Inglês - 12 Classe

TEXTO DE APOIO PARA OS ALUNOS
12ª Classe – 2º Ciclo
INGLÊS
Ministério da Educação
Cultura e Formação
TABLE OF CONTENTS
UNIT 1: CULTURAL AND RACIAL DIVERSITY ..................................................................................................... 3
Grammar – nouns ..................................................................................................................................................... 5
STOP AND THINK: The use of: “so much... that” ....................................................................................................... 7
Grammar – passive voice .......................................................................................................................................... 9
Grammar – verb tenses revision ............................................................................................................................ 10
UNIT 2: POLITICS AND DEMOCRACY ............................................................................................................ 12

Grammar – reciprocal and reflexive pronouns ....................................................................................................... 14
STOP AND THINK:
1. The use of: “The sooner... the better” ................................................................................................................. 15
2. The use of: Had better and would rather .......................................................................................................... 15
Grammar – word formation: adjectives:
Verbs to Adjectives: comfort to comfortable / impress to impressive / rely to reliable ....................................... 18
Grammar – modals: have to & have got to; be able to .......................................................................................... 19
STOP AND THINK: The use of: Used to do ............................................................................................................... 22
Grammar – modals: phrasal verbs .......................................................................................................................... 22
UNIT 3: PUBLICITY AND MARKETING ........................................................................................................... 24

Grammar – the use of present & past simple tenses:
1. With reported speech ...................................................................................................................................... 26
2. With if clauses .................................................................................................................................................. 26
Grammar – future forms (expressing the future) ................................................................................................... 27
Grammar – the –ing form ....................................................................................................................................... 28
Grammar – the use of genitive ............................................................................................................................... 31
Grammar – conjunctions: coordinating & subordinating ....................................................................................... 31
UNIT 4: ART AND CREATIVITY ..................................................................................................................... 34

Grammar – definite article: omission ..................................................................................................................... 36
STOP AND THINK: Few or a few, little or a little? ................................................................................................... 37
Grammar – present & past continuous .................................................................................................................. 39
STOP AND THINK: Using the Present and Past Perfect .......................................................................................... 40
UNIT 5: BUSINESS AND COMMERCE ............................................................................................................ 44

Vocabulary – business/commerce words and expressions 1 ................................................................................. 44
Grammar – relative pronouns ................................................................................................................................ 46
Grammar – comparative adverbs ........................................................................................................................... 49
Grammar – double object verbs ............................................................................................................................. 50
Grammar – verbs followed by to + infinitive .......................................................................................................... 52
Vocabulary – business/commerce words and expressions 2 ................................................................................. 54
STOP AND THINK: Get and Have - Causative use .................................................................................................... 55
UNIT 6: PEACE AND STABILITY .................................................................................................................... 57

Grammar – verbs followed by to + infinitive .......................................................................................................... 58
Grammar – present perfect progressive (continuous) ........................................................................................... 60
Grammar – past perfect progressive (continuous) ................................................................................................ 62
Grammar – subjunctive .......................................................................................................................................... 64
Grammar – adverb placement ............................................................................................................................... 67
BIBLIOGRAPHY ....................................................................................................................................................... 68
2
UNIT 1: CULTURAL AND RACIAL DIVERSITY
READ
Read the text and do the tasks which follow.
A Multicultural School
J.B. Stuart High School in Virginia reflects a wide range of colors and cultures. Half of its 1,400 students
come from some different countries. ‘It’s as if you took the whole human race and threw it up in the air – and
everyone ended up here. But at Stuart our students mix. Everybody’s a minority here – and that’s the best mix of
all’, says Mel Riddile, the principal.
The kids here know they are in a blender: people of different colors and textures go in, and a mixture that
appears homogeneous comes out. Everyone has a backpack. Most boys wear jeans and t-shirts; many girls wear
short skirts or tight pants. Boys and girls wear earrings and talk about the same music.
But running beneath the sameness in fashion and attitude is a current of ethnic soul – a diversity that
many of the students cling to even as they conform. They may sense that they are losing their family stories in the
blender. ‘I’m forgetting Arabic,’ says one student. ‘I can feel it fading away, being sucked away from me.’ ‘It’s
part of becoming American,’ says a friend.
Lunch in the cafeteria seems dominated by interaction between two groups that transcend ethnic
differences: boys and girls. Handholding, hugging, and occasional kissing have been very much in evidence
throughout the school. What do these teenagers think of the cultural rules their parents try to enforce? A Sikh
student says that he finally talked his father into letting him cut his hair.
Some of the Muslim girls argue with their parents about what kinds of dresses they can wear. One girl
says that her mother told her she would have to marry an Asian man, and another girl insists that people must
marry for love. A third girl reports that her mother says that people marry people, not cultures.
Young people whose backgrounds span the spectrum of human cultures are becoming ‘normal American
teenagers’, and in the process they will change America. We may not know yet what the change will mean, but
the kids themselves know they are at the heart of something significant. As one boy, speaking simply and
confidently, told me: ‘We make America more interesting.’
Source: Changing America, Joel Swerdlow (abridged and adapted)
1. True or false? Justify your answers by quoting the text.
a. The mixture of different cultures in this school is seen as a very positive thing.
b. Many of these teens’ parents are becoming stricter about their cultural rules.
c. Diversity of cultures enriches American society while changing it.
2. Complete these sentences with ideas from the text.
a. Half of Stuart High School students were....

b. In spite of.... they share the same interests in fashion and music.
c. Some students are aware that....
3. Find in the text synonyms for these words/expressions.

a. A great variety c. adapt e. go beyond; surpass
b. hold on d. disappearing f. impose
3
4. Match the following expressions with their correct meaning
a diversity that many of the a. 1. Youngsters who come from a wide range of different
students cling to even as they cultures.
conform.
Young people whose b. 2. They are contributing to a major change.

backgrounds span the spectrum
of human culture.
They are at the heart of c. 3. Although students are adjusting to the mainstream
something significant. culture they are still influenced by their own cultural
backgrounds.
SPEAK
1. What happens when students from different cultural backgrounds meet? Discuss the advantages and
disadvantages of life in a multicultural school.
2. Can Sao Tome and Principe be considered a multicultural country? Why? / Why not?
 CULTURAL EXPEDITIONS
How much do you know about the English-speaking world? Match these words with the countries below.
e.g. hongi – New Zealand
India Australia New Zealand
Aborigines - ____________________________________________________
Hongi - ____________________________________________________
Outback - ____________________________________________________
Maoris - ____________________________________________________
Taj Mahal - ____________________________________________________
Koalas - ____________________________________________________
Ghandi - ____________________________________________________
Arranged marriages - ____________________________________________________
Bungee jumping - ____________________________________________________
Bollywood - ____________________________________________________
4
GRAMMAR – NOUNS
 Collective and partitive nouns
Collective nouns describe a group whereas partitive nouns describe a part of something.
1. Select the collective nouns.
a.  Team
b.  Drop
c.  Audience
d.  Bit
e.  Herd
f.  Pack
g.  Slice
h.  Speck
i.  Choir
j.  Grain
k.  Gang
l.  Piece
2. Complete the sentences with the appropriate partitive from the box.
A piece of – a grain of – a bunch of
a. _____________ sand.
b. _____________ advice.
c. _____________ chalk.
d. _____________ keys.
e. _____________ salt.
f. _____________ flowers.
g. _____________ paper.
5
 Countable and uncountable nouns
Countable nouns are those which can add ‘s’ to make plurals, can be used with numbers (one. Two,...), and with
the article a/an. Uncountable nouns refer to mass rather than something with defined limits and cannot be used
in the plural or with numbers, a or an.
NB. Many nouns can be both countable and uncountable depending on their use.
e.g. glass – the material; a glass – a drinking container
1. Put the following words in 3 categories: countable only, uncountable only, both countable and
uncountable.
a. Information b. Rice
A. Countable only A. Countable only
B. Uncountable only B. Uncountable only
C. Both countable and uncountable C. Both countable and uncountable
c. Grape d. Fish
e. News f. Chair
g. Furniture h. Money
i. Pound j. Tip
k. Advice l. Paper
m. Flat n. Accommodation
o. Wood p. Time
6
 STOP AND THINK: The use of: “so much... that”
We use so much to place emphasis on the quantity of the object-noun in the cause-clause:
 We will learn so much interesting information that it will take years to process it.
 These observations will reveal so much important information that scientists will be studying
results for years.
(so much + adjective + uncountable noun)
READ
South Africa’s rich heritage

South Africans treasure their diverse cultural heritage. South Africa’s rich history dates back to some of
the earliest human settlements in the world. Over 300 museums reflect this heritage in a range of places – from
18th century homes to mountain caves, from rural cultural villages to urban areas.
But nothing beats actually meeting people. South Africa’s many cultural villages offer a close-up insight
into the country’s traditional cultures. In the major centres, township tours will put you in touch with real South
Africans and their history. In the rural areas, community tours will help you get to know the country through the
eyes of those who live here.
And remember, no matter where you’re from, this is where your roots are. It’s pretty much accepted that
human life started in South Africa. Fossilised footprints near Cape Town, and the wealth of rock paintings and
surviving shelters in KwaZulu-Natal’s Drakensberg Mountains and elsewhere in the country, all testify to
humanity’s origins on this ancient continent.
More recently, South Africa’s history has been one of conflict and confrontation, but also of
reconciliation and restitution. You can explore the battlegrounds where the bloody events that shaped the country
took place. So it’s worth doing a guided tour. We show the wounds of our past – visit the Women’s Monument in
Bloemfontein, or the Apartheid Museum in Johannesburg. But we also announce our new-found unity. A visit to
Robben Island will show just how powerful that attitude can be. We’ve taken a place of oppression, isolation and
despair and turned it into a symbol of forgiveness and hope. That’s what South Africans are doing with the whole
country.
1. Reread the text to do the following tasks
a. Find out its purpose.

b. Identify who the text is aimed at.
c. Characterise the type of impression expressed about South Africa.
d. Select two contrastive ideas about South Africa.
e. Characterise South African society.
2. Match these words with their correct meanings.
treasure a. 1. small communities

settlements b. 2. deep understanding
insight c. 3. refuges
township d. 4. origins
roots e. 5. a racially segregated area
shelters f. 6. value
7
VOCABULARY
1. Chose the correct collocation from this box to complete the sentences below.
skin tones post-apartheid generation rainbow nation
racial groups improved opportunities diverse country
official languages
a. South Africa is a culturally ____________________, one nation made up of many peoples. It has 11
different ____________________, a multiplicity of traditions and ____________________, ranging
from ebony to sunburnt pink.
b. The notion of the ____________________ projects an image of different ____________________,
coming together and living in harmony.
c. It was widely expected that the end of apartheid would bring new and ____________________ to
young South Africans. What is it like growing up in the ‘new’ South Africa? What are the experiences
of, and challenges facing, the first ____________________ of adolescents in South Africa?
 ONE WORLD MANY CULTURES

How culturally aware are you? The cultural rules for non-verbal behaviour vary considerably around the world.
Have a go at the following quiz to test your knowledge of the meaning of various signs in different parts of
the world.
1. What does this sign mean in Japan?

A. Thank you
 (to us, it means “OK” or “good”)
B. Danger
C. Money
2. In which of these countries is it considered impolite to speak in a loud voice?

A. Thailand
B. France
C. Russia
3. What part of the body is considered unclean and should therefore never touch food according to the
Arabs?
A. Your nose
B. Your left hand
C. Your elbows
4. In which of these countries is it quite common for men to greet each other by hugging?
A. Mexico
B. China
C. Finland
8
5. How do Japanese men greet each other?
A. By hugging
B. By bowing
C. By shaking hands
6. In which country is it considered polite to belch or burp after completing a meal?

A. Russia
B. Morocco
C. Fiji islands
7. Where is it unthinkable to write messages in red ink?

A. In Taiwan
B. In Greece
C. In Malaysia
8. What does shaking your head mean in Thailand?

A. No
B. Nothing
C. Yes
Answer Key: 1C; 2A; 3B; 4A; 5B; 6C; 7A; 8C
GRAMMAR – PASSIVE VOICE

1. Put these sentences into the active voice.
a. The syllabus on racial integration was improved by the teacher with a special language task.
b. The paper for the course on identity was written after the assignment had been explained.
c. The bill on positive discrimination was passed by the senate after its fine points had been debated.
d. Immigration to the USA was forbidden at the close of the Golf War.
e. In most films the characters of Mexican workers are depicted as selfish and lazy.
2. Complete the following sentences with the correct tense of the verb in brackets.
a. Mr Li Fu _______________ (teach) Chinese at the University since 1989.
b. A new book on social activism _______________ (publish) by that company next year.
c. The Korean secretary _______________ (introduce) to her new boss yesterday.
d. Our plan to fight homelessness _______________ (consider) by the members of the committee.
e. A prize _______________ (give) to whoever volunteers to help earthquake victims in Iran.
f. When the police squad arrived, the problem of street-begging (solve) _______________.
3. Check the following tips and complete the sentences with the correct form of the verbs in brackets. You
may have to use the passive form.
a. When you go to Scotland, remember the Scottish do not appreciate _______________ (call) English.
b. A firm handshake _______________ (view) as a sign of confidence and strength in the USA, while a
feeble handshake _______________ (perceive) as a sign of weakness.
c. The British _______________ (embarrass) by too much eye contact.
d. Mexicans _______________ (often/misunderstand) by visitors because men touch each other in a
friendly way when they greet.
e. In Italy do not call people by their first names unless you _______________ (ask) to do so previously.
9
 THE MULTICULTURAL WORLD
1. Fill in the blanks in the following text with the words from the box below. Use one word only in each space.
body socialising partners nationalities

punctuality
observers backgrounds foreign
consensus
negotiations shake cultural first
business
Doing 1 __________________ with people of other 2 __________________ involves more than learning
3 __________________ languages. There are often cultural differences between people of different national
4__________________. These differences sometimes complicate business relationships and
5 __________________. It is important to be aware of your own 6 __________________ tendencies as well as
those of your business 7__________________.
The areas which we need to be aware of include 8 __________________, language, gesture,
9__________________ customs, attitudes towards 10 __________________ and dress, and business practice. It
is useful to know, for example, that the British 11 __________________ hands less often than other European
people, that Americans use 12 __________________ names more often than other nationalities and that the
Japanese believe that harmony and 13 __________________ are very important. Above all when we visit other
countries, it is important to be good 14 __________________ and listeners.
GRAMMAR – VERB TENSES REVISION
The basic structure is:
Positive: + subject + auxiliary verb + main verb

