WOL_BusinessCommunication_Coursebook

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Business 
Communication
W
ise U
p O
nline
ChaptersChapters
The Four Cs p. 31
3 Integration and Training p. 66
2 Job Interview p. 32
4 Meetings p. 104
5 Promotion and Leadership 
p. 139
6 Presenting Results p. 169
7 Career Transition p. 205
8 Grammar Guide p. 239
The four CsThe Four Cs
1
Chapter 1 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
Each and every day, it becomes more important that we be well 
prepared for the job market, especially considering the hyperconnected 
world around us. Nowadays, we have access to a large amount of 
information online, and that changes the way that we study and learn. 
Yesterday, students who knew the multiplication table by heart 
used to get the best grades. In other words, education used to favor 
memorization. But, today, we need a little more than that. 
We are just a click away from a lot of information. However, it’s no use 
memorizing a great amount of data if you don’t know what to do with it.
The goal of today’s educational processes is to develop the skills 
required to fulf ill the standard set for students’ professional and 
personal lives.
What’s the point of naming all capitals in the world? Or knowing the 
scientif ic name for every species of insect? We have bigger f ish to 
fry… Problems that may affect current and future generations, such 
as: securing water and food for a whole world population; improving 
the quality of the air that we breathe; or f inding sustainable energy 
sources… 
See? They are much more complex issues, whose solutions demand 
so much more than just memorizing names and lists. And they include 
developing the essential skills known as “the four Cs”. 
Let’s start with the f irst one: critical thinking. 
THE FOUR Cs
Communicating well is one of the most important skills there are nowadays, 
especially in business. When it comes to learning a second language, communication 
relies on an effective vocabulary scope and knowledge of some structures. 
That’s why, in this chapter, you will learn some verbs, collocations, and idioms. You 
will also learn about the formation of nouns from verbs as well as time expressions 
that refer to the present and past. 
Now, look at the script of The Four Cs.
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Part 1.
Chapter 1 Vocabulary Vocabulary Activities Grammar Grammar Activities
To think critically involves knowing how to work with the information 
you receive, by selecting what is more relevant and by linking ideas from 
the acquired knowledge.
Creativity is also considered a fundamental skill for future professionals: 
it has an important role in the processes related to innovation and 
problem-solving. 
And since no one does anything alone, we need to develop the skill 
of collaboration. Under this perspective, the math is a bit different: the 
sum of 2 + 2 is not 4, but 5. Collaborating means to understand the 
results the group achieves together is much larger than the sum of each 
individual work.
Well, so far we’ve addressed three of the four fundamental skills the 
new job market demands: critical thinking, creativity, and collaboration. 
But there’s still the last C we need to complete the list: communication. 
Effective communication is really important in our lives and careers. So, 
let’s take a closer look at this subject. For communication to happen, we 
need three basic elements: the sender, the receiver, and the message. For 
instance, right now I am the sender, and I am sending you a message. 
And you are watching this video, which makes you the receiver.
So, the message must be sent by the sender, then received, analyzed, 
and understood by the receiver. But does the same message reach 
different receivers identically? If you tell your partner and your boss the 
same story, will you use the same words? The same channel? Will you 
tell the story the same way? 
You’ll probably use different structures, different channels, different 
wording… And the emotions, and the environment, and everything 
else will be different. And if you tell a friend the same story via email, 
you’ll tell it some other way. If you send a voice message telling it to 
your parents, it will not be the same message either. Summing up: 
each interaction demands specif ic formalities, channels, structures, and 
wording to reach its goal. 
And what goal is that? To communicate effectively.
And the same applies to the corporate world.
In this module, we are going to see the most common interactions in the 
work environment, from the job interview through the retirement day. 
You will see some of the strategies and skills that you’ve got to develop 
to clearly and appropriately get your message across.
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Chapter 1 Vocabulary Vocabulary Activities Grammar Grammar Activities
OS QUATRO Cs
É cada vez mais importante estarmos bem preparados para o mercado 
de trabalho, principalmente levando em conta o mundo hiperconectado 
que nos cerca. Hoje em dia, temos acesso a um volume muito grande de 
informações através da internet, e isso muda a forma como estudamos e 
aprendemos. 
Antes, os alunos que decoravam a tabuada costumavam tirar 
as melhores notas, ou seja, a educação costumava privilegiar a 
memorização. Mas, hoje, é preciso um pouco mais do que isso. 
Muitas informações estão a apenas alguns cliques de distância. Porém, 
não adianta você decorar milhares de informações se não souber o que 
fazer com elas.
O objetivo dos processos educacionais da atualidade é desenvolver as 
habilidades necessárias para a vida profissional e pessoal dos alunos.
Para que serve saber nomear todas as capitais do mundo? Ou o nome 
científ ico de cada espécie de inseto? Temos problemas maiores para 
resolver... Problemas que podem afetar esta e futuras gerações, como: 
garantir água e alimento para toda a população mundial; melhorar 
a qualidade do ar que respiramos; ou encontrar fontes de energia 
sustentáveis...
Percebe? São problemas muito mais complexos, cujas soluções exigem 
muito mais do que simplesmente decorar nomes e listas. E elas incluem 
o desenvolvimento de habilidades bastante complexas, mas essenciais, 
conhecidas como “os quatro Cs”. 
Vamos começar pela primeira, que é criticismo, ou pensamento crítico. 
Pensar criticamente envolve saber trabalhar com as informações 
recebidas, selecionando o que é mais relevante e fazendo associações a 
partir do conhecimento adquirido.
A criatividade também é considerada uma habilidade fundamental para 
os profissionais do futuro: ela tem um papel importante nos processos 
relacionados à inovação e à resolução de problemas.
E como ninguém faz nada sozinho, precisamos desenvolver a habilidade 
de colaboração. Sob esta perspectiva, a matemática é um pouco 
diferente: 2 + 2 não é igual a 4, mas 5. Trabalhar em colaboração 
signif ica entender que o resultado que o grupo atinge junto é muito 
maior do que a soma dos trabalhos individuais.
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Chapter 1 Vocabulary Vocabulary Activities Grammar Grammar Activities
Bem, até aqui, nós abordamos três das quatro habilidades fundamentais 
exigidas pelo novo mercado de trabalho: pensamento crítico, criatividade 
e colaboração. Mas ainda falta o último C que precisamos para 
completar a lista: comunicação.
Ter uma boa comunicação é extremamente importante para nossa vida 
e carreira. Então, vamos dar uma olhada mais de perto nesse assunto. 
Para que a comunicação ocorra, nós precisamos de três elementos 
básicos: um emissor, um receptor e uma mensagem. Por exemplo, neste 
momento, eu sou o emissor e estou enviando uma mensagem a você, 
que está assistindo a este vídeo – o que faz de você o receptor.
A mensagem deve ser enviada pelo emissor, e então recebida, analisada 
e compreendida pelo receptor. Mas será que uma mensagem chega a 
receptores diferentes de forma idêntica? Se você contar uma história 
para o seu companheiro e para o seu chefe, será que vai usar as 
mesmas palavras? O mesmo canal? Vai contar a história da mesma 
forma?Você provavelmente vai usar estruturas e canais diferentes, vocabulário 
diferente... E a emoção, o ambiente e tudo mais serão diferentes. E se 
você contar a mesma história por e-mail a um amigo, também a contará 
de forma diferente. Se mandar uma mensagem de áudio contando isso 
para os seus pais, tampouco será a mesma mensagem. Resumindo: 
cada interação demanda formalidades, canais, estruturas e vocabulário 
específ icos para que o objetivo de comunicar seja de fato atingido. 
E que objetivo é esse? Comunicar-se com eficiência. 
O mesmo acontece no mundo corporativo.
Neste módulo, vamos abordar as interações mais comuns no ambiente 
de trabalho, da entrevista de emprego até a aposentadoria. Você verá 
algumas estratégias e habilidades que deve desenvolver para que sua 
mensagem chegue ao receptor de forma clara e adequada.
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Video Script VocabularyChapter 1 Vocabulary Activities Grammar Grammar Activities
In this module, we will talk about business communication. We are going to f ind 
out how fundamental good communication is. Throughout our careers, we go 
through several situations in which the ability to communicate effectively can 
make a huge difference in the job market.
And that is a skill that we learn to develop from an early age at school. Due to 
the evolution of technology, we have been more exposed to a great amount of 
information, and this has affected education as a whole. In other words:
Nowadays, we have access to a large amount of information online, 
and that changes the way that we study and learn.
Hoje em dia, temos acesso a um volume muito grande de informações 
através da internet, e isso muda a forma como estudamos e aprendemos.
At the beginning of the sentence, the word nowadays refers to the present moment. 
It could be replaced by expressions such as these days or at the present time. 
Now, observe the following construction: we have access. The verb to have means 
different things depending on the context. In this sentence, it means to have 
something available, to have it at hand.
The verb to change is another verb that can have multiple meanings depending on 
the context. Here, it means to modify, to shift, that is, to make something different 
from what it was.
There are still two other verbs in the previous sentence: to study, which means to 
learn about a subject at school or university, and to learn, which means to gain 
knowledge or skill in a new subject or activity.
Now, take a look at the word information. It is a noun formed with the suff ix -ation.
Suffixes are a letter or a group of letters that we add to the end of a word to form 
another word, like the -ation suff ix we just saw. This suff ix is typically used to form 
nouns. Generally speaking, it refers to an act or a process, a state or a condition, 
or the result of an action.
Take a look:
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Part 2.
Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
The previous nouns are formed from verbs by adding the suff ix -ation. 
Many other suff ixes form nouns, such as -ion. It conveys the idea of a process, 
or an act. Generally speaking, verbs ending in -ate will form nouns with the 
suff ix -ion. Take a look:
Verb
to inform
informar
to memorize
memorizar
Noun
information
informação
memorization
memorização
SUFFIX -ATION
to communicate
comunicar
to innovate
inovar
to educate
educar
to generate
gerar
to collaborate
colaborar
communication
comunicação
innovation
inovação
education
educação
generation
geração
collaboration
colaboração
SUFFIX -ION
Let’s see some examples with them:
Education used to favor memorization. But today, 
we need a little more than that.
A educação costumava privilegiar a memorização. Mas, hoje, 
é preciso um pouco mais do que isso.
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
First, let’s focus on the nouns, starting with education. In this sentence, it refers 
to the process of teaching and learning formally, in schools, universities, or 
colleges. We also have the noun memorization, which refers to the act or process 
of learning something to the point of remembering without consulting any 
supporting documents. Note that these two nouns are formed with the suff ix 
-ation.
Now, notice the word today. In this context, today means these days and is the 
same as nowadays. In different contexts, today means specif ically this day. 
Still, in the previous sentence, we see the construction used to favor. Used comes 
from the verb to use. But, in this context, it does not mean to utilize something. 
Notice that the verb used is followed by another verb in the infinitive form, that is, 
a verb preceded by the particle to. This construction indicates a habit that existed in 
the past, but that no longer exists in the present.
Now, observe the verbs in the second part of the sentence. To need means having a 
need for something. A synonym in this context would be to require or to ask for.
But, depending on the context, the verb to need can also refer to an urgent demand, 
on which one depends to survive. For instance:
We need to drink water every day.
Nós precisamos beber água todo dia.
TO NEED
precisar
Here, to need implies a physiological necessity for survival. Note that it is 
followed by another verb in the infinitive: to drink. 
The verb to ask can also have different meanings depending on the context. Take 
a look at this sentence:
Students are encouraged to ask questions.
Os alunos são incentivados a fazer perguntas.
TO ASK
perguntar
In the previous example, to ask means to put a question to someone and 
expect an answer from them. Note that it is followed by the noun questions.
To ask can also mean to charge money in exchange for something, as in:
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
In the previous sentence, the verb to ask is followed by the amount of money 
someone has charged for something. Then, there is the preposition for and the 
object that is sold. In this case, the pronoun it refers back to company. So, Joe 
asked a fortune for the company. 
It is important to pay attention to the context not only when it comes to verbs, 
but also regarding other words. We have just seen a sentence in which the word 
today is used to refer to the present day and would be synonymous with the 
word nowadays. But depending on the context, today can specif ically mean the 
present day. Take a look:
In this sentence, the word today means the present day. Also, note the verb 
to have, which, in this sentence, conveys the idea of an obligation, since it is 
followed by another verb in the infinitive. In short, the structure is have + to + 
verb. Depending on the context, it can also indicate a necessity.
The obligation stated here is to present a project. In this context, the verb to 
present can be replaced by the expression to make a presentation. As you can 
see, the noun is presentation, another case in which we form a noun from a verb 
by adding the suff ix -ation. 
So, the word today can refer to the present time in general or specif ically to the 
present day. Now, if we want to talk about something that happened the day 
before, we use yesterday. Look at this sentence:
Joe sold his company last month. He asked a fortune for it.
Joe vendeu a sua empresa mês passado. Ele pediu uma fortuna por ela.
TO ASK MONEY FOR SOMETHING
pedir dinheiro por alguma coisa
Today, students have to present their science projects. 
Hoje os alunos precisam apresentar os seus projetos de ciências.
TODAY
hoje
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Yesterday, in this context, refers to the day before today, a specif ic day in the 
past. And note that the suff ix -ed was added to the verb to present to form its 
conjugation in the simple past, presented.
Itturns out that yesterday can also refer to the past in general. Observe:
Yesterday, students presented their science projects.
Ontem os alunos apresentaram os seus projetos de ciências.
YESTERDAY
ontem
In the previous sentence, yesterday refers to the past in general, to an earlier moment 
before now. Note that, here, it is at the beginning of the sentence for emphasis. But it 
would also f it perfectly at the end of the sentence. Knew is the simple past of the verb to 
know. In this sentence, it is part of the expression to know something by heart, which 
means to have something memorized. 
To know has several meanings depending on the context. There are many idioms with 
the verb to know that are commonly used in English. Let’s check out some of them.
Yesterday, students who knew the multiplication table by heart used 
to get the best grades.
Antes, os alunos que decoravam a tabuada costumavam tirar as melhores 
notas.
YESTERDAY
antes / antigamente
Shirley lives in San Francisco. She knows the city like the back of her hand.
Shirley mora em São Francisco. Ela conhece a cidade como a palma da sua mão.
TO KNOW SOMETHING LIKE THE BACK OF ONE’S HAND
saber algo como a palma da sua mão
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
It means to be extremely familiar with something. The word her indicates 
possession, that is, we are talking about Shirley’s hand here.
Here is another one:
To say that she knows her stuff means that Lara has a lot of knowledge about 
something specif ic. The word stuff means things, but in this context, it is as if we 
were referring to someone’s skills or abilities for a particular kind of job. It implies 
she knows what she is doing, that’s why she is a great addition to the team. 
Here is another one:
When you think critically, you know chalk from cheese. 
Quando você pensa criticamente, você separa o joio do trigo.
TO KNOW CHALK FROM CHEESE
saber separar o joio do trigo
Chalk is a substance that can be white or colored. We can use chalk sticks to write 
on a blackboard. Cheese is a kind of dairy product. If we take these words for their 
literal meaning, this expression sounds nonsensical. But expressions are not to be 
taken literally. To know chalk from cheese means to know the difference between 
one thing and another, so the idea is that you cannot be fooled when you think 
critically. 
And this is one of the benefits of critical thinking, one of the four Cs that we are 
covering in this chapter.
Over time, the education model has changed, and, nowadays, the simple 
memorization of content is not that much in vogue anymore:
Lara is a great addition to the team. She knows her stuff.
Lara é um ótimo acréscimo à equipe. Ela sabe do que está falando.
TO KNOW ONE’S STUFF
saber das coisas
What’s the point of knowing the scientific name for every species of 
insect? We have bigger fish to fry.
Para que serve saber o nome científ ico de cada espécie de inseto? 
Temos problemas maiores para resolver.
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
What’s the point means what is the purpose. We usually use this expression followed by of 
and a verb in the -ing form. And there you have the verb to know again. 
There is one more expression in the previous sentence: to have bigger fish to fry. If taken 
literally, it does not make much sense. This expression means to have more important or 
interesting things to do. You can also f ind this expression with the adjective better, so it would 
be: to have better fish to fry. The two expressions mean the same thing.
Notice that the verb to have, in this expression, is followed by an adjective and a noun, with 
bigger or better being the adjective and fish the noun. In this case, to have conveys an idea of 
possession. Of course, not literally owning f ish, but problems to solve. 
To fry is a verb that means to cook food in hot oil or fat. There are a lot of idioms with this 
verb. 
To understand the f irst idiom, we need to set some context f irst:
Imagine that Mary works in an office, and someone criticizes her work in public. 
After that, a colleague starts annoying her with nasty comments. 
Imagine que Mary trabalha em um escritório e alguém critica seu trabalho em público. 
Depois disso, um colega começa a incomodá-la com comentários maldosos.
Mary could get angry and say:
Oh, go fry an egg!
Vá plantar batatas! / Me deixe em paz!
Here, we see the verb to fry followed by an egg. But this sentence is not a culinary 
suggestion. It is a slang expression used to tell someone to back off, in the sense of 
leaving someone alone. It is a little aggressive. So, be careful when you decide to use it. 
There are some more expressions with the verb to fry, for instance:
Sarah is an excellent assistant, but she uses language that could fry bacon.
Sarah é uma ótima assistente, mas ela usa uma linguagem muito ofensiva.
LANGUAGE THAT COULD FRY BACON
linguagem ofensiva 
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Small fry is a f igurative way of referring to someone or something that is not important when 
compared to something else. This sentence refers to a company, but this expression can also 
be used to refer to people. But here we have a change: fry, in this context, is a noun, so it is 
characterized by the adjective small.
To avoid being treated like small fish in the workplace, it is important to stay relevant and 
understand the needs of the market when it comes to the kind of professionals we ought to be.
This is one of the factors that made education through memorization become outdated 
over time. Nowadays, we need to solve complex problems that call for specif ic main skills: 
collaboration, critical thinking, creativity, and communication. These have become known as 
the Four Cs. Take a look:
Language that could fry bacon is an expression that means 
that the person uses very offensive words. Once again, one 
should not take the expression literally.
And here is another expression with to fry: small fry. Observe 
the example:
This company is a key player locally, but it’s small fry 
in the global market.
Essa empresa tem um nome de peso localmente, mas é 
peixe pequeno no mercado global.
SMALL FRY
peixe pequeno
To think critically involves knowing how to work with the information you receive.
Pensar criticamente envolve saber trabalhar com as informações recebidas.
The verbal construction to know how to work means having knowledge or experience 
necessary to perform some kind of activity. Note that we use know how followed by another 
verb in the infinitive form. And in this case, we are talking about having the skills to work with 
the information you receive.
To receive means to get or be given something. We can form a noun from this verb by adding 
the suff ix -er: receiver. Let’s see this word in a sentence:
For communication to happen, we need three basic elements: 
the sender, the receiver, and the message.
Para que a comunicação ocorra, nós precisamos de três elementos básicos: 
um emissor, um receptor e uma mensagem.
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Here, the receiver is someone who does the action of receiving something. 
And right before the receiver, we have another word formed with the suff ix -er: 
sender. This noun is formed by the verb to send and the suff ix -er. The sender is 
the one that sends a message to someone else.
Among the skills we need to learn, one of them is knowing how to establish 
effective communication. It involves knowing how to choose the best channels 
and the best ways to convey a message. We do not talk to our boss the way we 
talk to our friends. Think about it:
The verb to tell means to report. In the case of this sentence, it is to report a story. 
To tell a storyis what we call a collocation. This means that the verb to tell is 
commonly combined with the noun story. But there are other collocations with this 
verb too. Here are some of them:
Will you tell the story the same way? 
Você vai contar a história da mesma forma?
to tell a story 
contar uma história 
to tell the time 
dizer as horas 
to tell a lie 
contar uma mentira 
to tell the truth 
contar a verdade
COLLOCATIONS WITH THE VERB TO TELL
Now, you know how to form nouns from verbs using some suffixes, 
plus a lot of interesting idioms and some collocations, as well as time 
expressions to refer to the present and the past.
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Vocabulary ActivitiesChapter 1 Vocabulary Grammar Grammar ActivitiesVideo Script
A. Number the columns according to the translation of the words or expressions.
B. Fill in the blanks with the appropriate words, according to the translation.
( 1 ) emissor
( 2 ) receptor 
( 3 ) fazer perguntas 
( 4 ) apresentar
( 5 ) saber de cor / memorizar
( 6 ) saber das coisas 
( 7 ) contar uma história
( 8 ) dizer as horas
( 9 ) contar mentira
( 10 ) contar a verdade
( 11 ) Vá plantar batatas! / Me deixe em paz!
( 12 ) incentivar / estimular
( ) to present 
( ) to tell the time
( ) sender
( ) to know one’s stuff
( ) Oh, go fry an egg!
( ) to ask questions
( ) to encourage
( ) to tell the truth
( ) to know by heart
( ) to tell a lie 
( ) to tell a story
( ) receiver
1. We have .
 Temos problemas maiores para resolver.
2. Sarah is an excellent assistant, but she uses .
 Sarah é uma ótima assistente, mas ela usa uma linguagem muito ofensiva.
3. This company is a key player locally, but it’s in the global market.
 Essa empresa tem um nome de peso localmente, mas é peixe pequeno no mercado global.
4. To think critically involves knowing how to work with you receive.
 Pensar criticamente envolve saber trabalhar com as informações recebidas.
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Part 3.
Activities
Chapter 1 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. sender
2. receiver
3. to ask questions
4. to present 
5. to know by heart
6. to know one's stuff
7. to tell a story
8. to tell the time
9. to tell a lie
10. to tell the truth
11. Oh, go fry an egg!
12. to encourage
Activity B – Answers
1. bigger/better fish to fry
2. language that could fry bacon
3. small fry
4. the information
5. like the back of her hand
6. addition
5. Shirley lives in San Francisco. She knows the city .
 Shirley mora em São Francisco. Ela conhece a cidade como a palma da mão dela.
6. Lara is a great to the team. She knows her stuff.
 Lara é um ótimo acréscimo à equipe. Ela sabe do que está falando.
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Vocabulary Activities GrammarChapter 1 Vocabulary Grammar ActivitiesVideo Script
In the vocabulary part of this chapter, we learned a lot of verbs. We also saw that 
some expressions can be used as a time reference for the action expressed in the 
sentence. 
We were also presented in a general way to the evolution of certain educational 
processes. We saw how they used to be in the past and what they are like 
today. The verb form we use to talk about how things are nowadays is the 
simple present. We will take a look at it and learn to conjugate the verbs we 
saw. But for that, we need to take a quick look at the subject pronouns f irst. 
Subject pronouns function as the subject in the sentence. They are a type of 
personal pronoun and vary according to the person in the speech. Take a look:
SUBJECT PRONOUNS
1st person
2nd person
3rd person
Singular
I
eu
you
você
he
ele (pessoa)
she
ela (pessoa)
it
ele / ela / isso 
(exceto pessoas)
Plural
we
nós
you
vocês
they
eles / elas 
The first person singular is represented by the subject pronoun I. This pronoun 
must always be capitalized, regardless of its place in the sentence. 
The second person singular is you. 
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Part 4.
Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Note that in the third person singular we have three possible pronouns: he and 
she are used to talk about people. And the third is it, a pronoun that encompasses 
everything that is not people: animals, objects, companies, films, music, as long as 
it is singular. Now, it is worth mentioning that it is common for people to use he or 
she to refer to their pets. After all, many people consider their pet as a member of the 
family.
The first person plural is we.
The second person plural is the pronoun you. Note that the same pronoun is used 
for both the singular and plural second person. We can tell the difference from the 
context.
Finally, the third person plural is they. That is, this pronoun is the plural of he, she, 
and it, and it can be used for humans, animals, things, and everything else that 
represents the third person plural.
Now that we have seen the subject pronouns, let’s take a look at the simple present. 
One of the uses of the simple present is to make statements about facts. 
In the aff irmative form, its structure is:
SIMPLE PRESENT
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
Within this structure, we will work with the main verb conjugation. When 
this main verb is not the verb to be, we are going to use the base form for all 
subjects except the third person singular. The base form is the same as the 
infinitive, but without the particle to. 
In the third person singular, which corresponds to he, she, and it, the 
conjugation of the main verb will be made with an -s added at the end of the 
base form. 
Now let’s see examples of sentences in the simple present. Take a look:
SIMPLE PRESENT – OTHER VERBS
Affirmative Form
We have bigger fish to fry.
Nós temos problemas maiores para resolver.
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This sentence expresses a fact, and it follows the structure of the aff irmative form of 
the simple present. We have the subject in the form of the subject pronoun we, which, 
as we know, corresponds to the first person plural. It is followed by the main verb, 
have, in its base form. The rest of the sentence, bigger f ish to fry, is the complement. 
Therefore, the structure of this sentence is subject + main verb + complement.
Let’s see another example:
The subject of the sentence is complex solutions, equivalent to the third person 
plural they. Then, we have the main verb, require. Again, notice that the main 
verb is in its base form. The rest of the sentence is the complement. The 
structure of this sentence is the same as the previous one.
Now let’s look at examples with subjects in the third person singular:
SIMPLE PRESENT – OTHER VERBS 
Affirmative Form
Complex solutions require the skills known as “the four Cs”.
Soluções complexas requerem as habilidades conhecidas como “os quatro Cs”.
SIMPLE PRESENT – OTHER VERBS 
Affirmative form
Access to information online changes educational processes.
O acesso à informação online muda os processos educativos.
The subject of this sentence, access to information online, is equivalent to the 
third person singular and could be replaced by the subject pronoun it, as it does 
not refer to a person but a situation. The main verb is changes, and note that it 
is conjugated with -s at the end of its base form. The rest of the sentence is the 
complement.
Let’s see another sentence whose subject is a person:
SIMPLE PRESENT – OTHER VERBS 
Affirmative form
Valerie speaks English and Portuguese.
Valerie fala inglês e português.
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This sentence is another example of the simple present being used to talk about 
facts. And notice that the structure will continue as in the other sentences: 
Valerie is the subject. It is afemale proper noun, equivalent to the third person 
singular, and it could be replaced by the subject pronoun she. Since this proper 
noun refers to a person, it could not be replaced by it. The main verb is speaks, 
and note that it is conjugated with -s at the end of its base form. The rest of the 
sentence is the complement.
All of these examples are in the affirmative form of the simple present, with 
verbs other than to be. 
The verb to be is essential to make descriptions and definitions. As a 
consequence, it may refer to temporary situations as well as to permanent ones. 
It will depend on the context.
It is important that we know its conjugation rules like the back of our hands. 
Observe:
Sentences with the verb to be in the affirmative form follow the same structure 
we just saw: subject + verb + complement.
Take a look at this example:
SINGULAR
I am
Eu sou / estou
You are
Você é / está
He is
Ele é / está
She is
Ela é / está
It is
Ele/Ela/Isso é / está
PLURAL
We are
Nós somos / estamos
You are
Vocês são / estão
They are
Eles / Elas são / estão
SIMPLE PRESENT – VERB TO BE
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In this sentence, we have the subject pronoun that corresponds to the first 
person singular, I, followed by the verb to be conjugated as am. This is the 
only person whose conjugation will be like this. The rest of the sentence is the 
complement. 
Although the verb to be has a conjugation of its own, the structure is the same: 
subject followed by the main verb and then the complement. The conjugations 
of the verb to be can be contracted with the subject pronoun, so I am can be 
found as I’m. The meaning does not change, but the contracted form is more 
informal. Depending on the context, the extended form can be more formal or 
give more emphasis to the verb.
Take a look at another example:
SIMPLE PRESENT – VERB TO BE
Affirmative form
I am the sender of the message. You are the receiver.
Eu sou o emissor da mensagem. Você é o receptor.
SIMPLE PRESENT – VERB TO BE
Affirmative form
Creativity is a fundamental skill for future professionals.
Criatividade é uma habilidade fundamental para futuros profissionais.
Creativity is the subject. It is equivalent to the third person singular, and as it is 
not a person, but an abstract thing, it can be replaced by the pronoun it. So, the 
verb to be is conjugated as is, according to the subject. In fact, the verb to be will 
be conjugated as is for all the third persons singular. After the verb, we have the 
complement. The structure is the same. 
Now, here is an example in the plural:
SIMPLE PRESENT – VERB TO BE
Affirmative form
We are a click away from a lot of information.
Nós estamos a um clique de muita informação.
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The subject we represents the first person plural. The verb to be is conjugated 
accordingly as are. And the rest of the sentence, a click away from a lot of 
information, is the complement. And the contracted form of we are is we’re. 
As we saw in the vocabulary part of this chapter, expressions of time, also 
known as adverbs of time, may be added to the sentence to reinforce the 
moment when the action or situation takes place. In general terms, adverbs are 
words used to characterize a verb, an adjective, or another adverb. They are 
not used to qualify a noun; for that matter, we use adjectives. 
There are some specif ic adverbs of time that can be used with sentences in 
the simple present. They can be placed at the beginning or at the end of the 
sentence, depending on the emphasis we want to give them. For example:
ADVERBS OF TIME
Today, students have to present their science projects. 
Hoje, os alunos precisam apresentar os seus projetos de ciências.
Today is an adverb of time that indicates the moment when the action takes place. 
It means on the present day or on this day. The adverb is at the beginning of the 
sentence for emphasis.
Let’s see one more example:
ADVERBS OF TIME
Right now, I am the sender.
Neste momento, eu sou o emissor.
At the beginning of the sentence, we have right now, an adverb of time that 
indicates that the action takes place at this very moment. As it is the f irst element of 
the sentence, we emphasize this aspect. It would be equally correct to say:
ADVERBS OF TIME
I am the sender right now.
Eu sou o emissor neste momento.
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As you can see, the sentence structure in the simple past is the same as that of the simple present. 
However, the conjugation of the main verb in the affirmative form will change. We will divide 
the verbs into regular and irregular verbs, and according to that, they will have their conjugations 
defined. 
As a rule, regular verbs will be conjugated by adding -ed to the end of their base form. And all 
subjects will have the same conjugation. Here is an example with the regular verb to memorize:
So far, we’ve seen sentences in the simple present, and adverbs that are used to 
mark a moment of time in the present, whether it is at this very moment or on 
the present day. 
But if we want to talk about an event that happened at a certain point in the 
past, we will use the simple past. The structure of the affirmative form in the 
simple past is as follows: 
SIMPLE PAST
subject + main verb + complement
sujeito + verbo principal + complemento
SIMPLE PAST – OTHER VERBS 
Affirmative form
The students memorized the scientific names of insects for the test.
Os alunos memorizaram os nomes científ icos de insetos para a prova.
The subject of the sentence is the students, equivalent to third person plural, they. Memorized is 
the main verb of the sentence. It is conjugated with -ed at the end of the base form, indicating that 
this sentence is in the simple past, and that this verb is regular. The rest is the complement. Note 
that the sentence structure is subject + main verb + complement.
Let’s see another example:
SIMPLE PAST – OTHER VERBS 
Affirmative form
Ted informed the new deadline to his team.
Ted informou o novo prazo para a sua equipe.
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The subject of this sentence is Ted, equivalent to the third person singular 
masculine, so it could be replaced by the subject pronoun he. Informed is the 
conjugation of the verb to inform in the simple past. Because it is a regular verb, 
it is formed with -ed at the end of the base form. The rest of the sentence is the 
complement.
Just look at this sentence, now with the adverb of time yesterday:
SIMPLE PAST – OTHER VERBS 
Affirmative form
Mary talked to Paul about his new project yesterday.
Mary falou com o Paul sobre o novo projeto dele ontem.
The subject of the sentence, Mary, is equivalent to the third person singular 
feminine, which corresponds to the subject pronoun she. Talked is the verb to 
talk conjugated in the simple past. Once again, we can see that this is a regular 
verb because its conjugation ends in -ed. Note that yesterday is an adverb of 
time that indicates the moment in the past when the action took place.
Most verbs in English are regular. Now, the conjugation of irregular verbs in the 
simple past does not follow a specific rule. Each verb will have its conjugation. 
