas no passado (introduzidas por always).

They were always asking silly questions. (Eles estavam sempre a fazer perguntas idiotas.)
Este tempo verbal utiliza-se, normalmente, com as seguintes expressões:
While (enquanto), when (quando)
FORMA
Afirmativa
Sujeito + verbo auxiliar be no passado + verbo principal no gerúndio (-ing form)

I / She / He / It + was + playing football.
You / We / They + were + playing football.
Negativa
Sujeito + verbo auxiliar be no passado e na negativa + verbo principal no gerúndio (-ing form)
I / She / He / It + was not + playing football.
You / We / They + were not + playing
football.
Interrogativa
Verbo auxiliar be no passado + sujeito + verbo

principal no gerúndio (-ing form)
Was + I / she / he / it + playing football?
Were + you / we / they + playing football?
88
Past perfect simple
USO
O past perfect simple é geralmente utilizado para:
Exprimir uma ação anterior a outra também no passado.

When I got to the classroom this morning, the teacher had already started the lesson.
(Quando entrei na sala de aula esta manhã, a professora já tinha começado a aula.)
Before you arrived, he had asked me about you a dozen times.

(Antes de teres chegado, ele já tinha perguntado por ti uma série de vezes.)
Ocorre, normalmente, com after / before:
After introduz um acontecimento anterior a outro.

I took my friends to my house after I had asked my mother.
(Eu levei os meus amigos a minha casa depois de ter pedido à minha mãe.)
Before introduz um acontecimento posterior a outro.

Before I took my friends home, I had asked my mother.
(Antes de levar os meus amigos a minha casa, eu tinha pedido à minha mãe.)
FORMA
Afirmativa
Sujeito + had + verbo principal no particípio

I / He / She / We / You / They + had + bought the book.
Negativa
Sujeito + had not (hadn’t) + verbo principal no particípio

I / He / She / We / You / They + had not / hadn’t + bought the
book.
Interrogativa
Had + sujeito + verbo principal no particípio

Had + she + bought the book?
Nota: A forma verbal do past perfect simple não varia de acordo

com a pessoa a que se refere – 1.a, 2.a ou 3.a do singular ou do plural.
89
Present perfect simple
USO
É um tempo verbal que estabelece uma relação entre o passado e o presente e é,

geralmente, usado para:
descrever ações que começam no passado e continuam até ao presente.

I have been in this school for 3 years. (Eu estou nesta escola há 3 anos.)
referir ações concluídas num tempo passado indefinido, cujo resultado ainda é visível
no presente.
She has cut her hair short. (Ela cortou o cabelo curto.)
descrever ações que já aconteceram ou ainda não aconteceram mas que poderão vir a
acontecer quando se referem a um período de tempo inacabado (ex.: today, this
morning / afternoon / evening, this month, this year, this century, in my life).
They haven’t seen her today. (Eles não a viram hoje.)
We have already had a test this week. (Já tivemos um teste esta semana.)
Este tempo verbal utiliza-se, normalmente, com as seguintes expressões:
just, recently
since, for, how long
ever, never, already, yet, still, so far, until now
FORMA
Afirmativa
Sujeito + verbo auxiliar have no presente + verbo principal no particípio

She / He / It + has + seen Helen.
I / You / We / They + have + seen Helen.
Negativa
Sujeito + verbo auxiliar have no presente e na negativa + verbo principal no particípio

She / He / It + has not + seen Helen.
I / You / We / They + have not + seen Helen.
Interrogativa
Verbo auxiliar have no presente + sujeito + verbo principal no particípio