Negative: - subject - auxiliary verb + not + main verb
Question: ? auxiliary verb + subject + main verb
These are the forms of the main verb that we use to build the tenses:
base verb past past participle present participle -ing

Regular verb paint painted painted painting
Irregular verb think thought thought thinking
Past Present Future

SIMPLE I painted/ thought I paint / think I will paint / think
do + base verb I (did) paint / think I (do) paint / think
(except future: I did not paint / think I do not paint / think I will not paint / think
will + base verb) Did I paint / think? Do I paint / think? Will I paint / think?
10
PERFECT I had painted/ thought I have painted/ thought I will have painted / thought
I had not painted / thought I have not painted/ I will not have painted /
have + past Had I painted / thought? thought thought
participle Have I painted / thought? Will I have painted / thought?
CONTINUOUS I was painting/ thinking I am painting / thinking I will be painting / thinking
I was not painting/ thinking I am not painting / I will not be painting /
be + -ing Was I painting / thinking? thinking thinking
Am I painting / thinking? Will I be painting / thinking?
PERFECT I had been painting/ thinking I have been painting/ I will have been painting /
CONTINUOUS I had not been painting/ thinking thinking
thinking I have not been painting/ I will not have been painting /
have been + -ing Had I been painting / thinking thinking
thinking? Have I been painting / Will I have been painting /
thinking? thinking?
Remember: There are some adjustments you will need to make when building these tenses, specifically on
the 3rd person singular and with the auxiliary verbs.
1. Fill in the blanks with the correct verb tense.
I’m Marty Edwards and I _______________ (work) for Attitude Mural Artists. We’re based in the Waterside,
Londonderry and we _______________ (paint) predominantly Protestant paintings. In the past we
_______________ (paint) paramilitary paintings. You know, sort of to mark their territory, you know, stuff
like that. But this project I _______________ (involve) with two groups from both sides of the community
and four schools. What _______________ (be) positive about this project is me and Tom Kelly from the
Bogside Artists actually working together and the young people seeing us bringing a project like this
together. Maybe in years to come they _______________ (have) no inhibitions of working alongside each
other, Catholic and Protestant. Tom _______________ (have) a lot of Protestants working with him, and
there _______________ (be) a lot of Catholics working with me which is good. There is a young boy working
in my group, he actually _______________ (live) across the street from me, he can’t walk the Derry side at
all. Being from the Waterside he’s very apprehensive, very scared. It’s just a stigma that _______________
(come) with being a Protestant
going over the Derry side. But for the last four days he _______________ (walk) around town with me, as
free as he _______________ (want), and nobody _______________ (say) ‘boo’ to him, so he
_______________ (know) now that it’s safe. It’s the same when I _______________ (take) one of the girls
over yesterday in the van, we _______________ (collect) some timber to put the boards together, and I
_______________ (show) her round my own murals, It’s an area she _______________ (not think) of going
into, but now that she _______________ (see) the place and _______________ (meet) some of the people,
she _______________ (not feel) that alienated going into it.
11
UNIT 2: POLITICS AND DEMOCRACY
Britain and the U.S. are two
Democracy is a system in which people decide long-established democracies.
matters as a group. The term is typically used in the There are landmarks which
context of a form of government in which all the have been particularly
citizens have a vote. The principles of democracy are important development of the
also applicable to other bodies, such as universities, two nations.
unions, companies or other organizations. In today’s democratic societies
In a democratic government, the people's views parliaments are elected by all
influence the laws and decisions made by the the voters in a nation and,
government. The development of democracy can be therefore, their members are
traced back to ancient times, particularly to ancient called the representatives of
Greece. the people.
What landmarks have been particularly important in the democratic development of the two nations?
1. Match the numbers and letters to bring together the names and descriptions of some of those landmarks.
1 A
The first ten amendments to the
Constitution that guarantee, among
others, such basic rights as free speech,
freedom of the press and religion,
freedom of assembly and the right to trial
by jury.
Declaration of Independence
In Congress, July 4, 1776
The Unanimous Declaration of the Thirteen United States of America.
G
2
The measures of electoral reform in the 19th century
Reform Acts
(1832, 1867, 1884) which made Parliament more
democratic, because more people were allowed to vote
(In 1885 about 5 million people could vote). The Acts
represented major parliamentary reforms and sharpened
the political bases of the two Houses.
12
E 4
The Bill of
Document that established the grievances the 13 colonies
had against Great Britain and why they proclaimed their
independence from the mother country. It also stated the
basic principles on which the new nation would be
Rights
founded.
F
The lower chamber of parliament
representing the “communities”, or
countries, or towns. It comprises 650
members elected to represent an area or
constituency.
C
SECTION 1. Congress
All legislative powers herein granted shall be vested in a Congress of the United States, which
shall consist of a Senate and House of Representatives.
B
The upper or second chamber of
Parliament which is formed by three
types of peer or lord. The principal
function of the Lords is to have a second
look at legislation from the Commons
and suggest constructive amendments
to it. They have the power to delay a Bill
for up to a year, but that is rarely used.
Key words:
Act: (usually Act or Act of Parliament) a written law passed by Parliament, Congress, etc.: the 1989 Children Act.
Amendment: an article added to the US Constitution: the First Amendment.
Grievances: an official statement of a complaint over something believed to be wrong or unfair: three pilots have filed grievances
against the company.
Constituency: chiefly British an area whose voters elect a representative to a legislative body: a parliamentary candidate in the
Hampstead and Highgate constituency.
Herein: used to introduce something that depends on or arises from what has just been mentioned.
Peer: a person of the same age, status, or ability as another specified person.
Bill: a draft of a proposed law presented to parliament for discussion.
13
How much do you know about the political system in the UK and US? Complete the sentences with the words
from the box.
Labor _ Republican _ Senate _ Conservative _ Commons _ Member of Parliament

Liberal Democrat _ Lords _ Democrat _ House of Representatives
British National Party _ The white House _ 659 _ 1918 _ 1869
1. The main political parties in the UK are ____________________ & ____________________ &
____________________ but the main ones in the US are ____________________ &
____________________.
2. The 2 houses of parliament in the UK are ____________________ & ____________________ but the 2
houses of congress in the US are ____________________ & ____________________.
3. One of the more radical parties in the UK is ____________________.
4. MP stands for ____________________ & the number of MPs in the UK is ____________________
5. In the UK women got the vote in ____________________ but in the US it happened in
____________________.
6. The president of the US lives in ____________________.
GRAMMAR – RECIPROCAL AND REFLEXIVE PRONOUNS

 Reciprocal pronouns: each other and one another
Each other and one another are both pronouns, and their uses are almost identical. Both phrases refer to one of
two or more people or things that are doing something together or are in some sort of relationship with one or
more members of the group.
Here are some examples of use:

 The kittens chased each other. = The kittens chased one another. [=each one of the kittens chased the
other(s)]
 The members of the planning group consulted with one another. = The members of the planning group
consulted with each other. [=each of the people in the planning group consulted with the other members of the
group]
 He and I looked at one another. = He and I looked at each other. [=he looked at me and I looked at him]
Some people say that each other should only be used of two people or things and that one another is used of
more than two people or things, but our evidence shows that this is not the case. If you want to observe the
rule, you can, but you do not need to. You can used each other and one another the same way.
Each other and one another are fixed idioms. Do not confuse them with phrases like each of the others (which
means "each one of the other people") or one and another (which can be used to indicate a choice between one
person or thing and another person or thing).
14
 Emphatic Reflexive pronouns: herself / himself
 We can use a reflexive pronoun to emphasise the person or thing we are referring to: Mary baked the cake
herself.
 Especially if we are talking about someone very famous: Sir Paul McCartney himself sang the final song.
 We often put the reflexive pronoun at the end of the clause when we are using it for emphasis:
The Manager himself suggested the change. / She mended the car herself
U.S AND BRITISH CONSTITUTIONS
Characteristics United States United Kingdom

Form of expression Written Part written but uncodified
Date and manner of 1787 by a constitutional convention No date of formulation; no precise

formulation manner of formulation
By two-thirds majorities in both houses No extraordinary provisions for

Means of formal amendment of Congress and by ratification of amendment
three-quarters of the states, or by
conventions
The written document (also judicial Statute law, common law,

Location of its provisions decisions, customs usage, work of conventions, works of authority
authority)
The judiciary primarily (can be The judiciary (statute and common

Bodies responsible for overridden by constitutional law), scholars, and politicians
interpretation of its provisions amendment) (conventions)
Document as “supreme law,” judicial Parliamentary sovereignty, “rule of

Main provisions review, separating and overlap of law”, unitary system, parliamentary
powers, federal system, bill of rights, government under a constitutional
republican form of government monarchy, membership in the
European Community
Extensive
Infrequent
Public promulgation of its
provisions (in textbooks, etc)
 STOP AND THINK:
1. The use of: “The sooner... the better”
“The sooner the better” – is a common expression:

When should we leave? The sooner the better. (= it is good if we leave as soon as we can)
STRUCTURE: The + comparative the better

The double comparative has two parts. Both parts begin with THE. The second part is the result of the first.
15
The sooner you go to hospital the better you recover.
2. The use of: Had better and would rather
 Had better
We use “had better” to give advice about the present or future:
You’d better tell her everything. / We’d better meet tomorrow early.
The negative form is “had better not”:
You'd better not say anything. / We'd better not miss the start of his presentation.
We use “had better” to give advice about specific situations, not general ones. If you want to talk about general
situations, you must use “should”:
You should brush your teeth before you go to bed. / I shouldn't listen to negative people.
NOTE: When we give advice about specific situations, it is also possible to use “should”. However, when we use
“had better” there is a suggestion that if the advice is not followed, that something bad will happen:
You'd better do what I say or else you will get into trouble.
I'd better get back to work or my boss will be angry with me.
We'd better get to the airport by five or else we may miss the flight.
 Would rather
Would rather is used to express a preference in English. Would rather is the same in meaning as would prefer.
These two phrases are used to express a preference when making a choice.
Here are some examples of short conversations that use would rather to state and ask for a preference:
John: How about going to a film? There's a new film out with Tom Hanks.
Mary: I'd rather go out for dinner. I'm hungry!
Sue: I'm not sure which topic to choose for my essay.

Debby: Well, what are your choices?
Sue: I can write about the economy or about a book.
Debby: Which would you rather write about?
Positive Question
Subject + would rather ('d rather) + base form of Would + subject + rather + base form of
verb: verb:
STRUCTURE
Peter'd rather spend time on the beach. Would you rather stay at home?
I would rather learn a new language than study Would they rather do the homework
math. tomorrow morning?
16
1. Fill in the blanks with had better and would rather.
a. You_______________ not breathe a word about this to David.
b. You know, I_______________ you didn't smoke in front of the kids.
c. Can I borrow your camera? I_______________ you didn't.
d. Can I borrow your car? You_______________ not!
e. You_______________ take insect repellent if you're camping near a lake.
f. It's getting dark. We_______________ go back now.
g. I_______________ go to Altea than Benidorm any day.
h. I_______________ not drink on Friday or I won't be in a fit state for the journey.
i. You_______________ take a bit of time to think this one over carefully.
j. They_______________ have everything ready for when our clients arrive or I'll skin them alive.
k. Mike, I_______________ you didn't wear jeans in the office. Craig, I'd rather you weren't my boss!
l. We_______________ you didn't hang out with Craig. He's bad news.
READ
President Lincoln was largely responsible for the democratization of

American society concerning the abolition of slavery. Although he died on
April 2, 1865 two important Amendments to the Constitution were made
after his famous Emancipation Proclamation (January 1863), an order
given to end slavery in the southern states.
Read Amendments 13 and 14 and the poem that follows, which was written by a black poet, Langston
Hughes, in 1951.
Amendment 13
SECTION 1. Neither slavery nor involuntary servitude, except as a punishment for a crime
ABOLITION OF SLAVERY whereof the party shall have been duly convicted, shall exist within the United
This amendment was proposed on States, or any place subject to their jurisdiction.
January 31, 1865, and ratified on ____________________________________________
December 6, 1865.
Congress shall have power to enforce this article by appropriate legislation.