Some are similar to the base form of the verb; others are quite different. Here are 
some examples: 
Infinitive
to quit
desistir / pedir demissão
to put
colocar
to have
ter
to know
saber
to send
enviar
Simple past
quit
put
had
knew
sent
IRREGULAR VERBS – SIMPLE PAST
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to drink
beber
to think
pensar
to go
ir
to tell
contar / dizer
to sell
vender
drank
thought
went
toldsold
As you become exposed to English, be it through classes, videos, activities, movies, 
books, or any other source, you will learn the conjugation of irregular verbs. 
Let’s see some sentences with these verbs:
SIMPLE PAST – IRREGULAR VERBS
Affirmative form
John quit his job yesterday. 
O John pediu demissão de seu emprego ontem.
In this sentence, the irregular verb to quit is conjugated in the simple past and 
refers to a one-off event that occurred in the past. The exact day it happened 
is indicated by yesterday. Note that the structure is subject + main verb + 
complement, in which John is the subject, and his job yesterday is the complement.
The same structure forms this other sentence:
SIMPLE PAST – IRREGULAR VERBS
Affirmative form
Joe sold his company last month.
O Joe vendeu a sua empresa no mês passado.
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The subject is Joe, a proper noun that corresponds to the third person singular masculine, or he. The 
verb to sell, as we have seen, is irregular, and, therefore, it is conjugated as sold in the simple past. 
Note that last month is a time expression that indicates when this action occurred. This adverb is 
part of the sentence’s complement. So, notice that we have the same structure again. What changes 
compared to the simple present is just the conjugation of the verb.
We saw, then, that we can talk about actions that occurred at some point in the past using the simple 
past, and that we are going to have regular and irregular verbs. Besides that, we also saw that we can 
use time expressions to define the moment when this action takes place.
Take a look at a sentence that shows a specific aspect about an action in the past:
PAST HABIT 
Hábito passado 
Yesterday, students who knew the multiplication table by heart used to get the best grades.
Antes, os alunos que decoravam a tabuada costumavam tirar as melhores notas.
Notice that, at the beginning of the sentence, we already have yesterday, an adverb of time that, here, 
has the meaning of before or some time ago. So, in this context, yesterday does not specif ically mean 
the day before today.
Another aspect to be considered here is the verb knew, which is the simple past conjugation of the 
irregular verb to know.
Now, pay close attention to this construction: used to get. This structure refers to a past habit that 
no longer exists. It is formed by the verb to use in the simple past, with -ed at the end, followed by 
another verb in the infinitive. As we have already seen, in this construction, the verb used does not 
have the meaning of to utilize, but rather, it means to be accustomed to.
Used to + verb is a structure used to talk about something that happened habitually in the past, but 
that does not happen anymore. It necessarily conveys this idea of a past habit, which is quite different 
from simply pointing out that an action took place in the past. That is, to talk about actions that started 
and ended in the past, we use the simple past. But to convey the idea that an action habitually 
happened in the past, we will use used to + verb. Check it out:
USED TO + VERB 
Past habit 
Hábito passado
Education used to favor memorization. But today, we need a little more than that.
A educação costumava privilegiar a memorização. Mas, hoje, é preciso um pouco mais do que 
isso.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
When we say used to favor, we are conveying the idea that this was something that happened 
habitually in the past, but it doesn’t happen the same way anymore. Note that the second 
sentence says: but today we need a little more than that, making it even more clear that what 
happened before is not true anymore.
We could write the f irst sentence only in the simple past, like this:
SIMPLE PAST
Isolated situation
Situação pontual
Education favored memorization.
A educação privilegiou a memorização.
It would be enough to use the verb to favor in the simple past, and we would have favored, 
as it is a regular verb. But the idea we are conveying here is that this was a one-off or 
isolated situation in the past. We do not imply that this was a habit, something that was done 
frequently.
This is the difference between using purely the simple past and the used to + verb structure.
In this chapter, you had a review of the affirmative form of the simple 
present and the simple past. You also learned some adverbs of time. 
And, also, to differentiate the simple past from the form used + to + 
verb. If you want to learn more about these topics, you can refer to the 
Grammar Guide section at the end of your book.
GRAMMAR GUIDE 
Adverbs of Time Page 240
Simple Past – Other Verbs Page 320
Simple Present – Other Verbs Page 326
Simple Present – Verb To Be Page 332
Subject Pronouns Page 336
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Grammar ActivitiesChapter 1 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
A. Complete the chart with the subject pronouns.
1st person
2nd person
3rd person
Singular
1. 
eu
2. 
você
3. (masculine)
ele
4. (feminine)
ela
5. 
ele / ela / isso
Plural
6. 
nós
7. 
vocês
8. 
eles / elas
B. Fill in the blanks with the verbs in parentheses in the simple past.
1. The students the scientific names of insects for the test. (memorize)
 Os alunos memorizaram os nomes científ icos de insetos para a prova.
2. Joe his company last month. (sell)
 O Joe vendeu a sua empresa mês passado.
3. Ted the new deadline to his team. (inform)
 O Ted informou o novo prazo para sua equipe.
4. John his job yesterday. (quit)
 O John pediu demissão de seu emprego ontem.
SUBJECT PRONOUNS
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Chapter 1 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. memorized
2. sold
3. informed
4. quit
5. talked
6. favored
1. I
2. you
3. he
4. she
5. it
6. we
7. you
8. they
Activity A – AnswersActivity B – Answers
5. Mary to Paul about his new project yesterday. (talk)
 A Mary falou com Paul sobre o novo projeto dele ontem.
6. Education memorization. (favor)
 A educação privilegiou a memorização.
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Job 
Interview
Job 
Interview
2
Chapter 2 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
Communication plays a fundamental role in people’s lives. It’s through 
communication that we build our relationships, cultivate friendships, and 
solve our differences. When it comes to our career, communication is 
considered a strategic issue. And it sure is an ally when looking for a job. 
By using the tools that communication offers us, the chances of making 
a great f irst impression on the recruiter increase big time. Today, I will 
show you how effective communication skills can be to help you in a job 
interview. 
The job market is a competitive environment by nature. While companies 
compete with one another to guarantee a bigger share of the market and 
boost profits, professionals compete to stand out in the team. 
When you go to a job interview, the recruiter has this objective in mind: 
to f ind out if you’re the right person to deliver the results the company 
expects. To that end, they will analyze your technical abilities as well 
as some elements of your personality. So, we can say that during the 
interview there will be two main types of questions: technical questions 
and behavioral questions. 
Every job candidate writes their résumé highlighting their technical 
skills and previous experience. This is obviously important during the 
interview since the recruiter is evaluating your ability to do the job. 
However, companies have been keeping an eye on the candidates’ 
behavioral profile as we speak. That’s why during the interview there 
will be questions that aim at identifying the candidate’s ability to learn 
and adapt. And such ability is crucial in an environment inwhich 
competition tends to be f ierce.
JOB INTERVIEW
In this chapter, you will learn how to form nouns and adjectives. You will learn 
some linking verbs and vocabulary commonly used in job interviews. 
Now, look at the script of Job Interview.
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Part 1.
Chapter 2 Vocabulary Vocabulary Activities Grammar Grammar Activities
To f ind out whether you are emotionally f it for a job position, the 
recruiter may ask you questions such as: “Tell me about a time in 
which you had to deal with conflict at work”, or, “Have you ever had to 
acknowledge having made the wrong decision? How did you deal with 
it afterward?”
Notice that there are no ready-made answers here... These questions 
require a more complex explanation than just a simple yes or no. And it 
will be by your answers that the recruiter will grasp if you have effective 
communication skills, the level of your emotional intelligence, and how 
your worldview is structured.
Although there is no standard answer to these questions, there are 
ways of organizing what you are going to say so you don’t get lost in 
the interview. One of them is by using a method known by the acronym 
STAR. Each letter stands for a word: S for Situation, T for Task, A for 
Action, and R for Results.
Let’s understand how it works. Start the answer by quickly describing 
the scenario and the problem you had to face. Then, explain what was 
necessary to be done to solve it. The next step is to explain your part in 
solving the problem. Close your answer by describing the results and 
how your participation helped to achieve them.
If you follow this line of thought, you won’t get lost in the process, and 
you will also show that you have effective communication skills. I know 
open questions can be very unpredictable… But still, some of them tend 
to be more common, almost part of a regular script, such as describing 
your academic and professional path.
Be ready to answer these questions, highlighting the positive points of 
your trajectory. Practice what you are going to say beforehand and avoid 
improvising during the interview. Oh, and don’t forget: do some research 
on the company and the position for which you’ve applied. A person 
who is well-informed and up to date will certainly be able to build better 
arguments during the interview. 
These are just a few tips that can help you during your next job 
interview. But beware: effective communication skills are not just about 
words. Our body talks too, you know…
That’s why, on the day of the interview, try not to f idget and look the 
recruiter straight in the eyes. While they are talking, avoid interrupting 
them. Be objective when answering their questions. These things may 
seem small, but they help you inspire confidence and build a positive 
image.
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Chapter 2 Vocabulary Vocabulary Activities Grammar Grammar Activities
ENTREVISTA DE EMPREGO
A comunicação tem um papel fundamental na vida das pessoas. É 
por meio da comunicação que estabelecemos nossas relações, que 
cultivamos amizades, que resolvemos as nossas diferenças. Quando 
o assunto é nossa carreira, a comunicação é considerada um assunto 
estratégico. Ela é uma aliada durante a busca por um emprego.
Ao usar as ferramentas que a comunicação nos fornece, as chances 
de você causar uma boa impressão no recrutador aumentam. Hoje vou 
lhe mostrar como a boa comunicação pode lhe ajudar durante uma 
entrevista de emprego.
O mercado de trabalho é um ambiente competitivo por natureza. Ao 
passo que as empresas competem entre si para garantir uma fatia maior 
de mercado e ampliar lucros, os profissionais competem entre si para se 
destacar na equipe. 
Quando você vai a uma entrevista de emprego, o recrutador tem 
esse objetivo em mente: descobrir se você é a pessoa certa para 
entregar os resultados que a empresa espera. Para isso, ele vai 
analisar sua capacidade técnica, assim como alguns elementos da sua 
personalidade. Portanto, podemos dizer que, durante a entrevista, dois 
tipos principais de perguntas serão feitas: as perguntas técnicas e as 
perguntas comportamentais. 
Todo candidato a uma vaga de emprego faz seu currículo destacando 
suas habilidades técnicas e experiências anteriores. Isso de fato é muito 
importante durante a entrevista, pois o recrutador está avaliando a sua 
capacidade de executar o trabalho. 
Porém, cada vez mais as empresas estão de olho nos perf is 
comportamentais dos candidatos. Isso signif ica que, durante a 
entrevista, vão surgir perguntas que visam identif icar a capacidade 
que os candidatos têm de aprender e de se adaptar. Essa habilidade é 
fundamental num ambiente em que a concorrência é acirrada.
After all, remember, you only get one chance to make a good f irst 
impression.
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Chapter 2 Vocabulary Vocabulary Activities Grammar Grammar Activities
Para saber se você está apto emocionalmente para um cargo, o 
recrutador pode lhe fazer perguntas como: “Conte-me uma ocasião em 
que você precisou lidar com uma situação de conflito no trabalho...”, ou 
“Você já precisou reconhecer que tomou uma decisão errada? Como 
lidou com isso em seguida?”
Repare que essas perguntas não têm respostas simples. Elas são 
perguntas abertas, que exigem uma explicação mais complexa do 
que apenas dizer sim ou não. E será por meio da sua explicação 
que o recrutador vai entender se você tem uma boa capacidade de 
comunicação, qual o nível da sua inteligência emocional, e como se 
estrutura a sua visão de mundo. 
Apesar de não existirem respostas prontas para essas questões, 
existem maneiras de você organizar o que vai dizer para não se perder 
durante a entrevista. Uma delas é pelo método conhecido pela sigla 
STAR. Cada letra se refere a uma palavra. A letra S é para situação, T 
para tarefa, A para ação e R para resultados. 
Vamos entender como funciona. Comece a resposta descrevendo 
rapidamente qual era o cenário e o problema enfrentado. Em seguida, 
explique o que era necessário para resolver a situação. O próximo passo 
é explicar qual papel você desempenhou para solucionar o problema. 
Conclua a sua resposta falando sobre os resultados e como a sua 
participação colaborou para que eles fossem alcançados.
Se você seguir essa linha de pensamento, você não vai se perder 
no processo, e ainda vai mostrar que tem ótima capacidade de 
comunicação. Eu sei que perguntas abertas podem ser muito 
imprevisíveis... Mesmo assim, algumas delas tendem a ser mais comuns, 
quase parte de um roteiro normal, como explicar a sua trajetória 
acadêmica e profissional, por exemplo. 
Prepare-se para responder essas perguntas, destacando os pontos 
positivos da sua trajetória. Ensaie antes o que vai dizer, e evite 
improvisos na hora da entrevista. Ah, não esqueça: pesquise sobre 
a empresa e a vaga para a qual você se candidatou. Uma pessoa 
informada e antenada com os acontecimentos com certeza vai ser capaz 
de apresentar argumentos melhores na hora da entrevista. 
Estas são só algumas dicas que podem ajudar na sua próxima entrevista 
de emprego. Mas cuidado: uma boa capacidade de comunicação não 
envolve apenas palavras. Nosso corpo também fala, você sabe...
Por isso, no dia da entrevista, tente não demonstrar inquietação, e 
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Chapter 2 Vocabulary Vocabulary Activities Grammar Grammar Activities
responda ao recrutador olhando-o nos olhos. Enquanto ele estiver 
falando, evite interrompê-lo. Seja objetivo ao responder as perguntas. 
Essas coisas podem parecer insignif icantes, mas elas ajudam você a 
transmitir confiança e a formar uma imagem positiva.
Afinal, lembre-se de que você tem apenas uma chance de deixar uma 
boa primeira impressão.
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Video Script VocabularyChapter 2 Vocabulary Activities Grammar Grammar Activities
In this chapter, we will study a topic that interests a lot of people: job interviews. 
But before we get to the dream job interview, we need to go through some 
steps.The f irst one would be:
to look for a job
procurar emprego
That means to off icially show we wish to be considered for the position, and this 
is usually done in writing.
And whoever applies for a job is called:
After f inding a job vacancy that attracts our interest, we move on to the second 
step, which is:
to apply for the job
se candidatar ao emprego
applicant / candidate
candidato
The formal request we make when applying for a job is called application. This 
very same word can be used in a different context when students apply for a 
place in American universities. They need to formally inform the university or 
college that they wish to study there. 
Now, back to the job-hunting process. When we apply for a job vacancy, we 
must send a:
CV / résumé
currículo
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Part 2.
Chapter 2 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
The word résumé may be written with or without acute accents. Words in English 
are hardly ever accented, but this is a different case because this word comes from 
the French language. Some people prefer to keep the acute accents to differentiate 
résumé from the verb to resume, which means to begin again something you had 
started before but paused.
So, if the managers or directors in the company like your résumé, then they will call 
you for an interview. Remember that the person conducting the interview is called 
the interviewer. They may also be referred to as recruiters when it comes to a job 
interview. And the one who undergoes an interview is called interviewee. 
Now, note that all these words related to the job-hunting steps are nouns. Check 
them out:
All the nouns we just looked at were singular. In general, we form plural nouns 
in English by adding an -s to the end of the words. For example:
applicant / candidate
candidato / requerente
SINGULAR NOUNS
application
requerimento
résumé = resume
currículo
interview
entrevista
interviewer
entrevistador
interviewee
entrevistado
PLURAL NOUNS
GENERAL RULE: noun + -s
candidate
applicant
candidato
résumé
currículo
interview
entrevista 
candidates
applicants 
candidatos
résumés 
currículos 
interviews
entrevistas
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Here are some more plural nouns with the same formation:
However, adding an -s to the end of the word will not always be the case when 
it comes to forming plural nouns. For example, in nouns that end in consonant + 
y, we will remove the y and add -ies. For example:
PLURAL NOUNS
GENERAL RULE: noun + -s
career
carreira 
job
emprego 
question 
pergunta 
skill 
habilidade 
careers 
carreiras 
jobs 
empregos 
questions 
perguntas 
skills
habilidades
PLURAL NOUNS
CONSONANT + Y remove Y and add -IES 
company
empresa
ability 
habilidade
responsibility 
responsabilidade 
companies 
empresas 
abilities 
habilidades 
responsibilities 
responsabilidades 
And there are also irregular plural nouns, whose formation do not follow a 
specific rule. Let’s see some of them:
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The nouns we have seen are simple, that is, they are made up of just one word. 
But there are also compound nouns, which are formed by two or more words 
combined to create another one with a new meaning. 
Take cover letter, for example. Cover letter is a compound noun, formed by 
cover and letter. It is a letter attached to the résumé to present a summary of 
the candidate’s career and goals. Check it out:
IRREGULAR PLURAL NOUNS
man
homem
woman 
mulher 
child 
criança 
person 
pessoa 
men 
homens 
women 
mulheres
children 
crianças 
people
pessoas
cover letter
carta de apresentação
COMPOUND NOUNS
job interview
entrevista de emprego
job application
solicitação de emprego
college application 
requerimento para entrar na universidade ou faculdade
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In some countries, most job openings require only the candidate’s résumé, but 
the corporate culture may vary from country to country. For example:
Another document that can be requested from time to time is the letter of 
recommendation, that cannot be written by any person, but by a recognized 
boss or manager in the area in which they work. If it is your first job, it might 
even be written by a renowned college professor. 
In some places, such as the United States or Australia, in addition to 
the résumé, it is often necessary to send a cover letter. 
Em alguns lugares, como nos Estados Unidos ou na Austrália, além do 
currículo, é geralmente necessário enviar uma carta de apresentação.
The letter of recommendation works as a testimony of someone who 
knows you professionally and recommends you for being a hard-
working person.
A carta de recomendação funciona como um testemunho de alguém que 
conhece você profissionalmente e te recomenda por ser uma pessoa 
esforçada.
Note the word hard-working. It is a compound adjective. 
We can form compound adjectives by putting two or more words together to 
form a third one with a specif ic meaning. They usually appear before the noun 
they modify, and sometimes they can be hyphenated. Let’s see hard-working in 
another sentence:
A hard-working employee is a good investment for any company.
Um funcionário esforçado é um bom investimento para qualquer empresa.
Hard-working is formed by hard and working, and in this sentence, it qualif ies 
the noun employee. The adjective industrious is a possible synonym for it, even 
though it is not used very frequently.
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Notice that there are no ready-made answers in the job interview. 
Repare que não há respostas prontas na entrevista de emprego.
This sentence refers to the open questions that the recruiter can ask during 
the interview. Ready-made is an adjective composed of two words: ready and 
made, which is the past participle of the verb to make. This compound adjective 
qualif ies the noun answers. It conveys the idea that there are no instant, closed, 
or prefabricated answers for the kind of questions a recruiter might ask.
Let’s see another example of a compound adjective:
Part-time is an adjective composed of two nouns: part and time. It qualif ies the 
noun job. It means Susan used to work just half of a regular working day.
We can also use compound adjectives to qualify plural nouns. For instance:
Here is another example of a compound adjective in a sentence:
Susan’s first job was as a part-time teacher.
O primeiro emprego da Susan foi como professora em meio período.
Strong-willed people tend to be very driven.
Pessoas determinadas tendem a ser muito motivadas.
Strong-willed qualif ies the plural noun people. Note that even so, the adjective 
does not vary, in other words, it does not have a plural form. Now, strong-willed 
is an adjective composed of the adjective strong, and the past participle, willed. 
It means that a person is determined to do what is necessary, even if other 
people disagree or disapprove of it.
Notice that all the compound adjectives we have just seen are hyphenated.
Another way to form adjectives is with suffixes. We saw the use of the suff ixes 
-ation and -ion to form nouns in the last chapter. Now, we are going to see some 
suffixes used to form adjectives. They will mostly be different suff ixes.
We will start with the suff ix -al, which means to be linked to, or to be 
characterized by. For example:
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The adjective behavioral is formed by the noun behavior, and the suff ix -al. The 
noun behavior refers to someone’s conducts and actions, and the adjective 
behavioral characterizes things relatedto that. You can also f ind this word 
written as behavioural, with the letter u. That’s because behaviour can also be 
spelled with u. The meaning is the same, only the spelling changes. 
Let’s see some other examples with the same suffix:
behavioral / behavioural
comportamental
ADJECTIVES
Suffix -AL
ADJECTIVES
Suffix -AL
professional
profissional
Let’s see some of these adjectives being used in sentences now. Take a look:
Communication plays a fundamental role in people’s lives.
A comunicação tem um papel fundamental na vida das pessoas.
emotional 
emocional
technical
técnico(a)
crucial
crucial
vital
vital
fundamental
fundamental
Fundamental qualif ies the noun role. That is, this role is essential, indispensable, 
paramount. Notice that the adjective is before the noun it refers to. This is 
usually the general rule in English. Also, note that the noun role is part of the 
expression to play a role, which means to be part of something, to have a 
specific function.
Let’s see another example:
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The adjective technical describes the noun questions. That is, it describes the 
nature of the questions. Then, we have another description: behavioral, which 
also qualif ies questions. They mean the questions that refer to the techniques 
and behavior someone presents. Notice that, in both cases, the adjectives come 
before the noun they refer to.
The verb in this sentence, there be, is not the same thing as to be. There be 
indicates the existence of something. In this case, it is a future existence since 
we are adding will to it.
So, during the interview, we will have to answer technical and behavioral 
questions. Technical questions are simpler for us to answer, we just need to say 
what we know how to do, and the tools we use for that. But when it comes to 
describing our behavior, we may need to use some adjectives. Take a look:
During the interview, there will be technical questions and behavioral questions.
Durante a entrevista, haverá perguntas técnicas e perguntas comportamentais.
ADJECTIVES
hard-working
esforçado(a) / dedicado(a) / diligente
well-informed
bem informado(a)
up to date / up-to-date
atualizado(a)
As we saw, hard-working is an adjective used to indicate that you are dedicated, 
diligent in your work.
Another compound adjective that f its well at a job interview is well-informed. 
See that it is a hyphenated compound adjective. 
Up to date is an adjective composed of three words. It characterizes one who 
has the latest information about something. You can also f ind this adjective 
written with or without a hyphen. 
Other adjectives that can be used to describe someone are as follows:
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Another common ending in adjectives is -ous, as in ambitious. The suff ix -ous 
means full of. In this case, full of ambition.
Another feature that some companies value is when the employee is: 
ADJECTIVES
competitive
competitivo(a)
ADJECTIVES
flexible
f lexível
reliable
confiável
In the context of a job interview, flexible refers to someone who is adaptable 
to change. Note that the suff ix -ible means able to. In other words, when you 
qualify someone as flexible, you are saying this person is able to change and 
adapt to new situations.
The suff ix -able also conveys this same meaning, and it is very common in the 
formation of adjectives, such as reliable, which means someone or something 
that can be trusted.
Here is another one:
ADJECTIVES
ambitious
ambicioso(a)
By saying someone is competitive, we imply they like to compete, that they are 
triggered by a sense of competition.
And to make descriptions with these adjectives, we can use linking verbs. 
These verbs link the subject to a characteristic attributed to it, so they are 
usually followed by adjectives. And because of that, they are very much used in 
descriptions. 
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The verb to be is commonly used to link the subject to the adjective. It implies 
temporary or permanent characteristics, depending on the context.
Besides to be, there are other verbs that can have this very same function:
Creativity is fundamental.
Criatividade é fundamental.
Before we see some examples with these verbs, it is worth reminding you that, 
in English, it is very common for a word to have several meanings according to 
the context. It is no different with these verbs. So do not be surprised if you f ind 
the verb to get, for example, being used to convey an action, like grabbing or 
holding something. In this case, it is not considered a linking verb. 
Having said that, look at some examples with the verbs and adjectives we have 
seen just now.
Let’s start with this simpler one:
LINKING VERBS
to be
ser / estar
to feel
sentir
to get
tornar-se / f icar
to seem
parecer / aparentar
to become
tornar-se / transformar-se
Creativity is a noun that works as the subject in this sentence. Is is the verb to 
be and works as a linking verb between the subject and its characteristic, which 
is expressed by the adjective fundamental. 
Notice the order of the words in the sentence. First, we have the subject, which 
is creativity, then the linking verb - is - and the complement fundamental, an 
adjective. Note, then, that the adjective comes after the noun when there is a 
linking verb between them.
Let’s look at one more example:
The job market is competitive.
O mercado de trabalho é competitivo.
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The job market is the subject of the sentence. Job market is a compound noun. 
The subject is followed by the verb to be in the simple present. After the verb, 
we have the adjective competitive, which refers to the subject, the job market. 
This sentence is describing what the job market is like and the noun and the 
adjective are separated by the verb. Therefore, the adjective comes after the 
noun in this kind of sentence formation. 
Now, take a look at this next sentence:
Note that the subject of the sentence, Mark and Susan, corresponds to the 
third person plural, and you can see it by the verb to be, that is conjugated as 
are. Right after that, we have the adjective hard-working, which attributes a 
characteristic to the subject. But notice that the adjective is not in the plural, 
because, in English, adjectives do not agree in gender or number.
Now, let’s analyze a sentence with another linking verb:
Mark and Susan are hard-working.
Mark e Susan são esforçados.
Good communication seems crucial to success.
Boa comunicação parece crucial para o sucesso.
The verb to seem means to appear to be. Here, it connects the subject 
good communication to the adjective crucial. Now, note that good is also an 
adjective. It is characterizing the noun communication. But since there are no 
linking verbs between them, the adjective comes before the noun. In this case, 
both the adjective and the noun are part of the subject. That is why there can 
be no linking verb between them. 
Now, let’s see an example with get as a linking verb:
Sophie got stressed during the meeting.
A Sophie f icou estressada durante a reunião.
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In this sentence, the irregular verb to get is conjugated in the simple past. In this 
context, a synonym for it would be to become, but to get sounds more natural. 
This linking verb connects the subject, Sophie, to the adjective that qualif ies it, 
stressed. 
Note that, here, get is followed by an adjective. 
Remember that the verb to get has several uses. So, if we say:
In this case, to get is not work as a linking verb; it is actually an action verb, 
synonymouswith the verb to receive. Note that it is followed by a noun - email 
- and not an adjective. 
Now you know a lot of vocabulary related to the topic job 
interview and learned how to make descriptions. You have 
learned some adjectives, compound or not, and seen that 
suffixes do not only form nouns but also adjectives. You 
have also seen some examples of linking verbs, and the 
importance of analyzing the context to properly understand 
the meaning of words.
Sophie got the email her boss sent her.
Sophie recebeu o email que o chefe dela enviou.
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A. Number the columns according to the translation of the words.
B. Fill in the blanks with the appropriate words, according to the translation.
( 1 ) procurar
( 2 ) emprego
( 3 ) requerimento
( 4 ) currículo
( 5 ) pergunta
( 6 ) habilidade
( 7 ) carta de 
 apresentação
( 8 ) comportamental
( 9 ) esforçado(a) / 
 dedicado(a) / 
 diligente
( 10 ) bem 
 informado(a)
( 11 ) atualizado(a)
( 12 ) confiável
( ) job 
( ) cover letter
( ) résumé
( ) reliable
( ) question 
( ) hard-working
( ) up to date 
( ) skill
( ) to look for
( ) behavioral
( ) well-informed
( ) application
1. The job market competitive.
 O mercado de trabalho é competitivo. 
2. Sophie the email her boss sent her.
 Sophie recebeu o email que o chefe dela enviou.
3. Mark and Susan hard-working.
 Mark e Susan são esforçados.
4. Good communication crucial to success.
 Boa comunicação parece crucial para o sucesso.
5. Sophie stressed during the meeting.
 Sophie ficou estressada durante a reunião.
6. Strong-willed people to be very driven.
 Pessoas determinadas tendem a ser muito motivadas.
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Part 3.
Activities
Vocabulary Activities GrammarChapter 2 Vocabulary Grammar ActivitiesVideo Script
In Chapter 1, we saw that the simple present is quite used to talk about facts. 
And we saw that you can use the verb to be in the simple present followed by 
an adjective to make descriptions. We saw a series of descriptions and facts 
about what is expected of someone applying for a job. Besides that, we saw a 
lot of tips on how to behave during an interview, so that we can have a better 
chance of getting the job.
These tips, or pieces of advice, were not formulated in the simple present but 
in the imperative. This is because this verb form is often used to give advice, 
instructions, and guidance.
Sentences in the imperative will either be in the affirmative or negative 
form. There is no interrogative form of the imperative because we use it to 
tell or instruct someone to do something, so it cannot be a question; it is just a 
statement. 
Another typical characteristic of the imperative is that, generally, the subject 
will be omitted in the sentence. Let’s see the basic structure of the affirmative 
form:
main verb in the base form + complement
verbo principal na forma base + complemento
The f irst element of the sentence is usually the main verb in its base form, 
followed by a complement, if necessary. Even though the subject is omitted, it 
will correspond to you, the second person either singular or plural. That happens 
because the sentences are addressed to the person who we are talking to. 
Have a look at an example:
IMPERATIVE
Affirmative form
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Part 4.
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The f irst element of the sentence is the verb to practice in its base form, practice, 
without the particle to. It expresses the action, the advice being given. Your is 
a possessive adjective that refers to the second person. Even if the subject is 
omitted, it still exists as you. So, this sentence is addressed to the person who 
hears it. Everything that comes in the sentence after the verb practice is the 
complement. 
Let’s see one more example:
Practice your answers before the interview.
Pratique suas respostas antes da entrevista.
IMPERATIVE
Affirmative form
Close your answer by describing the results.
Conclua sua resposta descrevendo os resultados.
IMPERATIVE
Affirmative form
The f irst element of the sentence is, once again, the main verb in its base form. In 
this case, close. The subject is omitted. What follows the verb is the complement. 
So, it follows the main verb + complement structure. And note your again. As we 
just saw, it is a possessive adjective referring to the second person.
Now, let’s take a look at two sentences in a row in the imperative:
Look the recruiter straight in the eye. Try not to fidget.
Olhe o recrutador nos olhos. Tente não demonstrar inquietação.
IMPERATIVE
Affirmative form
The f irst sentence starts with the verb to look in its base form, look, without the 
particle to. The recruiter straight in the eye is the complement of the sentence. As 
you can see, it follows the same sentence structure we have just seen.
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The second sentence is also affirmative. The main verb, to try, is in its base form, 
try, without the particle to. But now, the complement is another verb, in this case, to 
fidget, which means to move restlessly because you are uncomfortable or bored. 
Note that it is in the infinitive, as indicated by the particle to. Here, notice that the 
particle not anticipates the infinitive, conveying the idea of not doing something, in 
this case, not to show anxiousness. 
Despite the negative particle not, notice that this sentence follows an affirmative 
structure in the imperative.
The point is that the particle not actually refers to the verbal complement, to f idget, 
and not the main verb, to try.
To make up a sentence with a negative structure in the imperative, we will use the 
auxiliary verb do and the particle not. As with the simple present, the auxiliary verb 
do does not convey any special or extra meaning to the sentence. It is only used 
to form the negative with the particle not. Once again, the subject will generally 
remain omitted, but the structure will be a bit different. 
The structure of the negative form of the imperative is:
It is also possible to use the contracted form don’t. The contracted form is more 
informal than the full form. It is also less emphatic.
Take a look at the previous example rewritten in the negative form in the 
imperative:
auxiliary verb do + not + main verb in the base form + complement
verbo auxiliar do + not + verbo principal na forma base + complemento
IMPERATIVE
Negative form
Do not try to fidget.
Não tente mostrar inquietação.
IMPERATIVE
Negative form
It starts with the auxiliary verb do followed by not. Then, we have the main verb 
in the base form, try. Finally, the complement, which is to f idget. 
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Here, we have the auxiliary verb do contracted with not, forming don’t. Then, 
we have the main verb in the base form, which in this case is forget. And, f inally, 
there is the complement, which is to do some research on the company. Note 
that we have a verbal complement to the verb forget, that once again appears in 
the infinitive.
It is possible to use the auxiliary verb do in the affirmative form as well, but 
without the not particle, of course. In this case, the sentence will have the tone of 
a formal request, it will sound a little moreemphatic. 