Have + I / you / we / they + seen Helen?
Has + she / he / it + seen Helen?
90
Adjective degrees: comparative
USO
O grau comparativo é usado para estabelecer comparações entre duas pessoas, dois
animais, dois objetos ou duas situações.
FORMA
O grau comparativo pode ser de três tipos: superioridade, inferioridade ou igualdade.
Superioridade
Adjetivos curtos (com uma ou duas Adjetivos longos (com duas ou mais
sílabas) sílabas)
adjetivo + -er + than more + adjetivo + than
He is faster than me. A car is more expensive than a bike.
(Ele é mais rápido do que eu.) (Um carro é mais caro do que uma bicicleta.)
Comparativo
Inferioridade (pouco utilizado)

less + adjetivo + than
A plane ticket to London is less expensive than one to New York.
(Um bilhete de avião para Londres é mais barato do que um para Nova Iorque.)
Igualdade
Afirmativa Negativa
as + adjetivo + as Not as/so + adjetivo + as
My book is as interesting as yours. His car is not so fast as mine.
(O meu livro é tão interessante como o teu.) (O carro dele não é tão rápido como o meu.)
Comparativo de superioridade
Adjetivos de uma sílaba terminados em -e acrescenta-se o r.
nice – nicer
Adjetivos de uma ou duas sílabas terminados em consoante + y mudam o y para i e
Casos especiais
acrescenta-se-lhes o -er.
heavy – heavier
Adjetivos de uma ou duas sílabas terminados em consoante + vogal tónica + consoante
duplicam a última consoante e só depois se acrescenta -er.
big – bigger
Adjetivos terminados em -al, -ate, -ent, -ful, -ic, -ish, -ive, -less, -ous formam o
comparativo de superioridade com more.
useful – more useful
91
Adjective degrees: superlative
USO
O grau superlativo é usado para comparar uma pessoa, um objeto, um animal ou uma
situação com todos(as) os(as) outros(as).
FORMA
O grau superlativo pode ser de dois tipos: superioridade ou inferioridade.
Superioridade
Adjetivos curtos Adjetivos longos

(com uma ou duas sílabas) (com duas ou mais sílabas)
The + adjetivo + -est The most + adjetivo
Superlativo
Usain Bolt is the fastest man in the This is the most interesting book
world. I have ever read.
(Usain Bolt é o homem mais rápido do mundo.) (Este é o livro mais interessante que já li.)
Inferioridade
the least + adjetivo

This museum was the least interesting one we have visited.
(Este museu foi o menos interessante que visitámos.)
Superioridade
Adjetivos de uma sílaba terminados em -e: acrescenta-se o -st

nice – nicest
Adjetivos de uma ou duas sílabas terminados em consoante + y mudam o y para i

Casos especiais
e acrescenta-se-lhes o -est.
heavy – heaviest
Adjetivos de uma ou duas sílabas terminados em consoante + vogal tónica

+ consoante duplicam a última consoante e só depois se lhes acrescenta -est
big – biggest
Adjetivos terminados em -al, -ate, -ent, -ful, -ic, -ish, -ive, -less, -ous formam
o comparativo de superioridade com most.
useful – most useful
92
Double comparative
USO
O double comparative é usado para dizer que algo está a aumentar continuamente. O nome
da estrutura tem a ver com o facto de se usar um comparativo duas vezes.
João is becoming taller and taller.

(O João está a ficar cada vez mais alto.)
Books are more and more expensive.

(Os livros estão cada vez mais caros.)
FORMA
Esta estrutura forma-se com:
Adjetivos curtos = comparative + and + comparative

Ana wears her hair shorter and shorter.
(A Ana usa o cabelo cada vez mais curto.)
Adjetivos longos = more + and + more + adjective

Tom is getting more and more ambitious.
(O Tom está a ficar cada vez mais ambicioso.)
Proportional comparative
USO
O proportional comparative é usado para dizer que uma determinada situação depende de
outra que lhe é proporcional.
The more Facebook friends I have, the more popular I become.

(Quanto mais amigos tiver no Facebook, mais popular fico.)
The nearer the summer, the hotter it gets.

(Quanto mais se aproxima o verão, mais quente fica.)
Esta estrutura pode apresentar diversas combinações.
The + comparative + the + noun + the + comparative + the + noun

The richer the country, the more diverse the culture.
(Quanto mais rico é o país, mais variada é a cultura.)
The + comparative + clause + the + comparative + clause

The sooner you fight for your dreams, the sooner you’ll fulfil them.
(Quanto mais cedo lutares pelos teus sonhos, mais depressa eles se concretizarão.)
The more + clause + the more + clause

The more you work, the more you’ll get.
(Quanto mais trabalhares, mais irás conseguir.)
93
Present perfect continuous
USO
O present perfect continuous usa-se para:
Ações que começaram no passado e continuam até ao presente.