Amendment 13 ___________________________________________
SECTION 2.
Amendment 14 All persons born or naturalized in the United States and subject to the
SECTION 1. jurisdiction thereof are citizens of the United States and of the State wherein
CIVIL RIGHTS they reside. The States shall make or enforce any law which shall abridge the
This amendment was proposed on privileges or immunities of citizens of the United States, nor shall any State
June 13, 1886, and ratified on July 9, deprive any person of life, liberty, or property, without due process of law, nor
1868.
deny to any person within its jurisdiction the equal protection of the laws.
17
SPEAK
Discuss these questions and share your views with the What happens to dream deferred?
class: Does it dry up
Like a raisin in the sun
 How do the Amendments and the poem relate?
 Why would Hughes write such a poem almost a Or fester like a sore –
hundred years after the Amendments were made? And then run?
 Why does the poet talk about “dreams exploding”?
Does it stink like rotten
meat?
In your opinion has “the dream been deferred”? Why?
Or crust and sugar over –
like a syrup sweet?
Key words: Maybe it just sags
deferred: postponed
fester: become worse or more intense, especially
like a heavy load.
through long-term neglect or indifference
sore: wound
crust: a layer of pastry covering a pie Or does it explode?
sags: sinks
Langston Hughes
GRAMMAR – WORD FORMATION: ADJECTIVES

Verbs to Adjectives: comfort to comfortable / impress to impressive / rely to reliable
1. Make an adjective from the verb in brackets to fill each gap.

a. She is an ________________ young woman and far more intelligent than her colleagues. (ATTRACT)
b. He is intelligent but so ________________ that his work is very difficult to follow and full of
inaccuracies. (CARE)
c. Despite having a very ________________ position in the civil service, he was bad-tempered and
unhappy. (COMFORT)
d. Although I do not really like ballet, Swan Lake is absolutely ________________ (DELIGHT)
e. Nobody is very ________________ about Japan agreeing to stop killing whales and dolphins. (HOPE)
f. Valencian firework displays are very ________________. (IMPRESS)
g. Sugar has so many terrible effects on the human body that it could almost be considered
________________. (POISON)
h. German cars are famous from being very ________________. (RELY)
i. People’s ignorance about the benefits of exclusive breastfeeding is quite ________________. (REMARK)
18
GRAMMAR – MODALS: HAVE TO & HAVE GOT TO; BE ABLE TO
 Have to & have got to

We use have to to talk about strong obligation that comes from somewhere else, for example from your boss,
you parents, a rule at school or work.
Examples:
 I have to be home by ten. (My parents told me so.)
 I must be home by ten. I have a very difficult day tomorrow. (It is my own decision.)
 I have to get up early, because I start work at 8. (It is a rule.)
 I should get up early. (Now I stay in bed until lunchtime.)
In spoken British English you can also use have got to and haven't got to.
Examples:
 Pamela is a waitress. She's got to work at weekends.
 Have I got to do it right now?
 I haven't got to take my sister to school, my parents do it.
Tip! We do not use have to when we talk about what is a good idea to do, but we don't do it yet. Instead, we
use should.
1. Chose have to / has to or don't have to / doesn't have to.
a. Every man ______________do military service in my country. It's obligatory.

b. When do we______________ pay for the next term?
c. Policemen ______________ wear a uniform.
d. A pilot ______________ train for many years.
e. Does Susan ______________ work long hours?
f. I ______________get up early on Sundays. I can stay in bed.
g. You ______________have a visa to come to Ukraine.
h. You ______________ to do it if you don't want to.
i. My daughter ______________ to cook, because I cook for the whole family.
j. We ______________pay. It's free.
 Be able to
Although we look at be able to here, it is not a modal verb. It is simply the verb be plus an adjective (able)
followed by the infinitive. We look at be able to here because we sometimes use it instead of can and could.
We use be able to:

 to talk about ability
Notice that be able to is possible in all tenses, for example:

 I was able to drive...
 I will be able to drive...
 I have been able to drive...
19
Notice too that be able to has an infinitive form:
 I would like to be able to speak Chinese
1. Complete the sentences with: Can, Could, Be able.
a. ______________ he understand what you were talking about?
b. My sister ______________ play tennis now.
c. I ______________ walk when I was less than a year old.
d. (Polite) ______________ you tell me what time it is, please?
e. My grandfather ______________ walk without any help last night.
f. I would like to ______________ play the piano.
g. How long have you ______________ drive?
h. I'll ______________ help you later.
i. Can you help me? I ______________ never understand this.
j. Will Man ______________ live forever one day?
READ
Aung San Suu Kyi has been a figurehead for her country’s struggle for democracy since 1988. She was born to
lead her nation; her father was Burma's independence hero. He was assassinated when she was just two years old.
Suu Kyi had an international upbringing. She was educated in Burma, India, and the United Kingdom, where she
got her PhD.
In 1988 she returned home to care for her dying mother. Burma was in political chaos after a new military junta
took power. A nationwide uprising against the Generals started and Suu Kyi campaigned for freedom and
democracy. The brutal regime clamped down on the people and slaughtered 10,000 demonstrators. This made
Suu Kyi more determined to help her people.
Suu Kyi increased her efforts to fight the dictators who were leading her country. She was put under house arrest.
Even though the government arrested her, the party she led won a staggering 82% of the seats in the 1990
election. The regime never recognized the results. The Generals offered her freedom if she left the country, but
she refused.
Suu Kyi was under house arrest for the best part of two decades. Ms Suu Kyi won the Nobel Peace Prize while
being detained. She was given her freedom by the military dictatorship on November 13th, 2010. She was greeted
by thousands of adoring Burmese at the gates of her home. World leaders welcomed her release. Her new goal is
to work with anyone and everyone in Burma to make a better country for her people.
20
1. Match the words from the article on the left with their synonyms on the right. Are your answers the same
as other students’?
Paragraphs 1 and 2
1. figurehead a. childhood
2. assassinated b. revolution
3. upbringing c. murdered
4. care for d. symbol
5. uprising e. committed
6. determined f. look after
Paragraphs 3 and 4
7. dictators g. unbelievable
8. staggering h. most of
9. recognized i. tyrants
10. the best part of j. loving
11. adoring l. welcomed
12. greeted m. accepted
2. Match the following phrases from the article.

1. her country’s struggle a. down on the people
2. her father was Burma's b. of adoring Burmese
3. she returned home to care c. for democracy
4. Burma was in political d. house arrest
5. The brutal regime clamped e. chaos
6. She was put under f. independence hero
7. The Generals offered g. and everyone
8. for the best part of h. for her dying mother
9. She was greeted by thousands i. her freedom
10. Her new goal is to work with anyone j. two decades
3. Delete the wrong word in each of the pairs of italics.
Aung San Suu Kyi has been a figurehead for her country’s struggle for democracy since / for 1988. She was born
to leader / lead her nation; her father was Burma's independence hero. He was assassinated when she was just
two years old. Suu Kyi had an international brought / upbringing. She was educated / education in Burma, India,
and the United Kingdom, where she got her PhD.
In 1988 she returned home to care with / for her dying mother. Burma was in political choice / chaos after a new
military junta took power. A nationwide uprising / rise against the Generals started and Suu Kyi campaigned for
freedom and democracy. The brutal regime clamped up / down on the people and slaughtered 10,000
demonstrators. This made Suu Kyi more determined to help her people.
Suu Kyi increased her efforts / effects to fight the dictators who were leading her country. She was put over /
under house arrest. Even though the government arrested her, the party she led won a staggering 82% of the
chairs / seats in the 1990 election. The regime never recognized the results. The Generals offered her freedom if
she left the country, but she refusal / refused.
Suu Kyi was under home / house arrest for the best part of two decades. Ms Suu Kyi won the Nobel Peace Prize
while being / was detained. She was given her freedom by the military dictatorship on November 13th, 2010.
She was greeting / greeted by thousands of adoring Burmese at the gates of her home. World leaders welcomed
her release. Her new goal is to work with anyone and someone / everyone in Burma to make a better country
for her people.
21
4. With your partner, put the words back into the correct order.
a. hero independence Burma's was father her
b. her home dying to mother care she for returned
c. political was chaos in Burma
d. down clamped regime brutal The people the on
e. were who dictators the fight country her leading
f. she party the seats the of % 82 staggering a won led
 STOP AND THINK: The use of: Used to do

We use the used to do expression to talk about:
 an activity that we did regularly in the past (like a habit)

 a situation that was true in the past
It is not a tense but it is like a tense. It is a special expression. We use the expression used to do for the past
only.
Do not confuse used to do with the expression be used to. They have different meanings.
Look at these examples.

the past the present
She used to work in a shop. Now she works in a bank.
He used to watch a lot of TV. Now he doesn't watch much TV.
They used to be married. Now they are divorced.
GRAMMAR – MODALS: PHRASAL VERBS
1. Phrasal verbs
Verbs are often followed by a preposition and they keep their basic meaning. A phrasal verb refers to the
combination of a verb and an adverbial particle that creates a totally new meaning.
Find out, figure out, put up and get around are examples of phrasal verbs.
Remember that:
 the same verb can combine itself with different adverbial particles and build up several phrasal verbs:
I can´t figure out how to do this exercise. / I hadn’t figure out getting home so late.
 sometimes a verb combines itself with more than two words:

I don’t know how Cathy puts up with her boss. / Nobody gets away with treating me like that.
 one phrasal verb can have several different meanings and the correct meaning only becomes clear from the
context:
We’ve had to put off our meeting until next week. (= postpone the meeting)
His manners tend to put people off. (= make people dislike someone)
I’m trying to concentrate. Don’t put me off! (= disturb somebody who is trying to give all their attention
to something that they are doing)
22
1. Match each phrasal verb with its correct meaning.
1. do away with a. invent
2. do up b. compensate
3. do with c. discern
4. do without d. manage with
5. make up e. transfer
6. make up for f. abolish
7. make out g. fasten
8. make over h. manage without
2. Choose the correct phrasal verb according to the meaning presented.
1. to introduce
a) to bring in b) to come in
2. to take place
a) to bring off b) to come off
3. to visit someone
a) to bring round b) to come round
4. to educate
a) to bring up b) to come up
3. Fill in the blanks with the correct adverbial particle / preposition. Sometimes two may be needed.
On Over Down With At
a. To get __________ means to make progress.

b. To get __________ means to be on friendly terms with someone.
c. To get __________ means to recover from stress or illness.
d. To get __________ means to reach something.
e. To get __________ means to put on paper.
4. In the box find the right phrasal verb for each meaning presented.
Break down Set up Call off Carry out

Take after Turn down Fall through Draw on
Cut down Run down Take in
Write off Turn up Give up
1. e.g. Break down a. to have mechanical trouble.

2. _________________________ b. to cancel.
3. _________________________ c. to execute.
4. _________________________ d. to reduce.
5. _________________________ e. not to succeed.
6. _________________________ f. to surrender.
7. _________________________ g. to become exhausted.
8. _________________________ h. to establish.
9. _________________________ i. to resemble.
10. _________________________ j. to deceive.
11. _________________________ k. to appear unexpectedly.
12. _________________________ l. to refuse or reject.
13. _________________________ m. to cancel debts.
23
UNIT 3: PUBLICITY AND MARKETING
READ
Some people like shopping, others don’t.

Read the following teenagers’ opinions.
SHOPPING... DO YOU LIKE OR HATE IT?
Sarah from New York

I love shopping, especially clothes! I usually go to Macy’s or Bloomingdale’s. I prefer department stores to
shops. They have a wide range of things. I also like going to SoHo*, though. There is a shop there that has sales
all year round, so prices are much cheaper. I usually go there once a month with my friends. As a matter of
fact, we were there last weekend to buy a birthday present for Melanie.
*SoHo, a unique shopping area in New York City. with

everything from art stands on the street to high-end boutiques.
Maggie from London

I’m not crazy about shopping. If you asked me if I’d rather go to Oxford Street* or to a football match, I would
have to say the match… But when I have to buy clothes, I usually go to Miss Selfridge’s or Marks & Spencer. The
quality of the clothes is pretty good and the prices are reasonable. They always have special offers and, if you’re
lucky, you can find real bargains. I sometimes go to Harrods with my mom. We were there last month for the
sales, but it was so frustrating. The prices were much higher than we thought. A casual dress for £80, can you
believe it?!
*Oxford Street, Europe’s busiest
shopping street in London.
Pedro from Lisbon

I hate shopping and I usually make a list of what I need and ask my mom to buy it. As school was about to start,
last weekend she made me go with her to Colombo Shopping Centre to buy some new clothes and a pair of
trainers. It was a nightmare! We spent hours coming in and out of crowded shops and my mom was always
stopping to talk to her friends. The only good thing is that she bought me a new computer game. That really put
a smile on my face…
Tuncdindas / Dreamstime.com
1. Go through the text and say who these statements refer to by ticking [] the appropriate box.
Sarah Maggi Pedro

e
1) He/She doesn’t like shopping at all.
2) He/She prefers watching football than going shopping.
24
3) He/She needed clothes for the new school year.
4) Department stores are his/her favourite.
5) He/she was disappointed with sale prices.
6) He/she spent a long time shopping.
2. Now choose the right option according to the text.
1. Sarah buys her clothes ____ . 2. Maggie____.
a) at Macy’s only a) loves shopping

b) at Macy’s and Bloomingdale’s b) hates shopping
c) not only at Macy’s but also at c) doesn’t like shopping very much
Bloomingdale’s and in SoHo.
4. Last weekend Pedro was at Colombo

3. The sale prices at Harrods ___.
Shopping Centre __.
a) weren’t so low as Maggie expected
a) but he found it a little bit boring
b) were as low as she expected
b) but he couldn’t have hated it more
c) were even lower than she expected
c) and he had lots of fun
3. Give complete answers to the following questions.
1. Why did Sarah go to SoHo last week?