Look at the structure and the example:
Formal request
Pedido formal
auxiliary verb do + main verb in the base form + complement
verbo auxiliar do + verbo principal na forma base + complemento
Do look the recruiter straight in the eye. 
Olhe o recrutador nos olhos.
IMPERATIVE
Affirmative Form
But notice this is a rather different piece of advice from the previous one. Back 
then, we asked to try not to show anxiousness, while here, we are asking not to 
try to show restlessness. As if the person would fake fidgeting. So, careful, they 
look similar, but they are actually quite different. 
Let’s see another example in the negative form.
Don’t forget to do some research on the company.
Não se esqueça de fazer uma pesquisa sobre a empresa.
IMPERATIVE
Negative form
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The auxiliary do is the f irst element of the sentence, followed by the main verb 
look, which is in its base form. The recruiter straight in the eye is the complement 
of the sentence. By using the auxiliary verb do in an aff irmative sentence, we turn 
it into a formal request and make it more emphatic. 
The negative form can also be modif ied to convey an emphatic tone by making 
the subject explicit. And to do that, we are going to have a slight change in the 
structure. In this case, the subject will be placed after don’t, unlike the structures 
we have seen so far in the negative form, in which the subject is the f irst element 
of the sentence. This is another aspect that makes the imperative different from 
the other verb forms. 
Have a look:
Giving emphasis
Dando ênfase
don’t + subject (you) + main verb in the base form + complement
don’t + sujeito (you) + verbo principal na forma base + complemento
Don’t you fidget during the interview.
Não demonstre inquietação durante a entrevista.
IMPERATIVE
Negative Form
The f irst element of the sentence is the auxiliary verb in its contracted form as don’t, followed 
by the subject pronoun you, which here represents the subject in the second person either 
singular or plural, it will depend on the context. So, the subject is after the auxiliary verb. Then, 
there is the main verb. The rest is the complement.
Remember that the subject is usually omitted in the imperative. But by choosing to make it 
explicit, the negative form is emphasized. Note that the subject is after the auxiliary verb. 
This is typical of the imperative and does not happen in other verb forms in the negative.
So far, we have seen instructions or advice given to someone else. But if we want to include 
ourselves in the advice, guidance, or instruction, then we also use the imperative by using the 
expression let’s. For example:
Let’s reflect a bit on how to answer the interviewer’s questions. 
Vamos pensar um pouco sobre como responder às perguntas do entrevistador.
IMPERATIVE
Let's
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In this previous example, the speaker is the one saying the sentence, including 
themselves in the instruction. 
Let’s is a very particular structure in English. It is usually used for making 
suggestions and invitations. It works somewhat like a first person plural in 
the imperative, because the person who says the sentence is included in the 
suggestion or invitation. That happens because let’s is actually let us, and us is 
an object pronoun that refers to the first person plural we.
First of all, the sentence structure will be as follows:
Here’s an example:
LET’S 
Let’s go to the meeting together.
Vamos à reunião juntos.
IMPERATIVE
Affirmative Form
LET’S 
Making suggestions
Dando sugestões
let’s + main verb in the base form + complement
let’s + verbo principal na forma base + complemento
IMPERATIVE
Affirmative Form
Let’s starts the sentence and note that the main verb remains in the base form, 
as we have seen so far; to the meeting together is the complement.
Note that, in this construction, the verb that expresses the main action is not 
let’s but go. So, notice that in this case, let’s is used just to indicate that this 
invitation is including the speaker in the group that goes to the meeting together. 
Let’s take a look at another example:
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Notice that the sentence structure remains the same. The verb that expresses 
the main action is understand, not let’s. It conveys an invitation that includes the 
speaker. 
In this chapter, we saw two pronouns: you, which is the subject of the imperative, 
usually omitted, and us, which is used in let’s. 
On the one hand, you is a subject pronoun. These pronouns are used to replace 
a noun that works as the subject of a sentence. In other words, we can say that 
they are the ones who perform the action expressed by the verb.
On the other hand, us is an object pronoun, which has the function of replacing 
the object of the sentence. That is, they suffer or receive the action expressed 
by the verb. These pronouns can replace a proper or a common noun when 
working as an object. Let’s see an example:
LET’S 
Let’s understand how the acronym STAR works.
Vamos entender como a sigla STAR funciona.
IMPERATIVE
Affirmative Form
You described the results and how you achieved them.
Você descreveu os resultados e como você os alcançou.
SUBJECT PRONOUNS AND OBJECT PRONOUNS
You is the subject of the verb described. You is a subject pronoun. We can say 
that you did the action of describing the results, a plural noun. This is the object 
of the verb described. 
Then, we have another you, which is also a subject pronoun, as it is the subject 
of the verb achieved. Notice that, right after the verb, we have them, which is 
an object pronoun that refers to the results. In other words, it will help you to 
achieve the same results that were mentioned previously. By using pronouns, we 
avoid repetition in speech, and make it sound more natural.
Check out another example:
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The subject of the f irst sentence is Mark, which is equivalent to the third person singular 
masculine. We know that the corresponding subject pronoun is he. This subject performs the 
action expressed by the verb received. The object of the sentence, that is, the one that suffers the 
action of the verb is an interesting résumé, which is a thing.
Now, look at the second sentence: the pronoun he refers back to Mark, thus avoiding its repetition. 
He performs the action of the verb sent. The one that suffers the action of this verb is it. So, it is 
the object pronoun equivalent to the third person singular when it is not a person. It refers back 
to interesting résumé, and by using this pronoun, we avoid repetition. 
The subject pronoun and the object pronoun that correspond to the third person singular when 
we’re not talking about people is the same word: it. This pronoun is written and pronounced in 
the same way, either as the subject or as the object. In other words, the word is the same, but the 
functions are different depending on their position in the sentence. In general, subject pronouns 
will come before the main verb, while object pronouns will come after the verb.
We saw that each subject pronoun corresponds to one person in the speech. It is the same thing 
with object pronouns. Check them out:
Mark received an interesting résumé. He sent it to the HR Department.
Mark recebeu um currículo interessante. Ele o enviou para o Departamento de RH.
SUBJECT PRONOUNS AND OBJECT PRONOUNS
1ª pessoa do singular me me / mim
2ª pessoa do singular you lhe / você
3ª pessoa do singular (pessoas) him / her ele / ela / o / a / lhe
3ª pessoa do singular (exceto pessoas) it ele / ela / o / a / lhe
1ª pessoa do plural us nos / nós
2ª pessoado plural you lhes / vocês
3ª pessoa do plural them eles / elas / os / as / lhes
OBJECT PRONOUNS
Note that, in the third person plural, we have them, regardless of whether you are referring to 
people or things. 
It is worth mentioning two details here: as you can see, the object pronoun for the second person 
both singular and plural is you. We can tell them apart based on the context. 
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Effective communication skills help you in a job interview.
Habilidades de comunicação eficazes lhe ajudam durante uma entrevista de emprego.
Habilidades de comunicação eficazes ajudam você durante uma entrevista de emprego.
OBJECT PRONOUNS
Notice that the subject is effective communication skills, which could be 
replaced by they, since skills is a plural noun. This subject does the action 
expressed by the verb help. So, the pronoun you that comes right after the verb 
is an object pronoun, which represents the second person singular. The object 
receives the action expressed by the verb. 
Check out one more example:
The second detail is that you may see people use him or her for pets, as they can be considered as 
part of their family.
Now that we know a little more about these pronouns, let’s see some more examples. Take a look:
Sophie updated her résumé before she sent it.
Sophie atualizou o currículo dela antes de enviá-lo.
OBJECT PRONOUNS
Sophie is a proper noun that represents a subject in a female third person 
singular. Therefore, it can be replaced by the subject pronoun she. Sophie is 
the subject of the verb to update, that is conjugated here in the simple past as 
updated. It is Sophie who does the action of updating her résumé. That brings us 
to the object of the verb, which is her résumé. It is, therefore, the third person 
singular. And it does not refer to a person, but to a thing. So, her résumé can be 
replaced by the object pronoun it. 
Note that in the second part of the sentence, Sophie was replaced by the subject 
pronoun she, which works as the subject of the verb sent. This is the verb to 
send in the simple past. Right after the verb, we have it performing the function 
of object of the verb sent. It refers back to her résumé. So, we can conclude that 
Sophie performed both actions on the same object. 
Note that this her that you can see here is not an object pronoun. In this case, 
it indicates possession or ownership, that is, it serves to indicate that Sophie 
possesses the résumé. This her is a possessive adjective, and it comes before 
the noun it refers to.
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Chapter 2 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
The f irst her that we see here is preceding the noun boss. So, in this case, her 
indicates possession because we are talking about Sophie’s boss. The possessive 
adjectives will come right before a noun.
Now, notice the second her. In this case, it is an object pronoun with the function 
of being the object of the verb sent. In fact, her boss is the subject of the verb 
sent. And he sent an email to Sophie, which, in this case, is replaced by her. 
Let’s see another example:
Possessive adjectives determine who or what something belongs to. As with 
object pronouns, they will vary according to each person of the speech. And, in 
the case of the third person singular feminine, both the object pronoun and the 
possessive adjective will be the same. Take a look at this other example:
Sophie got the email her boss sent her.
Sophie recebeu o email que o chefe dela enviou.
POSSESSIVE ADJECTIVES
Job candidates write their résumés highlighting their technical skills.
Candidatos a emprego escrevem seus currículos destacando as suas 
habilidades técnicas.
POSSESSIVE ADJECTIVES
The subject of the sentence, job candidates, represents the third person plural, 
corresponding to they. The possessive adjective referring to this person in the 
speech is their. This possessive adjective determines the noun résumés, that 
is, the résumés belong to the job candidates. And notice there is a second their 
in the sentence. It also refers to what the subject, job candidates, possesses. In 
this case, technical skills.
You have probably noticed that possessive adjectives vary according to the 
person in speech. So, each person is going to have one. Check them out:
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Chapter 2 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Note that the second person singular and plural is your. Once more you will have 
two identical pronouns, one of each corresponding to singular and plural. The context 
will tell them apart.
There are several ways to show ownership, the possessive adjectives are just one of 
them. There is also the possessive case, which is usually when we put an apostrophe 
and an -s at the end of the word, usually at the end of somebody’s name. This is used 
to indicate possession. But keep in mind that this form of possessive only goes with 
a noun, either singular or plural. It does not work with pronouns. Take a look:
1ª pessoa singular my meu / meus / minha / minhas
2ª pessoa singular your seu / seus / sua / suas 
3ª pessoa singular (pessoas) his / her seu / seus / sua / suas / dele
3ª pessoa singular 
(exceto pessoas) its seu / seus / sua / suas /
 dele / dela / deles / delas
1ª pessoa do plural our nosso / nossos / nossa / nossas
2ª pessoa do plural your seus / suas
3ª pessoa do plural their seus / suas / deles / delas
POSSESSIVE ADJECTIVES
The questions identify the candidate’s ability to learn and adapt.
As perguntas identif icam a capacidade do candidato de aprender e se adaptar.
POSSESSIVE CASE – SINGULAR NOUNS
Here, the possessive case is added to the noun candidate, a singular noun. The 
apostrophe -s indicates that the candidate has the ability to do something. In this 
case, to learn and adapt. 
Now, observe an example with a plural noun:
Communication plays a fundamental role in people’s lives.
A comunicação tem um papel fundamental na vida das pessoas.
POSSESSIVE CASE – PLURAL NOUNS
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Chapter 2 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Here, people’s has the apostrophe -s indicating that the next noun, lives, belongs to 
people. Remember that this apostrophe -s does not indicate plural. And what helps us 
realize that is the fact that people is already an irregular plural noun.
The possessive case can also be used with a proper noun:
The ’s is added to the proper noun Claudia. It indicates that the next noun, 
job, belongs to Claudia. In other words, Claudia has a job that seems 
interesting. 
But if the proper noun already ends with -s, we can use the ’s or just the 
apostrophe. Check it out:
Lois’s job seems very interesting. She is an investigative reporter. 
O trabalho da Lois parece muito interessante. Ela é uma repórter 
investigativa.
POSSESSIVE CASE – PROPER NOUNS
The proper noun Lois already ends in -s. In this case, we can use the ’s to 
indicate possession of the job.
However, it would be equally correct to say:
Claudia’s job seems very interesting. She is an investigative reporter.
O trabalho da Cláudia parece muito interessante. Ela é uma repórter investigativa.
POSSESSIVE CASE – PROPER NOUNS
Lois’ job seems very interesting. She is an investigative reporter. 
O trabalho da Lois parece muito interessante. Ela é uma repórter 
investigativa.
POSSESSIVE CASE – PROPER NOUNS
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Chapter 2 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
In this chapter, you learned about the possessive adjectives 
and the possessive case. You also learned the imperative 
and the object pronouns. If you want to learn more about 
these topics, you can refer to the Grammar Guide section at 
the end of your book.
GRAMMAR GUIDE 
Imperative Page 252
Object Pronoun Page 274
Possessive AdjectivesPage 281
Possessive Case Page 285
Since Lois already ends in -s, we can use just the apostrophe to indicate 
possession. It is just a matter of style. Now, it is important to realize that it affects 
writing. Orally, it does not make that much of a difference.
In the case of plural common nouns ending in -s, we just use an apostrophe at 
the end. For example:
The applications’ deadline is March 15th. 
O prazo f inal dos requerimentos é 15 de março.
POSSESSIVE CASE – PLURAL NOUNS
As we know, applications is a plural noun. It is formed by adding an -s to 
the noun application. In this case, we just use the apostrophe to mark the 
possessive case. This sentence implies that the deadline is referred to the 
applications, that is, we are talking about their deadlines.
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Grammar ActivitiesChapter 2 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
Subject Pronoun
I
You
He
She
It
We
You
They
Possessive Adjective
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
A. Complete the chart with the missing possessive adjectives.
B. Fill in the blanks with the missing object pronouns.
1. You described the results and how you achieved .
 Você descreveu os resultados e como você os alcançou.
2. Mark received an interesting résumé. He sent to the HR Department.
 Mark recebeu um currículo interessante. Ele o enviou para o Departamento de RH.
3. Effective communication skills help in a job interview.
 Habilidades de comunicação eficazes ajudam você durante uma entrevista de emprego.
4. Sophie updated her résumé before she sent .
 Sophie atualizou o currículo dela antes de enviá-lo.
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Chapter 2 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. them
2. it
3. you 
4. it
5. her
6. their
1. my
2. your
3. his
4. her
5. its
6. our
7. your
8. their
Activity A – AnswersActivity B – Answers
5. Sophie got the email boss sent her.
 Sophie recebeu o email que o chefe dela enviou.
6. Job candidates write résumés highlighting their technical skills.
 Candidatos a emprego escrevem seus currículos destacando as suas habilidades técnicas.
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Integration and 
Training
Integration 
and Training
3
Chapter 3 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
After nailing the job interview and being selected for the job, the f irst 
day at work f inally comes. From now on, you will spend a large chunk 
of time in a completely new environment, meeting different people and 
facing new and unfamiliar challenges. 
You have butterf lies in your stomach just thinking about it, right? I 
know… Starting a new job is hardly ever an easy task. At that moment, a 
lot of questions come to mind. Are people in the new off ice nice? Is the 
workload intense? What is the boss like? 
All of these questions will be answered throughout the integration 
process. It usually involves getting to know the company and 
incorporating its culture. And effective communication skills can surely 
be leverage for you to do well. 
Every company has its own culture. It is formed by a set of beliefs, 
values, and behaviors practiced by both employers and employees. 
This means that each company has different processes and methods 
when dealing with day-to-day issues, either for the resolution of a major 
problem or to define rules for use of the coffee station. A new employee 
will only be able to deliver their full potential if they are completely 
adapted to the company’s culture.
The challenge here is that a company’s corporate culture isn’t written 
in an instruction manual or something like that. And that makes the 
integration process a little longer and more complex. At this point, 
you must be wondering: what does communication have to do with 
integration? And the answer is: everything!
INTEGRATION AND TRAINING
In this chapter, you will learn how to talk about obligation, expectation, and 
ability. We will also cover different functions the same word may have, and 
different uses of the verb to have. You will also see some important vocabulary 
and grammar topics to make it happen. 
Now, look at the script of Integration and Training.
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Part 1.
Chapter 3 Vocabulary Vocabulary Activities Grammar Grammar Activities
Everyone has their own way of doing things. When you arrive at a new 
company that already has an established culture, it’s essential not to 
do things your way. Ideally, you are supposed to learn from those who 
are already adapted to the company’s culture. And this requires a good 
number of effective communication skills.
If the new employee knows how to communicate well with their co-
workers and manager, they’ll have more chances to identify and learn 
the company’s culture much faster. And that doesn’t mean making small 
talk with everyone. Communication is not just about speaking; it also 
involves listening. 
An effective way to learn about the company’s culture is to get closer to 
the most engaged people, the ones who stand out, and listen to what 
they have to say. These employees can provide valuable information 
about the behaviors that are accepted and those that are frowned upon 
in that environment. 
Another important point is to understand what these people expect 
from you. Listen carefully to the expectations they have and keep your 
door open for dialogue. This is fundamental to understanding whether 
your behavior is appropriate or not. 
As we mentioned before, no one does anything alone, neither in the 
corporate world nor outside the off ice. 
In that sense, we can use sports as a metaphor to understand the 
professional environment. The team that has been playing together the 
longest tends to have a closer bond. That’s why it’s important to build a 
good relationship with those who will work directly with you. Having a 
constant exchange of information and open dialogue should be a part of 
your routine. Basically speaking, knowing how to listen and how to talk 
is paramount to the success of integration. 
But as you may have already noticed, this is not such a simple process. 
If, on the one hand, integration has a cultural aspect to be considered, on 
the other, there is the technical side. 
It’s during integration that the new employee will get the necessary 
training to do their job. Learning how to operate a specif ic system, 
understanding the organization of the company and its objectives, 
grasping the technical details of the tasks that will be performed...All 
of these are included in the process. In short, training offers the new 
employee all the technical tools for them to reach their full professional 
potential. 
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Chapter 3 Vocabulary Vocabulary Activities Grammar Grammar Activities
INTEGRAÇÃO E CAPACITAÇÃO
Depois de arrasar na entrevista de emprego e ser selecionado, o 
primeiro dia no trabalho f inalmente chega. A partir de agora, você 
vai passar boa parte do seu tempo num ambiente totalmente novo, 
conhecendo pessoas diferentes e enfrentando desafios nunca vistos 
antes.
Dá aquele frio na barriga só de pensar, né? Eu sei, começar em um 
emprego novo quase nunca é uma tarefa simples. Nesse momento, 
muitas perguntas aparecem em nossa cabeça. Será que o pessoal do 
novo escritório é legal? O trabalho é muito puxado? Como é o chefe?
Todas essas perguntas serão respondidas ao longo do processo de 
integração. Normalmente, ele envolve conhecer a empresa e incorporar 
a sua cultura. E uma boa capacidade de comunicação pode ser o 
diferencial para você se sair bem. 
Cada empresa tem sua própria cultura. Ela é formada por um conjunto 
de crenças, valores e comportamentos praticados por empregadores 
e funcionários. Isso quer dizer que cada empresa tem processos e 
métodos diferentes ao lidar com as questões do dia a dia, seja para a 
resolução de um grande problema, seja para definir regras de uso do 
cantinho do café. Um funcionário novo só vai ser capaz de entregar todoo seu potencial se estiver plenamente adaptado à cultura da empresa. 
O desafio aqui está no fato de que a cultura não está escrita num 
manual de instruções ou algo do gênero. E isso torna o processo de 
integração um pouco mais longo e complexo. A essa altura, você deve 
estar se perguntando: o que comunicação tem a ver com integração? E a 
resposta é: tudo! 
A complete integration and quality training will lead to positive results 
for the company and high visibility for the employee. And that, my 
friends, is the sweet smell of success!
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Chapter 3 Vocabulary Vocabulary Activities Grammar Grammar Activities
Todo mundo tem uma maneira própria de fazer as coisas. E quando 
você chega numa empresa nova, que já tem uma cultura estabelecida, 
é essencial não fazer as coisas sempre do seu jeito. O ideal é que você 
aprenda com aqueles que já estão adaptados à cultura da empresa. E 
isso requer uma boa quantidade de habilidades de comunicação.
Se o novo funcionário souber como se comunicar bem com os colegas 
de trabalho e com o seu gestor, eles vão ter mais chances de identif icar 
e aprender a cultura da empresa mais rápido. E isso não signif ica sair 
puxando assunto com todo mundo. Comunicação não envolve apenas 
falar: ela também envolve ouvir. 
Uma boa maneira de aprender a cultura da empresa é se aproximar das 
pessoas mais engajadas, as que mais se destacam, e ouvir o que elas 
têm a dizer. Esses funcionários podem dar informações preciosas sobre 
os comportamentos que são aceitos e os que são malvistos naquele 
ambiente. 
Outro ponto importante é entender o que essas pessoas esperam de 
você. Ouça atentamente às expectativas que elas têm e mantenha sua 
porta aberta para o diálogo. Isso é fundamental para entender se o seu 
comportamento é apropriado ou não.
Como nós mencionamos antes, ninguém faz nada sozinho, nem no 
mundo corporativo, nem fora do escritório.
Nesse sentido, podemos usar o esporte como uma metáfora para 
entender o ambiente profissional. O time que joga junto há mais tempo 
tende a ter um vínculo maior. Por isso, é importante construir um bom 
relacionamento com aqueles que vão trabalhar diretamente com você. 
Uma constante troca de informações e diálogo aberto deveriam ser 
parte da sua rotina. Basicamente, saber como ouvir e como falar é 
essencial para o sucesso da integração.
Mas como você já deve ter reparado, esse processo não é tão simples. 
Se, por um lado, a integração tem um lado cultural a ser considerado, 
por outro, há um lado técnico. 
É durante a integração que o novo funcionário vai receber a capacitação 
necessária para desempenhar o seu trabalho. Aprender a operar um 
sistema específ ico, entender a organização da empresa e seus objetivos, 
conhecer os detalhes técnicos das tarefas que serão realizadas... Tudo 
isso está incluído no processo. Em suma, a capacitação oferece ao 
novo funcionário todas as ferramentas para ele atingir seu potencial 
profissional completo.
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Chapter 3 Vocabulary Vocabulary Activities Grammar Grammar Activities
Uma integração completa e capacitação de qualidade vão levar a 
resultados positivos para a empresa e uma alta visibilidade para o 
funcionário. E isso, meus amigos, é o doce cheiro do sucesso!
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Video Script VocabularyChapter 3 Vocabulary Activities Grammar Grammar Activities
In the previous chapters, we saw the f irst steps in the search for a new job. The 
present chapter covers the integration and training processes that take place after 
being accepted to a job position. 
Here is what usually happens: 
After nailing the job interview and being selected for the job, 
the first day at work comes.
Depois de arrasar na entrevista de emprego e ser selecionado, 
o primeiro dia no trabalho chega.
There are two words worth mentioning in the previous example: nailing and work. 
Nailing is the verb to nail; it is in the -ing form because it comes right after the 
preposition after. In this context, it means to do something successfully. It is quite 
informal. 
But, in a different context, the word nail can also be a noun, and then it will have 
some different meanings. Observe:
NAIL NOUN
nail
prego
nail
unha
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Part 2.
Chapter 3 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
As a noun, it means the same as a job or an activity that you do regularly in 
return for money. But it can also be the same as the physical place of work.
But it may also be a verb. Have a look: 
The word work also means different things depending on the context and on its 
function in the sentence. As a noun, it has primarily two meanings:
WORK NOUN 
emprego / trabalho local de trabalho
WORK VERB
Melody and Peter work as part-time teachers.
Melody e Peter trabalham como professores em meio período.
In this sentence, work is a verb conjugated in the simple present. It means to 
perform a certain task, usually in exchange for money.
But in a different context, the verb to work can mean to exercise or to move. For 
instance:
WORK VERB
Swimming is really effective for weight loss. It works every muscle in 
the body. 
Natação é muito eficaz para a perda de peso. Ela trabalha todos os 
músculos do corpo.
As you can see, depending on the context, one word can have many meanings. 
That happens quite a lot in English. 
Observe another sentence in which there are two words like that:
You will spend a large chunk of your time meeting different people and 
facing new challenges.
Você vai passar boa parte do seu tempo conhecendo pessoas diferentes e 
enfrentando desafios novos.
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Chapter 3 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
The f irst one is the verb to face, which, in this sentence, means to deal with something; 
in this case, new challenges. 
The second one is the verb to meet, which here means to see and talk to someone for 
the first time. 
In the previous example, the words meet and face are verbs. Now let’s see some 
examples in which they are used as nouns. We are going to start with the word meet:
In this context, the noun meet is the same as sports gathering, an event related to sports 
competitions.
You may also f ind this word used to refer to business gatherings, as in:
MEET NOUN 
sports gathering
encontro esportivo
This Saturday everyone is going to Michael’s football meet.
Neste sábado, todo mundo vai para o encontro de futebol do Michael.
MEET NOUN 
meeting
reunião
Sarah set up a meet with everyone in the team to talk about figures.
Sarah marcou uma reunião com todo mundo da equipe para falar sobre cifras.
As you can see, in this context, meet is the same as meeting. 
However, meet is a very informal noun in this sense, so it is not 
appropriate for all occasions. Also, this use of meet is mostly British, 
and the most common noun for this kind of event is meeting. 
Now, let me show you some examples with the word face used as a 
noun. Have a look:
FACE NOUN
During the presentation, Mary had an ink spot on her face.
Durante a apresentação, Mary estava com uma mancha de tinta 
no seu rosto.
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Chapter 3 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
In this sentence, face is part of the expression to be the face of something, as in 
James is the face of the brand. It means to represent a brand or a company. Many 
actors get hired to be the face of cosmetics brands and perfumes. 
There is another expression with this noun. Take a look:
The word face here refers to the front of Mary’s head, where her eyes, mouth and nose are. 
Now, if we change the context, we change the meaning of the word. For example:
To be face to face with someone means to be physically in front of someone, 
looking at them. 
And here is another:
FACE NOUN
To be the face of (a brand) 
Representar (uma marca)
James is hardworking and ambitious. That’s why he is theface of the brand.
James é esforçado e ambicioso. Por isso ele é a cara da marca.
FACE NOUN
To be face to face (with someone / something)
Estar cara a cara (com alguém / alguma coisa)
Tomorrow Ted is going to be face to face with the director of the company.
Amanhã, Ted vai estar cara a cara com o diretor da empresa.
FACE NOUN
In the face of (something)
Em face de (alguma coisa)
Even in the face of an economic crisis, the company managed to grow.
Até mesmo em face de uma crise econômica, a empresa conseguiu crescer.
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Chapter 3 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
In the face of something can mean being threatened with something. 
When the same word can be used as a noun and as a verb, we say that it 
belongs to different word classes. Noun is the name of a word class, and verb is 
the name of another. Sometimes, both the noun and the verb can be used in the 
same context. For instance:
Note that value as a noun can mean the importance that something or someone has; and the 
verb to value means to think someone or something is important. 
It is the same for the noun work. It can refer to the activity one does in exchange for money, 
and the verb to work means to do a job or activity in exchange for money, as we have seen. 
The noun meet and the verb to meet, as we have also seen, can be applied to contexts that 
involve gathering to formally discuss a topic. 
Nonetheless, some words may be used as a noun and as a verb with different meanings and 
uses. And that happens even though their spelling and pronunciation are the same. So we 
will end up using them in different contexts. For instance:
Noun
value
valor
work
trabalho
meet
encontro / reunião
Verb
to value
valorizar
to work
trabalhar
to meet
encontrar(-se) / reunir-se
SAME WORD WITH DIFFERENT FUNCTIONS
Noun
deal
acordo / negócio / barganha
train
trem
groom
noivo
Verb
to deal (cards)
dar (cartas)
to train
treinar
to groom (someone)
preparar alguém para determinado f im
SAME WORD WITH DIFFERENT FUNCTIONS
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Chapter 3 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
The noun deal refers to an agreement or arrangement, especially in business and 
politics. On the other hand, as a verb, to deal can mean to distribute cards for 
players in a game, such as poker or go f ish. 
Sometimes, you will see the verb to deal accompanied by the preposition with. 
Then, it becomes a phrasal verb meaning to handle, or to take the necessary 
action to solve a problem. 
The noun train is a type of transportation that goes on railroads. Now, as a verb, 
to train means to teach someone the skills to perform a specific task. In this 
context, the corresponding noun would be training.
The noun groom is used to speak of a man that is about to get married, or maybe 
moments after the wedding ceremony. But, as a verb, to groom someone means to 
prepare a person for a special job or activity. 
There is actually a very f ine line between training someone and grooming 
someone. Let’s see these verbs in context to better understand that difference. Have 
a look at this sentence:
Here, to train means to teach someone how to perform a certain task, usually 
involving techniques and procedures. Since the employee is new at the job, someone 
needs to teach them how to do it. 
Now, compare it with the next example:
It’s important to train new employees so they know how to do their job.
É importante treinar novos funcionários para que eles saibam como fazer o 
trabalho deles.
Jack has groomed his son for the CEO position since he was a teenager.
Jack treina seu f ilho para o cargo de CEO desde que ele era adolescente.
Note how the context matters. When we say that Jack has groomed his son for 
the CEO position, we imply that he has been giving him some tips and guidance 
to reach that high position. It is not the same as simply teaching someone some 
technical aspects of a job; it is a preparation that involves more than that; note that 
he has been doing that since he was a teenager. The position does not matter; CEO 
was just an example. Someone can be groomed to become a carpenter, for example, 
or any other occupation or position. Therefore, the time they have spent on that is 
also to be considered. The context makes all the difference when choosing either 
one of these verbs.
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However, as you have seen previously, the noun groom refers to a 
man about to marry. Some words in English can only be used to 
refer to one gender, and this is the case. If we want to refer to the 
woman who is about to marry, we should say bride. For example:
So, at the moment of the ceremony, we will use the noun bride to refer to the 
woman, and groom to refer to the man. 
But, before the ceremony itself, they get engaged. Then, we will use yet other 
words to refer to them. Have a look:
The bride is beautiful in a white dress, and the groom is 
very sharp in a black suit. 
A noiva está linda com o vestido branco, e o noivo está muito 
elegante com um terno preto. 
Marcia’s fiancé works as a lawyer. 
O noivo da Marcia trabalha como advogado.
In this sentence, we are referring to the man who has agreed to marry Marcia, 
the fiancé. We would not say groom in this context. As for Marcia, a woman 
who has agreed to marry someone, she is the fiancée, with a double e. 
It is not really common for words in English to have acute accents such as these 
ones. These words come from the French language, in which there is a slight 
difference in pronunciation between them. But in English, they are pronounced 
the same. 
And after these people are married, we have yet other words to refer to them:
NOUNS
husband 
marido / esposo
wife 
mulher / esposa
So, the man becomes the husband and the woman becomes the wife. If we 
wish to refer to either one of them in a more formal context, we can use the word 
spouse, which is a gender-neutral word.
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Since we are on that topic, let me point out two other nouns that refer to different 
situations within the same context of relationships: wedding is the ceremony 
in which people get married, and marriage is the relationship they have after 
being married to one another.
You already know how much the context changes everything. And it is no 
different with the verb to have. Take a look at the next sentence:
You have butterflies in your stomach just thinking about it, right? 
Você sente frio na barriga só de pensar, né?
TO HAVE = TO EXPERIENCE A CERTAIN FEELING
Sentir
Here, to have butterflies in one’s stomach is an expression that means to 
feel nervous or excited about doing something. In this case, the verb to have 
implies the same as to experience a certain feeling.
Take a look at another expression formed with to have:
What does communication have to do with integration? And the 
answer is: everything!
O que comunicação tem a ver com integração? E a resposta é: tudo!
TO HAVE (SOMETHING) TO DO WITH (ANOTHER)
Ter (alguma coisa) a ver com (outra coisa)
The expression to have to do with means to be related or connected to 
something. In this case, the question means to ask how communication influences 
integration. 