John has been working as a DJ since 2010.
(O John tem estado a trabalhar como DJ desde 2010.)
Ações completas que começaram num tempo indefinido do

passado e com consequências no presente.
I’m exhausted! I’ve been studying all week.
(Estou exausta! Tenho estado a estudar a semana toda.)
Ações completas ou incompletas que se iniciaram no passado e

vêm até ao presente.
Thomas has been applying for hundreds of jobs.
(O Thomas tem estado a candidatar-se a centenas de empregos.)
FORMA
Afirmativa
Sujeito + have / has been + verbo principal no gerúndio (-ing form)

I / We / You / They + have been + studying English all morning.
He / She + has been + studying English all morning.
Negativa
Sujeito + haven’t / hasn’t been + verbo principal no gerúndio (-ing form)

I / We / You / They + haven’t been + studying English all morning.
He / She + hasn’t been + studying English all morning.
Interrogativa
have / has + sujeito + been + verbo principal no gerúndio (-ing form)

How long have + I / we / you / they + been studying English?
How long has + he / she + been studying English?
The passive
USO
Emprega-se, geralmente:
quando o agente da ação é considerado pouco relevante ou se subentende, podendo

mesmo ser omitido.
The President was elected with 60% of the votes.
(O Presidente foi eleito com 60% dos votos.)
Está subentendido que os eleitores são o agente da ação.
94
quando se pretende dar maior destaque à ação.
The criminals were arrested by the authorities.
(Os criminosos foram presos pelas autoridades.)
O importante é o facto de os criminosos terem sido detidos.
quando não se conhece o agente da ação ou este é pouco definido.

My car was stolen. (O meu carro foi roubado.)
Não se conhecem os autores do roubo.
FORMA
Para transformar uma frase ativa numa frase passiva é fundamental ter em conta
quatro regras importantes:
1. O complemento direto da frase ativa passa a sujeito da frase passiva.

John wrote the essay.
The essay was written by John.
2. O verbo be (verbo auxiliar da frase passiva) é conjugado no mesmo tempo verbal do

verbo principal da frase ativa.
past simple
3. O verbo principal da frase ativa passa para o particípio (past participle).

past participle
4. O sujeito da frase ativa passa a agente da frase passiva (ou é omitido quando não
relevante, óbvio ou indeterminado).
Normalmente o sujeito da frase passiva é o complemento direto da frase ativa.

No entanto, também é possível que o sujeito da passiva seja o complemento indireto
da frase ativa. Tal pode acontecer a partir de frases ativas que têm dois complementos
(direto e indireto). Neste caso, a frase passiva resultante designa-se passiva
idiomática.
Passiva (onde o complemento direto da frase ativa passa a sujeito da frase passiva)
Susan gave Peter an interesting book .
complemento direto
An interesting book was given to Peter by Susan.
Passiva (onde o complemento indireto da frase ativa passa a sujeito da frase passiva)
Susan gave Peter an interesting book.
complemento indireto
Peter was given an interesting book by Susan.

95
Modal verbs
USO
Modal verbs são verbos auxiliares que exprimem modalidade (capacidade, possibilidade,
probabilidade, permissão, proibição, conselho).
Empregam-se, geralmente, para expressar as seguintes situações:
Modal verbs Situação de uso

must obrigação e/ou forte necessidade
You must be quiet in the library. (Tens de estar calado na biblioteca.)
can’t / mustn’t proibição
You mustn’t park here. (Não podes estacionar aqui.)
may / might permissão com caráter mais formal
May I come in, please? (Posso entrar, se faz favor?)
can capacidades/aptidões
She can speak four languages. (Ela sabe falar quatro línguas.)
permissão/pedido
Can I talk to you now? (Posso falar contigo agora?)
possibilidade
We can learn a lot when we travel.
(Podemos aprender muito quando viajamos.)
should / ought to conselho
You should go to the doctor. (Devias ir ao médico.)
obrigação moral
We should behave better in class.
(Devíamos portar-nos melhor nas aulas.)
FORMA
Os verbos auxiliares de modo:

– não têm formas terminadas em -s, -ing, e -ed
– fazem-se seguir de um verbo no infinitivo sem to
96
Modal verbs – 2nd use
USO
Alguns modal verbs podem ser usados para transmitir um valor de certeza ou probabilidade
baseado em opiniões ou deduções.
Modal verbs Situações de uso

may / might expressa uma atitude de possibilidade em relação ao
desenrolar de um acontecimento com um grau elevado de
incerteza já que se baseia numa opinião.
Steven doesn’t know what to do yet. He may take a gap

year before deciding what course to attend.
(O Steven ainda não sabe o que fazer. É possível que faça um “gap
year” antes de escolher o curso que quer seguir.)
could expressa uma atitude de possibilidade em relação ao
desenrolar de um acontecimento baseada numa opinião.
Lucas is very good at languages and he loves travelling.

He could be a tourist guide.
(O Lucas é muito bom a línguas e adora viajar. Poderia ser um
bom guia turístico.)
must / must be / can’t be expressa uma atitude de dedução lógica em relação a uma
situação baseada num contexto específico.
Kevin was late. He must have a very good explanation.

(O Kevin chegou atrasado. Deve ter uma boa explicação.)
She has been studying the whole day. She must be tired!
(Ela tem estado a estudar o dia todo. Deve estar cansada!)
James hates travelling by plane. He can’t be thinking

about being a pilot. (O James odeia andar de avião. Ele não
pode estar a pensar ser piloto.)
97
Past perfect continuous
USO
Usa-se para referir ações em progresso num determinado tempo do passado que
aconteceram antes de outro acontecimento também passado.
Jason was appointed vice president of the company but before he had been managing
the financial department.
(O Jason foi nomeado vice-presidente da empresa, mas antes tinha estado a gerir o departamento
financeiro.)
Usa-se para referir ações passadas que conduziram a e/ou explicam um resultado
igualmente passado.
Why was he tired? – He was tired because he had been working the whole morning.
(Porque é que ele estava cansado? – Porque tinha estado a trabalhar toda a manhã.)
FORMA
Afirmativa
Sujeito + had + been + verbo principal no gerúndio (-ing form)

I / He / She / We / You / They + had been + working all morning.
Negativa
Sujeito + had not + been + verbo principal no gerúndio (-ing form)

I / He / She / We / You / They + hadn’t been + working all morning.
Interrogativa
Had + sujeito + been + verbo principal no gerúndio (-ing form)

Had + I / he / she / we / you / they + been working all morning?
98
Defining and non-defining relative clauses

As orações subordinadas adjetivas relativas são introduzidas por:
who (que) sujeito, refere-se a pessoas

whom (a quem) complemento, refere-se a pessoas
which (que) refere-se a coisas
that (que) refere-se tanto a pessoas como a coisas
whose (cujo / cuja / cujas / cujos) indica posse e refere-se a pessoas e a coisas
where (onde / no qual = in which) refere-se a lugares
Defining relative clauses
A oração subordinada relativa restritiva não pode ser separada da

oração principal por vírgulas.
A oração restringe/especifica o antecedente do pronome,

determinante ou advérbio relativo.
The lady who is wearing a blue dress is my mother.
(A senhora que está a usar um vestido azul é a minha mãe.)
A oração relativa esclarece quem é a minha mãe. É a do vestido azul
e não outra qualquer.
É importante para o sentido da oração principal.

Newton is the scientist whose picture is in our lab.
(Newton é o cientista cuja imagem está no nosso laboratório.)
Pode substituir-se who/which por that.