2. Where does Maggie usually buy her clothes? Justify your answer.
3. Do you think Maggie and her mom did some shopping in Harrods’ sales? Why/why not?
4. Who does most of Pedro’s shopping? Why?
5. Why did he have to go to Colombo last weekend?
4. Reread Maggie’s opinion and find words/ expressions in the text that mean the same as these.
1. I would prefer to ______________________

2. must ________________________________
3. quite _________________________________
4. not expensive __________________________
5. products you can buy for less than the usual price
6. a) ______________________________________
b) ______________________________________
7. informal _________________________________
25
5. Now reread Pedro’s opinion and say what these words refer to in the text.
1. it (line 2) _______________________
2. she (line 2) _____________________
3. it (line 4) _______________________
4. we (line 4) _______________________
5. her (line 5) ______________________
6. me (line 6) ______________________
7. that (line 7) ______________________
WRITE
Now it’s your turn. Write a similar text expressing your views on shopping.
GRAMMAR – THE USE OF PRESENT & PAST SIMPLE TENSES
1. With reported speech:
 Present Simple
Direct speech: “I like ice cream”

Reported speech: She says she likes ice cream.
 Past Simple
Direct speech: “I like ice cream”

Reported speech: She said she liked ice cream.
2. With if clauses:
 Present Simple:
If I find her address, I’ll send her an invitation.
If it rains, I will stay at home.
If I see Mary, i will tell her.
 We use the Present Simple to show it’s possible and also very likely that the condition will be fulfilled.
 Past Simple:
If I won the lottery I would buy a car.
If I married Mary I would be happy.
If Ram became rich, she would marry him.
 We use the Past Simple to show it’s possible but very unlikely that the condition will be fulfilled.
26
GRAMMAR – FUTURE FORMS (EXPRESSING THE FUTURE)
Using the Present Simple & Present Continuous to express future time
There are a number of different ways of referring to the future in English. We are expressing more than simply
the time of the action or event.
Obviously, any ‘future’ tense will always refer to a time ‘later than now’, but it may also express our attitude to
the future event.
 PRESENT SIMPLE
The Present Simple can also be used to express future time in a sentence concerning events that are on a
definite schedule or timetable.
These sentences usually contain future time words

Only a few verbs are used in this way: open, close, begin, end, start, finish, arrive, leave, come, return.
Examples:
The museum opens at ten tomorrow morning.
Classes begin next week.
John’s plane arrives at 6:05 p.m. next Monday.
 PRESENT CONTINUOUS
The Present Continuous may be used to express future time when the idea of the sentence concerns a planned
event or definite intention.
A future meaning for the Present Continuous tense is indicated either by future time words in the sentence or
by the context.
Examples:
My wife has an appointment with a doctor. She is seeing Dr. North next Tuesday.
A: What are you going to do this afternoon?
B: After lunch I am meeting a friend of mine. We are going shopping.
Note: Verbs such as rain is not used in the Present Continuous to indicate future time, because rain is not a
planned event.
READ
Now read what people like shopping for.
WHAT DO YOU LIKE SHOPPING FOR?

Ruth, England
Something I like shopping for? I like shopping for everything. I like shopping for clothes. I like shopping for food.
I like shopping for presents. Everything. Maybe the one exception would be shopping for DIY things: things like
pliers and gardening tools and wallpaper. I'm not really interested in things like that but that's the exception.
Other than that, everything.
27
Simon, Canada
What do I like shopping for? I like shopping for food, going to the supermarket looking at -- especially a nice
good supermarket and looking at all the weird and cool and wacky food. That's pretty fun. What I don't like
shopping for is everything else. I'm not really a big shopping fan. I like to buy as quickly as possible and get out
as quickly as possible and that's it.
Al, England
I don't really enjoy shopping at all but I guess if I have to go shopping, the one type of shopping I enjoy is bread
shopping. I really enjoy looking for really good bread and smelling the bread in the bread shop, but usually I
don't, I'm not a big fan of shopping anyway.
Mitchell, The United States

I enjoy shopping for food because I like eating and I do not enjoy shopping for cosmetic stuff like for example
shampoo - girls stuff. I do not like shopping with girls because they tend to take long and look at every item at
least ten seconds but I enjoy shopping for food for myself.
Ruth, Ireland
The thing I most enjoy shopping for is shoes. I could shop and shop and never get tired of them. The last time I
visited Ireland. I bought five pairs of shoes in three days. I just love them.
Tres, The United States

I like shopping for clothing. It's a lot of fun finding new shirts or new jeans to put on, trying out new outfits that I
normally wouldn't wear. The only thing I dislike about it are the prices of course, but I really have a good time
going out and looking for things - that hunter-gatherer instinct in me.
SPEAK
And you? What do you like shopping for?
GRAMMAR – THE –ING FORM
 Used as a noun:
The –ing from can be used like a noun:
Smoking is forbidden.
Marketing is a very inexact science.
Swimming is her favourite sport.
 After prepositions:
The –ing form is used after prepositions:
Before leaving, you need to speak to Sarah.

After discussing it with her, I’ve changed my mind.
Instead of feeling sorry for yourself, do some work for charity.
28
Notice that when ‘to’ is used as a preposition, it is followed by the –ing form:
I don’t object to working this Saturday.

I’m looking forward to seeing you again.
I’m used to working long hours.
 The expressions bellow are followed by the –ing form:
 It’s a waste of time/money...

 There’s no point (in)...
 It’s no use...
 It’s (not) worth...
It’s not worth repairing. It would be cheaper to buy a new one.
1. Mix and match.
Learning   is my favourite sport.

Telling   online is very easy and safe now.
Swimming   a glass of wine is a good way to relax.
Giving up   Young children is a very rewarding career.
Writing   to the truth is always the best policy.
Running   your ideas down is a good way to clarify them.
Drinking   a new language is very hard work.
Eating   smoking requires great will power.
Teaching   a marathon needs lots of training.
Buying   plenty of fresh fruit and vegetables is essential for good health.
2. Complete the sentences.
1. I loved the film. The _________________ was excellent.

2. That’s my favourite class. Her _________________ is always interesting.
3. Please put your cigarette out. _________________ is such a bad habit.
4. She’s the best modern author. Her _________________ is wonderful.
5. A lot of young people have huge debts. Their _________________ is uncontrolled.
6. _________________ the road here is dangerous.
7. Don’t believe a word he says. His _________________ is dreadful.
8. To reach that level of competition, _________________ has to be very intensive.
9. _________________ the guitar is great fun.
10. _________________ for them to arrive is very annoying.
lying
crossing acting playing writing
waiting spending smoking training teaching
29
3. Mix and match.
Are you interested   in working with us?

She apologised   at remembering people’s names.
They succeeded   of waiting for him to call.
Thank you   for coming.
I am very good   at getting people to do what I want.
We’re very excited   in reaching their target.
I am fed up   for being late.
They insisted   for forgetting my birthday.
He was sorry   on having the most expensive room.
I don’t know his name. I am very bad   about meeting the actors.
4. Complete the sentences.
1. There’s no point in ...

2. It’s no use ...
3. It’s a waste of time ...
4. It’s (not) worth ...
TEENS’ SHOPPING HABITS/CONSUMERISM
1. Select the appropriate word from the box and complete the text.
recognize purchasing switch luxury ads

how brands awareness marketers potentially
Today’s young people have an unprecedented amount of money to spend on personal items. Many kids enjoy
large allowances, and older teens may have cash from part time jobs. This means that they have a lot of
disposable income that can be spent on (1) items, like clothing, electronics, music, and other items popular with
young people. Because young people are making a lot of the (2) decisions regarding these objects, they are
designed and marketed with kids and teens in mind. Another reason kids are so important to (3) is that kids
influence a lot of the spending that occurs in families, too. Companies (4) this power. In fact, advertisers often
direct (5) specifically to kids because they know that kids can be very powerful and persistent when it comes to
getting their parents to buy stuff. Marketers know that getting people to (6) to their brand can be tough. And
because kids and teens tend to be loyal to (7) once they find one they identify with, companies may (8) have a
customer for life. For this reason, it is essential that kids are taught media (9) skills that include not only
understanding why they are targeted by marketers, but (10) to critically assess marketing messages, as well.
1. 3. 5. 7. 9.
2. 4. 6. 8. 10.
30
GRAMMAR – THE USE OF GENITIVE
An independent genitive is not followed by a noun:

 A friend of Caroline’s.
 A colleague of Frank’s.
An independent genitive is often used in referring to relationships between people as in those in the examples
above.
Notice that this construction has a very specific meaning. The independent genitive “A friend of Caroline’s.”
Does not mean the same as the dependent genitive “Caroline’s friend”:
Independent: We met a friend of Caroline’s in Spain.

Dependent: We met Caroline’s friend in Spain.
The independent genitive means ‘one of Caroline’s friends’, who may or not be known to the hearer. In
contrast, the dependent genitive means ‘one specific friend’, who is assumed to be known to the hearer.
Independent genitives are also used in reference to places and businesses:

 She stayed at Rebecca’s = Rebecca’s house
 I ran into Jim in Sainsbury’s = Sainsbury’s supermarket
 I left my wallet in the barber’s = the barber’s shop
GRAMMAR – CONJUNCTIONS: COORDINATING & SUBORDINATING
 Coordinating Conjunctions
The short, simple conjunctions are called "coordinating conjunctions":

 and, but, or, nor, for, yet, so
A coordinating conjunction joins parts of a sentence (for example words or independent clauses) that are
grammatically equal or similar. A coordinating conjunction shows that the elements it joins are similar in
importance and structure.
Look at these examples - the two elements that the coordinating conjunction joins are shown in square brackets
[ ]:
 I like [tea] and [coffee].
 [Ram likes tea], but [Anthony likes coffee].
Coordinating conjunctions always come between the words or clauses that they join.
When a coordinating conjunction joins independent clauses, it is always correct to place a comma before the
conjunction:
 I want to work as an interpreter in the future, so I am studying Russian at university.

However, if the independent clauses are short and well-balanced, a comma is not really essential:
 She is kind so she helps people.
When "and" is used with the last word of a list, a comma is optional:
 He drinks beer, whisky, wine, and rum.
The 7 coordinating conjunctions are short, simple words. They have only two or three letters. There's an easy
way to remember them - their initials spell:
31
F A N B O Y S
For And Nor But Or Yet So
 Subordinating Conjunctions
The majority of conjunctions are "subordinating conjunctions". Common subordinating conjunctions are:
 after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where,
whether, while
A subordinating conjunction joins a subordinate (dependent) clause to a main (independent) clause.
Look at this example:

main or independent clause subordinate or dependent clause
Ram went swimming although it was raining.
subordinating
conjunction
A subordinate or dependent clause "depends" on a main or independent clause. It cannot exist alone. Imagine
that somebody says to you:
"Hello! Although it was raining." What do you understand? Nothing! But a main or independent clause can exist
alone. You will understand very well if somebody says to you: "Hello! Ram went swimming."
A subordinating conjunction always comes at the beginning of a subordinate clause. It "introduces" a

subordinate clause. However, a subordinate clause can sometimes come after and sometimes before a main
clause. Thus, two structures are possible:
 Ram went swimming although it was raining.

 Although it was raining, Ram went swimming.
1. Complete the sentences with the correct conjunctions.
1. You can come to the meeting _______________ you don’t say anything.
A. so that B. as long as C. while D. until E. as if
2. I’m not leaving _______________ I get an apology from you.

3. Bob is very tall _______________ Bill is very short.

4. You look _______________ you’ve seen a ghost.

5. I refuse to pay anything _______________ you do the work properly.

32
6. I’m going shopping for food this evening _______________ I don’t have to go at the weekend.
7. You look _______________ you haven’t eaten for a week.

8. I came early _______________ I could talk to you privately.

9. _______________ I don’t think she’s perfect for the job, she’s certainly better qualified than Steve.
10. I don’t mind if you go out for lunch _______________ you’re back for the meeting at two.
11. Are you OK? You look _______________ you have a problem.
12. _______________ the job is very interesting, it’s also very badly paid.
13. We’ll go to the mountains on Saturday _______________ it doesn’t rain.

14. The winters here are very cold _______________the summers are very hot.
15. You can write the report when you want _______________ it’s ready by the end of the month.
16. It looks _______________ the government has got a lot of problems.

17. I want Mary to be in charge _______________ I get back from holiday.

18. _______________ I don’t approve of what you did, I’m not going to punish you for it.
19. I’m learning English _______________ I can get a better job.

33
SPEAK
Discuss the following questions in groups.
DISCUSSION QUESTIONS
1. If you had enough money, what luxury item would you buy?
2. What do consumers normally complain about?
3. Make a list of the items you normally buy and say why.
4. Do you prefer to do your shopping in a big supermarket on in small shops or the market? Why?
5. How often do you do your shopping?
6. Do you think supermarkets have tactics to persuade customers to buy more? Can you think of any?
7. Do you ever buy things you don’t need?
8. What could you do with the money you saved if you didn’t buy these things?
9. Is it a good idea to ask somebody how much they paid for something in your country? Why?
UNIT 4: ART AND CREATIVITY
READ
Read the following text carefully.
“The minute I saw her,” says R&B singer Jay-Z, “I knew

she was a star.” Jay-Z is talking about Rihanna, the 19-
year-old singer from the Caribbean. Everyone is calling
her “the new Beyoncé.”
5
We interviewed the young singer who, just a few years
ago, was sitting in school dreaming about being a pop
star.
Rihanna, your life has changed very fast, hasn’t it?

Yes, I can’t believe it. One year I was just an ordinary high school student at home, in Barbados.
10 The next year I’m living in the US, I have a CD and I’m touring all the big cities.
Where did you learn to sing?

In the shower at home… and in the bedroom! I used a broom as a microphone…. Of course the
neighbours knew when I was home... They complained to my mum about the noise! I liked singing
so much that I formed a musical trio with two of my classmates when I was at high school in
15 Barbados.
Music of the Sun, your debut album, reached the Top 10 in both the US and Canadian
charts. When was it released?
It was released in August 2005. I co-wrote it with Carl Sturken and Evan Rogers.
Tell us about your typical week.

34
20 Well…when I’m not travelling I live here in the US, in Connecticut. I study about 15 hours a week
with my tutor. You see, I’m going to do my high school exams soon. But I also have singing
lessons and I spend a lot of hours with my dance teacher every day.
Do you do anything special before a performance?