And to state the opposite idea, that one thing has no connection whatsoever with 
another, we can use the expression to have nothing to do with. For example:
Talking all the time has nothing to do with having effective 
communication skills. 
Falar o tempo inteiro não tem nada a ver com ter habilidades de 
comunicação eficazes.
TO HAVE NOTHING TO DO WITH (SOMETHING ELSE)
Não ter nada a ver com (outra coisa)
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In this example, we are saying that talking allthe time has absolutely no 
connection with being able to communicate well. It is worth pointing out that the 
verb to have in this case is in the -ing form.
These uses of the verb to have that we have seen up to now were all related to 
specif ic expressions. But we can use that verb in many other situations. The most 
common one is to refer to ownership, as in:
We are saying that Mark owns four companies in Brazil and two abroad. So, 
these companies belong to him. In this sense, to have is synonymous with the 
verbs to own or to possess. 
Here is another use of to have. Take a look:
Mark is so rich. He has four companies in Brazil and two abroad.
Mark é tão rico. Ele tem quatro empresas no Brasil e duas no exterior.
TO HAVE = TO OWN = TO POSSESS
ter / possuir
Listen carefully to the expectations people have, and always keep your 
door open for dialogue.
Ouça atentamente as expectativas que as pessoas têm e sempre 
mantenha sua porta aberta para o diálogo.
TO HAVE (EXPECTATIONS) = TO HOLD (EXPECTATIONS)
Ter (expectativas)
In this sentence, the verb to have refers to the noun expectations. The idea is 
that people have some expectations in mind, they think about them. In this case, a 
possible synonym for to have would be to hold, to hold expectations. 
Note something else in this example: keep your door open is the expression to 
keep one’s door open. Surely it does not refer to a real door being kept open. It 
has a figurative meaning of being receptive to other ideas, having an open 
mind. 
Another common use of to have is to refer to eating or drinking, as in:
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Donna likes to have a glass of wine before important events. 
Donna gosta de beber uma taça de vinho antes de eventos importantes.
TO HAVE = TO EAT / TO DRINK
comer / beber
The context really affects the message, and consequently, the quality of 
communication. 
And to be well integrated in a new company, communication is key. However, 
that is not a gift some people have, and others do not. It is a skill that we can 
learn how to master. Have a look:
Knowing how to listen and how to talk is an example of the expression know 
how followed by a verb in the infinitive form. In the sentence in the example, 
before the second verb, to talk, know how is implicit. This expression in the 
sentence conveys the idea that it is very important to have the knowledge or 
ability to do something.
Take a look at another example:
Paul knows how to bond with people easily.
Paul sabe como formar laços com as pessoas facilmente.
TO KNOW HOW + TO + VERB
saber (fazer alguma coisa)
Knowing how to listen and how to talk is paramount to the success of 
integration. 
Saber como ouvir e como falar é essencial para o sucesso da integração.
To know how is complemented by the verb to bond. It means that Paul is good 
at becoming friends with people and staying close to them. 
Here is yet another example:
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To get this job, the successful applicant has to know how to type fast.
Para conseguir este emprego, o candidato bem-sucedido tem que saber 
digitar rápido.
TO KNOW HOW + TO + VERB
saber (fazer alguma coisa)
In this context, know-how refers to a set of abilities and knowledge that enable 
the company to meet the demands of the market. Notice the use of the verb 
to meet here with yet another idea: to meet the demands means to fulfill the 
demands, to deliver exactly what the market expects. 
Speaking of expectations, with the arrival of a new employee, the company must 
focus on two main aspects: integration and training. 
The training process usually involves learning the hard skills necessary to do 
the job. Hard skills refer to the technical abilities. That is basic information for 
someone to stark working at a new place. 
Then, after that part of the training, the employee will start performing their role 
in the company, and within time, they will gain experience and practice; in other 
words, the know-how in a certain line of work. This transition from just knowing 
the basics to start a new job and acquiring more experience through practice 
helps improve and reinforce the so-called hard skills. 
In the previous example, to know how to type implies having the ability to type. 
Note the use of to have in this sentence. It is conjugated in the simple present, 
third person singular, as has. Note that it is followed by a verb in the infinitive. 
When we use have + to + verb, we convey an idea of necessity or obligation. 
You have probably heard the expression know how before. But maybe you have 
heard it as a noun, not in this verb formation. It turns out that we can use know 
as a verb in know how + to + verb, but there is also the compound noun know-
how, with a hyphen connecting the words.
This noun refers to the specific ability one has to do something, but it is mostly 
related to a practical kind of ability or competency, the one that is achieved 
after a lot of experience. And the verb to have collocates with this noun. Have a 
look at the example:
The company has the know-how to meet the demands of the market.
A empresa tem o know-how para atender às demandas do mercado.
TO HAVE THE KNOW-HOW
ter o know-how, ter o saber prático, a competência 
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But we must not forget another important facet of integration, the one that 
includes the soft skills. This set of abilities is a lot harder to quantify, since they 
refer to behavioral skills, mainly the ones related to people management. They 
are also very diff icult to teach because they touch people’s personality, attitude, 
as well as their way of doing things and relating to other people. That is why 
the integration process is much more complex, for many times it takes a while 
for some people to notice which soft skills will be required in a certain kind of 
environment. 
And that is important because:
A new employee is able to deliver their full potential if they are 
completely adapted to the company’s culture.
Um funcionário novo é capaz de entregar todo o seu potencial se estiver 
plenamente adaptado à cultura da empresa.
Observe the formation be able to + verb, used to convey capability. In the 
context of the previous sentence, it implies the employee will be capable of doing 
a good job if they are well adapted. 
Therefore, for a new employee to be well integrated with the culture of the 
company, they must be wise enough to realize what the company expects from 
them. And here is a tip on how to do it: 
Expectation
Expectativa
You are supposed to learn from those who are adapted to the 
company’s culture.
Você deve aprender com aqueles que estão adaptados à 
cultura da empresa.
TO BE SUPPOSED TO + VERB
Here, those refers to the experienced employees who are already adapted to the 
company’s culture. Note that we have the formation to be supposed to + verb, 
which implies expectation.
Depending on the context, the notion of expectation conveyed by the 
construction to be supposed to + verb crosses the line of a mere expectation 
and reaches the point of a recommendation, an order or a rule. For instance:
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Now, you know that the same word may be part of different 
word classes, and that they can have different uses, especially 
the verb to have. We have also learned how to express ability, 
expectation, necessity, and obligation.
recommendation / order / rule
recomendação / ordem / regra
According to company policy, employees are supposed to justify their 
absences.
De acordo com as normas da empresa, os funcionários devem justif icar 
suas ausências.
TO BE SUPPOSED TO + VERB
In this case, to be supposed toconveys a rule on how to behave, in accordance with the 
company policy. This would be a polite way of telling the employees they need to justify their 
absences. 
If we wished to be clearer about an obligation, we could use to have to and say:
obligation / necessity
obrigação / necessidade
According to company policy, employees have to justify their absences.
De acordo com as normas da empresa, os funcionários têm que justif icar suas ausências.
TO HAVE TO + VERB
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A. Number the columns according to the translation of the words.
B. Fill in the blanks with the appropriate words, according to the translation.
( 1 ) encontro esportivo / reunião
( 2 ) prego / unha 
( 3 ) encontrar(-se) / reunir-se 
( 4 ) acordo / negócio / barganha
( 5 ) dar cartas 
( 6 ) cerimônia de casamento
( 7 ) trem
( 8 ) preparar (alguém) para determinado f im
( 9 ) normas 
( 10 ) treinar
( 11 ) formar laços
( 12 ) rosto 
( ) face 
( ) nail 
( ) deal
( ) wedding
( ) policy
( ) to groom (someone) 
( ) to meet 
( ) train
( ) to bond
( ) meet
( ) to train
( ) to deal cards
1. James is hardworking and ambitious. That’s why he is .
 James é esforçado e ambicioso. Por isso ele é a cara da marca.
2. Mark is so rich. He four companies in Brazil and two abroad.
 Mark é tão rico. Ele tem quatro empresas no Brasil e duas no exterior.
3. Sarah set up a with everyone in the team to talk about figures.
 Sarah marcou uma reunião com todo mundo da equipe para falar sobre cifras.
4. Donna likes to a glass of wine before important events. 
 Donna gosta de beber uma taça de vinho antes de eventos importantes. 
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Part 3.
Activities
Chapter 3 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. meet
2. nail
3. to meet
4. deal
5. to deal cards
6. wedding
7. train
8. to groom (someone)
9. policy
10. to train
11. to bond
12. face
Activity B – Answers
1. the face of the brand
2. has / has got
3. meeting / meet 
4. have / drink
5. bride
6. face
5. The is beautiful in a white dress, and the groom is very sharp in a black suit. 
 A noiva está linda com o vestido branco, e o noivo está muito elegante com um terno preto. 
6. During the presentation, Mary had an ink spot on her .
 Durante a apresentação, Mary estava com uma mancha de tinta no seu rosto.
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As we saw in Chapter 1, the subject is the one who performs the action 
expressed in the sentence.
We have also seen that sometimes subjects appear in the form of subject 
pronouns. So, for example:
You study English. 
Você estuda inglês.
SUBJECT PRONOUNS
You is the pronoun that works as the subject in the sentence, that is, it indicates 
who is performing the action.
Another thing we have learned is that sometimes the subject pronoun replaces 
a noun that has been mentioned before, thus avoiding repetition in speech. 
Take a look:
Specific use – to replace a noun mentioned earlier 
Uso específ ico – substituir um termo dito anteriormente
Every company has its culture. It is formed by a set of beliefs, values, 
and behaviors.
Cada empresa tem a sua cultura. Ela é formada por um conjunto de 
crenças, valores e comportamentos.
SUBJECT PRONOUNS
In the f irst sentence, we have the subject every company, followed by the verb 
has conjugated in the simple present. In the second sentence, the f irst element 
that appears is it, the subject pronoun which represents the third person 
singular. It is the subject of the sentence, and here it represents its culture. In 
this case, the subject pronoun it refers to something specific mentioned earlier, 
and it is used here to avoid repetition and make the speech more natural.
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Part 4.
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That is what we learned in chapter 1. In this chapter, we will learn that 
sometimes the subject pronoun can take on a different function than replacing a 
term previously mentioned.
Pay attention to this next example:
At the beginning of the sentence, we have it’s, the contraction of it and the 
verb to be conjugated as is in the simple present. In this case, it does not refer 
to anything specific or to something that was mentioned earlier. Note, then, 
that it is in the sentence simply to fulf ill the function of the subject of the verb, 
without referring to anything in particular. In this case, we say that it takes on an 
impersonal function.
Sentences in English must have a subject. Even in the imperative there is a 
subject, even though it is omitted. Let’s review that with an example:
Impersonal function 
Função impessoal 
It’s important to build a good relationship with those who will work 
directly with you.
É importante construir um bom relacionamento com aqueles que vão 
trabalhar diretamente com você.
SUBJECT PRONOUNS
Omitted subject 
Sujeito omitido
Don’t fidget during the interview.
Não demonstre inquietação durante a entrevista.
IMPERATIVE
We saw this sentence in the grammar part of chapter 2. It is in the negative form 
of the imperative. It starts with the auxiliary verb don’t and the main verb. This 
may lead us to think that this sentence has no subject, but we know that it exists: 
it is the one with whom we are speaking: you. So, in the imperative, there is a 
subject, but it is not explicit.
So much so that we can choose to make the subject explicit to emphasize the 
order or suggestion and say:
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The subject of the sentence is it. It has an impersonal function, as it does not 
refer to any of the persons of the speech specifically. It appears in the sentence 
only to fulfill the function of subject of the verb to be, which here also appears 
in the contracted form. This sentence indicates a date.
Now, an example about the weather:
Explicit subject for emphasis 
Sujeito explícito para dar ênfase
Don’t you fidget during the interview.
Você não demonstre inquietação durante a entrevista.
IMPERATIVE
The sentence is still in the imperative form, but when we choose to show the 
subject, we make it more emphatic. But the subject had always been there 
regardless.
Now, we know that sentences in English must have a subject. That being said, 
sometimes the pronoun it will have an impersonal function because it will be 
used in the sentence just as its necessary subject. There are specific situations 
when that will happen, such as when we want to talk about dates, the weather, 
and time. Check it out:
Impersonal function 
Função impessoal 
It’s Monday.
É segunda-feira.
SUBJECT PRONOUN IT
Impersonal function 
Função impessoal 
It’s sunny today.
Está ensolarado hoje.
SUBJECT PRONOUN IT
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It is again the subject of the sentence, but with an impersonal function. See 
that we are expressing time: f ive thirty in the afternoon.
In addition to the subject pronoun it, there are others that can take on different 
functions. The subject pronouns they, he and she can be used in a generic way. 
This means that they will be used to refer to people in general, not someone in 
particular. Let’s start with they, which is often the most used option. Have a look 
at the sentence:
As in the previous example, it simply fulfills the function of subject of the 
sentence, that is, it has an impersonal function. It is the subject of the verb to 
be again. Sunny is an adjective that is used to describe the weather: when the 
sun is shining.
Now, an example about time:
Impersonal function 
Função impessoal 
It’s five thirty in the afternoon.
São cinco emeia da tarde.
SUBJECT PRONOUN IT
Generic use
Uso genérico 
A new employee will only be able to deliver their full potential if they 
are completely adapted to the company’s culture.
Um funcionário novo só vai ser capaz de entregar todo o seu potencial se 
estiver plenamente adaptado à cultura da empresa.
SUBJECT PRONOUNS AND POSSESSIVE ADJECTIVES
A new employee is the subject of the verbal construction will only be able to 
deliver. As you can see, a new employee refers to the third person singular. 
However, when we refer to this employee in the second part of the sentence, we 
use they as the subject of the next verbal construction, are completely adapted. 
We use they because, when we use he, we are specif ically speaking of an 
employee of the male gender. When we use she, we are talking about a female 
employee. So, in order not to make gender distinctions, we use they. It is a 
generic use of this pronoun. Here it is not referring to the third person plural, but 
to the third person singular.
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But beware: the verb that follows must agree with the pronoun they, that is, 
they are. It is necessary to understand that it is not a matter of structure or 
conjugation that changes here. It is a matter of pronoun reference and usage.
Now, note that this also affects the possessive adjective that will be related 
to this subject. In the previous sentence, their is the possessive adjective that 
corresponds to the third person plural. In this context, we are still referring back 
to the subject, a new employee, in the singular. So, note that we use their so 
as not to mention the gender of this employee. It follows the same logic: if we 
used his, it would necessarily be related to a male employee, and if we used her, 
a female employee. Therefore, their has a generic use in the previous sentence.
It is also possible to use he or she generically. In this case, they represent an 
undefined subject encompassing both genders.
So, we could say:
Now, note that he or she refers to a new employee. Thus, the verb must agree 
with these pronouns, that is why we have: is completely adapted, with the verb 
to be conjugated as is in the simple present. This choice affects the use of the 
possessive adjective, which must agree with this subject. That is why we use 
his or her. Again, it is a generic use of possessives as well.
This use of he or she and his or her is mostly found in more formal contexts or 
in written language. In everyday life, they and their are more common.
There are other pronouns that are used to talk about things or people without 
specifying them: indefinite pronouns. These pronouns do not refer to 
anything specifically. 
Here is a list of indefinite pronouns used to refer to people:
Generic use
Uso genérico 
A new employee will only be able to deliver his or her full potential if 
he or she is completely adapted to the company’s culture.
Um funcionário novo só será capaz de entregar todo o seu potencial se ele 
ou ela estiver plenamente adaptado à cultura da empresa.
SUBJECT PRONOUNS AND POSSESSIVE ADJECTIVES
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Note that these pairs are interchangeable in meaning. However, the pronouns that f inish in 
-body are more informal. 
To talk about things in a non-specific way, we use:
INDEFINITE PRONOUNS
Pessoas
Someone / somebody
Alguém
No one / nobody
Ninguém
Everyone / everybody
Todo mundo / todos / todas
Anyone / anybody
Qualquer pessoa frases afirmativas
 Alguém frases interrogativas
 Ninguém frases negativas 
INDEFINITE PRONOUNS
Coisas 
Something
Alguma coisa / algo
Everything
Todas as coisas / tudo
Nothing
Nada
Anything
 Qualquer coisa frases afirmativas
 Alguma coisa, algo frases interrogativas
 Nada frases negativas
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The use of these pronouns is specially affected by the type of sentence they are in, 
and they can also imply different ideas because of that. It is important to consider 
the context to understand that better. 
Take a look at the next sentence:
Look at the word everything. As you can see from the context, this word implies 
each and all the things. That is, all the things related to communication and 
integration are connected, according to the sentence. 
Let’s see another one:
Right at the beginning of the sentence, we have the pronoun everyone, the 
subject of the sentence. It does not refer to a specif ic group of people, nor to 
a specif ic person, but to people in general. Note that the verb that follows is 
conjugated in the simple present according to the third person singular: has. 
That is because, when indefinite pronouns play the role of the subject, they are 
considered third person singular. So, the verb must be conjugated accordingly. 
Still in the previous example, notice that to keep the generic usage that the 
pronoun everyone suggests, we used the possessive adjective their. Again, we 
have the same situation we saw just now: in this context, their does not refer to 
possession by a third person plural – they –, but to the third person singular. It is 
a generic use of the possessive adjective their.
In more formal contexts, especially in writing, we could say the following:
What does communication have to do with integration? And the 
answer is: everything!
O que comunicação tem a ver com integração? E a resposta é: tudo!
INDEFINITE PRONOUNS
Everyone has their own way of doing things. 
Todo mundo tem a sua própria maneira de fazer as coisas.
INDEFINITE PRONOUNS AND POSSESSIVE ADJECTIVES
Everyone has his or her own way of doing things. 
Todo mundo tem a sua própria maneira de fazer as coisas.
INDEFINITE PRONOUNS AND POSSESSIVE ADJECTIVES
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Here, we used his or her to indicate possession by everyone. It would also be 
possible to write his / her. This happens because we cannot specify the subject’s 
gender, as everyone does not refer to any specific gender in this context. The 
meaning of the sentence does not change, only the tone, which becomes a little 
more formal. Again, notice the verb conjugated according to the third person 
singular. 
That rule applies to all the indefinite pronouns we have just seen, such as 
someone, something, anyone, and anything. Even the pronouns everyone 
and everything are followed by a verb conjugated in the singular. Now, it is 
understandable if the f irst impulse is to conjugate the verb that follows in the 
plural, since everything refers to all things, and everyone refers to all people. 
But it would be grammatically incorrect. Let’s see that in a sentence:
Everything is ready for the training session.
Todas as coisas estão prontas para a sessão de treinamento.
Tudo está pronto para a sessão de treinamento.
INDEFINITE PRONOUNS
Note that everything is the subject, and it is followed by a verb conjugated in 
the third person singular. 
The same thing happens if we use everyone; for example:
We can start the training session. Everyone is here.
Podemos começar a sessão de treinamento. Todo mundo está aqui.
Podemos começar a sessão de treinamento. Todos / todas estão aqui.
INDEFINITE PRONOUNS
In English, everyone corresponds to the third person singular; therefore, it is 
followed by is. 
Now that we understand how to conjugate the verb when the indefinite 
pronoun works as a subject, we can analyze the meanings of pronouns that 
start with any-, such as anyone, anybody, and anything. They are mostly used in 
negative and interrogative sentences. But, in specific contexts, they are found 
in affirmative sentences. Then, the idea they convey changes. Let’s look into that 
with the helpof some examples:
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This is an affirmative statement formed with there is and the modal verb can. In 
this case, anyone means any person, no matter who. There is no specif ication 
of who can participate. Anybody could also have been used here with the same 
meaning.
Now, an example with anything:
This sentence is often used when a criminal suspect is arrested, so you might 
have heard it in a cop movie or series. Anything you say means that, no matter 
what is said, it will be used against the suspect. 
In the interrogative form, the meaning of these pronouns is different. Before 
we get into that, it is important to know how to structure an interrogative 
sentence. The verb to be has its own conjugations, so let’s start from there. 
To make the interrogative form in the simple present, you will place the verb to 
be conjugated at the beginning of the sentence, followed by the subject and the 
complement. Take a look:
There is a leadership training in this community center, 
and anyone can attend it.
Tem um treinamento de liderança neste centro comunitário, 
e qualquer um pode participar.
INDEFINITE PRONOUNS
Affirmative sentences
Anything you say can be used against you in a court of law.
Qualquer coisa que você disser pode ser usada contra você em um tribunal.
INDEFINITE PRONOUNS
Affirmative sentences
main verb + subject + complement
verbo principal + sujeito + complemento
INTERROGATIVE FORM
Simple present – verb to be
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For example: 
The verb to be is at the beginning of the sentence conjugated as is in the simple 
present. Then, we have the subject, anyone, followed by the complement. 
Now pay attention to this: in questions, anyone means the same as a person or 
people.
Anybody would also f it here with the same idea. See this in an example:
Is anyone at the leadership training?
Alguém está no treinamento de liderança?
INDEFINITE PRONOUNS
Interrogative form
Is anybody late for the meeting?
Alguém está atrasado para a reunião?
INDEFINITE PRONOUNS
Interrogative form
Again, the verb to be is placed at the beginning of the sentence, conjugated 
in the simple present. We already know that it has to be in the third person 
singular. As this is a question, anybody means a person or people. 
In this case, anyone or anybody mean the same as someone or somebody. 
But, usually, when we ask questions with someone or somebody, we expect an 
affirmative answer.
When we form interrogative sentences in the simple present with verbs other 
than to be, we will need to use an auxiliary verb. In both the simple present and 
simple past, we will use the same structure:
auxiliary verb + subject + main verb + complement
verbo auxiliar + sujeito + verbo principal + complemento
INTERROGATIVE FORM
Simple present / simple past – other verbs 
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To form the interrogative in such cases, we will need to add an auxiliary verb. The 
conjugation will affect only the auxiliary verb in both verb forms, and the main verb 
remains in its base form.
In the simple present, the auxiliary verb is do, and, in the third person singular, it 
becomes does. In the simple past, the auxiliary verb is did. The difference is that, in the 
simple past, it is the same auxiliary for all subjects. 
Now let’s see some examples:
Does the leadership training have anything to do with the integration process?
O treinamento de liderança tem alguma coisa a ver com o processo de integração?
INDEFINITE PRONOUNS
Interrogative Form
At the beginning of the sentence, we have does, which is the auxiliary verb of 
the simple present conjugated according to the subject that is third person 
singular, the leadership training. The main verb is have, and it remains in the 
base form. The rest is the complement. And note this: since this is a question, 
anything means something. But, again, if we used something instead of 
anything in the question, we would be expecting an aff irmative answer. 
Note that, in this sentence, the indefinite pronoun does not play the role of 
subject of the sentence. It composes the expression to have to do with, as the 
complement of the verb to have. 
Now, let’s see a sentence in the simple past. Take a look:
Did anyone go to the leadership training yesterday?
Alguém foi para o treinamento de liderança ontem?
INDEFINITE PRONOUNS
Interrogative form
Note that the structure is the same as that of the previous question. The 
difference relies only on the auxiliary verb: in the simple past, we use did. In this 
sentence, anyone works as the subject; that is why it comes after the auxiliary. 
And the main verb go remains in its base form. As you already know, anyone in 
a question means the same as someone. 
Now, let’s focus on negative sentences. In the case of the verb to be, all you need 
to do is add the particle not after the verb. 
So, the basic structure of negative sentences with the verb to be in the simple 
present is:
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For example: 
The sentence is in the negative form, in the simple present. The main verb is 
to be, so isn’t is the contracted form of is not. In this case, anyone implies any 
person, no matter who. The idea is that there is not a single person who John is 
friends with. The word anybody could also be used to convey the same meaning. 
It is also possible to use nobody or no one to imply not a single person as well. 
But then, we would have to use an affirmative sentence, like this:
subject + main verb + not + complement
sujeito + verbo principal + not + complemento
NEGATIVE FORM
Simple present – verb to be
Jake isn’t friends with anyone in the office. 
Jake não é amigo de ninguém no escritório.
INDEFINITE PRONOUNS
Negative form
Jake is friends with no one in the office. 
Jake is friends with nobody in the office. 
Jake não é amigo de ninguém no escritório.
INDEFINITE PRONOUNS
Affirmative form negative idea
Note that this is an affirmative sentence with the verb to be. Since no one and 
nobody are words formed by no, they already have a negative connotation. 
In English, we cannot use a double negative. So, it would be incorrect to say:
Jake isn’t friends with no one in the office. 
Jake isn’t friends with nobody in the office.
Jake não é amigo de ninguém no escritório.
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These sentences are grammatically wrong. As isn’t is the conjugation of the verb to be in the 
negative form, we cannot use another negative with no one or nobody. You might even f ind 
a double negative in very informal contexts, like songs, or slang, but it is not an acceptable use 
in a correct grammatical construction.
In the case of other verbs, we need to use the auxiliary verb and the particle not to form the 
negative. Do not forget that the conjugation in this case only occurs in the auxiliary verb; so, in 
the simple present, we have do and does, and, in the simple past, we have did.
The general structure is:
Note that we have a sentence in the negative form with a verb in the simple 
present, with the use of the auxiliary does + not in the contracted form: doesn’t. 
The auxiliary is conjugated according to the subject in the third person singular – the 
bride. The main verb want is in its base form. And note that anyone in a negative 
sentence implies that not a person can see the bride. 
And it is the same case here: we could not use no one or nobody with a negative 
form, because double negatives in English are not correct.
When using indefinite pronouns that already convey a negative idea, we must build 
the sentence in the aff irmative form;for example:
subject + auxiliary verb + not + main verb + complement
sujeito + verbo auxiliar + not + verbo principal + complemento
NEGATIVE FORM
Simple present / simple past – other verbs
For example: 
The bride doesn’t want anyone to see her before the wedding. 
A noiva não quer que ninguém a veja antes do casamento.
INDEFINITE PRONOUNS
Negative form
No one does anything alone. 
Ninguém faz nada sozinho.
INDEFINITE PRONOUNS
Affirmative form negative idea
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Note that, even though it is an affirmative sentence, it conveys a negative 
connotation. No one is the subject of the sentence. It is the same as saying 
nobody. The negative idea is already expressed by the indefinite pronoun. After 
that, we have an aff irmative structure to avoid a double negative. Note that 
we use the indefinite pronoun anything as the object of the verb for the same 
reason: to avoid a double negative.
We saw that these indefinite pronouns can be subjects of the sentences they 
are in, as well as the subject pronouns. But verbs can also occupy the position 
of subject when the suff ix -ing is added to them. 
Here is an example:
Talking all the time has nothing to do with having effective 
communication skills. 
Falar o tempo inteiro não tem nada a ver com ter boas habilidades de 
comunicação.
VERBS IN THE -ING FORM
Note that the verb talking does not indicate the main action of the sentence. This verb is 
part of the subject, which is talking all the time. The main verb of the sentence is has, in the 
construction has nothing to do with. Notice that, since we are using nothing, the main verb 
must be in the affirmative form.
Check out this other example:
Knowing how to listen and how to talk is paramount to the success of integration. 
Saber como ouvir e como falar é essencial para o sucesso da integração.
VERBS IN THE -ING FORM
Here, knowing is part of the subject, which is knowing how to listen and how to talk. The 
verb to know is not the main verb. In fact, in this case, it is the verb to be. 
Verbs in the -ing form can also be used when complementing another verb. For example:
Good communication skills require listening and paying attention.
Boas habilidades de comunicação requerem escutar e prestar atenção.
VERBS IN THE -ING FORM
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The main verb of this sentence is to require. It is conjugated in the simple present. 
The verbs to listen and to pay attention are in the -ing because they work as 
complements of the main verb.
There are other ways to form verbal complements; adding -ing to the end of the verb 
is one of them. What determines this is the main verb. There is no general rule; each 
case has to be analyzed.
In this chapter, you have learned the impersonal and 
indefinite pronouns, some sentence structures, and how to 
use verbs as subjects and verbal complements. If you want to 
learn more about these topics, you can refer to the Grammar 
Guide section at the end of your book.
GRAMMAR GUIDE 
Impersonal and Indefinite Pronouns Page 255
Interrogative Form Page 266
Negative Form Page 269
Subject Pronouns Page 336
Verbs + Infinitive or -ING Page 340
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Grammar ActivitiesChapter 3 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. The bride doesn’t want to see her before the wedding.
 A noiva não quer que ninguém a veja antes do casamento. 
 ( ) nobody ( ) anyone ( ) everything
2. We can start the training session. is here.
 Nós podemos começar o treinamento. Todos estão aqui. 
 ( ) Everyone ( ) No one ( ) Anybody
3. Does the leadership training have to do with the integration process?
 O treinamento de liderança tem alguma coisa a ver com o processo de integração? 
 ( ) nothing ( ) anything ( ) anyone
4. Jake is friends with in the office. 
 Jake não é amigo de ninguém no escritório. 
 ( ) something ( ) no one ( ) nothing
5. Did go to the leadership training yesterday?
 Alguém foi no treinamento de liderança ontem? 
 ( ) anyone ( ) everything ( ) nobody
6. has their own way of doing things.
 Todo mundo tem o seu jeito de fazer as coisas. 
 ( ) No one ( ) Something ( ) Everyone
7. Jake isn’t friends with in the office. 
 Jake não é amigo de ninguém no escritório. 
 ( ) no one ( ) anyone ( ) nobody
A. Choose the appropriate indefinite pronoun to complete the sentences. Pay attention to the 
 translation. 
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1. It
2. you
3. he or she / they
4. Anything 
5. anybody / anyone
6. No one / Nobody
1. anyone
2. Everyone
3. anything
4. no one
5. anyone
6. Everyone
7. anyone
8. Everything
Activity A – AnswersActivity B – Answers
B. Fill in the blanks with the missing words, according to the translation. 
1. Every company has its culture. is formed by a set of beliefs, values, and behaviors.
 Cada empresa tem a sua cultura. Ela é formada por um conjunto de crenças, valores e comportamentos.
2. It’s important to build a good relationship with those who will work directly with .
 É importante construir um bom relacionamento com aqueles que vão trabalhar diretamente com você.
3. A new employee will only be able to deliver their full potential if are completely 
 adapted to the company’s culture.
 Um funcionário novo só será capaz de entregar todo o seu potencial se ele ou ela estiver plenamente 
 adaptado à cultura da empresa.
4. you say can be used against you in a court of law.
 Qualquer coisa que você disser pode ser usada contra você em um tribunal.
5. Is late for the meeting?
 Alguém está atrasado para a reunião?
6. does anything alone. 
 Ninguém faz nada sozinho.
8. is ready for the training session.
 Tudo está pronto para a sessão de treinamento. 
 ( ) Anything ( ) Anybody ( ) Everything
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MeetingsMeetings
4
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Technology has been a part of the workplace routine for a long time 
now. In the past, to set up a meeting, you had to call each participant 
and inform the date, time, and place, and check whether everyone was 
available or not. Nowadays, I can invite dozens of people to an event 
with only a few taps on my cell phone. However, it’s undeniable that 
every coin has two sides. What I mean is that the same technology that 
makes everything easier can also bring us problems. 
How many times have you set or participated in a meeting whose 
problems could have been solved via email? This feeling of wasting time 
in endless and unproductive meetings has become increasingly common 
in the corporate world. Essentially, we’re talking about a communication 
problem here. But there are some ways of avoiding it.
Before sending all of your workmates invites to a meeting every time a 
new problem comes up, it’s necessary to ponder whether it would really 
be the best way to solve the matter. It’s important to bear in mind that 
all members of a team have their own tasks to do and deadlines to meet. 
So, when you call a meeting, you’re taking away some of the time these 
people have to do their jobs. 
The practical effect is a decrease in the productivity of the company as 
a whole. Meetings are a very important and effective way of organizing 
work and getting better results. But if they’re not planned wisely, they 
become aimless meetings which may have the opposite effect.
On the other hand, we can’t deny that, on some occasions, meetings are 
the best way to organize an action plan. But hold your horses! Before 
summoning the entire team to discuss a specif ic issue, consider whether 
it can be solved by just a few people. 