The lady that is wearing a blue dress is my mother.
(A senhora que está a usar o vestido azul é a minha mãe.)
Pode omitir-se o pronome determinante ou advérbio relativo

quando este substitui o complemento (não o sujeito).
The teacher [who / that] I admire the most is Mrs Thompson.
(A professora que eu admiro mais é a sra. Thompson.)
Non-defining relative clauses
A oração subordinada relativa explicativa aparece sempre separada por vírgulas.

My car, which is a Mercedes, is twenty years old.
(O meu carro, que é um Mercedes, tem vinte anos.)
A oração relativa entre vírgulas acrescenta uma informação extra, mas que não é
essencial para definir o antecedente.
Tom’s teacher, who is elderly, still drives his own car.
(O professor do Tom, que é idoso, ainda conduz o seu carro.)
That não pode ser usado nestas orações.

Não se pode omitir o pronome, determinante ou advérbio relativo.
99
Conditionals
As orações condicionais são classificadas em três grupos:
First conditional (“Tipo 1”)
USO
São orações que exprimem ações possíveis de acontecer no futuro, mediante uma
determinada condição.
If I study very hard, my mother will be happy.
(Se eu estudar muito a minha mãe ficará feliz.)
If I don’t go to the doctor, I won’t get better. (Se eu não for ao médico, não ficarei melhor.)
Quando a oração subordinada condicional vem depois da oração subordinante não se

utiliza a vírgula a dividir as duas.
I will meet all my friends if I go to the Algarve.
(Eu irei encontrar todos os meus amigos se for ao Algarve.)
Unless pode substituir if not.

Unless you lend me the magazine, I won’t be able to read the article.
(A não ser que me emprestes a revista, não poderei ler o artigo.)
FORMA
If + present simple + future simple
Afirmativa
If + she / he / it + goes to school, + she / he / it + will meet the teacher.

If + I / you / we / they + go to school, + I / you / we / they + will meet the teacher.
Negativa
If + she / he / it + doesn’t go to school, + she / he / it

+ will not meet (won’t meet) the teacher.
If + I / you / we / they + don’t go to school, + I / you / we / they
+ will not meet (won’t meet) the teacher.
Second conditional (“Tipo 2”)
USO
São orações que exprimem uma situação hipotética mediante uma condição/situação
presente.
If I had a car, I would go to Braga this weekend.
(Se eu tivesse um carro iria a Braga este fim de semana. [Mas não tenho carro.])
If she made a mistake, she would lose her job. (Se ela cometesse um erro, seria despedida.)
I wouln’t be happy if I didn’t live in Portugal.
(Eu não seria feliz se não vivesse em Portugal. [Mas vivo.])
100
A forma do verbo ser é were em todas as pessoas. Na linguagem falada, pode usar-se
were ou was mas a expressão If I were you mantém-se quer seja um enunciado escrito
ou oral.
If I were a boy, I would be a soldier. (Se eu fosse rapaz seria militar.)
If my father weren’t unemployed, I wouldn’t have to work after school.
(Se o meu pai não estivesse desempregado, eu não teria de trabalhar depois das aulas.)
If I were you, I would study medicine. (Se eu fosse a ti,

estudaria medicina.)
FORMA
If + past simple + conditional
Afirmativa
If + I / you / he / she / it / we / they + had enough

money, + I / you / he / she / it / we / they + would visit
London.
Negativa
If + I / you / he / she / it / we / they + did not have (didn’t have) enough money
+ I / you / he / she / it / we / they + would not visit London.
Third conditional (“Tipo 3”)
USO
São orações que exprimem uma situação passada irreversível.

If I had known about the party, I would have gone there.
(Se eu tivesse sabido da festa, teria ido lá. [Mas não soube.])
If I hadn’t had a bad test result, I would have had a better mark.
(Se eu não tivesse tido um teste negativo, teria tido uma nota melhor. [Mas tive.])
If I had bought a better car, I wouldn’t have had the accident.