Hmm…No, not really. I just drink water and honey for my voice.
25 What about your free time?
Well…right now I’m reading The Adventures of Huckleberry Finn, but I don’t get much free time. I
don’t even have time for boys! However, I do sports whenever I can. I like playing basketball and
volleyball with my friends very much.
Getting On, Areal Editora
1. Choose the best meaning for these words.
1. star (l. 2) 2. a few (l. 5) 3. ordinary (l. 9)
a) A famous performer  a) Some  a) normal 

b) A large point of light b) many  b) popular 
in the sky 
4. touring (l. 10) 5. complained (l. 13) 6. released (l. 17)
a) visiting a place 
a) said they were ill  a) made available
b) travelling to a place
b) said they were not satisfied  to the public 
to perform 
b) recorded 
2. Say what these words refer to in the text.
1. I (l. 1) _________________________________ 2. her (l. 1) _____________________________
3. they (l.13) _____________________________ 4. It (l. 18) ____________________________
3. Go through the text and find evidence for the following.
1. Jay-Z could see immediately that Rihanna was an excellent singer.

2. She moved from her hometown to the US.
3. The people living next to her didn’t like it when she was singing.
4. She didn’t write her first album alone.
5. Rihanna doesn’t have a boyfriend.
4. Now answer these questions on the text.
1. Where is Rihanna from?

2. Did her high school dream come true? Justify your answer.
3. How many years ago was her debut album released?
35
4. What does Rihanna do in a typical week?
5. What are her favourite hobbies?
6. Why do you think people call Rihanna “the new Beyoncé”?
GRAMMAR – DEFINITE ARTICLE: OMISSION
 We do not use the definite article in the following situations:
general words (indefinite)

Life is too short.
I like flowers.
names of persons on the singular, relatives
Peter and John live in London.
Aunt Mary lives in Los Angeles.
public buildings, institutions, means of transport (indefinite)
Mandy doesn't like school.
We go to school by bus.
Some people go to church on Sundays.
names of countries in the singular; summits of mountains; continents; towns
Germany, France;
Mount Whitney, Mount McKinley;
Africa, Europe;
Cairo, New York
single islands
Corfu, Bermuda, Sicily
parks; lakes; streets
Central Park, Hyde Park;
Lake Michigan, Loch Ness;
42nd Street, Oxford Street
months, days of the week (indefinite)
The weekend is over on Monday morning.
July and August are the most popular months for holidays.
 We use the seasons of the year (spring, summer, autumn, winter) with or without the definite article.
In summer or in the summer
 The American English word for autumn – fall – is always used with the definite article.
 Sometimes we use the article and sometimes we do not. It often depends on the context. Watch the
following example:
The student goes to school.
The mother goes to the school.
In the first sentence we do not use the definite article, in the second we do. The student goes to school for its
primary purpose, so we do not use the article.
36
The mother might talk to a teacher, for example. She visits the school for a different reason. That's why we use
the definite article in the second sentence.
 STOP AND THINK: Few or a few, little or a little?
The difference between the two expressions in each phrase is purely one of meaning, not of usage.
Without the article, few and little (used respectively with count nouns and non-count nouns) have the meaning
of "not much/ not many, and possibly less than one might hope for or expect". These expressions have a
negative value to them.
With the article, a few and a little have the meaning of "at least some, perhaps more than one might expect”.
These expressions have a positive value.
Examples:
Few of my friends were there, so I was disappointed.
A few of my friends were there, so I was quite happy.
Hurry up; there's little time left!
We have a little time to spare, so let's stop and have a cup of coffee.
READ
Read the text about the superstar Jennifer Lopez and do the tasks which follow.
SUPERSTAR JENNIFER LOPEZ
Jennifer Lopez, a.k.a. J.Lo, is a multi-talented and influential superstar. She is an actress, singer-songwriter,
record producer, and dancer. She is also a very smart businesswoman and has used her fame to launch her own
fashion line and perfumes. She has upset animal rights groups by using fur. She is the richest entertainer of Latin
American ancestry in Hollywood.
Lopez was born in 1969 and raised in the Bronx district of New York. She always dreamed of fame but left it
quite late before she did something about it. When she was 19, she started singing and dancing lessons. After
two years, she was selected as a dancer for MTV and as a backup singer for Janet Jackson.
In the 1990s, Lopez appeared in several hit movies. Her performance in the lead role in ‘Selena’ in 1997 received
rave reviews. Lopez has appeared in over 20 movies. She released her debut album ‘On the 6’ in 1999, which
was a top 10 hit in the US. She has released a total of seven albums in English and Spanish.
Lopez has expanded her business interests into many areas. In 2003, she launched her JLO brand, which is highly
popular with young women. She followed this with her 2005 SweetFace and 2007 JustSweet collections. Her
“Glow by J.Lo” perfume broke many sales records. Lopez also owns a restaurant in Miami and a film and
television production company. There’s no telling in which direction J.Lo will venture next.
37
as the other students?
Paragraphs 1 and 2
1. influential a) parentage
2. smart b) brought up
3. ancestry c) clever
4. raised d) important
5. fame e) chosen
6. selected f) stardom
Paragraphs 3 and 4
1. appeared a) brought out
2. lead b) hugely
3. released c) built up
4. expanded d) knowing
5. highly e) main
6. telling f) acted

1. She is also a very smart a) rights groups by using fur
2. used her fame to launch b) interests into many areas
3. She has upset animal c) did something about it
4. Lopez was born in 1969 d) J.Lo will venture next
5. Her performance e) businesswoman
6. left it quite late before she f) in the lead role
7. She has released a g) many sales records
8. Lopez has expanded her business h) her own fashion line
9. Her “Glow by J.Lo” perfume broke i) total of seven albums
10. There’s no telling in which direction j) and raised in the Bronx
3. Put the text back together. Number these lines in the correct order.
( ) Lopez was born in 1969 and raised in the Bronx district of New York. She always dreamed of fame but
left it quite
( ) In the 1990s, Lopez appeared in several hit movies. Her performance in the lead role in ‘Selena’ in
1997 received
( ) record producer, and dancer. She is also a very smart businesswoman and has used her fame to
( ) 10 hit in the US. She has released a total of seven albums in English and Spanish.
( ) late before she did something about it. When she was 19, she started singing and dancing lessons.
After
( ) two years, she was selected as a dancer for MTV and as a backup singer for Janet Jackson.
( ) which is highly popular with young women. She followed this with her 2005 SweetFace and 2007
JustSweet
( ) and influential superstar. She is an actress, singer-songwriter,
( ) and television production company. There’s no telling in which direction J.Lo will venture next.
( ) collections. Her “Glow by J.Lo” perfume broke many sales records. Lopez also owns a restaurant in
Miami and a film
( ) rave reviews. Lopez has appeared in over 20 movies. She released her debut album ‘On the 6’ in 1999,
38
which was a top
( ) fur. She is the richest entertainer of Latin American ancestry in Hollywood.
( ) Lopez has expanded her business interests into many areas. In 2003, she launched her JLO brand,
( ) launch her own fashion line and perfumes. She has upset animal rights groups by using
(1) Jennifer Lopez, a.k.a. J.Lo, is a multi-talented
SPEAK
1. What did you learn from this text about Jennifer Lopez?
2. What questions would you like to have asked Jennifer Lopez?
3. Would you like to have met Jennifer Lopez?
4. What would you like to know about Jennifer Lopez and why?
GRAMMAR – PRESENT & PAST CONTINUOUS
 The progressive tenses show that something is happening at a specific time in the present or the past.
 The present and past progressive tenses use the verb “to be” plus the present participle, which is
formed by adding “ing” to the root form of the infinitive.
Present Tense Example: I am walking to town.

Past Tense Example: I was walking to town.
 Good News! The progressive tense verbs are mostly regular.

go – going, look – looking, be – being
Exceptions: If the root verb ends in one silent “e” then drop the “e” and add “ing”.
Examples: come – coming, drive – driving
 Note above: Do not drop the “e” in “to be”.
39
1. ROLE-PLAY:
In groups of three read the following dialogue.
Narrator: Peter arrives at Sarah’s house. She is in another room.

Peter: What are you doing, Sarah?
Sarah: I’m trying on my new blue dress.
Peter: Okay, but I’m hungry.
Sarah: Are we eating at 7:00?
Peter: Yes, and it’s 6:45 now.
Narrator: Sarah comes into the room.
Peter: Wow! You’re looking great.
Sarah: Thanks Peter. Are we having Chinese food?
Peter: Sure. Our friends are cooking it now. Can we go?
Sarah: I’m ready and I’m hungry, too.
In groups of two or three. Ask each other these questions:
1. Were you eating fish last night?

2. Were you drinking apple juice this morning?
3. Were you eating a hamburger last night?
4. Are you living across from a church?
5. Are you studying English?
6. Are you living beside your friend?
7. Were you phoning your friend last night?
 STOP AND THINK: Using the Present and Past Perfect
We can use the Present Perfect and Past Perfect with:
 Third conditional:
If we had gone by taxi, we wouldn't have been late.

If Mary had studied harder, she would have passed the exam.
 Reported speech
Mary said she had already seen this film.

She has said that she watches TV every day.
1. Write 4 sentences using the Present and Past perfect tenses using the third conditional and the reported
speech.
40
READ
Read the text about Germaine Greer and do the tasks which follow.
THE FAMOUS WRITER GERMAINE GREER
Germaine Greer is an Australian-born writer, academic and journalist. She is most famous for speaking out on
women’s issues. She is one of the boldest and clearest feminist voices of modern times. She became a
household name overnight after the publication of her best-seller ‘The Female Eunuch’. This ground-breaking
book won her millions of admirers and critics alike and is still a must read.
Greer was born in Melbourne in 1939. She graduated from university with a degree in English and French
language and literature, and moved to Sydney. She lectured at Sydney University and did her Master’s. Her MA
thesis won her a scholarship, which she used to do her Ph.D. at Cambridge University at an all-women’s college.
Greer started writing witty articles on gender issues for underground magazines. She married an Australian
journalist in 1968, but the marriage lasted only three weeks due to her unfaithfulness. In 1970, ‘The Female
Eunuch’ brought her instant fame. She toured the world to promote her book and investigate women’s
situations in other countries. She was arrested in New Zealand for using ‘naughty words’ in a speech.
Greer has spent four decades writing and lecturing at universities. The constant theme in her work is that girls
are feminized from childhood. She said this eventually leads women to feel powerless. She also continues to
speak her mind. She criticized Australians as being "too relaxed to give a damn." In 2007, she called Princess
Diana a "desperate woman seeking applause".
as the other students?
Paragraphs 1 and 2
1. academic a) essay
2. a household name b) pioneering
3. ground-breaking c) famous
4. lectured d) scholar
5. thesis e) doctorate
6. Ph.D. f) taught
Paragraphs 3 and 4
1. witty a) immediate
2. instant b) praise
3. naughty c) continuous
4. constant d) funny
5. give a damn e) bad
6. applause f) care

1. She is most famous for speaking a) name overnight
2. the boldest and clearest b) from childhood
3. She became a household c) articles on gender issues
4. a must d) weeks due to her unfaithfulness
5. Her MA thesis e) out on women’s issues
6. Greer started writing witty f) read
7. the marriage lasted only three g) won her a scholarship
41
8. using naughty h) feminist voices of modern times
9. girls are feminized i) a damn
10.too relaxed to give j) words
3. The underlined, jumbled words are from the text. Spell them correctly.
Paragraph 1
1. writer, academic and rainjtouls
2. famous for speaking out on women’s eusssi
3. She became a household name nvohigetr
4. millions of admirers and citcisr
Paragraph 2
5. French language and terueialtr
6. She ulceterd at Sydney University
7. Her MA thesis won her a cpoiashhlrs
8. an all-women’s leceglo
Paragraph 3
9. Greer started writing witty eraislct on gender issues
10. the marriage aedlts only three weeks
11. ‘The Female Eunuch’ brought her ttinnsa fame
12. She was arrested in New Zealand for using ‘htangyu words’
Paragraph 4
13. The constant eehtm in her work
14. girls are feminized from oidcohhld
15. feel srwpolsee
16. a "trdspaeee woman seeking applause"
SPEAK
1. What did you learn from this text about Germaine Greer?
2. What questions would you like to ask Germaine Greer?
READ
Read the text about Fernando Botero and do the tasks which follow.
FERNANDO BOTERO, THE PAINTER
Fernando Botero was born in 1932 in Medellin, Colombia. He paints in the neo figurative style and calls himself
“the most Colombian of Colombian artists”. He largely paints large people – figures that are much larger than
life in all parts of their body. His critics often call them “fat people”. Botero doesn’t know the reason why he
paints such obese forms.
42
Botero grew up looking at paintings in his local Catholic church. These were in the century-old Baroque style
which influenced his style. He was never rich enough to visit galleries and see other works. He held his first
exhibition when he was 20, in the capital Bogota. He used the money he received to go to Europe to study art.
Throughout the 1960s he lived in New York. He found a new inspiration in the Italian Renaissance. He began to
experiment with creating volume in his figures by expanding them and compressing the space around them.
This became his unique and trademark style. In 1997, Colombian terrorists destroyed his sculpture ‘Bird’ in
Medellin. Seventeen people died in the attack.
Botero’s works now hang in galleries all over the world. He is guaranteed millions of dollars for each painting he
does. His works instantly become collector’s items and many people buy them as investments. In 2005, Botero
painted a series of 50 paintings that graphically showed the horror of the events in Iraq’s Abu Ghraib prison.
This is typical of Botero using art for social commentary.
1. He paints in the a) of Botero

2. figures that are much b) neo-figurative style
3. the reason why he paints such c) galleries all over the world
4. He was never rich d) the space around them
5. He held his first e) enough to visit galleries
6. expanding them and compressing f) obese forms
7. This became his unique and g) collector’s items
8. Botero’s works now hang in h) larger than life
9. His works instantly become i) trademark style
10.This is typical j) exhibition when he was 20
2. With your partner, put the words back into the correct order.
1. neo the in paints He style figurative -

2. figures are larger life that much than
3. why reason the forms obese such paints he
4. to enough rich never was He galleries visit
5. held he his was first 20 exhibition He when
6. he 1960s the Throughout York New in lived
7. sculpture ‘Bird’ terrorists his Colombian destroyed
8. become instantly works His items collector’s
9. painted series 50 Botero a of paintings
10.Botero for This of art commentary typical using social is
3. Write a letter to Fernando Botero. Ask him three questions about his life. Give him three suggestions on
what he should do in his future.
WRITING
Name and describe 3 artists from Sao Tome and Principe.