MEETINGS
In this chapter, youwill learn some phrasal verbs with the particle up and 
collocations with the verbs to make and to do. You will also learn some 
compound words formed by -ever, as well as some important vocabulary and 
grammar topics. 
Now look at the script of Meetings.
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Let me just give you an example to illustrate that. Imagine you have 
noticed a sudden drop in sales due to a new launch by the competition. 
Instead of calling everyone in the sales team for a meeting, only the 
sales coordinators could be requested to be there to design a new 
strategy. Then, they would explain the action plan to their sales team, 
which would see to it that it gets implemented. In a nutshell, you should 
invite to the event only those who play a strategic role leaving the rest of 
the team to carry on with their tasks. 
Once you have made sure the meeting is really necessary and identif ied 
who should be there, it is time to set the stage for the meeting. And, by 
the way, preparation is key to holding a productive meeting. 
Have you ever noticed that when you go to the movies, right at the very 
beginning of the f ilm, you can tell whether the story is good or bad? 
That’s because human beings are social by nature. And that makes us 
very good at evaluating communication. So much so that we can f igure 
out if the movie is bad even before it’s over. 
It’s the same with meetings. If right off the bat you don’t have a well-
defined agenda and goal, people will get the feeling that “your movie” is 
bad.
And, that brings up another very important point: the duration of the 
meeting. When you go to the movies, you are aware that the f ilm will 
last about two hours. All that needs to be said for the plot to make sense 
must be done during this timeframe.
In the same way, when people go to a meeting, it’s fundamental they 
have some idea of its duration. Meetings that are too long get in the 
way of people’s routines and can be quite unproductive. In that sense, 
preparing the meeting plays a key role in approaching all matters 
objectively. As Benjamin Franklin once said, “when you fail to prepare, 
you are preparing to fail.”
Now, I ask you: how do we know the right moment for a meeting to 
come to an end? I’ll tell you! A well-prepared meeting will be over when 
you know its purpose is fulf illed and all items on the agenda have been 
covered. Remember that meetings are great for drawing up action 
plans. So, when the meeting is over, everyone is supposed to have 
well-defined tasks. They should know what the next steps are and 
who is in charge of what. If by the end of the meeting you don’t have an 
action plan in hand, you’ve probably just wasted people’s time. Including 
yourself. 
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REUNIÕES
A tecnologia tem sido parte da rotina no ambiente de trabalho já há um 
bom tempo. No passado, para marcar uma reunião, você tinha que ligar 
para cada um dos participantes e informar a data, hora, local e confirmar 
se todos estavam disponíveis ou não. Hoje em dia, eu consigo convidar 
dezenas de pessoas para um evento com apenas alguns toques no meu 
celular. No entanto, é inegável que toda moeda tem dois lados. O que 
quero dizer é que a mesma tecnologia que torna tudo mais fácil também 
pode nos trazer problemas. 
Quantas vezes você já marcou ou participou de uma reunião cujos 
problemas poderiam ter sido resolvidos através de um e-mail? O 
sentimento de perder tempo em reuniões infinitas e improdutivas tem se 
tornado cada vez mais comum no mundo corporativo. Essencialmente, 
estamos falando de um problema de comunicação. Mas há maneiras de 
evitá-lo. 
Antes de enviar convites de reunião para todos os seus colegas de 
trabalho toda vez que aparece um novo problema, é preciso refletir se 
essa seria realmente a melhor maneira de resolver a questão. É preciso 
ter em mente que todos os integrantes de uma equipe têm as suas 
próprias tarefas a fazer e prazos para cumprir. Então, quando você 
marca uma reunião, você está tirando um pouco do tempo que essas 
pessoas têm para fazer o trabalho delas.
O efeito prático é uma redução da produtividade da empresa como 
um todo. Reuniões são uma maneira muito importante e eficiente de 
organizar o trabalho e atingir melhores resultados. Mas se não são 
planejadas sabiamente, elas se tornam reuniões sem objetivos que 
podem ter o efeito oposto.
Por outro lado, não podemos negar que, em algumas ocasiões, reuniões 
são de fato a melhor maneira de organizar um plano de ação. Mas calma! 
Antes de convidar a equipe inteira para discutir uma questão específica, 
analise se ela pode ser resolvida por apenas algumas pessoas. 
As you can see, preparation meets communication when it comes to 
organizing meetings, not only to define their target audience, but also to 
make them more objective, productive, and less time-consuming. 
After all, time is money, right?
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Permita-me dar um exemplo para ilustrar isso. Imagine que você 
percebeu uma queda repentina nas vendas devido a um novo 
lançamento da concorrência. Em vez de chamar todo o time de vendas 
para uma reunião, apenas os coordenadores de vendas podem ser 
chamados para elaborar uma nova estratégia. Depois, eles explicariam 
o plano de ação para suas equipes de vendas, que se encarregariam de 
implementá-lo. Em suma, você deveria convidar para o evento apenas 
aqueles que têm papel estratégico, deixando o restante da equipe seguir 
com suas tarefas. 
Uma vez que você se certif icou de que a reunião é realmente necessária 
e identif icou quem deveria estar lá, é hora de preparar o cenário para a 
reunião. E, aliás, a preparação é chave para ter uma reunião produtiva.
Você já reparou que quando você vai ao cinema, bem no comecinho do 
f ilme, você consegue perceber se a história é boa ou ruim? É porque os 
seres humanos são sociais por natureza. E isso nos torna muito bons 
em avaliar a comunicação. Tanto que conseguimos perceber se o f ilme é 
ruim antes que ele acabe.
É a mesma coisa com reuniões. Se logo no começo você não tiver uma 
pauta e objetivo bem definidos, as pessoas vão ter a impressão de que 
“seu f ilme” é ruim. 
E isso levanta outro ponto muito importante: a duração da reunião. 
Quando você vai ao cinema, você tem consciência de que o f ilme vai 
durar umas duas horas. Tudo o que precisa ser dito para o enredo fazer 
sentido deve ser feito dentro dessa janela de tempo. 
Do mesmo modo, quando as pessoas vão para uma reunião, é 
fundamental que elas tenham uma ideia de sua duração. Reuniões 
que são longas demais atrapalham a rotina das pessoas e podem ser 
bastante improdutivas. Nesse sentido, preparar a reunião tem um papel 
fundamental em abordar todos os assuntos objetivamente. Como disse 
Benjamin Franklin, “ao falhar em se preparar, você está se preparando 
para falhar.” 
Agora, eu pergunto: como sabemos o momento certo de encerrar uma 
reunião? Eu já vou falar! Uma reunião bem-preparada estará encerrada 
quando você sabe que seu propósito foi cumprido e que todos os itens 
da pauta foram abordados. Lembre-se de que reuniões são ótimas para 
traçar planos de ação. Então, quando a reunião acaba, todo mundo deve 
ter tarefas bem-definidas. Todos devem saber quais são os próximos 
passos e quem está encarregado do quê. Se ao f inal da reunião, 
você não tiver um plano de ação em mãos, você provavelmente só 
desperdiçou o tempo das pessoas. Incluindo você mesmo.
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Como você pode perceber, a preparação encontra a comunicação 
quando se trata de organizar reuniões, não apenas para definir o 
público-alvo, mas também para torná-las mais objetivas, produtivas e 
consumirem menos tempo. 
Afinal, tempo é dinheiro,certo?
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Video Script VocabularyChapter 4 Vocabulary Activities Grammar Grammar Activities
Communication was not always as fast as it is today. Cell phones have 
evolved to do much more than just make calls. But it was not always like that. 
Communication was a little slower, as it matched the existing technology. For 
example, off ices used to have mechanical typewriters. Then came the electric 
ones. The fax machine was an awesome invention. And a landline was extremely 
expensive.
Then came computers and a whole variety of printers, now connected via 
Bluetooth or Wi-Fi. The Internet changed everything, especially the aspects that 
involve corporate life. For example:
In the past, to set up a meeting, you had to call each participant and 
inform the date, time, and place.
No passado, para marcar uma reunião, você tinha que ligar para cada um 
dos participantes e informar a data, hora e local.
Note the verb to set up, which, in this context means to organize or make 
arrangements for a meeting. It is formed by the verb to set and the particle up. 
To set up is a phrasal verb. Phrasal verbs are formed by combining two or more 
words, which are usually a verb and a particle. When this happens, the meaning 
must be inferred from the set of words, and not from each word in isolation.
On its own, the verb to set can have different meanings, such as to put or to 
establish, or to start something; it will depend on the context. And the word up 
in isolation may indicate a higher position, as the opposite of down. 
However, when we put these two words together, we form the phrasal verb to 
set up, which has a meaning of its own that differs from the meanings of the 
words taken in isolation.
As phrasal verbs cannot be understood by considering their parts in isolation, 
you can f ind the same particle combined with other verbs, thus forming different 
phrasal verbs. 
Up is a very common particle in many of them, but its meaning always varies, as 
it has to be understood along with the verb it accompanies. Let’s check out some 
examples:
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TO COME UP = TO APPEAR / TO ARISE / TO OCCUR
Acontecer
Before sending all your workmates invites to a meeting every time a 
new problem comes up, it’s necessary to ponder.
Antes de enviar convites de reunião para todos os seus colegas de 
trabalho toda vez que aparece um novo problema, é preciso refletir.
A new problem is the subject of the phrasal verb to come up. In other words, we 
are saying that a new problem appears, arises, or occurs. And it also implies that 
it usually happens unexpectedly.
If we only use the verb to come, the meaning changes completely, because it is 
another word. Look at an example:
TO DRAW UP (A PLAN, A STRATEGY)
traçar / preparar (um plano, uma estratégia)
Remember that meetings are great for drawing up action plans.
Lembre-se de que reuniões são ótimas para traçar planos de ação.
TO COME
Vir
Every Friday, we invite everyone from the Art Department 
to come to our happy hour.
Toda sexta-feira, nós convidamos todo mundo do Departamento de Arte 
para vir ao nosso happy hour.
In this sentence, the verb to come is not followed by the particle up. It means to 
move towards the speaker or to get to a particular place.
Here is another example of a phrasal verb:
Note the phrasal verb to draw up. Here, it means to prepare something in 
writing, in the context of conceiving or devising something.
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In this sentence, the verb to draw, here conjugated in the simple past as drew, 
conveys the meaning of arousing a reaction in someone, which in this case is 
the creative director. Quite different from the meaning of to draw up.
In a different context, to draw can mean the same as to produce a picture using 
a pencil or a pen. For instance:
By itself, the verb to draw has several meanings. One of them is to 
elicit a reaction from someone. For example:
TO DRAW
provocar / arrancar
The result of the campaign was spectacular. It drew 
praise from the creative director.
O resultado da campanha foi espetacular. Ela arrancou 
elogios do diretor de criação.
TO DRAW
Desenhar
The artist is drawing the people at the square. 
O artista está desenhando as pessoas na praça.
The verb to make also forms lots of different phrasal verbs. On its own, it usually 
means to produce something from scratch. As in: 
TO MAKE
fazer / produzir
Susan asked her mother to make her wedding dress.
Susan pediu para sua mãe fazer o vestido de casamento dela.
In this context, to make means to produce something that did not exist before. 
In this case, a wedding dress.
This verb can also convey the idea of manufacturing something in a large scale. 
For example:
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Here, the verb to make can be replaced with to manufacture, but the idea of 
producing something that did not exist before is the same.
But, when we combine the verb to make with another particle, forming a phrasal 
verb, its meaning changes completely. Take a look at an example with the phrasal 
verb to make up for:
TO MAKE
Fabricar
Companies that make clothes follow similar fashion trends.
Empresas que fabricam roupas seguem tendências de moda parecidas.
TO MAKE UP FOR (SOMETHING) 
Compensar (por alguma coisa)
Last week, Audrey left work early. Today, she is working late 
to make up for it.
Na semana passada, Audrey saiu cedo do trabalho. Hoje, ela vai trabalhar 
até mais tarde para compensar.
According to the f irst sentence, Audrey left work earlier than usual. So, to 
compensate for the hours that she did not work, she will have to work late. Note 
that to make up for means to compensate. Here, the pronoun it refers to the 
working hours that were lost because she left early, and we can understand that 
from the context of the sentence.
Notice the construction she is working late. To work late means to stay at work 
after hours in order to f inish all the things one has to do. It is not a phrasal verb, 
it is a collocation. 
In general terms, a collocation is a combination of words that sounds natural 
or correct because it is often used by the speakers. They usually include words 
from different classes. A collocation is different from a phrasal verb, which is 
composed of a verb and a particle, as you already know. 
Collocations are important when learning a new language because, the more 
collocations you know, the more f luent you become. 
One common collocation with the verb to make is to make sure. Take a look:
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Here, note that the verb to make is in the past participle as made. To make sure means 
to confirm, to ensure that something is safe or right. 
And look again at the verb to set, which, in this sentence, is part of another collocation: to 
set the stage. It is used here in the f igurative sense of making all the arrangements for 
something to take place.
Sometimes, the verb to make is collocated with an adjective, implying a causative 
meaning. Take a look at an example:
TO MAKE SURE
Certificar-se
Once you have made sure the meeting is really necessary, 
it is time to set the stage.
Uma vez que você se certif icou de que a reunião é realmente necessária, 
é hora de preparar o cenário.
TO MAKE (SOMETHING) EASIER
Tornar (algo) mais fácil 
The same technology that makes everything easier can also bring us problems.
A mesma tecnologia que torna tudo mais fácil também pode nos trazer problemas.
Here, to make everything easier conveys the idea of causing something to become 
simpler than it was before. Easier is the comparative form of the adjective easy, 
which means simple or uncomplicated.There are other adjectives in the comparative 
form that can be used with to make to convey the same causative meaning, such as 
to make something nicer or to make something simpler. So, to make collocates with 
comparatives. 
There are other collocations with to make that are worth mentioning. In the context of 
meetings, we usually use to make an appointment. Take a look:
TO MAKE AN APPOINTMENT
Marcar um compromisso / um horário
When you want to discuss something important with your boss, make an 
appointment.
Quando você quiser discutir algo importante com o seu chefe, marque um horário.
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To make a profit means to earn money selling goods or services after paying 
the costs of production. So, here, the meaning of the sentence is that the 
company has the objective or goal of earning more money by the end of the year. 
There is another collocation formed with to make related to money, but 
conveying another idea. Take a look:
Note that the collocation to make an appointment means to set up a date to 
meet with someone, usually to discuss a specif ic matter.
This collocation is also used in the medical context, or in any context in which 
one has to set up a date to meet with someone:
TO MAKE AN APPOINTMENT
Marcar um compromisso / um horário / uma consulta
Claire is not well. She needs to make an appointment at the doctor’s. 
Claire não está bem. Ela precisa marcar um horário no médico.
In this context, to make an appointment refers to scheduling a time to have a 
consultation with a doctor. And notice the use of the possessive case here. It 
is common for people to only say at the doctor’s to refer to the doctor’s office. 
It would also be possible to say to make a doctor’s appointment. The meaning 
would be the same. 
Since we are talking about the corporate environment, let’s take a look at other 
collocations with to make that are commonly used in this context.
This next one refers to the f inancial aspects of a business:
TO MAKE A PROFIT
lucrar / ter lucro
The company’s goal is to make a profit of 15% by the end of the year.
O objetivo da empresa é ter um lucro de 15% até o f inal do ano.
TO MAKE A LIVING 
Ganhar a vida
Patricia wants to make a living as an actress. 
Patricia quer ganhar a vida como atriz.
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To make a living means to earn enough money in order to support oneself 
financially; in this case, by working as an actress.
There is a slight difference compared to the collocation to make a good living. 
Observe: 
Note that when we add the adjective good to make a living, the meaning changes a bit. It 
is no longer making a living in the sense of making enough money to survive, but earning 
enough money to afford a comfortable life. In this case, Aaron can achieve that because 
his job is to be a freelance illustrator. Note that thanks to introduces the reason why he 
makes a good living. It always ends with an -s, and it is followed by the preposition to, 
which indicates to whom or to what thanks are given.
As you can see, there are lots of collocations with the verb to make.
It is important not to confuse the verb to make with the verb to do, since they sometimes 
may be used in collocations that refer to contexts that are kind of close to each other. 
What is important for you to know is that the verb to do also forms specif ic collocations, 
in which the verb to make cannot be used. Take a look at this sentence:
TO MAKE A GOOD LIVING 
Ganhar bem
Aaron makes a good living thanks to his job as a freelance illustrator.
Aaron ganha bem graças ao seu trabalho como ilustrador autônomo.
TO DO TASKS 
Fazer tarefas 
All members of a team have their own tasks to do and deadlines to meet.
Todos os integrantes de uma equipe têm as suas próprias tarefas a fazer e prazos 
para cumprir.
In this sentence, the verb to do refers to tasks. This is a collocation: to do a task means to 
execute a specific activity. And to meet deadlines means to deliver everything according 
to schedule. 
Take a look at another example with a collocation with the verb to do:
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In this sentence, the verb to do is conjugated in the simple past as did. Notice 
that it is followed by the adjective good. To do good is a collocation that means 
to have a good performance on something, to achieve success on what you do. 
However, to do good is very informal, because good is an adjective. A more 
neutral way of saying this conveying the same idea would be to do well.
We could also say:
TO DO GOOD
sair-se bem / ser bem-sucedido
Our manager loved our pitch; she told us we did good! 
Nossa gerente amou nossa proposta; ela disse que nos saímos bem!
The expression to do one’s best, here in the simple past, means to do as well 
as one possibly can, to try as hard as possible to achieve something. Note that 
best is the superlative of good and well. And note that we need a possessive in 
the middle of this construction. So, here, as we are talking about Mitchell, we use 
his, which is the corresponding possessive adjective. 
Here is another collocation with the verb to do:
TO DO ONE’S BEST
Dar o melhor de si mesmo
Mitchell did his best to get the promotion he wanted.
Mitchell deu o melhor de si para conseguir a promoção que ele queria.
TO DO ONE’S MAKE-UP
fazer a maquiagem / maquiar alguém
When Grace does my make-up, I feel great.
Quando a Grace faz minha maquiagem, eu me sinto ótima.
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To do someone’s make-up means to apply make-up on someone. Note that 
make-up refers to the cosmetics used on someone’s face to improve or change their 
appearance. It is a compound noun that can be hyphenated or not. Make-up has 
nothing to do with the phrasal verb to make up for, which we just saw. Here, we 
would not be able to use the verb to do instead of the verb to make.
Some compound words are not hyphenated. They are simply put together to form a 
new word. It is the case of the word whenever. Observe it in the next sentence:
The compound word whenever is formed by when and ever. In general, when 
refers to a certain moment in time. The word ever, on the other hand, does not 
have one specif ic meaning, it always depends on the context. The compound 
word whenever refers to two ideas in general. In the previous sentence, 
whenever means every time. 
But depending on the context, whenever can convey the idea of no matter 
when. For example, imagine a mother saying to her child:
Whenever you call a meeting, you’re taking away some of the time 
these people have to do their jobs.
Toda a vez que você marca uma reunião, você está tirando um pouco do 
tempo que essas pessoas têm para fazer o trabalho delas.
Call me whenever you get home. 
Me ligue não importa quando chegar em casa.
The idea is that it does not matter when the person arrives, that is, at any 
moment when they arrive, they are supposed to call her and let her know. It 
does not imply the idea of every time, since it is not a recurrent situation, but a 
one-off event. That is why you need to pay attention to the context.
The word ever is commonly used to form other compound words with very 
specif ic ideas. Have a look:
whatever
não importa o quê
COMPOUND WORDS -EVER
whoever
não importa quem
however
não importa como
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For example:
Here, whatever emphasizes that no matter what needs to be done, she will do 
it to get hired. It is an idea similar to anything, as we saw in the last chapter. We 
could also say that she will do everything she can. So, whatever refers to things 
or situations.If we are going to talk about people, then we will use the expression whoever.
For example:
Tanya is desperate for a job. She’ll do whatever she can to be hired.
A Tanya está desesperada por um emprego. Ela fará não importa o que 
puder para ser contratada.
The manager will consider whoever applies for the position. 
O gerente vai considerar não importa quem se candidatar para o cargo.
In this sentence, whoever means no matter who, and conveys the idea of any 
person. That is, any person that applies for the position will be considered, 
regardless of who they are.
Finally, to talk about the way things happen, we use however. For example:
Maurice will do the task however he prefers. 
Maurice vai fazer a tarefa não importa como ele prefira. 
Maurice vai fazer a tarefa do jeito que ele preferir, não importa como.
In the previous example, however conveys an idea of no matter how, or in any 
way something is done. It would be like saying in any way he prefers to do it. 
However, here, modif ies the action expressed by “do the task”. It is this action 
that will be done no matter how.
But pay attention. The word however can have a completely different use 
compared to this one. Check out this next sentence:
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HOWEVER
No entanto
Nowadays, I can invite dozens of people to an event with 
only a few taps on my cell phone. However, it’s undeniable 
that every coin has two sides.
Hoje em dia, eu consigo convidar dezenas de pessoas para um 
evento com apenas alguns toques no meu celular. No entanto, é 
inegável que toda moeda tem dois lados.
Here in this context, however introduces an idea that contrasts with 
the one presented before. In this case, however is the same as but or 
nevertheless. So, we are not talking about something that is going to 
be done no matter in what way; we are using however as a connector 
to join two contrasting ideas.
Now you know how to use some collocations with to do 
and to make. You have also learned some phrasal verbs and 
compound words with -ever.
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A. Number the columns according to the translation of the words.
B. Fill in the blanks with the appropriate words according to the translation.
( 1 ) marcar uma reunião
( 2 ) ligar / telefonar 
( 3 ) aparecer / surgir 
( 4 ) ref letir
( 5 ) vir 
( 6 ) traçar um plano
( 7 ) compensar alguma coisa
( 8 ) certif icar-se
( 9 ) preparar o cenário 
( 10 ) ter lucro
( 11 ) um compromisso ou horário
( 12 ) ganhar a vida 
( ) to ponder 
( ) to make a living
( ) to set up a meeting
( ) to draw up a plan
( ) an appointment
( ) to make sure 
( ) to come up 
( ) to make up for something
( ) to make a profit
( ) to come
( ) to set the stage 
( ) to call
1. you call a meeting, you’re taking away some of the time these people have 
 to do their jobs.
 Toda a vez que você marca uma reunião, você está tirando um pouco do tempo que essas pessoas têm 
 para fazer o trabalho delas.
2. Tanya is desperate for a job. She’ll do she can to be hired.
 A Tanya está desesperada por um emprego. Ela fará não importa o que puder para ser contratada.
3. The manager will consider applies for the position. 
 O gerente vai considerar não importa quem se candidatar para o cargo. 
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Part 3.
Activities
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Activity A – Answers
1. to set up a meeting
2. to call
3. to come up
4. to ponder 
5. to come
6. to draw up a plan
7. to make up for something 
8. to make sure
9. to set the stage 
10. to make a profit
11. an appointment
12. to make a living
Activity B – Answers
1. Whenever
2. whatever
3. whoever
4. whenever
5. however
6. However
4. Call me you get home. 
 Me ligue não importa quando chegar em casa. 
5. Maurice will do the task he prefers. 
 Maurice vai fazer a tarefa não importa como ele prefira. 
6. Nowadays, I can invite dozens of people to an event with only a few taps on my cell phone. 
, it’s undeniable that every coin has two sides.
 Hoje em dia, eu consigo convidar dezenas de pessoas para um evento com apenas alguns toques no 
 meu celular. No entanto, é inegável que toda moeda tem dois lados.
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In chapter 2, we saw that there are some verbs commonly used for descriptions. 
They are called linking verbs, for they connect the subject to the adjective that 
describes it. The verb to be is a type of linking verb. Then, we saw this sentence:
This sentence is also from chapter 2. Here, the verb to seem is conjugated in 
the simple present. As the subject is good communication, it corresponds to 
the third person singular, so we add an -s to the end of the base form. This 
sentence is also a description.
But the simple present is not only used to make/give descriptions. We can also 
use it to talk about generally-accepted facts and permanent situations. For 
instance:
SIMPLE PRESENT
Descrições
Creativity is fundamental.
A criatividade é fundamental.
So, as we know, creativity is the subject of the sentence, and fundamental is the 
adjective that qualifies that subject. They are linked by the verb is, which is the 
verb to be conjugated in the simple present.
This is one of the many functions of this verb form: to describe people, things, 
situations, and so on. But this is not an exclusive function of the verb to be: other 
linking verbs have the same function. For example:
SIMPLE PRESENT
Descrições
Good communication seems crucial to success.
Uma boa comunicação parece crucial para o sucesso.
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Part 4.
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The verb to make is in the simple present. This sentence presents a current fact 
about Aaron’s condition. Remember that since Aaron is equivalent to the third 
person singular, the main verb will be conjugated by adding an -s to the end of 
its base form.
So far, we have seen examples in the simple present that convey descriptions, 
general facts, or permanent situations. We said how things are or how they 
currently happen. But, depending on the context, it can also be used to refer to a 
situation that happens repeatedly or with a certain frequency. In other words, 
to speak of something that happens all the time or any time. For example:
SIMPLE PRESENT
situações permanentes / fatos amplamente aceitos
The universe is infinite.
O universo é inf inito.
The main verb of this sentence is to be conjugated as is, according to the third 
person singular in the simple present. This sentence refers to a permanent 
situation, something that is taken as a fact. It says how the universe was, 
how it is now, and how it is likely to be in the future. This sentence can also be 
interpreted as a fact or a general truth. 
Here is another example:
SIMPLE PRESENT
situações permanentes / fatos / verdades gerais
Aaron makes a good living thanks to his job as a freelance illustrator.
Aaron ganha bem graças ao seu trabalho como um ilustrador autônomo.
SIMPLE PRESENT
Situação recorrente
Nowadays, we have large access to information online.
Hoje em dia, nós temos muito acesso a informações online.
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Note that, at the beginning of this sentence, we have the expression of time 
nowadays, which means these days, or currently. It reinforces the idea that 
something happens over and over again, at any time or at all times. It is a 
recurring situation. This sentence describes how things work: it is a fact that we 
have more access to information.
Here is another sentence that illustrates this idea:
In thissentence, we have two verbs in the simple present. The f irst is to go. The 
other one is to be forming to be aware. 
Note that we are not talking about a specif ic moment in time. In other words, 
the sentence does not refer to an action at a certain point in the past, present, or 
future. It implies recurrence, how this situation generally occurs. So much so 
that this idea is reinforced by the word when, meaning the same as whenever, or 
at any time.
If we go a bit further on situations that occur with a certain frequency, we can 
get to contexts that clearly express a habit or a routine, especially if we are using 
expressions that reinforce that idea. For example:
SIMPLE PRESENT
Situação recorrente
When you go to the movies, you are aware that the film will last for 
about two hours.
Quando você vai ao cinema, você tem consciência de que o f ilme vai durar 
umas duas horas.
SIMPLE PRESENT
hábitos / rotina
Every Friday we invite everyone from the Art Department to come to 
our happy hour.
Toda sexta-feira, nós convidamos todo mundo do Departamento de Arte 
para vir ao nosso happy hour.
Every Friday is an expression of frequency that shows this action has become a 
habit, that is, it is routine to invite people to the happy hour. Notice that we have 
the verb to invite in the simple present. 
Once the simple present can imply an aspect of repetition, or routine, we may 
use it in specif ic situations to talk about the future that is part of a program or 
schedule. For instance:
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Here, the verb to have is conjugated in the simple present. Note that the adverb 
today indicates when students need to present their projects. If they had already 
presented them, the verb would be in the simple past. It is not being done at 
the moment we speak either. Here, the simple present conveys the idea of a 
future event that is scheduled to happen today, most likely as part of the school 
calendar. 
Take a look at another example:
SIMPLE PRESENT
Situações programadas para o futuro
The students have to present their science projects today.
Os alunos precisam apresentar seus projetos de ciências hoje.
SIMPLE PRESENT
Situações programadas para o futuro
The meeting starts at 5 p.m.
A reunião começa às cinco da tarde.
Here, we are referring to a future situation as well. We have used the verb 
starts conjugated in the simple present, specif ically in the third person singular. 
This sentence would be perfectly used in a context prior to f ive o’clock in the 
afternoon. As the meeting is certainly scheduled, we can refer to it by using 
the simple present, because we can understand this information as a fact. It is 
agreed or scheduled to start at f ive o’clock.
Still about the f ive o’clock meeting, suppose the boss says the following:
SIMPLE PRESENT
Situações programadas para o futuro
When the meeting starts, Jennifer will present the campaign’s results. 
Quando a reunião começar, a Jennifer vai apresentar os resultados da 
campanha.
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Once again, we are talking about something that has not happened yet, that is, 
a future event. So much so that the second part of the sentence is structured 
with will, the modal verb used to talk about future events. But pay attention: 
the sentence that starts with when is in the simple present: when the meeting 
starts. When refers to the moment at which something happens. We could not 
use will in this part and say: when the meeting will start. The verb must be in the 
simple present, even though it refers to a future event. 
If we decide to use whenever instead of when to talk about future events, this 
rule also applies. Look:
SIMPLE PRESENT
Situações programadas para o futuro
Call me whenever you get home. 
Me ligue não importa quando chegar em casa.
At the beginning of the sentence, we have a verb in the imperative form: call 
me. As we know, this verb form can be used to give instructions or advice. 
You should follow this instruction whenever you get home. Here, whenever 
introduces a sentence that refers to the future: at any moment you get home. 
Note that the following verb is in the simple present: you get. Once more, it 
would be incorrect to say: whenever you will get home.
We can also use the simple present to ask a question about a planned event:
SIMPLE PRESENT
Situações programadas para o futuro
When is tomorrow’s meeting: in the morning or in the afternoon?
Quando é a reunião de amanhã: de manhã ou à tarde?
Note that this sentence is in the interrogative form, and the verb to be is 
conjugated in the simple present. However, it refers to something that will 
happen in the future, as indicated by the adverb tomorrow. Also, notice that we 
have two moments of the day pointed out here: morning and afternoon. Observe 
that we use the preposition in to refer to these moments in time.
The previous question started with when. It is a question word used to ask 
about the moment at which something happens. To ask questions with when, 
we must use the interrogative form:
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The basic structure of the interrogative form with verbs in the simple present is as 
follows:
QUESTION WORD WHEN
when + interrogative form
quando + forma interrogativa
SIMPLE PRESENT
Interrogative form
auxiliary verb + subject + main verb in the base form + complement
verbo auxiliar + sujeito + verbo principal na forma base + complemento
So, we just add when to the beginning of the sentence. For instance:
QUESTION WORD WHEN
When do classes start?
Quando as aulas começam?
Notice that when is followed by the auxiliary verb do, the subject classes, and the 
main verb start in the base form. There is no complement here. 
Questions with when must be answered with specif ic information, that is, we 
cannot answer them with yes or no. A possible answer would be:
Classes start on Monday.
As aulas começam na segunda-feira.
Note that the answer gives specif ic information about the date when classes 
start: on Monday. Since Monday is a day of the week, we must use the 
preposition on. And note that the verb is in the simple present both in the 
question and in the answer, even if the context refers to the future.
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Let’s see another example:
Notice that we have when at the beginning of the sentence. Then, we have the 
auxiliary verb in the simple present, followed by the main verb in its base form. 
His new job is the object of the verb start, composing the complement of the 
sentence. 
So, we have the question word when, followed by the structure of the 
interrogative form of the simple present for all verbs except to be. 
As we already know, this question needs a specific answer, such as:
SIMPLE PRESENT – VERB TO BE
Interrogative Form
verb to be + subject + complement
verbo to be + sujeito + complemento
QUESTION WORD WHEN
When does Andrew start his new job?
Quando Andrew começa seu trabalho novo?
Andrew starts his new job next month.
O Andrew começa seu novo trabalho no mês que vem.
Next month is a time expression that refers to the future. Notice that the main 
verb of the sentence, starts, is in the simple present even though it is a planned 
future event. 