(Se eu tivesse comprado um carro melhor, não teria tido o acidente. [Mas não comprei.])
FORMA
If + past perfect + would + have + verbo principal no particípio
Afirmativa
If + I / you / he / she / it / we / they + had seen the accident + I / you / he / she / it /

we / they + would have reported it to the police.
Negativa
If + I / you / he / she / it / we / they + had not seen (hadn’t seen) the accident + I / you
/ he / she / it / we / they + would not have (wouldn’t have) reported it to the police.
101
Future – will
USO
O Futuro com will utiliza-se para:
fazer previsões para o futuro com verbos como think, believe, promise, suppose
e advérbios como perhaps, probably, possibly.
I believe we will have a better life. (Acredito que teremos uma vida melhor.)
indicar uma decisão espontânea (não planeada), normalmente sob a forma de oferta.
I’ll help you carry your luggage. (Eu ajudo-te a levar as bagagens.)
exprimir promessas.
I promise I’ll behave next time. (Prometo que me porto bem da próxima vez.)
fazer pedidos.
Will you open the window? (Abres a janela?)
expressar uma condição possível (em frases condicionais de “tipo 1”)

If you need me, I’ll help you. (Se precisares de mim, eu ajudo-te.)
FORMA
Afirmativa
Sujeito + will / ’ll + verbo principal no infinitivo (sem to)

I / You / He / She / It / We / They + will + enjoy the concert.
Negativa
Sujeito + will not / won’t + verbo principal no infinitivo (sem to)

I / You / He / She / It / We / They + won’t + enjoy the concert.
Interrogativa
Will + sujeito + verbo principal no infinitivo (sem to)

Will + I / you / he / she / it / we / they + enjoy the concert?
Future – be going to
USO
O Futuro com going to é usado para:
fazer previsões baseadas em evidências.

The sky is full of dark clouds. It’s going to rain.
(O céu está cheio de nuvens escuras. Vai chover.)
exprimir planos, intenções ou decisões

previamente definidas para o futuro.
We are going to visit our grandparents
tomorrow. (Nós vamos visitar os nossos avós
amanhã.)
102
FORMA
Afirmativa
Sujeito + verbo auxiliar be no presente + going to + verbo principal no infinitivo

I + am + going to + join the programme.
She / He / It + is + going to + join the programme.
We / You / They + are + going to + join the programme.
Negativa
Sujeito + verbo auxiliar be no presente e na negativa + going to + verbo

principal no infinitivo
I + am not + going to + join the programme.

She / He / It + is not + going to + join the programme.
We / You / They + are not + going to + join the programme.
Interrogativa
Verbo auxiliar be no presente + sujeito + going to + verbo principal no

infinitivo
Am + I + going to + join the programme?

Is + he / she / it + going to + join the programme?
Are + we / you / they + going to + join the programme?
Future continuous
USO
Usa-se para referir uma ação que estará a decorrer em determinada altura no futuro
(normalmente referente a algo que imaginamos poder estar a fazer).
This time tomorrow, I’ll be sitting home, watching a film.
(Amanhã por esta hora estarei em casa a ver um filme.)
Usa-se para referir uma ação futura planeada.

The President will be giving an interview after his speech.
(O Presidente vai dar uma entrevista após o seu discurso.)
Usa-se para referir uma ação que estará a decorrer quando uma outra tiver lugar.
Don’t worry! I’ll be waiting for you at arrivals when your plane lands.
(Não te preocupes! Estarei à tua espera nas chegadas, quando o avião aterrar.)
103
FORMA
Afirmativa
Sujeito + will (’ll) + be + verbo principal no gerúndio (-ing form)

I / You / He / She / It / We / They + will (’ll) + be + working.
Negativa
Sujeito + will not (won’t) + be + verbo principal no gerúndio (-ing form)

I / You / He / She / It / We / They + will not (won’t) + be + working.
Interrogativa
Will + Sujeito + be + verbo principal no gerúndio (-ing form)

Will + I / you / he / she / it / we / they + be + working?
Conjunctions
USO
Têm como função ligar frases ou elementos semelhantes da mesma frase. Tornam um
texto mais coeso.
TIPOS
Conjunções coordenativas Conjunções subordinativas