You can write about musicians, writers, singers, actors/actresses, painters...
43
UNIT 5: BUSINESS AND COMMERCE
VOCABULARY – BUSINESS/COMMERCE WORDS AND EXPRESSIONS 1
What word goes best with these verbs?
1. book 2. set up
A. a factory A. a room
B. a deal B. a customer
C. a business C. a book
D. a room D. a meeting
3. make 4. open
A. competition A. a market
B. a book B. a competitor
C. a room C. a manager
D. a deal D. a new branch
5. break into 6. face

A. a market A. a room
B. a competition B. competition
C. a deal C. a factory
D. a TV show D. love
1. Where goods are produced. 2. Where finished goods are kept.

A. Head Office A. Head Office
B. the Accounts department B. the warehouse
C. the canteen C. the canteen
D. the factory D. the factory
3. Where the workers have lunch. 4. Where the directors meet.

A. the canteen A. the Accounts department
B. Head Office B. the warehouse
C. the Accounts department C. the canteen
D. the factory D. the boardroom
44
5. Where the accountants work. 6. Where the computer people work.
A. the Accounts department A. Data Processing
B. the warehouse B. the warehouse
C. the boardroom C. the boardroom
7. Where the sales people 'work'. 8. Where 'they' know nothing.

A. any expensive restaurant A. the warehouse
B. the warehouse B. head office
C. the boardroom C. the canteen
READ
 Check Cashing / Deposit Policies
MEMO
RE: Check Cashing / Deposit Policies
TO: All Staff
Please follow these instructions when cashing or depositing checks from our students.
 Check cashing by customers is limited to $500.

 Two pieces of identification are required, one of which must be a valid driver's license.
 All checks must be signed on the reverse side at the moment of presentation.
 Out-of-state checks are only accepted from residents.
 International checks may not be cashed. They must first be deposited and can be drawn on after a minimum of
14 days.
 Direct bank deposits and formal reporting procedures are available.
 Payments received must always be deposited intact. Never make disbursements from payments received.
 Never send coin or currency through the mail. Bring it to Accounting Services and obtain a receipt from the
cashier. Come before 2 o'clock, so that we can include it with that day's bank deposit.
 Checks and money orders should be restrictively endorsed with these words as soon as you receive them:
Smither Brothers Language School

15 Whitehead Street
Olympia, WA 98501
45
1. Check your understanding. Answer the questions about the text.
1. What is the limit on cashed checks?

2. How many piece of identification are required?
3. When must the checks be signed?
4. In order to cash an out-of-state check what must you be?
5. How long do students have to wait for international checks?
GRAMMAR – RELATIVE PRONOUNS
The relative pronouns are:
Subject Object Possessive

who who(m) whose
which which whose
that that
We use who and whom for people and which for things. Or we can use that for people or things.
We use relative pronouns:
• After a noun, to make it clear which person or thing we are talking about:
The house that Jack built.

The woman who discovered radium.
An eight-year-old boy who attempted to rob a sweet shop.
• In relative clauses to tell us more about a person or thing:
My mother, who was born overseas, has always been a great traveler.
Lord Thompson, who is 76, has just retired.
We had fish and chips, which is my favourite meal.
But we do not use that as a subject in relative clauses.
We use whose as the possessive form of who:
This is George, whose brother went to school with me.
We sometimes use whom as the object of a verb or preposition:
This is George, whom you met at our house last year.

This is George’s brother, with whom I went to school.
But nowadays we normally use who:
This is George, who you met at our house last year.

This is George’s brother, who I went to school with.
46
When whom or which have a preposition the preposition can come at the beginning of the clause:
I had an uncle in Germany, from who[m] I inherited a bit of money.

We bought a chainsaw, with which we cut up all the wood.
… or at the end of the clause:
I had an uncle in Germany who[m] I inherited a bit of money from.

We bought a chainsaw, which we cut all the wood up with.
We can use that at the beginning of the clause:
I had an uncle in Germany, that I inherited a bit of money from.

We bought a chainsaw, that we cut all the wood up with.
1. Complete with the relative pronouns.
1. He's the artist ............... paintings sell for millions.

a. Which (but not ‘that’) b. Which or that c. Who or that d. Whom e. Whose
2. That's a song ............... reminds me of my youth.

3. She's the only person ............... really understands me.

4. He tore up the photograph, ............... upset me.

5. They had four children, all of ............... went to university.

6. He wrote a best-selling book, the name of ............... I've completely forgotten.

7. Isn't that the man ............... brother was a famous pianist?

8. Where's the girl ............... is selling the ice-cream?

47
READ
1. Read the following dialogue focusing on sales terminology. Look up for words/expressions you don’t know.
 Sales Terminology
Julian: I'm new to this job; could you explain some of the terminology?
Jack: That's what I'm here for. Shoot.
Julian: What's the difference between retail and wholesale?
Jack: Wholesale is to distributors. Retail to consumers.
Julian: Distributors? Consumers?
Jack: Distributors are stores that sell our merchandise. Consumers are the people who buy the products.
Julian: Oh, I see. What's a bill of lading?
Jack: The bill of lading lists the merchandise shipped. It's included with every shipment or delivery.
Julian: I get what pre-paid means. That means the merchandise has been paid for. But, what's C.O.D.?
Jack: Cash on delivery.
Julian: What does that mean?
Jack: Exactly what it says: cash is paid upon receiving the goods. Of course, it could be a credit card or a check,
as well.
Julian: Oh, I understand. What's a delivery fee?
Jack: The delivery fee is an extra charge that the customer pays to have the goods delivered.
Julian: I think I'm beginning to understand now.
2. Check your understanding. Select the correct option.
1. Individuals usually buy from retailers. 2. Distributors sell merchandise.
 True  True
 False  False
3. Shipments include a bill of lading. 4. You pay COD before your goods arrive.
 True  True
 False  False
5. Delivery fees raise the price of a shipment.

 True
 False
48
GRAMMAR – COMPARATIVE ADVERBS
We can use comparative adverbs to show change or to make comparisons:

I forget things more often nowadays.
She began to speak more quickly.
They are working harder now.
We often use than with comparative adverbs

I forget things more often than I used to.
Girls usually work harder than boys.
 Intensifiers:
We use these words and phrases as intensifiers with these patterns:

much - far - a lot - quite a lot - a great deal - a good deal - a good bit - a fair bit
I forget things much more often nowadays.
 Mitigators:
We use these words and phrases as mitigators:

a bit - just a bit - a little - a little bit - just a little bit - slightly
She began to speak a bit more quickly
1. Put the words in the correct order.
1. mind / speaking / Do / more slowly, / you / please?

2. much / We’ll / faster / have to work / on time. / to finish it
3. She listened / more / the second time. / carefully
4. better / a great deal / than / last week. / He played
5. to pass the exam / study / need to / if you want / you / harder.
6. slightly / He / walked / because of his leg injury. / more / awkwardly
7. these days. / far / loses his temper / John / more / frequently
8. I expected. / They arrived / sooner / than / a bit
READ
1. Read the following dialogue focusing on sales terminology. Look up for words/expressions you don’t know.
 On a Business Trip - A Presentation
Betsy: Hi Brian, this is Betsy. How are you doing?

Brian: I've just returned from the Head Office. The weather is great! Boston is a great city!
49
Betsy: Have you met Frank yet? Key Vocabulary
Brian: No, I haven't seen him yet. We have a meeting at 10 o'clock tomorrow retail
morning. We are going to meet then. wholesale
Betsy: Have you made your presentation yet? distributor
Brian: Yes, I made the presentation yesterday afternoon. I was very nervous, but consumer
everything went well. merchandise
Betsy: Has management given you any feedback yet? bill of lading
Brian: Yes, I've already met with the sales director. We met immediately after the pre-paid
meeting and he was impressed with our work.
COD - Cash on Delivery
Betsy: That's great Brian. Congratulations! Have you visited any museums yet?
to receive goods
Brian: No, I'm afraid I haven't had any time yet. I hope to take a tour around town
fee
tomorrow.
Betsy: Well, I'm happy to hear that everything is going well. I'll talk to you soon.
Brian: Thanks for calling Betsy. Bye.
Betsy: Bye.
2. Check your understanding. Select the correct option.
1. Where is Brian? 2. Why is he there?
 Boston  on holiday
 London  on business
 Paris  for a performance
3. Why hasn't he visited any museums yet? 4. Has he made the presentation yet?
 He hasn't had time.  yes
 He doesn't want to visit any museums.  no
 He thinks Boston is boring.  doesn’t say
5. When he is going to meet Frank?
 at 10 o'clock tomorrow morning
 tomorrow afternoon
 tomorrow evening
GRAMMAR – DOUBLE OBJECT VERBS
1. Some verbs have two objects –an indirect object and a direct object:
Subject Verb Indirect object Direct object
My wife sent me an email
He brought his mother some flowers
He cooked all his friends a delicious meal
These clauses have the structure: V + N (indirect object) + N (direct object)
50
2. We can use a prepositional phrase with to or for with an indirect object:
Subject Verb Direct object Prepositional phrase

My wife sent an email to me
He brought some flowers for his mother
He cooked a delicious meal for all his friends.
These clauses have the structure : V + N (direct object) + Prepositional phrase (indirect object)
3. Common verbs with for and an indirect object are:
book cook make get save

buy keep pour bring find
They booked a table for me at the restaurant.

We made toys for all the children.
4. Common verbs with to and an indirect object are:
give offer post sell show tell

lend pass read send promise
He gave his programme to the man sitting next to him.

They sent Christmas cards to all their customers.
5. If the indirect object is a long phrase we normally use to or for:
He showed his ticket to the policeman standing by the door.

We kept something to eat and drink for all the people who arrived late.
6. If the indirect object is a pronoun we normally use the N + V + N + N pattern:
I poured him another drink.

Their mother read them another story.
1. Read the sentences. Match an ending with a beginning.
1. He bought some flowers   to me and asked me my opinion.
2. If you need a jacket, I can lend one   for his grandmother.
3. The man passed the money   to you.
4. Can you get some bread   to him across the counter.
5. I'll keep the chicken in the oven   for me if you are going to the shop?
6. He read the article   to her for $ 500
51
7. Would you like to pour some drinks   for the guests?
8. I sold my car   to my daughter after I’m gone.
9. I've promised the ring   for you until you get home.
10. Don't tell me now. Save it   for later.
2. Reorder the words to make a correct sentence.
1. gave / away / her CDs / to charity. / She / all

2. tomorrow evening? / two seats / for / Shall / I / book
3. many people. / to cooking / not / so / for / used / I’m
4. offered / us / move house. / to help / He
5. brought / you / for / I’ve / some / fresh fish / lunch.
6. to / posted / the / We / the letter / wrong address.
7. to / show / has to / He / presentation / the whole school.
8. for / a lovely present / That / someone / would / make
9. him / tell / you / to wait? / Can
10. can’t / find / anything / I the dinner. / for / to wear
GRAMMAR – VERBS FOLLOWED BY TO + INFINITIVE
1. Some verbs are followed by the to-infinitive:
I decided to go home as soon as possible.

We all wanted to have more English classes.
 Common verbs followed by the to-infinitive are:

 Verbs of thinking and feeling:
choose hate like prefer

decide hope love remember
expect intend mean would like
forget learn plan would love
 Verbs of saying:
agree promise refuse
 Other common verbs are:
arrange fail manage try

attempt help tend want
2. Some verbs are followed by a noun and the to-infinitive:

She asked him to send her a text message.
He wanted all his friends to come to his party.
52
 Common verbs with this pattern are:
 Verbs of saying:
advise encourage order remind

ask invite persuade tell
warn *
*Note: The verb warn is normally used with not
The police warned everyone not to drive too fast.
 Verbs of wanting or liking:
expect intend would prefer want would like
 Other verbs with this pattern are:
allow enable force get teach
3. Passive infinitive
Many of these verbs are sometimes followed by a passive infinitive (to be + past participle):
I expected to be met when I arrived at the station.

They wanted to be told if anything happened.
I don’t like driving myself. I prefer to be driven.
1. Match the 'to infinitive' clauses to the sentence beginnings.
1. Having failed to get into college   to send her some flowers.
2. I’m meeting John in town and we’ve   to contact the police.

arranged
3. She invited me out but I managed   to have dinner
4. You will remember   to lock it when I went into the shop.
5. The phone call sounded genuine so I   to put the cat out, won’t you?
advised him
6. My Art teacher was the one who   he got a well-paid job instead.
encouraged me
7. After several hours of talking, they   to regard photography as a serious career.

persuaded her
53
8. Now Annie, stop crying. I want you   to come down off the roof.
9. I’m learning   to think up an excuse.
10. Her mother’s ill. I meant   to tell me exactly what happened.
11. I wanted to explain but she refused   to listen.
12. My bicycle’s been stolen! I forgot   to swim. I never did when I was a kid.
VOCABULARY – BUSINESS/COMMERCE WORDS AND EXPRESSIONS 2
1. Choose the best response for each one.
1. The economy is back on __________________________. = The economy is beginning to recover.

 track  the truck  line
2. The government __________________________ ( = promised) to provide more tax breaks for the middle
class.
 pledged  plagued  pleaded
3. If an industry is "__________________________", it means that it is not doing too well financially.
 illing  hailing  ailing
4. Many investors __________________________ this news. ( = They were happy to hear this news)
 improved  welcomed  swelled
5. The unemployment rate has been holding ___________________________ (= has neither gone up nor
down) over the past couple of months.
 steadfast  sturdy  steady
6. Ford plans to ___________________________ ( = get rid of/eliminate) 10,000 jobs at its main plant in
Michigan.
 cut  curtail  let loose
7. They plan to reduce their ____________________ by 20%. = 20% of their employees will lose their jobs.
 workforce  work  labour
8. A lot of companies are __________________ (= having a hard time) with large losses.
 stifling  shifting  struggling
9. Last month's job losses were the ___________________________ (= highest) since 1984.
 deepest  steepest  steadiest
54
10. This company's debt ___________________________ is pretty high. = This company has a lot of debt.
 management  load  consolidation
 STOP AND THINK: GET AND HAVE - CAUSATIVE USE
 H a v e + t h e p a s t p a rt i c i p l e
I h a v e m y o i l c h a n g e d o n c e e v er y t hr e e m on t h s .
OR
 G e t + t h e p a s t p a r t ic ip l e
I get my oil changed once every three months.
Both sentences have the same meaning. What makes them different from the passive voice is the word
order:
S + V + DO + V
Generally, when you use this word order, it sounds like you had some kind of work done for you. You
paid someone or got someone to do something and you didn't do anything.
He got his hair cut by a barber.