We saw that the verb to be has a different structure when used in the simple 
present in interrogative sentences. Take a look:
Therefore, to ask a question with when and to be as the main verb, we will place 
when before the interrogative form. Observe:
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Note that after some time on the job is a specif ic answer in this case. Even 
though it does not set a date,it sets a moment.
When is a type of question word, but it is not the only one. 
There is also the question word how, used to ask in what way or by what 
methods something happens. In general, the structure of the questions 
remains the same:
when + interrogative form
quando + forma interrogativa
When is it okay to ask for a promotion?
Quando não há problema em pedir uma promoção?
QUESTION WORD WHEN
The question starts with when. Then, we have the verb to be conjugated in the simple 
present as is. As we already know, we do not use an auxiliary verb in the conjugation of 
to be in this form. After the main verb, comes the subject it. The rest of the sentence is 
the complement.
This question cannot be answered with yes or no either, but with specif ic information, 
such as:
It’s okay to ask for a promotion after some time on the job.
Não há problema em pedir uma promoção depois de algum tempo no emprego.
The way something happens
A maneira como algo acontece 
how + interrogative form
how + forma interrogativa 
How do you manage to finish all your reports on time?
Como você consegue terminar todos os seus relatórios a tempo?
QUESTION WORD HOW
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This answer implies how someone does their job – they do their best.
How can also be used to ask a question about the condition of something or someone. 
For example:
Note that the main verb in the previous sentence is in the simple present: right after 
the question word how, we have the auxiliary verb do, the subject you, and the 
main verb manage, which remains in the base form. The rest of the sentence is the 
complement. So, the structure is, as we have seen, how + interrogative form.
The answer must be specific too, and a possible one would be:
I always do my best to meet the deadlines. 
Eu sempre dou o melhor de mim mesmo para cumprir os prazos.
Something or someone’s condition or state
Condição ou estado de algo ou alguém 
how + interrogative form
how + forma interrogativa 
How is Paul? I heard he was sad because of his divorce.
Como está o Paul? Eu ouvi dizer que ele estava triste por causa do seu divórcio.
QUESTION WORD HOW
This question starts with how and is followed by a sentence in the interrogative form 
with a verb in the simple present. Note that the main verb is to be, conjugated as 
is. It precedes the subject Paul. Although the structure remains question word how + 
interrogative form, this time the question refers to someone’s condition or status.
Like the other examples, we must answer it in a specif ic way. It does not take yes or no as 
possible answers. So, we could say:
He’s okay. Don’t worry. 
Ele está bem. Não se preocupe.
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Okay expresses Paul’s condition. 
We can also use how to ask to what length or extent something occurs or is 
like. In this case, the structure of the question changes a bit. Look at this next 
example:
Note that how is followed by another word; in this case, long. Since 
the question is referring to a report, long implies the size or extent 
of the document. In this case, then, how long implies how many 
pages.
Note that the general structure of questions with how in this sense 
is: how + adjective or adverb + interrogative form. By doing so, 
we make the question even more specif ic. 
And a possible answer would be:
To what degree or to what extent
A que grau ou extensão 
how + adjective / adverb + interrogative form
how + adjetivo / advérbio + forma interrogativa 
How long is your report?
Quão longo é o seu relatório?
Qual é o tamanho do seu relatório?
QUESTION WORD HOW
Forty pages. 
Quarenta páginas.
Forty pages is how long the report is.
Now, depending on the context, how long can mean something 
else. For example:
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In this sense, how long refers to time, no longer to size. In other words, how long 
is used to ask about the duration of an event. It is, therefore, a question about 
the period that something lasts. And then the answer also changes. We could 
say, for example:
To what degree or to what extent
A que grau ou extensão 
how + adjective / adverb + interrogative form
how + adjetivo / advérbio + forma interrogativa 
How long is the show?
Quão longo é o show?
Qual é a duração do show? 
QUESTION WORD HOW
To what degree or to what extent
A que grau ou extensão 
how + adjective / adverb + interrogative form
how + adjetivo / advérbio + forma interrogativa 
How often do you go to the movies?
Quão frequentemente você vai ao cinema? 
Com qual frequência você vai ao cinema?
QUESTION WORD HOW
Two hours. 
Duas horas.
Two hours is how long the show lasts. 
Another use of how in this structure we have just seen is how often. We use how 
often to ask about the frequency at which something happens. For example:
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Here, the use of how often implies the frequency at which something happens. 
Note that the question structure here is how followed by often and then the 
interrogative form, which, in this case, is with a verb in the simple present.
Now the answer could be something like:
Whenever a good f ilm is on – meaning on every occasion there is a nice f ilm to watch at the 
movies. 
Now, guys, be careful not to confuse how long, how often and when since the three of them 
are time-related question words. Let’s compare:
HOW LONG ≠ WHEN ≠ HOW OFTEN
How often = com que frequência
How often do you invite everyone from the Art Department to a happy hour?
Quão frequentemente / Com que frequência você convida todos do Departamento de 
Arte para um happy hour? 
Every Friday. 
Toda sexta-feira.
Whenever a good film is on. 
Sempre que um bom filme esteja passando.
How long is used to ask about duration or length. It refers to the period of time 
something takes or length something has.
How long é usada para perguntar sobre duração ou comprimento. Ela se refere ao 
período de tempo ou extensão de alguma coisa.
When means at what moment, be it a part of the day, a date, or a specific moment.
When quer dizer quando, em qual momento, seja uma parte do dia, uma data, ou um 
momento específ ico.
How often is used to ask about the frequency of an event.
How often é usada para perguntar sobre a frequência de um evento.
Let’s keep comparing by using examples. First, with how often: 
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Notice that, in the answer, the word every conveys an idea of frequency. It 
implies a repeated, recurrent situation. 
Now a question with when:
HOW LONG ≠ WHEN ≠ HOW OFTEN
When = Quando 
When is the happy hour? 
Quando é o happy hour? 
It is on Friday. 
É na sexta-feira.
The answer is a date. Note that we use on followed by the day of the week.
Now, a question with how long:
HOW LONG ≠ WHEN ≠ HOW OFTEN
How long = Qual a duração
How long does the happy hour last?
Qual é a duração do happy hour?
It lasts for three hours. 
Ele dura três horas.
For three hours conveys the idea of duration.
As you may have noticed, we used the simple present in the structure of all the 
previous questions to express frequency and talk about planned upcoming 
events. In that sense, let’s take this opportunity to bring up yet another variation 
of question word that can be confusing in this context: what time. 
For example:
WHAT TIME = A QUE HORAS
what time + interrogative form 
what time + forma interrogativa
What time does the meeting start?
A que horas começa a reunião?
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The question word what time, which is a variation of the question wordwhat, 
is necessarily used to ask the exact time when something happens. Note 
that what time is also followed by the interrogative form of the sentence. In 
the previous example, we have the simple present again, even though we are 
referring to a future event. 
And an answer might be:
We saw this sentence right at the beginning of this chapter. Note that at five 
is an indication of the exact time or hour the meeting is supposed to start. The 
preposition we use in this case is at.
The meeting starts at 5 p.m. 
A reunião começa às 5 da tarde.
In this chapter, you have: reviewed the simple present and its 
functions, learned to use the question words when, what time, how, 
some of its variations, and how to differentiate some of them. If you 
want to learn more about these topics, you can refer to the Grammar 
Guide section at the end of your book.
GRAMMAR GUIDE 
Prepositions of Time Page 289
Question Word How Page 299
Question Word What Page 305
Question Word When Page 312
Simple Present – Other Verbs Page 326
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Grammar ActivitiesChapter 4 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
A. Put the parts in order to form questions.
B. Fill in the blanks with the missing prepositions.
1. Classes start Monday. 
 As aulas começam na segunda-feira. 
2. The meeting starts 5 o’clock.
 A reunião começa às 5 horas. 
1. do / start / when / classes
2. is / the report / how long 
3. how often / to the movies / you / go / do 
4. his new job / Andrew / does / when / start 
5. Paul / is / how 
6. does / start / the meeting / what time
7. manage / do / to finish all your reports on time / how / you 
8. okay to ask for a promotion / when / it / is 
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Chapter 4 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. on
2. at
3. in
4. in
5. on
6. at
1. When do classes start?
2. How long is the report?
3. How often do you go to the movies? 
4. When does Andrew start his new job?
5. How is Paul?
6. What time does the meeting start?
7. How do you manage to finish all your reports on time?
8. When is it okay to ask for a promotion?
Activity A – AnswersActivity B – Answers
3. The show is the afternoon. 
 O show é à tarde. 
4. The training starts the morning. 
 O treinamento começa de manhã. 
5. We invite them to a happy hour Fridays. 
 Nós os convidamos para um happy hour às sextas-feiras.
6. I have to call Sarah 10:30 a.m.
 Eu tenho que ligar para a Sarah às 10h30 da manhã.
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Promotion and 
Leadership
Promotion and 
Leadership
5
Chapter 5 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
As successful as the CEO of a company may be, it is a fact that they 
did not always occupy that position. When we talk about climbing the 
career ladder, there’s a particular situation that makes people nervous 
and insecure. Can you guess what it is? 
You hit the nail on the head if you thought about – asking for a raise.
Good communication skills on their own don’t guarantee that you’ll get a 
higher salary, but they will help you approach your manager at the right 
time and in the most appropriate way to make that kind of request. 
Let’s see how communication can help you in your professional growth. 
The f irst point to be noted is the status of the company in the market 
in which it operates. If the company is going through a rough time, 
chances are you won’t get a raise at that particular moment. So, it’s wise 
to consider the big picture before approaching the subject. 
Also, beware of the impacts that your message will have on the target 
audience. Remember that your manager holds a leadership position. 
This means that if the company is doing badly, they will certainly be 
under a lot of pressure. Thus, asking for a raise at that particular time 
will only turn up the heat on them. And I’ll let you in on something... It 
probably won’t pan out…
So, here’s my first piece of advice: choose the right time to ask for a raise.
Pick a moment when there is no crisis going on and make an 
appointment with your superior to talk about your salary. Don’t even 
think about approaching them at the coffee corner or talking to them 
about a raise when there are other people around. 
PROMOTION AND LEADERSHIP
In this chapter, you will learn about the use of some prefixes in the formation of 
adjectives. You will also learn some phrasal verbs and idioms, as well as some 
important vocabulary and grammar topics. 
Now, look at the script of Promotion and Leadership.
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Part 1.
Chapter 5 Vocabulary Vocabulary Activities Grammar Grammar Activities
Scheduling a meeting is the best way to get your manager’s full and 
undivided attention. That will be the moment for you to try to show why 
you deserve a raise.
Try to steer the conversation to your qualities and the results that you are 
able to deliver. Never speak ill of teammates or companies where you 
used to work. Do not try to bluff or blackmail your manager by saying that 
there is another company that’s interested in you. This kind of attitude is 
frowned upon, and you can end up leaving a negative impression. 
Remember that episode about job interviews? I mentioned how 
important it is to get information about the company and the job position 
before applying. Well, it turns out that doing some research can also 
help you a lot when it comes to asking for a raise. Try to f ind out how 
much other companies pay professionals with the same profile as yours. 
That way, you can propose a f igure that is closer to the market reality. 
And always be prepared to negotiate, because we never know what the 
manager’s answer might be…
In some cases, the request for a raise leads to an invitation to take on 
a leadership position in the company. Positions of this kind mean more 
responsibility and, therefore, pay a higher salary. Sometimes, it even 
comes with a bonus. 
Nonetheless, it’s a fact that not everyone is born to lead teams. 
The leader of a team should always keep an eye on their members’ 
performance. And this doesn’t just entail requiring that tasks be 
delivered according to schedule. Leadership goes way beyond that. A 
good leader knows how to take care of the team, providing the best 
possible environment for them to do their job. 
More often than not, the value of a company is not only in the product 
it manufactures or in the service it provides, but also in the quality 
of its team. In other words, managers should always balance a scale 
that weighs the skills of employees and the company’s culture. 
Communication helps a lot in this process, keeping the leader close to 
the team at all times. Whether it is to determine if the work is being 
done properly, provide guidelines, or to interact with the team in a casual 
and relaxed way. 
More than ever, performance at work is linked to this more humane side 
of the corporate world. After all, each one of us has specif ic feelings and 
needs. And that makes us so much more important than just a number 
in a spreadsheet.
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Chapter 5 Vocabulary Vocabulary Activities Grammar Grammar Activities
PROMOÇÃO E LIDERANÇA
Por mais bem sucedido que o CEO de uma empresa possa ser, é fato 
que ele nem sempre ocupou esse cargo. Quando falamos sobre subir 
na carreira profissional, existe uma situação particular que deixa muitas 
pessoas nervosas e inseguras. Você consegue adivinhar qual? 
Você acertou em cheio se pensou – pedir aumento. 
Boas habilidades de comunicação por si só não garantem que você vá 
receber um salário maior, mas elas vão te ajudar a abordar o seu gestor 
no momento certo e da maneira mais adequada para fazer esse tipo de 
pedido. 
Vamos ver como a comunicação pode ajudar a você no seu crescimento 
profissional. O primeiro ponto a ser observado é o status da empresa 
no mercado em que ela atua. Se a empresa estiver passando por um 
momento ruim, as chancessão de que você não consiga um aumento 
naquele momento em particular. Portanto, é sábio considerar o todo 
antes de abordar o assunto.
Também tome cuidado com os impactos que sua mensagem vai 
causar no público-alvo. Lembre-se de que seu gestor ocupa um 
cargo de liderança. Isso signif ica que se a empresa está indo mal, ele 
certamente estará sob pressão. Portanto, pedir um aumento nessa hora 
específ ica só vai aumentar a pressão sobre ele. Aí, deixa eu te contar... 
Provavelmente não vai dar certo. 
Portanto, aqui vai minha primeira dica: escolha o momento certo para 
pedir um aumento. 
Escolha um momento sem crise e marque um horário com seu superior 
para falar sobre seu salário. Nem pense em abordá-lo no canto do café, 
ou falar com ele sobre um aumento com outras pessoas por perto. 
Marcar uma reunião é a melhor maneira de ter a atenção plena e integral 
do seu gestor. Esse será o momento para você tentar mostrar por que 
merece um aumento.
Tente direcionar a conversa para suas qualidades e os resultados que 
você é capaz de entregar. Nunca fale mal de colegas de equipe ou de 
empresas onde você costumava trabalhar. Não tente blefar ou fazer 
chantagem com o seu gestor dizendo que há outra empresa interessada 
em você. Esse tipo de atitude é malvista e você pode acabar deixando 
uma impressão negativa. 
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Lembra do episódio sobre entrevista de emprego? Eu mencionei quão 
importante é buscar informações sobre a empresa e a vaga de trabalho 
antes de se candidatar. Bem, acontece que fazer uma pesquisa também 
pode te ajudar muito quando se trata de pedir um aumento. Tente 
descobrir quanto as outras empresas pagam para profissionais com o 
mesmo perf il que você. Desse modo, você pode propor um valor mais 
próximo da realidade de mercado. E esteja sempre preparado para 
negociar. Afinal, nunca sabemos qual pode ser a resposta do gestor...
Em alguns casos, o pedido de aumento leva a um convite para assumir 
uma posição de liderança na empresa. Cargos desse tipo trazem mais 
responsabilidades e, portanto, pagam um salário mais alto. Às vezes 
elas até vêm com um bônus. 
Apesar disso, é fato que nem todo mundo nasce para liderar equipes. 
O líder de uma equipe deve estar sempre de olho no desempenho 
dos seus integrantes. E isso não implica apenas cobrar que as tarefas 
sejam entregues de acordo com o cronograma. A liderança vai muito 
além disso. Um bom líder sabe cuidar da equipe, fornecendo o melhor 
ambiente possível para ela fazer seu trabalho. 
Muitas vezes, o valor de uma empresa não está somente no produto 
que ela faz ou no serviço que ela presta, mas também na qualidade 
da sua equipe. Em outras palavras, gestores devem sempre equilibrar 
uma balança que pesa as habilidades dos funcionários e a cultura da 
empresa. A comunicação ajuda muito nesse processo, mantendo o líder 
próximo da equipe o tempo todo. Seja para averiguar se o trabalho está 
sendo corretamente, dar diretrizes, ou interagir com a equipe de maneira 
casual e descontraída. 
Mais do que nunca, o desempenho no trabalho está ligado a esse lado 
mais humano do mundo corporativo. Afinal de contas, cada um de nós 
tem sentimentos e necessidades específ icas. E isso nos torna muito 
mais importantes do que apenas um número em uma planilha.
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Video Script VocabularyChapter 5 Vocabulary Activities Grammar Grammar Activities
With each chapter, we have seen the importance of having effective 
communication skills. They can help us in the different stages of our 
professional path, such as during a job interview or during the integration 
process in a new company.
Throughout our careers, there comes a moment when effective communication 
will make all the difference:
You hit the nail on the head if you thought about – asking for a raise.
Você acertou em cheio se pensou – pedir aumento.
This sentence starts with an expression: to hit the nail on the head. A nail can 
be the thin, hard area that covers the upper side of the end of each finger and 
each toe, or it can be a metal object we use to hang things on the wall.
nail
unha
nail
prego
And that is where this expression comes from. When we hit a nail, we usually 
do it using a hammer. And we aim right at its head. But, when we use this 
expression, we are not talking about the action of really hitting a nail with a 
hammer, but to be exactly right about something.
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Part 2.
Chapter 5 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
As previously mentioned, asking for a raise is a situation that requires effective 
communication. Here, the noun raise specif ically refers to a salary increase.
But the word raise can function both as a noun and as a verb. Have a look at this 
example:
Here, raise is a verb. It means to increase something, to enlarge the amount of 
something. In this case, the production rates.
The verb to increase can be used with this very same meaning. Take a look at this 
sentence:
TO RAISE VERB
Aumentar
Many companies decided to raise their production rates to meet the 
market demands.
Muitas empresas decidiram aumentar as taxas de produção para atender 
as demandas do mercado.
TO INCREASE
Aumentar
By using the tools that communication offers us, the chances of making a great 
first impression on the recruiter increase big time.
Ao usar as ferramentas que a comunicação nos oferece, as chances de causar uma 
ótima primeira impressão no recrutador aumentam bastante.
In this case, to increase the chances means to expand or to boost the chances of 
something happening. Notice that the sentence says those changes would increase big 
time. This expression conveys the idea that something happens with great intensity; it 
works as an intensifier to emphasize the action of increasing.
In the previous examples, to raise and to increase have close meanings. However, they 
are not always contextual synonyms. That is the case of the next sentence:
TO RAISE = TO LIFT SOMETHING (UP)
Levantar
During online meetings, it’s best to raise your hand when you want to speak.
Durante reuniões virtuais, é melhor levantar a mão quando você quiser falar.
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Here, the verb to raise is in the simple past as raised. It is part of an expression: 
to raise the bar, which means to raise the expectation of the level of quality of 
something. In other words, higher quality is expected from now on. In the case of 
this expression, it would not sound natural to say to increase the bar. 
That is an excellent starting point that justif ies asking for a raise: doing such high-
quality work that you end up raising the bar for the other employees in the company. 
Add that to a certain amount of time in the same job, and you have a combination 
that will most likely give you reasons to ask for a raise.
Actually, more than that: these two elements are important if you wish to grow in a 
company. After all, everyone should want to get ahead in their professional field, 
face new challenges, and, on top of that, earn more. It turns out that asking for 
a raise is often a delicate situation. A lot of people feel uncomfortable having this 
conversation:
Here, the verb to raise means to physically lift something up. In this case, to 
increase and to raise are not synonymous. A synonym for to raise in this context is 
to lift something (up). 
The verb to raise can also be used in specific expressions, take a look:
TO RAISE THE BAR
Elevar o nível
David did a great job with his presentation. He raised the bar for us all. 
David fez um ótimo trabalho com a apresentação dele. Ele elevou o nível para 
todos nós.
When we talk about climbing the career ladder, there’s a particular 
situation that makes people nervous and insecure: asking for a raise. 
Quando falamos sobre subir na carreiraprofissional, há uma situação 
específ ica que deixa muitas pessoas nervosas e inseguras: pedir um aumento.
Observe the adjectives in the previous example. Adjectives qualify nouns. Nervous 
is used here to qualify the noun people. It is synonymous with anxious, as in a 
person who cannot relax, who is worried about something.
The next adjective is insecure. It also refers to the noun people. It characterizes 
people who lack confidence in themselves or in their abilities. Note that this 
adjective is formed with the prefix in-, which indicates the opposite of something 
or the lack of something. Here is the logic: the adjective secure means confident. 
If we add the prefix in- to it, we form the word insecure, which refers to someone 
who lacks confidence in themselves. In short, insecure is the opposite of secure.
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As you could notice, we can use prefixes with adjectives to form their 
opposites, as was the case with secure and insecure. Besides the prefix in-, 
others have this very same function. The prefix un- is one of them. For example:
The adjective unfamiliar is formed by adding the prefix un- to the adjective 
familiar. Something familiar is well-known or common. On the other hand, 
unfamiliar implies that something is unusual, strange, new, or exotic. With that, 
we have the pair of opposites familiar and unfamiliar. 
Many adjectives have their opposites formed with prefixes. Here is a list of a 
few more that have their opposite formed by adding the prefix un-:
ADJECTIVES
Prefix un-
Note that the adjective bearable means tolerable. By adding the prefix un-, we 
form the adjective unbearable, which is commonly used to refer to things and 
situations that are difficult to bear or tolerate.
Important means relevant. Therefore, unimportant means the opposite: 
irrelevant, or trivial. It can be used for people and things. 
Comfortable can be used to refer to things that bring us comfort or that makes 
us feel relaxed, such as a comfortable sofa.
But we can also use comfortable to speak of a person who feels relaxed, at 
ease, confident. In both cases, its opposite is uncomfortable.
You will spend a large chunk of time in a completely new environment, 
meeting different people and facing new and unfamiliar challenges.
Você vai passar boa parte do seu tempo num ambiente totalmente novo, 
conhecendo pessoas diferentes e enfrentando desafios nunca vistos antes.
bearable
suportável
important
importante
comfortable
confortável / cômodo
 ≠ 
≠
 ≠
 unbearable
insuportável 
unimportant
desimportante / trivial
uncomfortable
desconfortável / incômodo
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Another prefix that can also be used to form opposites is dis-. Let’s see some examples:
Note that loyal is an adjective that means faithful or dependable, used to 
describe someone you can count on, or trust. Its opposite, disloyal, means false, 
treacherous.
Respectful is what we say about someone who shows respect for others. Its 
opposite, disrespectful, means impolite, rude.
Satisfied is used to refer to a person who is pleased or happy with something. 
Therefore, dissatisfied means unhappy or discontented.
Organized means methodical and systematic. Its antonym is disorganized. 
Now that we have seen some adjectives and how to form their opposites 
with prefixes, let’s go back to that sentence we saw just now for us to continue 
exploring some more important points. This was the sentence:
TO CLIMB THE CAREER LADDER
Subir, avançar na carreira profissional 
When we talk about climbing the career ladder, there’s a particular 
situation that makes people nervous and insecure. 
Quando falamos sobre subir na carreira profissional, há uma situação 
específ ica que deixa muitas pessoas nervosas e inseguras.
ADJECTIVES
Prefix dis-
loyal
leal
respectful
respeitoso
satisfied
satisfeito
organized
organizado
disloyal
desleal
disrespectful
desrespeitoso
dissatisfied
insatisfeito
disorganized
desorganizado
≠
≠
≠
≠
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Now, in this sentence, to climb does not mean to move forward or to physically 
go up. The idea is that prices tend to increase during a critical situation. That is 
why, here, we could also use the verbs to increase and to rise. But we could not 
use to increase or to rise to refer to going up f lights of stairs.
Another way to say this last sentence would be:
The expression to climb the career ladder is another case that should not be taken literally. 
One of the meanings of the verb to climb is to go upwards. Here, the context is professional, 
as indicated by career ladder, which literally means the steps in a career. It is an image used to 
refer to career advancement, it is not a real ladder.
In the expression we have just seen, to climb has the figurative meaning of advancing in 
one’s career. But if we change the context, we change the meaning of the verb. Look at this 
sentence:
TO CLIMB = TO GO UP (PHYSICALLY)
Subir (fisicamente)
To get to the meeting room, employees have to climb four flights of stairs.
Para chegar à sala de reuniões, os funcionários precisam subir quatro lances de escada.
In this sentence, to climb literally means to physically go upwards. Here, it would also be 
possible to use the phrasal verb to go up, with the same meaning.
But we could also say the following:
TO CLIMB = TO INCREASE, TO RISE
subir / aumentar
When a crisis strikes, prices tend to climb.
Quando uma crise ocorre, os preços tendem a subir.
TO CLIMB = TO GO UP
Subir / aumentar
When a crisis strikes, prices tend to go up.
Quando uma crise ocorre, os preços tendem a subir.
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Note that to go up is a phrasal verb that can be used either in the sense of 
physically moving up, or, as here, in the sense of increasing.
There are many other phrasal verbs formed with the verb to go. Take a look:
Note that to go on is formed by the verb to go and the particle on, and, in the 
example, it means to occur. Here, a synonym would be to happen.
Another phrasal verb formed with to go is related to the context of what leaders 
are supposed to do: 
TO GO ON = TO HAPPEN
Ocorrer / acontecer
When there is no crisis going on, make an appointment with your 
superior to talk about your salary.
Quando não estiver ocorrendo uma crise, marque um horário com o seu 
superior para falar sobre o seu salário.
TO GO BEYOND
Ir além
Leadership goes way beyond checking the team’s deliveries. 
Liderança vai muito além de checar as entregas da equipe.
To go beyond means to go farther or to surpass the limits of something. In this 
context, leadership is a lot more than ensuring that tasks are delivered. Note that 
the word way intensif ies this phrasal verb. So, here, to go way beyond means to 
do much more than the basics. 
Check out one more sentence with yet another phrasal verb formed with the 
verb to go:
TO GO THROUGH (A DIFFICULT SITUATION)
Passar por (uma situação difícil)
If the company is going through a rough time, chances are you won’t 
get a raise at that particular moment.
Se a empresa estiver passando por um momento ruim, as chances são de 
que você não consiga um aumento naquele momento em particular.
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To go through is being used f iguratively here, and it means to experience 
something, such as problems in a period of life, for example. In this context, the 
verb to experience can be used as a synonym. There is also an adjective worth 
mentioning in the previous example: particular. A synonym for it would be 
specific.
Phrasal verbs are quite common in everyday English.They convey a tone of 
informality to the speech. 
Look at the phrasal verb in the following sentence, for instance, which was taken 
from chapter 2:
To stand out means to be noticeable. In this case, to be much better than others.
This phrasal verb is formed with the verb to stand and the adverb out. This 
adverb also appears in other phrasal verbs, such as to turn out. For example:
TO STAND OUT
Destacar-se
Professionals compete to stand out in the team.
Profissionais competem para se destacar na equipe.
IT TURNS OUT THAT
Acontece / resulta que
It turns out that doing some research can also help you a lot when it 
comes to asking for a raise.
Acontece que fazer uma pesquisa também pode te ajudar muito quando 
se trata de pedir um aumento.
To turn out is within the construction it turns out that followed by a clause, and 
it is used to talk about the result of something, especially when it happens 
unexpectedly. It would also be possible to use this expression without the word 
that. Its function is just to help the speech f low more naturally. Notice how the 
subject it in when it comes to asking for a raise does not refer to anything 
previously said, it has an impersonal function, as we saw in chapter 3.
But, in a business context, we can say to turn something out to convey a 
different meaning. Look at this sentence:
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To find out means to get information about something or someone. The verb to discover 
means the same thing, but it is mostly used in written language.
Another phrasal verb formed with out is to pan out. Take a look:
TO PAN OUT = TO WORK OUT
Dar certo / funcionar
The boss will be under a lot of pressure. Asking for a raise probably won’t pan out.
O chefe vai estar sob muita pressão. Pedir um aumento provavelmente não vai dar certo.
In this case, to turn out means to produce, in the sense of manufacturing a 
large amount of something.
Let’s take a look at another phrasal verb formed with the particle out:
TO TURN SOMETHING OUT
Produzir algo em larga escala
The factory turns out a hundred dresses a day.
A fábrica produz cem vestidos por dia.
TO FIND OUT
Descobrir / informar-se
Try to find out how much other companies pay professionals with the 
same profile as yours.
Tente descobrir quanto as outras empresas pagam para profissionais com 
o mesmo perf il que você.
To pan out means to do something successfully, to achieve the desired result. We could use 
another phrasal verb here with a similar idea: to work out.
Now you know many phrasal verbs, plus many synonyms and 
opposites of verbs and adjectives.
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Vocabulary ActivitiesChapter 5 Vocabulary Grammar Grammar ActivitiesVideo Script
A. Number the columns according to the translation of the words.
B. Fill in the blanks with the appropriate words, according to the translation.
( 1 ) insuportável
( 2 ) insatisfeito
( 3 ) subir na carreira profissional
( 4 ) específ ico 
( 5 ) lances de escadas
( 6 ) ocorrer / acontecer
( 7 ) dar certo
( 8 ) descobrir
( 9 ) produzir 
( 10 ) destacar-se
( 11 ) passar por uma situação dif ícil 
( 12 ) um momento ruim
( ) to go on 
( ) particular
( ) a rough time
( ) unbearable
( ) to pan out
( ) to turn out
( ) to climb the career ladder
( ) to stand out
( ) f lights of stairs 
( ) to go through a diff icult situation
( ) to f ind out 
( ) dissatisf ied
1. doing some research can also help you a lot when it comes to asking 
 for a raise.
 Acontece que fazer uma pesquisa também pode te ajudar muito quando se trata de pedir um aumento.
2. If the company is going through a rough time, chances are you won’t get a 
 at that particular moment.
 Se a empresa estiver passando por um momento ruim, é provável que você não consiga um aumento 
 naquele momento em particular.
3. When there is no crisis , make an appointment with your superior to 
 talk about your salary.
 Quando não estiver ocorrendo uma crise, marque um horário com o seu superior para falar sobre o seu 
 salário. 
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Part 3.
Activities
Chapter 5 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. unbearable
2. dissatisfied
3. to climb the career ladder
4. particular
5. flights of stairs
6. to go on 
7. to pan out
8. to find out 
9. to turn out
10. to stand out
11. to go through a difficult situation
12. a rough time
Activity B – Answers
1. It turns out (that)
2. raise
3. going on
4. particular 
5. goes beyond
6. to climb / to go up / to rise / to increase
4. When we talk about climbing the career ladder, there’s a situation that 
 makes people nervous and insecure. 
 Quando falamos sobre subir na carreira profissional, existe uma situação específica que deixa muitas 
 pessoas nervosas e inseguras. 
5. Leadership that. 
 Liderança vai além disso.
6. When a crisis strikes, prices tend .
 Quando uma crise ocorre, os preços tendem a subir.
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In the vocabulary part of this chapter, we saw a little about the formation of opposite 
adjectives from prefixes. As you know, adjectives are words that qualify nouns. 
Here is a list of some of the adjectives we have seen so far:
Nouns, on the other hand, are the words that give names to people and things. 
Nouns can be concrete or abstract. For example:
ADJECTIVES
Adjetivos atribuem características a substantivos
hard-working
esforçado
important
importante
ambitious
ambicioso
rough
dif ícil
comfortable
confortável / cômodo
uncomfortable
desconfortável / incômodo
NOUNS
Substantivos dão nome às coisas
employee
funcionário
team
equipe
information
informação
stuff
coisa
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Part 4.
Chapter 5 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Note that we can count grams of salt or sugar, but not sugar and salt themselves. 
Bread is another example of an uncountable noun. Also note that information, 
stuff, advice, and pressure are uncountable nouns in English too.
Since we are talking about uncountable nouns, we cannot say one sugar, two 
sugars; or one salt, two salts; or one pressure, two pressures, so on, so forth. 
On the other hand, countable nouns are the ones we can count one by one. Since 
they can be counted, we can say we have one, two, a hundred of them. Thus, these 
nouns can appear in the singular or in the plural forms.