Estabelecem a ligação entre dois Introduzem orações subordinadas, isto é, estabelecem
ou mais elementos de uma frase, uma ligação coerente entre duas frases, onde o
oração, grupo nominal ou adjetival. sentido de uma delas depende do sentido da outra.
Coordinating conjunctions
and; not only… but also…; not only… but as well; both… and…
addition (copulativas)
(e; não só… mas também; não só… como também; tanto… como…)
or; either… or…; neither… nor…; whether… or…
disjunctive (disjuntivas)
(ou; ou… ou; nem… nem; seja… seja/quer… quer)
therefore; hence; thus; so; consequently
conclusion (conclusivas)
(logo; por isso; então; consequentemente)
Subordinating conjunctions
because; for; because of; as a result of; due to; owing to; since; as
cause (causais)
(porque; por causa de; como resultado; devido a; como; visto que; já que)
but; however; nonetheless; yet; still; on the other hand; instead; instead of;
contrast on the contrary; although; in spite; despite; even if
(concessivas) (mas, no entanto, todavia, por outro lado, em vez, em vez de, pelo contrário, embora,
apesar de, mesmo se/que)
time when; as soon as; while; after/afterwards; before; until, whenever; since; then
(temporais) (quando, assim que, enquanto, depois, antes, até que; sempre que, desde, a seguir)
purpose so; so that; so as to; so as not to; in order to; in order that
(finais) (para, para que, a fim de, a fim de que)
104

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· Vocabulary and grammar

41 Products and shops 46 Countable and uncountable nouns

4 The world around us p. 61

61 Environmental problems and collocations 68 Prepositions of place and movement

1. Which transports do you use when:

2. Form collocations by matching words from column A to words in column B.

Numbers and figures see p. 34

3. Match the numbers and fractions to the corresponding written form.

4. Find 10 words related to the topic of multiculturalism.

6. Look at these images and identify the problems being portrayed.

7. Follow the lead to complete the blanks.

8. Complete the text with suitable words.

INDIA: ETIQUETTE CUSTOMS and

Present continuous see p. 27

12. Circle the best alternative to complete the email below.

Personal pronouns see p. 29

14. Complete the sentences with a personal pronoun (subject or object).

15. Choose the suitable possessive determiner or pronoun.

Pronouns and determiners see p. 29

16. Complete the sentences with the pronouns or determiners given.

Past simple / Past continuous see p. 32

a. Just when I in to my hotel in New York, I a group of

Past simple / Past perfect simple see p. 32

a. I (hope) to finish the book d. The exchange students

Past simple / Present perfect simple see p. 32

When I was your man•

5 It all just c. (sound) like oooooooh...

15 My pride, my ego, my needs and my selfish ways

Double comparative see p. 41

Proportional comparative see p. 46

24. Complete the sentences using the information in brackets.

25. Write sentences beginning them as suggested.

b. The smaller the communities, .

c. The more important the issue, .

d. The sooner you think about immigrants’ problems, .

e. The more prejudiced the society is, .

f. The longer the history, .

Column A WHILE Column B

a. A volunteering programme 1. I had that experience in Madagascar.

d. Some of the volunteer girls Uganda, Katy said.

27. Rewrite the following sentences using the words given.

So / Such (a/an) see p. 55

28. Complete the sentences by writing so, such or such a/an.

b. Katy Perry saw / poor people / returned home a different woman / .

c. Humanitarian campaigns are / important / no one can ignore them / .

Multi-purpose connectors see p. 58

30. Circle the correct connector in the following sentences.

31. Rephrase the sentences using the words in brackets.

c. A well-known singer flew to Madagascar to help the launching of an important humanitarian

In Jackson, Mississippi, in the 60s, the aspirant writer

j. soon never always

This is what you should have learnt in this unit.

ARE YOU ABLE TO….?

DO YOU FEEL PREPARED TO…?

1. Listen to the texts and decide who:

Jennifer José No one

c. belongs to a multicultural family.

d. thinks the differences between the US and the British culture

f. thinks Canadian people have too many rules.

h. didn’t like the food.

i. experienced the fear of terrorism.

j. says people were very kind.