(A professional barber did the work.)
or
He had the barber give him a haircut.
Note: If a person doing the work comes after the verb, the verb is in the simple form. If a thing comes
after the verb, the verb is in the form of the past participle. In the first sentence, the word "cut" is a
past participle. In the second sentence, "give" is in the simple form. This is also explained in the video
below.
They had their house painted blue.
(Professional house painters did the work.)
or
They had a company paint their house.
She got her teeth cleaned by a dental hygienist.

or
She had the hygienist clean her teeth.
55
READ
1. The following text is about cultural diversity. Read it through once and decide which of the three
statements (A, B or C) given below the extract offers the most accurate summary.
 The impact of culture on business
Take a look at the new breed of international managers, educated according to the most modern management
philosophies. They all know that in the SBU, TQM should reign, with products delivered JIT, where CFTs
distribute products while subject to MBO.
4 (SBU = strategic business unit, TQM = total quality management, JIT = just-in-time, CFT = customer first
team, MBO = management by objectives).
But just how universal are these management solutions? Are these ‘truths’ about what effective management
really is: truths that can be applied anywhere, under any circumstances?
8 Even with experienced international companies, many well-intended ‘universal’ applications of management
theory have turned out badly. For example, pay-for-performance has in many instances been a failure on the
African continent because there are particular, though unspoken, rules about the sequence and timing of
reward and promotions. Similarly, management by objectives schemes have generally failed within
12 subsidiaries of multinationals in southern Europe, because managers have not wanted to conform to the
abstract nature of preconceived policy guidelines.
Even the notion of human-resource management is difficult to translate to other cultures, coming as it does
from a typically Anglo-Saxon doctrine. It borrows from economics the idea that human beings are
‘resources’ like physical and monetary resources. It tends to assume almost unlimited capacities for
17 individual development. In countries without these beliefs, this concept is hard to grasp and unpopular once
it is understood. International managers have it tough. They must operate on a number of different premises
at any one time. These premises arise from their culture of origin, the culture in which they are working, and
the culture of the organisation which employs them.
21 In every culture in the world such phenomena as authority, bureaucracy, creativity, good fellowship,
verification on accountability are experienced in different ways. That we use the same words to describe
them tends to make us unaware that our cultural biases and our accustomed conduct may not be appropriate,
or shared.
Form Riding the Waves of Culture: Understanding Cultural Diversity in Business by Fons Trompenaars, Nicholas Brealey
Publishing Ltd., London, 1993
A. There are certain popular universal truths about management which can successfully be applied in
various cultural contexts.
B. Cultures are so varied and so different throughout the world that management has to take account of
differences rather than simply assume similarities.
C. Effective management of human resources is the key to everyone achieving their full potential.
2. Read the text again. Identify the following:
a) The problem with ‘universal’ management solutions
b) An example of the failure of pay-for-performance
56
c) An example of the failure of management by objectives schemes
d) The problem with human-resource management
e) Three cultures affecting international managers
f) Six areas in which different cultural interpretations apply.
UNIT 6: PEACE AND STABILITY
SPEAK
Answer the following questions and share your opinion with your classmates.
- Do you consider yourself an ordinary teenager?

- What do you like doing?
- Are you worried about our planet? Explain.
- Are there any environmental problems in the area you live?
- What do you generally do when you disagree with any measures that are imposed on you?
READ
 NO ORDINARY TEENAGER
1 Christiana Tugwell is not an ordinary person. She is the leader of an environmental campaign. She wants
2 to stop developers from destroying an area of woodland in south east England, so that they can build
3 houses there. The campaigners are camping on the land. Christiana speaks to the press when they come to
the camp and answers questions on the mobile phone inside the camp. But the most surprising is that
Christiana is only 15 years old.
Christiana first started protesting when she was only 9. She campaigned against the fast food industry. In
November she went to the high court to stop 60 luxury houses being built on woodland near her home in
8 Essex. Now she is living in a tent and helping to construct tunnels under the earth, so that it is impossible
for the developers to start work. If the protesters are told to leave the land, they will live in the tunnel.
10 She likes different things the other teenagers like. She wears an old jumper and her hair is messy. She
11 hates fashion. Once she was bullied at school and her mother decided to educate her at home. Her heroes
are Martin Luther King and Gandhi.
13 Her mum is also against the building development. She supports her daughter, but she didn’t want her to
go camping. She visits Christiana every day. Christiana is angry about the building project and thinks
more people should be trying to help the environment. “I’m only 15 and I’ve managed to set this up”, she
says. “There are people with a lot more money and time on their hands who could do so much more than I
can”.
57
1. Are the following sentences true or false? Correct the false ones.
1. Christiana Tugwell is a very unusual young person.

2. She is the leader of a voluntary organisation.
3. Christiana was against the construction of some buildings in the area where she lives.
4. Christiana never speaks to the journalists.
5. She began protesting three years ago.
6. At the moment Christiana is living in a bungalow.
2. Vocabulary. Match the words on the left with the right equivalent or explanation on the right.
1. ordinary (l.1)   a. an underground passage

2. developers (l.2)   b. frightened or hurt
3. press (l.3)   c. common
4. tunnel (l.8)   d. people who want to change a building or a place, usually in
order to build something new
5. messy (l.10)   e. the name collectively given to newspapers
6. bullied (l.11)   f. untidy, not neat
3. Write the antonyms in your notebook.
1. destroying (l.2) 5. impossible (l.8)

2. east (l.2) 6. different (l.10)
3. inside (l.4) 7. hates (l.11)
4. near (l.7) 8. against (l.13)
4. Answer these questions on the text.
1. Why isn’t Christiana an ordinary teenager?

2. What is she worried about?
3. Is she protesting for the first time? Explain.
4. What sort of girl is she?
5. Does her family support her ideas and decisions?
GRAMMAR – VERBS FOLLOWED BY TO + INFINITIVE
There are four main prefixes/suffixes used when making verbs.
en- -ify -ise -en
widen
televise lengthen
enlarge beautify
advise deepen
enable clarify
organise shorten
entrust specify
specialise tighten
enrage identify
prioritise brighten
ensure terrify
criminalise darken
endanger purify
apologise weaken
strengthen
58
1. Write the correct form of the word in brackets to complete these sentences. Be very careful - these are
verbs. So, for example, if the word is DEEP, the verb could be deepen, deepens, deepening or deepened.
1. I find it difficult to ________________ my work. (PRIORITY)

2. I'm studying medicine. I want to ________________ in genetics. (SPECIAL)
3. This photograph is too small. Can you ________________ it for me? (LARGE)
4. I didn't understand what you just said. Could you ________________ it? (CLEAR)
5. My electronic dictionary ________________ me to listen to the pronunciation of new words. (ABLE)
6. He loves insects. He can ________________ over 50 different types of beetle.(IDENTITY)
7. There are a lot of accidents on this road - the council should ________________ it. (WIDTH)
8. The time we spent apart only ________________ my love for him. (STRONG)
9. You didn’t ________________ what flavour you wanted, so I got you chocolate. (SPECIFIC)
10. His speech was too long. He should have ________________ it. (SHORT)
11. He always thinks he's right. He never ________________ for his mistakes. (APOLOGY)
12. I think the government should ________________ alcohol. (CRIMINAL)
13. Thank you for the flowers you sent last month. They really ________________ up my room. (BRIGHT)
14. The burglar ________________ that no one was in the house before he broke in. (SURE)
15. The film "The Ring ________________ me. I couldn't sleep for days. (TERROR)
16. The government's plans for the hospitals will ________________ thousands of lives. (DANGER)
 HELPING PEOPLE TO HELP THEMSELVES
1. The following descriptions are all to do with humanitarian and/or environmental organisations.
Match each one to the organisation to which it refers.
1. GREENPEACE  The organisation stands for a safe and nuclear free world, fresh air,
clean water and the protection of wildlife and their habitats. It
undertakes environmental lobbying, research and direct action.
2. OXFAM
INTERNATIONAL  We have programmes in more than 70 countries. We respond to
emergencies, proving food and shelter for people driven from their
homes by floods, hurricanes and conflict.
3. ACTIONAID
 This relief agency works towards the vision of a world without
poverty, in which every person can exercise their right to a life of
4. SAVE LIFE ON dignity.
EARTH
 It campaigns for the protection of endangered spaces and species.
5. FRIENDS OF THE
EARTH  A network of environmental pressure groups, this organisation
inspires solutions to environmental problems which make life better
for people.
59
GRAMMAR – PRESENT PERFECT PROGRESSIVE (CONTINUOUS) Useful Tip
The present perfect progressive (continuous) is actually Time Expressions in the

easier to understand than the present perfect simple tense. Present Perfect Progressive
It is used to describe an event that started in the past but is (Continuous):
still happening in the present. That event in the present can be:
• Use since or ever since
 An habitual event: with a specific month,
year or a period in the
I have been living in this house for 40 years. past:
(I started living in it 40 years ago and I am still living in it today.)
I have been jogging in this
park since 2002.
 Something that is taking place at this moment: He has been staring at the
wall ever since he heard the
I have been climbing up this mountain for over two hours. news.
(I started climbing up it two hours ago and at this moment I’m still climbing.)
• Use for with a number of
hours, days, months,
years:
She’s been talking on the

phone for 3 hours.
To form the present perfect progressive (continuous), has or have + been + verb ing (present participle).
Subject have/has + been + verb + ing rest of sentence
I / You / We / They have been sitting here for two hours
He / She / It has been working at this company since April
 Present Perfect Simple or Present Perfect Progressive (Continuous) – Which to use?
In general, use the present perfect simple when the action started in the past and is relevant to the present. Ex.
This is the third time I’ve written to you. (I wrote twice in the past and now I am writing again – in the present.)
If it’s an action that started in the past and that same action is still happening now, use the present perfect
progressive. Ex I have been waiting for you since 10 am.
Some actions can be expressed in either tense, especially those that started in the past and still occur in the
present on a habitual basis. Ex: I have lived in this house for 20 years. / I have been living in this house for 20
years. Both sentences are correct.
 Contractions in the Present Perfect Progressive (Continuous)
In general, we contract the subject (the person or thing doing the action) and form of have:
I have: I’ve – I’ve been thinking about you since you called.
60
He has: He’s / She has: She’s / It has: It’s– He’s been singing for two hours.
We have: We’ve / You have: You’ve / They are: They’ve – We’ve been helping her out for a few months.
You may have noticed that the 3rd person singular (he, she, it) contractions look like those in the present
progressive. You can tell them apart by the use of been and from the context of the sentence: he is: He’s eating
now. / he has: He’s been eating for two hours.
 Negative Sentences in the Present Perfect Progressive (Continuous)
Spelling Tip
When shortening the 3rd person (he, she, it) negative, just remove the o in not and add an apostrophe (‘)
has not: hasn’t
When creating negative sentences, we use hasn’t or haven’t together with been and the ing (present participle)
form of the verb. Save the long forms (has not, and have not) for when you want to create emphasis. When
speaking, put the stress on ‘not’.
Subject Auxiliary Verb Been + Verb + ing Rest of Sentence
haven’t (have
I / You / We / They been lying to you
not)
He / She / It hasn’t (has not) been sleeping well since the accident
 Yes/No Questions in the Present Perfect Progressive (Continuous)
To create a question that will be answered with a yes or no, start the question with Have or Has, (Haven’t or
Hasn’t for a negative question) then add a subject (the person or thing that has been doing the action) followed
by been and the ing (present participle) form of the verb and only then add the rest of the sentence.
Auxiliary Verb Subject Been + Verb + ing Rest of Sentence
Have I / you / we / they been working since this morning
Has he / she / it been earning minimum wage
Hasn’t he / she / it been helping you clean the house
1. Fill in the correct for of the Present Perfect Progressive.
1. Roger ____________________ at his mother’s house since his divorce. (stay)

2. How long __________ the dogs __________ like that? (bark)
3. I ____________________ the football score. (not follow) Are we winning?
61
4. The students ____________________ plans for the school party for several weeks. (make)
5. Rachel ____________________ at that studio for very long. (not dance)
6. __________ Tim __________ that book since January? (not read) I’m waiting to borrow it.
7. The project manager ____________________ us to finish the work since Tuesday. (push)
8. __________ you __________ TV all morning? (watch)
9. I____________________ to Paris twice a month since the project started. (travel)
10. Jenny ____________________ customer deadlines since she arrived here. (not meet.) The boss may fire
her.
GRAMMAR – PAST PERFECT PROGRESSIVE (CONTINUOUS)
The past perfect progressive (continuous) is used to describe an action that started in the past and was still in
progress when a second action started. Both actions began and ended in the past. As in the past perfect simple,
the sentence has two parts:
1. The past perfect progressive, to refer to the action that was in process.
2. The past simple to refer to the action that happened after the first action.
1. Ben had been working for three hours when Rachel came home.
2. By the time Sam found an umbrella, it had been raining for ten minutes.
To form the past perfect progressive, use the auxiliary (helping) verb had + been + verb ing (present participle).
Subject Have/Has + Been + Verb ing Rest of Sentence
for two hours when he got

had been talking
up and left
I / You / We / They
He / She / It
had been texting her long before they met
Note: The order of phrases may be switched, but the meaning will stay the same.
1. By the time Catherine got to the office, the client had been waiting for an hour.
2. The client had been waiting for an hour by the time Catherine got to the office.
 Past Perfect Simple or Past Perfect Progressive (Continuous) – Which to use?
Punctuation Tip
When you begin a sentence with a time expression, put a comma (,) after the first part of the sentence.
In general, use the past perfect simple when the first action started in the past and ended before the second
action began. Use the past perfect progressive when that first action was still in progress when the second
action began. Remember, both actions ended in the past.
I had fed the dogs before I tripped and fell.