In chapter 2, we covered some aspects of the formation of plural nouns. At the time, 
we saw that the word career has its plural formed just by adding an -s to it: careers. 
It is a countable noun. Look at some more examples of countable nouns:
Note that stuff is the same as thing. We saw this word in the expression to 
know one’s stuff, which means to know a lot about something specific.
Nouns can be divided between countable and uncountable. Uncountable nouns 
represent things that we cannot count one by one, and they are often related to 
liquids, gases, masses, or grains. For example:
COUNTABLE NOUNS
Singular
team
equipe
employee
funcionário
task
tarefa
Plural
teams
equipes
employees
funcionários
tasks
tarefas
UNCOUNTABLE NOUNS
sugar
açúcar
salt
sal
pressure
pressão
bread
pão
information
informação
advice
conselho
stuff
coisa
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Note that most plurals are formed by adding an -s to the end of the word. In the 
previous list, the only exception to the general rule is companies, in which we 
remove the -y and add -ies.
Now, when we refer to countable nouns, it is natural to make use of cardinal 
numbers to count them. After all, we are talking about nouns that can be counted. 
Cardinal numbers are used to talk about specific quantities. For instance:The factory turns out a hundred dresses a day.
A fábrica produz cem vestidos por dia.
application
requerimento
company
empresa
applications
requerimentos
companies
empresas
CARDINAL NUMBERS
A hundred is a cardinal number. It quantif ies the noun dresses, which is plural. 
Note that, since the word dress ends in -s, we add -es to form the plural. Dresses is 
a countable noun.
But a cardinal number can quantify a singular noun too, as in:
The factory turns out one dress a day. 
A fábrica produz um vestido por dia.
CARDINAL NUMBERS
As the cardinal number one refers to a single thing, the noun it quantif ies is in the 
singular.
It is worth pointing out that we cannot use cardinal numbers to quantify 
uncountable nouns for the simple reason that it is not possible to count them on 
their own. However, there are some strategies we can use to express their quantity. 
And then, we might use cardinal numbers for that; for example:
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Chapter 5 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Another unit of measurement commonly used with sugar, salt, flour, and other 
grains is grams, as in:
two cups of sugar
duas xícaras de açúcar
QUANTIFYING UNCOUNTABLE NOUNS 
Note that, when you say two cups of sugar, you are not counting the sugar itself, 
but the number of cups, which work as a unit of measurement.
We can also refer to sugar in cubes and say:
six cubes of sugar
seis cubos de açúcar 
QUANTIFYING UNCOUNTABLE NOUNS
twenty grams of salt
vinte gramas de sal 
Loaf is another word that serves as a unit of measurement, commonly used to 
count bread, as in:
five loaves of bread
cinco pães
QUANTIFYING UNCOUNTABLE NOUNS
QUANTIFYING UNCOUNTABLE NOUNS
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And, f inally, we can use the word pieces and say:
Loaves is the plural of loaf. It refers to bread that is shaped and baked in a single 
piece and can be sliced for eating. This is something that can be numbered.
We can also count the slices and say:
QUANTIFYING UNCOUNTABLE NOUNS
five slices of bread
cinco fatias de pão 
QUANTIFYING UNCOUNTABLE NOUNS 
six pieces of advice
seis conselhos
two pieces of information
duas informações
Although advice and information are not countable, the noun pieces is. Then, 
we can quantify the amount of advice and information. 
It turns out that there are other ways to quantify a noun without being so specif ic, 
as when we use cardinal numbers. That is when quantifiers come into place.
To know which quantifier to use, we must observe the noun it refers to. Let’s 
look at some examples to understand that a bit better. 
First, we will focus on the quantifiers we can use to refer to large quantities. 
For instance, for uncountable nouns, we say:
Uncountable nouns
Substantivos incontáveis
a lot of / lots of / much pressure
muita pressão
a lot of / lots of / much salt
muito sal
QUANTIFIERS
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A lot of pressure or lots of pressure refer to a very stressful, challenging situation. 
And, depending on the sentence formation, we can use much pressure. 
Following the same logic, we have a lot of salt, lots of salt, and much salt. 
As for countable nouns, we say:
We can say a lot of tasks, lots of tasks, or many tasks. And we can say a lot of 
employees, lots of employees, or many employees.
In short, we can use a lot of and lots of to express large quantities either 
of uncountable or countable nouns. However, we use much only with the 
uncountable ones, and many only for the countable ones. Thus, it is clear that 
we need to analyze the noun and see if it is countable or uncountable before we 
choose the quantifier. 
Now, let’s see some of these quantif iers in context. Have a look at this sentence:
Countable nouns
Substantivos contáveis
a lot of / lots of / many tasks
muitas tarefas
a lot of / lots of / many employees
muitos funcionários
QUANTIFIERS
Large quantity
Grande quantidade
Many / Lots of / A lot of companies decided to raise their production 
rates to meet the market demands.
Muitas empresas decidiram aumentar suas taxas de produção para 
atender as demandas do mercado.
QUANTIFIERS – COUNTABLE NOUNS
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Notice that the noun companies is countable. It is quantif ied by many. We could 
not use much as we are referring to a countable noun, and much is used with 
uncountable ones. But we could use a lot of and lots of.
Now an example with an uncountable noun:
To be under pressure means to be in a state of stress or anxiety. As we saw, 
pressure is an uncountable noun. So, notice that to refer to a large amount of 
pressure, we use a lot of or lots of. Notice the preposition of: it is here to connect 
the quantifier with the noun that comes next. 
Now, it is important to know that, in aff irmative sentences, much sounds very 
formal. So, we normally use much in negative sentences. For example:
Large quantity
Grande quantidade
The boss will be under a lot of / lots of pressure. 
O chefe vai estar sob muita pressão.
QUANTIFIER – UNCOUNTABLE NOUNS
Large quantity
Grande quantidade
Much negative sentences
Mary doesn’t have much time to finish her report.
Mary não tem muito tempo para terminar o relatório dela.
Mary não tem tempo o suficiente para terminar o relatório dela.
QUANTIFIER – UNCOUNTABLE NOUNS
In this sentence, much refers to time. When we use time in a chronological 
context, it is an uncountable noun. When we use much in a negative sentence, 
the idea is that we do not have enough time to do something; in this case, time is 
insufficient to f inish the report.
We could also use a lot of and lots of in the previous sentence. But then it would 
not imply that the time she has is insufficient. It would just be saying that the 
time she has got is little.
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Too much conveys an idea of excess. In this case, much quantif ies the noun 
stuff, which is uncountable. The quantif ier is, in turn, intensif ied by too. This is a 
case in which much is used in an affirmative sentence without sounding formal. 
However, note that it still refers to an uncountable noun, and the idea conveyed 
is that the quantity is not only large, but also excessive. 
Speaking of intensifiers, it would be best to delve deeper into these as well. 
Intensifiers are used to intensify an adjective, a verb, an adverb, or a 
quantifier. Sometimes, the same word can be used as a quantifier and as an 
intensifier, so we have got to pay attention to their function in the sentence. 
Take a look:
But there is a specif ic use of much in the affirmative form to express an 
excessive amount of something. Then, in this case, much is intensified by an 
adverb, usually too:
Excessive quantity
Quantidade excessiva
Too much
Kate has too much stuff on her desk. She needs to clean it up. 
Kate tem coisas demais sobre a mesa dela. Ela precisa limpar isso.
QUANTIFIER – UNCOUNTABLE NOUNS
A lot
It turns out that doing some research can also help you a lot when it 
comes to asking for a raise.
Acontece que fazer uma pesquisa também pode te ajudar muito quando 
se trata de pedir um aumento.
INTENSIFIER
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Note that a lot does not refer to a noun, but to the verb to help. So, a lot is not a 
quantif ier here, but an intensifier. And, in this function, it is not followed by the 
preposition of.
Notice that the intensifier comes after the verb. 
Now, compare the use of a lot in the previous sentence with its use in this next one:
Here, we have a lot of, indicating a large amount of something. In this case, noise, which 
isa noun. So, we are talking about quantity, not intensity. 
A lot of, with the preposition of, is only used to talk about quantity; it is not used as an 
intensif ier. And the same goes for lots of.
However, it is also possible to place the quantif ier after the noun:
QUANTIFIER
A lot (of)
The meeting will be interrupted. There is a lot of noise in the next room.
A reunião vai ser interrompida. Tem muito barulho na sala ao lado.
QUANTIFIER
A lot (of)
The chef said she needs two hundred grams of sugar for the recipe. It’s a lot. 
A chef disse que precisa de duzentos gramas de açúcar para a receita. É muito.
As you can see, the noun sugar is quantif ied with a unit of measurement: two hundred 
grams. Then, at the end of the sentence, we mention it is a lot of sugar, but we do not 
repeat the noun after the quantif ier a lot. Therefore, the preposition of is not used. 
In short, a lot can be either a quantif ier or an intensif ier, depending on its use in the 
sentence or context.
The word very is a frequently-used intensifier. However, very is never used as a 
quantifier. So, if we wish to refer to quantity, it is incorrect to use very and say:
VERY 
We have very questions to ask.
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QUANTIFIERS – UNCOUNTABLE NOUNS
There is a lot of sugar in the cake. 
There is lots of sugar in the cake. 
Tem muito açúcar no bolo.
Instead, we say:
Very sugar does not convey quantity. It is incorrect. Instead, we say:
QUANTIFIERS – COUNTABLE NOUNS
We have many questions to ask. 
We have a lot of questions to ask. 
We have lots of questions to ask. 
Nós temos muitas perguntas a fazer.
As questions is a countable noun, we will have to use an appropriate quantif ier 
for this type of noun, which can be many, a lot of, or lots of. 
We cannot use very to quantify uncountable nouns either. It is incorrect to say:
VERY 
There is very sugar in the cake.
Sugar is uncountable. So, we need a quantifier for uncountable nouns: a lot of 
or lots of.
We could still use too much to convey the idea of excess and say:
QUANTIFIERS – UNCOUNTABLE NOUNS
There is too much sugar in the cake. 
Tem açúcar demais no bolo.
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In this sense, we can conclude that very must not be used before a noun to quantify 
it. But it can be used as an intensifier. Only then will it be followed by an adverb or 
an adjective. 
Let’s start with very followed by an adverb. Take a look:
In this case, very much could be replaced with a lot. Note that it intensif ies how 
much Cristina and Perry worked. In this case, much is an adverb that intensifies 
the action expressed by worked, and very intensifies much, an adverb. Then, 
note that, in this case, both much and very work as intensifiers.
Now, let’s check out some examples in which very is followed by an adjective:
INTENSIFIERS
Very + adverb
Cristina and Perry worked very much to meet the market demands. 
Cristina e Perry trabalharam muito para atender as demandas do mercado.
INTENSIFIERS
Very + adjective
When asking for a raise, it’s very important to choose the right 
moment to talk to your superior.
Ao pedir um aumento, é muito importante escolher o momento certo para 
falar com o seu superior.
Note that the word very is preceding the adjective important. So, very does not 
refer to a quantity, but to the intensity or degree of that quality. 
Look at another example with very:
INTENSIFIERS
Very + adjective
Open questions can be very unpredictable.
Perguntas abertas podem ser muito imprevisíveis.
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Again, very intensif ies an adjective: unpredictable.
The word too is also an intensifier. As mentioned before, it implies an excess. 
Observe:
INTENSIFIERS
Too
Open questions can be too unpredictable. 
Questões abertas podem ser imprevisíveis demais.
In the previous example, too intensif ies the adjective unpredictable, so it is an 
intensif ier. Too is never a quantifier. It implies a high level of that characteristic, 
conveying an excess.
The word way can also be used as an intensif ier. For instance:
INTENSIFIERS
Way
Open questions can be way unpredictable. 
Questões abertas podem ser muito imprevisíveis. 
Way and very can be used in a similar manner. Note that, in the previous 
example, it intensif ies the adjective unpredictable. Nonetheless, by using way as 
an intensif ier, we sound very informal.
In this chapter, you’ve had a review and learned about countable 
and uncountable nouns and how to use intensifiers and 
quantifiers, as well as the differences between them. If you want 
to learn more about these topics, you can refer to the Grammar 
Guide section at the end of your book.
GRAMMAR GUIDE 
Cardinal Numbers Page 243
Countable and Uncountable Nouns Page 247
Quantifiers Page 260
Intensifiers Page 296
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Grammar ActivitiesChapter 5 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. advice
 ( ) countable ( ) uncountable
2. application
 ( ) countable ( ) uncountable
3. bread
 ( ) countable ( ) uncountable
4. employee
 ( ) countable ( ) uncountable
5. information
 ( ) countable ( ) uncountable
6. stuff
 ( ) countable ( ) uncountable
7. task
 ( ) countable ( ) uncountable
8. team
 ( ) countable ( ) uncountable
A. Mark the nouns as countable or uncountable.
B. Fill in the blanks with the missing words.
1. Open questions can be unpredictable.
 Perguntas abertas podem ser muito imprevisíveis.
2. companies decided to raise their production rates to meet the market 
demands.
 Muitas empresas decidiram aumentar suas taxas de produção para atender as demandas do 
 mercado.
3. Mary doesn’t have time to finish her report.
 Mary não tem muito tempo para terminar o relatório dela.
4. It turns out that doing some research can also help you when it comes to 
 asking for a raise.
 Acontece que fazer uma pesquisa também pode te ajudar muito quando se trata de pedir um 
 aumento.
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Chapter 5 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. very / way 
2. Many / Lots of / A lot of
3. much / a lot of / lots of
4. a lot / very much 
5. very
6. too much
1. uncountable
2. countable
3. uncountable
4. countable
5. uncountable
6. uncountable
7. countable
8. countable
Activity A – AnswersActivity B – Answers
5. When asking for a raise, it’s important to choose the right moment to talk 
 to your superior.
 Ao pedir um aumento, é muito importante escolher o momento certo para falar com o seu superior.
6. The meeting will be interrupted. There is noise in the next room.
 A reunião vai ser interrompida. Tem barulho demais na sala ao lado.
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Presenting 
ResultsPresenting 
Results
6
Chapter 6 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
Every company looks forward to being successful. But very important 
businesspeople say that success only becomes manageable – and 
therefore achievable – when it can be quantif ied through performance 
indicators. They will be very useful to keep an eye on the company’s 
results. 
These indicators are commonly shown in meetings that focus 
specif ically on presenting results – be it exclusively before the board of 
directors or before the entire staff. That’s when effective communication 
skills become a plus. 
While lots of people face public speaking with some anxiety, others 
simply love to be in the spotlight. In fact, we’ve all been in situations in 
which we had to speak to an audience. I bet that, back in high school, 
presentations were commonplace during classes, right? 
But speaking before an audience can be even more basic than what 
you might think. Whenyou pick up the phone to order a pizza, you are 
already sending a message to someone else. The process of having 
to organize your thoughts, transform them into words, convey the 
message clearly, and then achieve the expected results already requires 
effective communication skills.
There’s no doubt this situation has less impact than presenting your 
results to the leaders of a large company. Nonetheless, regardless of 
the context, too much shyness and insecurity can always prevent some 
intelligent and capable people from doing a good job. 
Before anything else, let’s demystify the idea that knowing how to 
PRESENTING RESULTS
In this chapter, you will learn how to talk about simultaneous actions and 
contrasting situations. You will also learn some adverbs, idioms, and important 
vocabulary and grammar topics. 
Now, look at the script of Presenting Results.
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Part 1.
Chapter 6 Vocabulary Vocabulary Activities Grammar Grammar Activities
speak in public is a gift that only certain people have. Of course, the 
more extroverted ones may end up doing well in such situations, but 
extroversion itself is no guarantee of success. Interesting presentations are, 
in fact, a combination of technique and a lot of training. That’s why, during 
this episode, I’m going to give you some great tools to help you rock your 
presentations. 
First off, it is important to remember that having the jitters before giving a 
presentation is absolutely normal. The problem is when we let this feeling 
of insecurity take over the situation. This hinders our performance and can 
make the presentation less interesting for those who are watching.
One of the ways to prevent this awkward feeling during a presentation is 
to master the content that will be approached. So, my suggestion is: study 
hard, both the subject and the data that will be presented. You can also 
make a bulleted list to help you guide your speech. And, trust me, once you 
master the subject, nervousness tends to disappear.
Remember when I told you about the theory of communication? I said that, 
for communication to happen, you need to have a sender, a message, and 
a receiver, right? Very well. But, what if the sender sends the message in 
a language that the receiver doesn’t speak, will communication have the 
desired effect? Well, the answer is obviously no. If your receiver wasn’t 
able to absorb the message, then communication didn’t happen at all. This 
shows the importance of taking into account your target audience when 
preparing your presentation. By doing so, you can adapt the way you 
communicate so that they can better understand the message you want to 
convey. But what does it mean in practical terms?
Try to picture this: you have to make a presentation of results to your entire 
sales team. What would be the most relevant information for this kind 
of audience? Perhaps some f igures on the overall sales performance. Or 
maybe the market share that the company gained in the last quarter. Or 
even a brief study on the competition’s share. This information is directly 
related to the salespeople’s work, and they will be interested in knowing 
more about it. Don’t you agree?
Now, what if you need to give that same presentation to the company’s 
f inancial sector? This audience has a different profile. It’ll probably make 
more sense to talk about billing, increase in sales, decrease in costs, and 
the department’s contribution to the company’s overall results. In this case, 
it might be a good idea to study common financial terms or expressions to 
better get your message across. 
The bottom line is: always adapt your presentation to your audience. 
Some people prefer to keep the audience in suspense before revealing the 
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Chapter 6 Vocabulary Vocabulary Activities Grammar Grammar Activities
results. They claim it’s a way to make the presentation more interesting 
or appealing. My recommendation is: do not do that… This attitude can 
give off the impression that you don’t take the issue as seriously as you 
should. Or that you’re trying to hide something. 
It’s important to make the tone of the message clear, from the very 
beginning of the presentation. So, your results were positive? Great! Say 
it from the start, and then explain the details. 
Were they negative? Well, it’s too bad... Follow the same procedure: 
start off acknowledging that and elaborate from there.
When you prepare your presentation, keep the structure of an essay in 
mind. Start with an introduction and set the tone of the message. Then, 
develop the topic, presenting all the data that sustain the thesis you 
have initially presented. Finally, conclude by summing up what was said. 
When you use this kind of logic, you’re creating a narrative that your 
audience is already used to following. 
If you apply these techniques, you’re already halfway there. But there’s 
still a fundamental tip left: to get people really engaged, you have to be 
genuinely involved. The biggest mistake is to be there just for the sake 
of it. 
So, remember: acknowledge your fears, prepare yourself, rehearse, 
consider your audience, and f inally involve them. I bet that, by doing so, 
even the shyest person will be able to put together a good presentation. 
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APRESENTAÇÃO DE RESULTADOS
Toda empresa anseia por sucesso. Mas empresários muito importantes 
dizem que o sucesso só se torna administrável – e, portanto, alcançável 
– quando ele pode ser quantif icado por meio de indicadores de 
desempenho. Eles vão ser muito úteis para f icar de olho nos resultados 
da empresa.
Estes indicadores são comumente apresentados em reuniões que focam 
especif icamente em apresentar resultados – seja exclusivamente diante 
da diretoria ou diante de todos os funcionários. É aí que as habilidades 
de comunicação eficazes se tornam uma vantagem.
Enquanto muitas pessoas encaram falar em público com alguma 
ansiedade, outras simplesmente adoram estar no centro das atenções. 
Na verdade, todos nós já estivemos em situações em que precisamos 
falar para uma plateia. Aposto que, no colégio, apresentações durante 
as aulas eram comuns, certo?
Mas falar em público pode ser ainda mais básico do que você imagina. 
Quando você pega o telefone para pedir uma pizza, você já está 
mandando uma mensagem para alguém. O processo de ter que 
organizar seus pensamentos, transformá-los em palavras, transmitir a 
mensagem com clareza, e depois alcançar os resultados esperados já 
requer habilidades de comunicação eficazes.
Não há dúvida de que essa situação tem menos impacto do que 
apresentar os seus resultados aos líderes de uma grande empresa. 
No entanto, independente do contexto, timidez e insegurança demais 
podem sempre impedir algumas pessoas capazes e inteligentes de fazer 
um bom trabalho.
Antes de mais nada, vamos desmistif icar a ideia de que saber falar 
em público é um dom que só certas pessoas têm. Claro, os mais 
extrovertidos podem acabar se saindo bem em tais situações, 
mas a extroversão em si não é garantia de sucesso. O fato é que 
apresentações interessantes são uma combinação de técnica e 
muita prática. Por isso, neste episódio, eu vou passar algumas ótimas 
ferramentas para ajudar você a arrasar em suas apresentações.
Em primeiro lugar, é importante lembrar que aquela sensação de medo 
antes de fazer uma apresentação é absolutamente normal. O problema 
é quando deixamos esse sentimento de insegurança dominar a situação. 
Isso prejudica o nosso desempenho, e pode tornar a apresentação 
menos interessante para aqueles que estão assistindo. 
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Uma das maneiras de evitar esse sentimento estranho durante uma 
apresentação é dominar o conteúdo que vai ser abordado. Então, minha 
sugestão é: estude muito, tanto o assunto quanto os dadosque serão 
apresentados. Você também pode criar uma lista de tópicos para ajudar 
a orientar seu discurso. E, confie em mim, uma vez que você domina o 
assunto, o nervosismo tende a desaparecer. 
Lembram quando eu falei para vocês sobre a teoria da comunicação? Eu 
disse que para a comunicação ocorrer, você precisa de um emissor, uma 
mensagem, e um receptor, certo? Muito bem. Mas e se o emissor mandar 
a mensagem numa língua que o receptor não fala, será que a comunicação 
vai ter o efeito desejado? Bem, a resposta é obviamente não. Se o seu 
receptor não foi capaz de absorver a mensagem, então a comunicação 
não ocorreu de maneira alguma. Isso mostra a importância de levarmos 
em conta o seu público-alvo quando preparar sua apresentação. Fazendo 
isso, você pode adaptar a maneira que você se comunica, para que possam 
entender melhor a mensagem que você deseja transmitir. Mas o que isso 
quer dizer, em termos práticos?
Tente imaginar: você precisa fazer uma apresentação de resultados para 
toda a sua equipe de vendas. Qual seria a informação mais relevante para 
esse tipo de público? Talvez alguns números sobre o desempenho geral 
das vendas. Ou talvez a fatia de mercado que a empresa conquistou no 
último trimestre. Ou, ainda, um estudo breve sobre a fatia da concorrência. 
Essa informação está diretamente relacionada ao trabalho dos vendedores, 
e eles estarão interessados em saber mais sobre isso. Você não concorda?
Agora, e se você precisar fazer essa mesma apresentação para o 
setor f inanceiro da empresa? Esse público tem um perfil diferente. 
Provavelmente vai fazer mais sentido falar sobre o faturamento, 
crescimento das vendas, diminuição de custos, e a contribuição do 
departamento para o resultado geral da empresa. Nesse caso, pode ser 
uma boa ideia estudar termos ou expressões para comunicar melhor sua 
mensagem.
Resumo da ópera: sempre adapte sua apresentação para o seu público. 
Algumas pessoas preferem fazer suspense para o público antes de 
revelar os resultados. Elas alegam que essa é uma maneira de tornar 
a apresentação de resultados mais interessante ou atrativa. Minha 
recomendação é: não faça isso... Essa atitude pode passar a impressão de 
que você não leva o assunto tão a sério quanto deveria. Ou que você tem 
algo a esconder. 
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É importante deixar o tom da mensagem claro, desde o início da 
apresentação. O resultado foi positivo? Ótimo! Diga isso logo no começo; 
depois, explique os detalhes. 
Eles foram negativos? Bem, que pena... Siga o mesmo processo: comece 
dizendo isso e desenvolva a partir daí. 
Quando montar sua apresentação, tenha em mente a estrutura de uma 
dissertação. Comece com uma introdução, dê o tom da mensagem. 
Em seguida, desenvolva o assunto, apresentando todos os dados que 
sustentam a tese que você apresentou inicialmente. Por fim, conclua 
resumindo o que foi dito. Quando você usa esse tipo de lógica, está 
criando uma narrativa que seu público já está acostumado a acompanhar. 
Se você aplicar essas técnicas, você já está com meio caminho andado. Mas 
ainda resta uma dica fundamental: para de fato atrair as pessoas, você tem 
que estar genuinamente envolvido. O maior erro é estar ali só por estar.
Então, lembre: reconheça seus medos, se prepare, ensaie, leve seu 
público em consideração, e por f im, envolva-os. Eu aposto que 
fazendo isso, até a pessoa mais tímida vai ser capaz de criar uma boa 
apresentação. 
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Video Script VocabularyChapter 6 Vocabulary Activities Grammar Grammar Activities
Throughout this module, we have seen that there are several word classes. Verbs 
generally describe actions, states, or feelings. Nouns are words that refer to things 
and people, and adjectives qualify nouns. Adverbs, on the other hand, are used to 
qualify verbs, adjectives, or even other adverbs, for example: 
In the sentence, cool is an adjective that means nice. It is informal. In this case, it 
describes the situation of being here in chapter 6. 
Note that, right before the word cool, we have really, an adverb that intensifies 
the adjective. A synonym for really in this context could be very, which is also 
an adverb, so it can modify an adjective. Notice that really is formed from the 
adjective real and the suff ix -ly.
Another adjective in English we should analyze is especial. But this is the 
British spelling and, even in the UK, it is often used in formal contexts. It is more 
common to f ind special spelled without the letter e- at the beginning. This 
adjective can have many uses; for example:
In this sentence, the adjective special conveys the idea of paying more attention 
than usual. A synonym in this context would be extra, meaning something that is 
not common or regular.
It’s really cool to be in chapter six. 
É bem legal estar no capítulo seis. 
ADJECTIVES
SPECIAL
Especial no sentido de fora do comum, extraordinário
Employees have to pay special attention to safety rules.
Funcionários precisam dar atenção especial às regras de segurança.
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Part 2.
Chapter 6 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Note that, here, special characterizes something not usual or ordinary, that is 
made for a specific purpose.
Note that, in both examples, the adjective special precedes a noun.
As we have seen, adjectives characterize nouns. From adjectives, it is possible 
to form adverbs, which, in turn, characterize other words. Many adverbs that 
derive from an adjective have the suff ix -ly. 
Here is a list of some of them:
All of these adverbs are formed from their related adjective and the suffix -ly. 
Note that simply comes from the adjective simple, so we must remove the letter 
-e and add -ly.
We can also use special in a different context:
ADVERBS ENDING IN -LY
really
realmente
exclusively
exclusivamente
obviously
obviamente
commonly
comumente
simply
simplesmente
specially
especif icamente
specifically
especif icamente
absolutely
absolutamente
especially
sobretudo /
especialmente
ADJECTIVES
SPECIAL
Especial no sentido de ter um propósito específ ico
To make sure all employees can get to work on time, there is 
a special morning shuttle.
Para garantir que todos os funcionários possam chegar ao 
trabalho a tempo, há um traslado matutino especial.
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The adverbs specially and especially have different uses, and we are going to 
explore them after we learn the difference in pronunciation of these words. 
The adverb especially starts with an e-, so we have to pronounce it.
However, specially starts with an s-, and it is followed by a consonant. So we 
need to pronounce it starting with a pure s sound. The same goes for the adverb 
specifically. Careful not to add an extra syllable to it and start pronouncing these 
words with an e sound. 
Now, observe some adverbs in context. The following example refers to the 
importance of performance indicators for the evaluation of a company’s success:
Indicators are commonly shown in meetings that focus specifically on 
presenting results.
Indicadores são comumente apresentados em reuniões que focam 
especif icamente em apresentar resultados.
Specially + verb in the past participle
Usado para indicar um propósito ou objetivo específ ico
Indicators are commonly shown in meetings specially focused on the 
presentation of results. 
Indicadores são comumente apresentados em reuniões especif icamente 
centradas na apresentação de resultados.
First of all, we have the adverb commonly, which indicates frequency. Then, 
there is the adverb specifically, which implies that something or a situation is 
intended for a particular purpose: in this case, to present results. 
Now, the adverb specially can convey the same idea as specifically in this kind 
of context. 
But we will needto make some adjustments to the sentence if we rewrite it 
using this adverb. Take a look:
Note that specially also conveys the idea that something is done for a specific 
purpose. And we needed to adjust the sentence a little because this adverb is 
usually followed by a verb in the past participle, which, in this case, is focused.
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Especially for is being used in the same sense as specifically in the other 
example. The idea is that the meetings are carried out for a specific purpose. 
Note how after especially for we have a noun: presentation. 
So, we use the construction especially for + noun. 
It would also be possible to use a pronoun instead of a noun. For example:
But the adverb especially can be used to convey the idea of specific purpose 
too. In that case, we will use especially for.
Take a look:
You is a pronoun. The idea here is that the purpose of having baked the cake is 
to offer it to the person we are talking to.
In a nutshell, we saw that the adverb specifically can be replaced by specially or 
especially for, and they will all convey the idea that something is done with a 
specific purpose. 
It turns out that the adverb especially conveys other ideas when it is not followed 
by for. Observe the next example:
Especially for + noun
Usado para indicar um propósito ou objetivo específ ico
Indicators are commonly shown in meetings, especially for the 
presentation of results.
Indicadores são comumente mostrados em reuniões, especif icamente para 
a apresentação de resultados.
Especially for + pronoun
Usado para indicar um propósito ou objetivo específ ico
I baked a cake especially for you. 
Eu assei um bolo especialmente para você. 
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In this context, especially is used to emphasize a specific group within a larger 
group, either of things or people, as is the case in this example. Knowing how to 
communicate is an advantage to everyone, particularly to shy people. This is 
the smallest group we are referring to. Note, then, that especially is used here to 
emphasize that something is different or more important to a specif ic group.
When especially is used in this sense, it is common to point out the larger group 
first, insert a comma, and then present the specific group. In other words, of all 
people, the shy ones benefit the most from good communication skills.
Let’s see another example in the same sense:
In the previous sentence, we have a larger group: all four Cs. It is a group of 
things, or concepts. Further ahead, we have the comma. After the comma, we 
have especially followed by a specific group, effective communication skills, 
within the larger group that is the four Cs. It is the same use as the one previously 
seen, but now we are referring to things, not people. 
Especially can also be used to characterize an adjective, enhancing the degree 
of that quality or feature. Here is an example:
Especially
Usado para enfatizar que algo é diferente ou mais importante para um 
grupo
Good communication skills are an asset to everyone, especially to shy 
people.
Boas habilidades de comunicação são uma vantagem para todos, sobretudo 
para pessoas tímidas.
Especially
Usado para enfatizar que algo é diferente ou mais importante 
para um grupo
All four Cs are important in business, especially effective communication 
skills.
Todos os quatro Cs são importantes nos negócios, sobretudo boas 
habilidades de comunicação.
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Here, we are referring to the degree of importance that clear and direct 
communication has. This degree of importance is given by the use of especially 
followed by the adjective important. It is not a question of specifying one 
group within another, but of saying that something has a very high degree of 
importance.
The adverbs we have seen so far end in -ly. This might lead us to believe that all 
English words ending in -ly are adverbs, but that is not an accurate conclusion. 
For instance, the proper name Lily ends in -ly, and so does the noun family. So, 
let’s avoid the trap of looking only at the end of the word and immediately relating 
it to an adverb. Besides, there are adverbs that do not even have this suff ix.
For example, some adverbs end in -less. Check out this sentence:
Regardless of the context, too much shyness and insecurity can always 
prevent some intelligent and capable people from doing a good job. 
Independente do contexto, timidez e insegurança demais podem sempre 
impedir algumas pessoas capazes e inteligentes de fazer um bom trabalho.
Regardless is an adverb ending in -less. However, when used with of, it forms 
the expression regardless of, which is a preposition. Note that it is followed by 
a noun. In this sentence, the meaning and use of regardless of are the same as 
that of despite, which can also be followed by a noun. The idea here is that the 
context does not interfere with the fact that insecurity and shyness prevent good 
performance. That happens regardless of, or despite, or no matter the context. 