62
I had been feeding the dogs when I tripped and fell.
 Negative Sentences in the Past Perfect Progressive (Continuous)

When creating negative sentences, we use the auxiliary (helping) verb hadn’t (had not) + been + the ing (present
participle) form of the verb.
Subject Auxiliary Verb Been + Verb ing Rest of Sentence
I / You / We / They
hadn’t (had not) been sleeping when you arrived
He / She / It
 Wh-Questions in the Past Perfect Progressive (Continuous)

Wh- questions are questions that require more information in their answers. Typical wh- words are what,
where, when, why, which, who, how, how many, how much.
To form a wh-question, start with the wh-word, then add had, then the subject (a person or thing that had been
doing the action), followed by been and the ing (present participle) form of the verb, and only then add the rest
of the sentence.
Wh-Word Auxiliary Verb Subject Been + Verb ing Rest of Sentence
What been doing until then

I / you / we / they
had
he / she / it
Who been dating before me
1. Fill in the correct for of the Past Perfect Progressive.
1. Dylan __________ chess for several years before he __________ his first tournament (study/enter)
2. Before I __________ to work here, who __________ the client’s account? (start/ manage)
3. Although they __________ the house for two years, it still __________ ready. (build/not be)
4. Mario __________ well before the exam. (not feel)
5. At last we __________ the movie that everyone __________ about. (see/talk)
6. The students __________ math problems when one of them fainted. (solve)
7. How long __________ he __________ before the accident __________ (drive/occur)
8. Paula and Terry __________ tennis when it __________ to rain. (play/begin)
9. __________ you __________ a long time when you __________? (jog / faint)
10. Our forces __________ in that area until two weeks before then. (not fight)
63
SPEAK
Youth Activism
Discuss with your partner the following questions:
- Do you think young people can make the difference in their local communities and contribute to
social change? Why or why not?
- Is there any cause about which you feel strongly enough to make you want to get involved?
Explain your reasons.
- What do you think motivates someone to engage in voluntary work?
GRAMMAR – SUBJUNCTIVE
The subjunctive is a special, relatively rare verb form in English.
STRUCTURE OF THE SUBJUNCTIVE

The structure of the subjunctive is extremely simple. For all verbs except the past tense of be, the subjunctive is
the same as the bare infinitive (infinitive without "to"):
be (past) be (present) all other verbs (past & present)
I were I be I work
you were you be you work
he, she, it were he, she, it be he, she, it work
we were we be we work
you were you be you work
they were they be they work
The subjunctive does not change according to person (I, you, he etc).
USE OF THE SUBJUNCTIVE
We use subjunctives mainly when talking about events that are not certain to happen. For example, we use the
subjunctive when talking about events that somebody:
 wants to happen
 anticipates will happen
 imagines happening
Look at these examples:

The President requests that you be present at the meeting.
It is vital that you be present at the meeting.
If you were at the meeting, the President would be happy.
The subjunctive is typically used after two structures:

 the verbs: ask, command, demand, insist, propose, recommend, request, suggest + that
 the expressions: it is desirable, essential, important, necessary, vital + that
64
Here are some examples with the subjunctive:
The manager insists that the car park be locked at night.
The board of directors recommended that he join the company.
It is essential that we vote as soon as possible.
It was necessary that every student submit his essay by the weekend.
Notice that in these structures the subjunctive is always the same. It does not matter whether the sentence is
past or present. Look at these examples:
 Present: The President requests that they stop the occupation.
 Past: The President requested that they stop the occupation.
 Present: It is essential that she be present.
 Past: It was essential that she be present.
The use of the subjunctive as above is more common in American English than in English, where should +
infinitive is often used:
The manager insists that the car park should be locked at night.
It was essential that we should vote as soon as possible.
We usually use the subjunctive were instead of "was" after if (and other words with similar meaning). Look at
these sentences:
If I were you, I would ask her.
Suppose she were here. What would you say?
 Why do we say "I were", "he were"?
We sometimes hear things like "if I were you, I would go" or "if he were here, he would tell you". Normally, the
past tense of the verb "to be" is: I was, he was. But the if I were you structure does not use the past simple tense
of the verb "to be". It uses the past subjunctive of the verb "to be". In the following examples, you can see that
we often use the subjunctive form were instead of "was" after:
 if
 as if
 wish
 suppose
Formal Informal
(The were form is correct at all times.) (The was form is possible in informal, familiar conversation.)
If I were younger, I would go. If I was younger, I would go.
If he weren't so mean, he would buy one

If he wasn't so mean, he would buy one for me.
for me.
I wish I weren't so slow! I wish I wasn't so slow!
I wish it were longer. I wish it was longer.
It's not as if I were ugly. It's not as if I was ugly.
65
She acts as if she were Queen. She acts as if she was Queen.
Note: We do not normally say "if I was you", even in familiar

If I were you, I should tell her.
conversation.
Some fixed expressions use the subjunctive. Here are some examples:
 Long live the King!

 God bless America!
 Heaven forbid!
 Be that as it may, he still wants to see her.
 Come what may, I will never forget you.
 We are all citizens of the world, as it were.
1. Subjunctive Quiz. Choose the correct option.
1. It is essential that she _____________ at the meeting.

be is
2. If I _____________ you I would call her tonight.
was were
3. It is necessary that every student _____________ a uniform.
wear wears
4. I hope that he _____________ his homework on time.
finish finishes
5. The doctors recommended that she _____________ a holiday.
take takes
6. The boss asks that you _____________ early for your first day of work.
are be
7. If you _____________ feeling better we would go.
were be
8. It is important that we _____________ home as soon as we arrive.
call called
9. The landlord requested that John _____________ out of the apartment.
move moves
10. We want the windows _____________ washed before Friday.
to be be
READ
GREEN DRIVE
Apart from rainwater harvesting campaigns, it is the ‘go green’ campaigns that have been the buzzword among
the student community. The awareness campaign on afforestation, ‘Roots’, organised by the students of Vaishnav
College is an attempt to show people that space cannot be a constraint in growing plants and keeping the
environment green.
66
As part of the project, these students have collaborated with a city-based shop for gardens and garden accessories
to hold a stall on campus. “Although we have conducted many awareness programmes, this is the first time an
educational institution as approached us. These young people are indeed the conscience of the country”, says the
shop manager. The shop has brought over 20 varieties of plants including hanging pots, ornamental plants, a
variety of cacti and medicinal plants. The campaign is being conducted between August 22 and 27.
By inaugurating a roof garden on the campus, the college hopes to spread this message to other schools and
colleges through the campaign. “The campaign is part of the project of our communication course. We wanted to
do it in a elaborate manner and take it throughout the city by organising other events too”, says Padma, a student
of Mass Communication.
Apart from the green campaign, the college is also planning to conduct other programmes such as a rainwater
harvesting and water conservation campaign, a road safety campaign and a campaign against pollution.
The Hindu, Monday, August 25, 2003 (abridged)
1. Scan the text to take notes on the following points.
1. The name of the project carried out by the college.

2. The purpose of the students’ project.
3. The sponsor of this scheme.
4. The type of assistance provided by the local shop.
5. The starting date of the campaign.
6. Other initiatives planned by students.
GRAMMAR – ADVERB PLACEMENT
ADVERB PLACEMENT
beginning of usually, normally, often, frequently, Usually we see him at church.
clause/sentence sometimes and occasionally Last night we went dancing.
NOT: always, ever, rarely, seldom and never*
end of the usually, normally, often, frequently, We’ve performed there occasionally.
clause/sentence sometimes and occasionally Where did you eat yesterday?
NOT: always, ever, rarely, seldom and never* All the bedrooms are upstairs.
adverbs of time: today, every week, finally, Have you taken the TOEFL yet?
already, soon Have you eaten dinner already?
adverbs of manner (how something is done): She sang that aria very well.
slowly, suddenly, badly, quietly He drives competently.
middle of sentence
after BE verb adverbs of certainty: certainly, definitely, They are definitely suited for each
after auxiliary verb clearly, obviously, probably other.
before other verbs They’ll probably arrive late.
He has apparently passed the class.
They obviously forgot to read the
directions.
67
after BE verb adverbs of frequency: never, rarely, He is rarely morose.
after auxiliary verbs sometimes, often. usually, always, ever We have never eaten Moroccan
before other verbs food.
He always takes flowers to his
girlfriend.
She quite often invites people for
Thanksgiving.
They almost never go to the theatre.
after BE verb focusing adverbs: even, only, also, mainly, He is only five years old.
after auxiliary verbs just We don’t even know his name.
before other verbs adverbs of time: already, still, yet, finally, We’ve already eaten dinner.
eventually, soon, last, just He also rents chainsaws.
I am finally ready.
He is still planning to go tonight.
We just finished painting the house.
after BE verb adverbs of manner (how something is done): She is slowly finishing her PhD.
after auxiliary verbs slowly, suddenly, badly, quietly He has carefully gathered the
before other verbs evidence.
We methodically checked all the
bags.
* always and never can begin imperative sentences. Never argue with the referee. Always wear your seatbelt.
1. Circle the adverb in each sentence. Write "yes" if it can be moved to another part of the sentence, or "no"
if it cannot.
1. My sister and I go to visit my grandparents annually. _______

2. Afterwards, we went outside to throw some footballs. _______
3. I quickly ran to the supermarket to buy some more milk. _______
4. Mark accidentally threw the baseball through the window pane. _______
5. I always brush my teeth before going to bed. _______
6. The bus got me to work late every day this week. _______
7. I boldly went up to my boss and demanded a raise. _______
8. We update the website daily. _______
BIBLIOGRAPHY:
www.busyteacher.org
http://www.abcteach.com
http://martateacher3y5.wikispaces.com
Materiais cedidos por professores de Inglês (em Portugal).
68

Inglês - 12 Classe

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inglês - 12 Classe

Uploaded by

Copyright:

Available Formats

TEXTO DE APOIO PARA OS ALUNOS

12ª Classe – 2º Ciclo

UNIT 2: POLITICS AND DEMOCRACY ............................................................................................................ 12

UNIT 3: PUBLICITY AND MARKETING ........................................................................................................... 24

UNIT 4: ART AND CREATIVITY ..................................................................................................................... 34

UNIT 5: BUSINESS AND COMMERCE ............................................................................................................ 44

UNIT 6: PEACE AND STABILITY .................................................................................................................... 57

Read the text and do the tasks which follow.

Source: Changing America, Joel Swerdlow (abridged and adapted)

1. True or false? Justify your answers by quoting the text.

2. Complete these sentences with ideas from the text.

a. Half of Stuart High School students were....

3. Find in the text synonyms for these words/expressions.

Young people whose b. 2. They are contributing to a major change.

India Australia New Zealand

1. Select the collective nouns.

A piece of – a grain of – a bunch of

South Africa’s rich heritage

1. Reread the text to do the following tasks

a. Find out its purpose.

2. Match these words with their correct meanings.

treasure a. 1. small communities

skin tones post-apartheid generation rainbow nation

racial groups improved opportunities diverse country

 ONE WORLD MANY CULTURES

1. What does this sign mean in Japan?

2. In which of these countries is it considered impolite to speak in a loud voice?

6. In which country is it considered polite to belch or burp after completing a meal?

7. Where is it unthinkable to write messages in red ink?

8. What does shaking your head mean in Thailand?

Answer Key: 1C; 2A; 3B; 4A; 5B; 6C; 7A; 8C

GRAMMAR – PASSIVE VOICE

body socialising partners nationalities

GRAMMAR – VERB TENSES REVISION

The basic structure is:

Positive: + subject + auxiliary verb + main verb

base verb past past participle present participle -ing

Past Present Future

1. Fill in the blanks with the correct verb tense.

Labor _ Republican _ Senate _ Conservative _ Commons _ Member of Parliament

GRAMMAR – RECIPROCAL AND REFLEXIVE PRONOUNS

Here are some examples of use:

U.S AND BRITISH CONSTITUTIONS

Characteristics United States United Kingdom

Date and manner of 1787 by a constitutional convention No date of formulation; no precise

By two-thirds majorities in both houses No extraordinary provisions for

The written document (also judicial Statute law, common law,

The judiciary primarily (can be The judiciary (statute and common

Document as “supreme law,” judicial Parliamentary sovereignty, “rule of

 STOP AND THINK:

1. The use of: “The sooner... the better”

“The sooner the better” – is a common expression:

STRUCTURE: The + comparative the better

2. The use of: Had better and would rather

We use “had better” to give advice about the present or future:

The negative form is “had better not”:

Sue: I'm not sure which topic to choose for my essay.

President Lincoln was largely responsible for the democratization of

Congress shall have power to enforce this article by appropriate legislation.

GRAMMAR – WORD FORMATION: ADJECTIVES

1. Make an adjective from the verb in brackets to fill each gap.

 Have to & have got to

1. Sarah buys her clothes . 2. Maggie.