We can imply the same idea by using regardless, without of. Then, it is not 
followed by a noun. Take a look: 
Especially + adjective 
Usado para intensif icar uma característica ou qualidade
Clear and direct communication is especially important when giving 
negative results.
Uma comunicação clara e direta é especialmente importante ao se dar 
resultados negativos.
Entrepreneurs usually fail several times. They carry on regardless.
Empreendedores normalmente fracassam muitas vezes. Eles prosseguem 
apesar disso.
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As you can see, regardless comes at the end of the sentence, and it is not 
followed by of and a noun. It is as if it refers to what was previously said, that is, 
even though they fail, they carry on. Or yet, regardless of failing, they carry on. 
There is an interesting expression we can use to convey a similar idea. Take a 
look at this sentence:
To have the jitters is an expression built with the verb to have. Jitters is a feeling 
of nervousness that you experience before something important happens, like 
a meeting, a presentation, or speaking in public, for example.
Still in the previous sentence, note the use of the adverb absolutely. It 
emphasizes the adjective normal. When we say something is absolutely normal, 
we mean it is completely normal. 
Now, there is another word in the same sentence that deserves closer attention: 
before, which is used to indicate an earlier moment. In this context, it refers to 
time, and its opposite is after.
The expression come hell or high water implies that, despite any obstacle that 
may come, it will not interfere with any specif ic result. In short, George will have 
the reports ready by midnight no matter what.
Speaking of expressions, take a look at another one in the following sentence:
Come hell or high water
Faça chuva ou faça sol 
George is working tonight. He wants to finish his report by midnight, 
come hell or high water.
George vai trabalhar esta noite. Ele quer terminar o seu relatório até a meia-
noite, faça chuva ou faça sol.
To have the jitters
Ficar nervoso / ter tremedeira
It is important to remember that having the jitters before giving a 
presentation is absolutely normal. 
É importante lembrar que f icar nervoso antes de fazer uma apresentação é 
absolutamente normal.
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Note that before has nothing to do with time. Here, it means being physically 
in front of someone. The idea is that the results can be shown in the presence of 
the board or employees. In thiscase, before is synonymous with in front of.
It turns out that before can have yet another meaning, look:
In this case, before does not mean to be physically in front of something or 
someone. Nor does it indicate an earlier time. The meaning of this sentence is 
of something being judged by the court. Note the use of to be here. To be 
before someone or something means to be under the judgment or trial of that 
someone. This usage is primarily related to this context.
Now, look at this other example:
Keep in mind that the context can change the idea of the words. And this 
happens with the word before. Take a look:
Before = in front of
Perante / diante de / em frente a
Meetings that focus specifically on presenting results – be it exclusively 
before the board of directors or before the entire staff.
Reuniões que focam especif icamente em apresentar resultados – seja 
exclusivamente diante da diretoria ou diante de todos os funcionários.
To be before someone or something (in court)
Estar sob julgamento 
The employees sued the company. The case is now before the court.
Os funcionários processaram a empresa. A decisão agora está no tribunal.
To put something before someone
Colocar algo diante de alguém para apreciação
The team put the campaign proposal before the client.
A equipe apresentou a proposta de campanha ao cliente.
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To put something before someone, in this case, the campaign proposal before 
the client, means to have something be decided by someone else; it is another 
f igurative sense of before. So, see that, here, before does not refer to time either, or 
to physical presence necessarily.
Like before, the word after can also have multiple meanings depending on the 
context. We saw that it can mean the opposite of before in the sense of a moment 
in time. So, we can say:
After weeks implies that some time has passed until something happened.
We can also use after as follows:
In this sentence, after marks a moment in time that follows an event, not 
necessarily a date or period of time. In this case, the event is a meeting.
Now, if the context changes, the meaning of after may change too. We can use this 
word to refer to a location. Look at this example:
After
Depois (tempo)
After weeks of waiting, the budget for next year’s workshop was approved.
Depois de semanas de espera, o orçamento para a oficina do ano que vem foi 
aprovado.
After
Depois (evento)
After the meeting, Anna was drinking coffee when Paul called her.
Depois da reunião, Anna estava bebendo café quando Paul ligou para ela.
After
Depois (lugar)
The meeting room is after the coffee corner, on the right.
A sala de reunião f ica depois da copa, à direita.
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Note that, in this sentence, after has nothing to do with time, but with a place or 
location. The word is used to indicate a place that is located ahead of another.
Take a look at another sentence with after:
Note that, here, after has nothing to do with a moment in time or a place. It is about 
naming something or someone in tribute to someone important. Here, after is 
part of the expression to be called after someone or to be named after someone.
Throughout this module, we have seen the importance of context in understanding 
a word. In addition, we have learned that the meanings of words can be directedly 
connected to the expression in which they are used, so perhaps they should not be 
taken literally.
It is the case of the word 
spotlight. Literally, a spotlight 
is a very strong light, often 
used in concerts and plays to 
illuminate an artist on stage.
From that, comes the expression to be in the spotlight. Take a look:
To be called after someone = to be named after someone
Ser nomeado ou batizado em homenagem a alguém
The company is called Ford Motors, after Henry Ford.
A empresa é chamada de Ford Motors, em homenagem a Henry Ford.
spotlight
holofote
To be in the spotlight
Ser o / Estar no centro das atenções
While lots of people face public speaking with some anxiety, others simply 
love to be in the spotlight.
Enquanto muitas pessoas encaram falar em público com alguma ansiedade, 
outras simplesmente adoram estar no centro das atenções.
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Note that to be in the spotlight does not mean to be physically under a beam of 
light, but to be in a position of receiving a lot of attention. That is, this expression 
can be used f iguratively, to say that someone is the focus of other people’s 
attention.
In the previous example, two different kinds of people were mentioned: people 
who like to be in the spotlight, and, on the other hand, people who face public 
speaking with some anxiety. Note that the word while is here to connect these two 
contrasting ideas. 
We could also use whereas here:
As you can see, while is synonymous with whereas when used to connect 
contrasting ideas. 
However, while can also be used to talk about two simultaneous situations. Check 
it out:
Note that, here, while does not connect two contrasting ideas. This sentence refers 
to two actions that occur at the same time, simultaneously. 
We can also use meanwhile to convey the same idea. However, it is necessary to 
adjust the sentence a bit. Observe: 
Whereas = While
Enquanto
Usado para conectar duas ideias contrastantes
Whereas lots of people face public speaking with some anxiety, others 
simply love to be in the spotlight.
Enquanto muitas pessoas encaram falar em público com alguma ansiedade, 
outras simplesmente adoram ser o centro das atenções.
While
Enquanto
Usado para conectar duas ações simultâneas
Sylvie was listening to music while she was preparing dinner. 
Sylvie estava escutando música enquanto ela estava preparando o jantar.
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Here, we have the same two actions as before. The word meanwhile connects these 
two actions by implying that they happen at the same time. But notice that, here, 
we need to separate the actions into two distinct sentences, with meanwhile 
starting the second sentence, separated by a comma. 
In this case, we cannot use whereas as a synonym, as this word does not convey 
simultaneity. 
However, depending on the context, we can use meanwhile to compare contrasting 
elements. Take a look:
Note that we have two contrasting elements here: lots of people face public 
speaking with some anxiety, and others simply love to be in the spotlight. Then, 
meanwhile links these two contrasting elements. In this case, we could use 
whereas, but then the two sentences would be merged into one, as we saw before.
So, in short: we can use while, meanwhile and whereas to talk about two 
contrasting situations. But we can only use while and meanwhile to talk about 
simultaneous actions. Whereas does not f it the latter case. 
Now, back to the word spotlight, two more expressions are worth learning. They are 
also used figuratively. Take a look:
Meanwhile
Enquanto isso
Usado para conectar duas ações que ocorrem simultaneamente
Sylvie was listening to music. Meanwhile, she was preparing dinner. 
Sylvie estava escutando música. Enquanto isso, ela estava preparando o jantar.
Meanwhile
Entretanto
Usado para conectar duas ideias contrastantes
Lots of people face public speaking with some anxiety. Meanwhile, others 
simply love to be in the spotlight.
Muitas pessoas encaram falar em público com alguma ansiedade. Entretanto, 
outras simplesmente adoram ser o centro das atenções.
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The expression to put the spotlight on something or someone means to focus 
attention or to draw attentionto something or someone. It is the same as to bring 
into focus.
The other expression is in this sentence here:
The verb to steal means to take something without the permission or knowledge 
of the owner and keep it. The spotlight, as we know, refers to a beam of intense 
light that can be directed. But here we are not talking about physically stealing a 
spotlight. 
The expression to steal the spotlight means to get all the attention or all the 
praise for yourself, sometimes to the detriment of others.
Keep in mind that learning a language is not just about memorizing words and 
sentences. We need to know how to interpret situations to understand what is really 
being said. 
To put the spotlight on something or someone
Destacar algo ou alguém / colocar o foco em algo ou alguém
In the late nineties, newspapers were putting the spotlight on the Y2K bug.
No final dos anos noventa, os jornais davam destaque ao bug do milênio.
To steal the spotlight
Roubar a cena
The new employee is so talented that he’s stealing the spotlight!
O novo funcionário é tão talentoso que está roubando a cena!
Now you know how to use some adverbs and idioms, and how to talk 
about simultaneous actions and contrasting situations.
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Vocabulary ActivitiesChapter 6 Vocabulary Grammar Grammar ActivitiesVideo Script
A. Number the columns according to the translation of the words.
B. Fill in the blanks with the appropriate word(s) according to the translation.
( 1 ) especif icamente
( 2 ) sobretudo / especialmente
( 3 ) simplesmente
( 4 ) especial
( 5 ) legal
( 6 ) muito / realmente
( 7 ) f icar nervoso
( 8 ) independente de
( 9 ) apresentar
( 10 ) uma vantagem
( 11 ) ser o centro das atenções
( 12 ) perante
( ) simply
( ) really
( ) specially
( ) to present
( ) to have the jitters
( ) special
( ) to be in the spotlight
( ) cool
( ) an asset
( ) regardless of 
( ) especially
( ) before
1. Lots of people face public speaking with some anxiety. , others simply 
 love to be in the spotlight.
 Muitas pessoas encaram falar em público com alguma ansiedade. Entretanto, outras simplesmente 
 adoram ser o centro das atenções.
2. The company is called Ford Motors, Henry Ford.
 A empresa é chamada de Ford Motors, em homenagem a Henry Ford.
3. the context, too much shyness and insecurity can always prevent 
 some intelligent and capable people from doing a good job. 
 Independente do contexto, timidez e insegurança demais podem sempre impedir algumas pessoas 
 capazes e inteligentes de fazer um bom trabalho.
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Part 3.
Activities
Chapter 6 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. specially
2. especially
3. simply
4. special
5. cool
6. really
7. to have the jitters
8. regardless of
9. to present
10. an asset
11. to be in the spotlight
12. before
Activity B – Answers
1. Meanwhile
2. after
3. Regardless of
4. while
5. Meanwhile
6. After
4. Sylvie was listening to music she was preparing dinner.
 Sylvie estava escutando música enquanto ela estava preparando o jantar.
5. Sylvie was listening to music. , she was preparing dinner.
 Sylvie estava escutando música. Enquanto isso, ela estava preparando o jantar.
6. the meeting, Anna was drinking coffee when Paul called her.
 Depois da reunião, Anna estava bebendo café quando Paul ligou para ela.
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Vocabulary Activities GrammarChapter 6 Vocabulary Grammar ActivitiesVideo Script
Since our f irst chapter, we have seen some verb forms. First, we saw the simple 
present, which can be used to make descriptions or to state facts. It can also be 
used to speak of something that happens repeatedly or habitually, and also in 
the future. 
We also saw that the simple past is used to talk about something that 
happened at a specific time in the past. 
To help us differentiate when a situation takes place, we use expressions of time 
that are also called adverbs of time.
Let’s look at this with some examples:
Here, we have the verb to be conjugated in the simple present. Now is an 
adverb of time that indicates the present. So, this sentence tells the time at this 
moment: f ive-thirty.
Now, pay attention to this example:
ADVERBS OF TIME
ADVERBS OF TIME
It is five-thirty now.
São cinco e meia agora.
The train leaves tomorrow.
O trem parte amanhã.
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Note that we know the action happened sometime in the past because the verb 
is in the simple past: memorized. Since it is regular, we just added -ed to the end 
of its base form. But the adverb of time before, meaning some time ago, helps 
locate the action in the past. 
Notice that the three previous examples follow the same structure: subject + 
main verb + complement.
It turns out that in chapter 3 we saw that it is possible to add the suff ix -ing to 
a verb and use it as the subject of the sentence, or at least as part of it. Take a 
look:
Talking ends in -ing. Note that it does not indicate the main action of the 
sentence, because it is not the main verb here. It is part of the subject. The verb 
that indicates the main action of the sentence is to have, here conjugated as has 
in the simple present.
Now, observe a sentence in which talk works as the main verb:
The verb is still in the simple present: leaves. However, because of the adverb 
tomorrow, we know the action will take place in the future.
Check out the next example:
ADVERBS OF TIME
SIMPLE PRESENT
Before, students memorized dates and names for tests.
Antes, estudantes memorizavam datas e nomes para provas.
Talking all the time has nothing to do with having effective 
communication skills. 
Falar o tempo inteiro não tem nada a ver com ter boas habilidades 
de comunicação.
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Here, the verb to talk is conjugated in the simple past as talked. It indicates the 
main action of the sentence. Notice that the adverb of time yesterday indicates 
the moment when the action took place. That is, here, the verb to talk refers to 
the main action, which has already happened.
Besides using the -ing form as part of the subject, we can also use it as a verbal 
complement. It is necessary to observe the verb that precedes the complement, 
because some verbs are necessarily followed by verbal complements in the -ing 
form. In this case, the verb in the -ing form does not indicate the main action of 
the sentence either. Check it out:
SIMPLE PAST
Yesterday, Bianca talked non-stop during the conference. 
Ontem, a Bianca falou sem parar durante a conferência.
Speaking is the verb to speak in the -ing form, because it is the verbal 
complement of the main verb to enjoy. Notice that enjoy is conjugated in the 
simple present. 
The verb to enjoy only takes verbal complements ending in -ing. Here are other 
verbs that only accept verbal complements in the -ing form:
VERB + VERB IN THE -ING FORM
to enjoy + verb -ing
gostar
to avoid + verb -ing
evitar
to quit + verb -ing
desistir / parar
to admit + verb -ing
admitir
VERB IN THE -ING FORM VERBAL COMPLEMENT
 Verbo na forma -ing complemento verbal
Some people truly enjoy speaking in public.
Algumas pessoas realmente gostam de falar em público. 
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These verbs are not the only ones that must be followed by verbal complements 
in the -ing form. With time and practice, you will learn some more, since there is 
no general rule that determines which verbs admit a complement in the -ing form 
and which ones do not.
Another use of the -ing form is after prepositions. Take a look:
On is a preposition. Note that, after this preposition, we have the verb to 
present inthe -ing form.
Notice that the preposition on is referenced to the verb to focus, although in this 
sentence they are separated by an adverb. That is because the verb to focus 
requires the preposition on when used with a complement. That is, when we 
focus, we focus on something.
As phrasal verbs can be formed by a verb and a preposition, their verbal 
complements usually come in the -ing form too. Take a look:
Kept on is the simple past of the phrasal verb to keep on, which means 
to continue. As we have on, which is originally a preposition, the verbal 
complement is in the -ing form.
Verbs ending in -ing are also used in certain verb forms. Then, the verb in the 
-ing form is the main verb, that is, it expresses the main action of the sentence. 
This is the case of the present continuous, a verb form composed of the verb to 
be in the present, as an auxiliary, and the main verb in the -ing form. 
 PREPOSITION + VERB IN THE -ING FORM
preposição + verbo na forma -ing
Indicators are commonly shown in meetings that focus specifically on 
presenting results.
Indicadores são comumente mostrados em reuniões que focam 
especif icamente em apresentar resultados.
 PHRASAL VERBS + VERB IN THE -ING FORM
Phrasal verbs + verbo na forma -ing
Even though they were tired, everyone kept on working.
Apesar de estarem cansados, todos continuaram trabalhando.
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The verb to be must be conjugated in the simple present according to the subject. 
It works as an auxiliary verb. The main verb is in the -ing form, regardless of the 
subject. 
The basic structure of negative sentences is as follows:
PRESENT CONTINUOUS
PRESENT CONTINUOUS
Affirmative form
Forma afirmativa
subject + verb to be in the simple present + main verb in 
the -ing form + complement
sujeito + verbo to be no simple present + verbo principal na 
forma -ing + complemento
Negative form
Forma negativa
subject + verb to be in the simple present + not + main verb in the -ing 
form + complement
sujeito + verbo to be no simple present + not + verbo principal na forma 
-ing + complemento
In the negative, the only change is the particle not, which must be placed right 
after the verb to be conjugated accordingly. 
In the interrogative form, we invert the subject with the verb to be. Take a look:
The basic structure of the present continuous in the aff irmative form is as follows: 
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Those are the basic structures of the three sentence forms with verbs in the 
present continuous. Now, let’s see in which contexts we can apply this verb form.
One of the uses of the present continuous is to talk about an action in progress 
during the moment of speech. The focus is on the continuity of the action. 
This verb form is not used to talk about permanent situations in the present. 
Normally, we use the simple present to express that, as we saw previously. 
Therefore, the present continuous is used to express temporary situations. For 
example:
This sentence refers to something that is happening at the very moment of 
speech. The use of the verb to study in the -ing form combined with to be as an 
auxiliary verb conveys this idea of continuity.
And if we add an adverb of time to this sentence, that becomes even clearer. 
Look:
PRESENT CONTINUOUS
PRESENT CONTINUOUS
Interrogative form
Forma interrogativa
verb to be in the simple present + subject + main verb in the -ing form 
+ complement
verbo to be no simple present + sujeito + verbo principal na forma -ing + 
complemento
Actions in progress at the moment of speech
Ações em curso no momento da fala
You are studying English. 
Você está estudando inglês.
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Right now is an adverb of time that reinforces the continuity of the action at this 
very moment.
However, depending on the context, a sentence in the present continuous can 
refer to a future plan. Compare:
Note how important context is: by stating that it is 9 o’clock at night, we convey 
the idea that George is working at this moment when we use the adverb tonight. 
So, the present continuous refers to an action in progress at the moment of 
speech in the previous example.
Now, observe the change in context and compare:
PRESENT CONTINUOUS
PRESENT CONTINUOUS
PRESENT CONTINUOUS
Actions in progress at the moment of speech
Ações em curso no momento da fala
You are studying English right now.
Você está estudando inglês agora mesmo. 
Actions in progress at the moment of speech
Ações em curso no momento da fala
It is 9 p.m. right now. George is tired, but he is working tonight.
São 9h da noite agora. O George está cansado, mas está trabalhando esta 
noite.
Future events
Eventos futuros
It’s 9 o’clock in the morning. George is tired, but he is working tonight.
São 9h da manhã. O George está cansado, mas vai trabalhar esta noite. 
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The context states that it is 9 o’clock in the morning. When we say tonight, 
we refer to the night shift that is yet to begin. So, we are using the present 
continuous to talk about something that is going to happen later at night. It refers 
to a future event, that is, it conveys an idea of intentionality in the future.
In this case, a broader context or the use of adverbs of time makes all the 
difference to understand the message accurately. 
We would also be talking about the future if we said:
Here, tomorrow contextualizes the sentence, clearly indicating that the action 
will take place in the future. Tomorrow is the same as the day after, or the next 
day, so we are obviously referring to a future event. 
As you can see, the verb form is the same, that is, it is still the present continuous 
being used to talk about something planned to happen.
Let’s look at one more example:
PRESENT CONTINUOUS
PRESENT CONTINUOUS
Future events
Eventos futuros
George is working tomorrow.
O George vai trabalhar amanhã.
Future events
Eventos futuros
The recruiters are interviewing candidates next Friday.
Os recrutadores vão entrevistar candidatos na sexta-feira que vem.
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In the previous example, we have a time specif ication, next Friday. It locates the 
event in the future. So, here, the present continuous is not being used to talk 
about something that is in progress right now, and the adverb of time helps make 
that very clear.
Now, if we wanted to talk about an action in progress during a given time in 
the past, we would use the past continuous. 
The basic structure is the same as that of the present continuous: subject + 
verb to be + main verb in the -ing form + complement. In fact, the affirmative, 
negative, and interrogative forms follow the same structures we saw for the 
present continuous. The only difference is that the verb to be is conjugated in 
the simple past, not in the simple present. 
Take a look at an example:
In the previous sentence, the subject is the recruiters, third person plural. 
Therefore, we conjugate the verb to be in the past as were. Then, comes the 
main verb in the -ing form – interviewing –, and the rest is the complement. This 
sentence conveys the idea that the event was taking place at some point in the 
past, emphasizing the continuity of the action during that period. In this case, last 
week. 
As you can see, the structure is the same as that of the present continuous; the 
only change is the conjugation of the auxiliary verb. To be is conjugated in the 
simple past as follows:
AUXILIARY VERB TO BE IN THE SIMPLE PAST
I / he / she / it was
you / we / they were
PAST CONTINUOUS
Actions in progressin the past
Ações em curso no passado
The recruiters were interviewing the candidates last week.
Os recrutadores estavam entrevistando os candidatos na semana passada.
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Note that the action is located at a point in the past: in the late nineties. That means 
the end of a decade, the 1990s. So, when we say newspapers were putting the 
spotlight on the Y2K bug, we express an action in progress some time in the past.
It is also very common for people to use the past continuous to describe situations 
in the past that were in progress and were interrupted by some event or another 
action. In this case, we use when to introduce the sentence that describes the 
interruption. Check it out:
Here, we have the time expression after the meeting locating the moment of 
the whole situation. There are two actions here. One that was happening in the 
past: Anna was drinking coffee. Then, we have when introducing another action 
that interrupted the one that was happening: Paul called. Note that this action 
is expressed in the simple past. The idea here is that Paul’s call interrupted the 
continuity of Anna’s action.
Now, remember that in the vocabulary part of this chapter we saw some uses of the 
word while? One of its uses is to connect two simultaneous actions. Let’s recall a 
sentence we saw then:
PAST CONTINUOUS + WHEN + SIMPLE PAST
After the meeting, Anna was drinking coffee when Paul called her.
Depois da reunião, Anna estava tomando café quando Paul ligou para ela.
To conjugate the verb to be in the simple past, we use were for all persons in 
the plural – we, you, and they –, and also for the second person singular – you. 
Was is used for the third person singular – he, she, and it –, and for the first 
person singular – I.
Let’s see another example:
PAST CONTINUOUS
Actions in progress in the past
Ações em curso no passado
In the late nineties, newspapers were putting the spotlight on the Y2K 
bug. 
No final dos anos noventa, os jornais davam destaque ao bug do milênio.
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Here, we have two actions described in the past continuous: Sylvie was listening to 
music and she was preparing dinner. These two actions were in progress in the past 
at the same time. And we know this because they are linked by while. So, note that we 
have past continuous + while + past continuous. If the two actions are simultaneous, it 
is only logical that they will be expressed in the same verb form.
Since the subject in the previous example is the same for both actions – the subject 
pronoun she refers back to Sylvie –, we can omit the second subject and say:
Note that, when we do that, we also omit the verb to be in the second sentence. As a 
consequence, while is immediately followed by a verb in the -ing form. But beware: 
this is still the past continuous, we have just omitted the subject and the auxiliary verb 
because they refer to the same person. That way, we make it less repetitive. 
However, it would not be possible to omit the subject and the auxiliary verb if we had 
different subjects. For example:
PAST CONTINUOUS + WHILE + PAST CONTINUOUS
PAST CONTINUOUS + WHILE + PAST CONTINUOUS
PAST CONTINUOUS + WHILE + PAST CONTINUOUS
Sylvie was listening to music while she was preparing dinner.
Sylvie estava escutando música enquanto estava preparando o jantar.
Sylvie was listening to music while preparing dinner.
Sylvie estava escutando música enquanto estava preparando o jantar.
Sylvie was preparing dinner while Jack was watching TV.
Sylvie estava preparando o jantar enquanto Jack estava assistindo à TV.
Now, we have two simultaneous actions being performed by different people. Sylvie 
was performing the f irst one, and Jack was performing the second one. So, we could 
not omit Jack was, or it would seem like Sylvie was performing both actions.
The present continuous can also be used in this same structure. Let’s see:
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In this chapter, you have reviewed and learned other verb forms and their use in 
sentences in the affirmative, negative, and interrogative forms. You have also learned 
about some uses of the -ing form, and we took the opportunity to find out how to 
use the present continuous and the past continuous. We have also learned how to use 
when and while to connect sentences. If you want to learn more about these topics, 
you can refer to the Grammar Guide section at the end of your book.
GRAMMAR GUIDE 
Adverbs of Time Page 240
Past Continuous Page 278
Present Continuous Page 293
Verbs + Infinitive or -ING Page 340
Here, we have the same two actions as before, only now they are both in the present 
continuous. Note that the verb to be is conjugated in the present as is. While 
establishes that these two actions are parallel and occur simultaneously. So, we have 
present continuous + while + present continuous.
And since the subject of both actions is the same, again, we can omit the second one 
and say:
As you can see, we have removed the second subject and the auxiliary verb is, so while 
is immediately followed the verb in the -ing form.
PRESENT CONTINUOUS + WHILE + PRESENT CONTINUOUS
PRESENT CONTINUOUS + WHILE + PRESENT CONTINUOUS
Sylvie is listening to music while she is preparing dinner.
Sylvie está escutando música enquanto está preparando o jantar.
Sylvie is listening to music while preparing dinner.
Sylvie está escutando música enquanto está preparando o jantar.
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Grammar ActivitiesChapter 6 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. ( ) George is working tomorrow.
2. ( ) The recruiters were interviewing the candidates last week.
3. ( ) Sylvie is listening to music at the moment.
4. ( ) In the late nineties, newspapers were putting the spotlight on the Y2K bug.
5. ( ) She is preparing dinner now.
6. ( ) The recruiters are interviewing candidates next Friday.
7. ( ) Sylvie was preparing dinner last night.
8. ( ) Jack is watching TV right now.
A. Mark ( A ) if the sentence refers to an action in progress in the present, ( B ) if it refers to an 
 action in progress in the past, or ( C ) if it refers to a future event.
B. Fill in the blanks with the missing words.
1. Some people truly enjoy in public.
 Algumas pessoas realmente gostam de falar em público.
2. all the time has nothing to do with having effective communication skills.
 Falar o tempo inteiro não tem nada a ver com ter boas habilidades de comunicação.
3. Yesterday, Bianca non-stop during the conference.
 Ontem, Bianca falou sem parar durante a conferência.
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Chapter 6 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. speaking 
2. Talking / Speaking / To talk / To speak
3. talked / spoke
4. working
5. are studying
6. called
7. was watching 
8. is listening 
1. C 
2. B
3. A
4. B
5. A 
6. C 
7. B
8. A
Activity A – AnswersActivity B – Answers
4. Even though they were tired, everyone kept on .
 Apesar de estarem cansados, todos continuaram trabalhando.
5. You English right now.
 Você está estudando inglês agora mesmo.
6. After the meeting, Anna was drinking coffee when Paul her.
 Depois da reunião, Anna estava tomando café quando Paul ligou para ela.
7. Sylvie was cooking while Jack TV.
 Sylvie estava cozinhando enquanto Jack estava assistindo à TV.
8. Sylvie to music while cooking.
 Sylvie está escutando música enquanto está cozinhando. 
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Career 
TransitionCareer 
Transition
7
Chapter 7 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
Throughout this series, we have talked about how effective 
communication skills can help in professional development. Wespoke 
about topics that go from the f irst job interview to a presentation of 
results. 
In this last episode, we will discuss one of the most delicate moments in 
the corporate world: leaving a company. Be it to retire or to go to work 
somewhere else, changing careers is something that must be done 
carefully.
Remember: this type of decision can have a considerable impact on 
your professional life. It says a lot about who you are and the values that 
you live by. That’s why the way you leave a company may affect your 
reputation in the job market as a whole. The most important thing to do 
is to be honest when you communicate your plans to the company. That 
helps keep the doors open for you in the future.
Before making the decision to leave, try to investigate the effects of your 
resignation, both in your life and in the company’s routine. It’s extremely 
important to reflect wisely before going any further, so take all of the 
time you need. This is a decision that is very diff icult to go back on. In 
case you reach the conclusion that leaving the company is, in fact, the 
best decision, then it’s time to talk to your immediate superior.
But, don’t get ahead of yourself! You’d better not talk about your 
intentions to the other people in the team. That could fuel gossip and 
make your manager’s job very diff icult. We’re talking about the same 
cautious approach you should take when asking for a raise... 
CAREER TRANSITION
In this chapter, you will learn some pronunciation tips and vocabulary related 
to career transition. You will also learn how to use phrasal verbs and idioms, as 
well as important vocabulary and grammar topics. 
Now, look at the script of Career Transition.
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Chapter 7 Vocabulary Vocabulary Activities Grammar Grammar Activities
Don’t try to talk to them during your coffee break or when there are other 
people around. Have a private conversation with your manager and be 
straightforward. Always explain your reasons and intentions in an objective 
manner. After all, this is a matter that must be dealt with seriously.
It’s possible that, during this conversation, they decide to make you 
a counteroffer to keep you in the company. Avoid refusing anything 
right away, even if you choose to decline it later on. Be open and listen 
attentively to what they have to say. Consider the offer as carefully as you 
did when you decided to leave in the f irst place. Don’t do anything that you 
would be sorry about afterwards. And if the answer is really no, let them 
know why. This honest dialogue with the leaders of the company is very 
important to keep a good relationship with them now, and in the future.
Once you’ve made it clear that you’re actually leaving, try not to abandon 
the company the next day. Give the company a reasonable notice period, 
so they can reorganize their processes and minimize the impact of your 
resignation. The absence of an employee always affects other people’s 
work somehow. So it’s a good idea to come up with a transition plan 
with your supervisor. Establishing a deadline for them to be able to hire 
someone else to replace you is also advisable. And, by the way, make 
yourself available to pass on your knowledge to this new employee, okay?
The same goes if you’re leaving the company to get retired. We never 
know what lies ahead... What if you need some extra income during your 
retirement? What if you get bored and you want to shake things up again? 
Actually, many retirees take advantage of their knowledge and experience 
working with freelance consultancy and training. It might be a new 
beginning for these professionals. 
I guess it’s pretty clear that career transitions are delicate moves that affect 
not only the company but also the employee who decides to leave. This is 
another moment where effective communication skills pan out. Knowing 
how to communicate your decision will not jeopardize everything you’ve 
built. 
So, here is my f inal tip: be a considerate professional all the way. Be wise 
and live up to the good reputation you’ve earned during the time you 
stayed in the company. That way, there’s no doubt the doors to the job 
market will always be open to you. 
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TRANSIÇÃO DE CARREIRA
Ao longo desta série, nós falamos sobre como habilidades eficazes 
de comunicação podem ajudar no desenvolvimento profissional. Nós 
falamos sobre tópicos que vão desde a primeira entrevista de emprego, 
até uma apresentação de resultados. 
Neste último episódio, nós vamos discutir um dos momentos mais 
delicados no mundo corporativo: sair de uma empresa. Seja para se 
aposentar ou para trabalhar em outro lugar, trocar de carreira é algo que 
deve ser feito cuidadosamente.
Lembre-se que esse tipo de decisão pode ter um impacto considerável 
na sua vida profissional. Ela diz muito sobre quem você é, e mostra os 
valores pelos quais você vive. É por isso que a forma que você se desliga 
de uma empresa pode afetar a sua reputação no mercado de trabalho 
como um todo. A coisa mais importante a fazer é ser honesto quando 
você comunica os seus planos para a empresa. Isso ajuda a manter as 
portas abertas para você no futuro. 
Antes de tomar a decisão de ir embora, tente examinar os efeitos do seu 
pedido de demissão, tanto na sua vida quanto na rotina da empresa. É 
extremamente importante refletir sabiamente antes de ir além; portanto, 
tome o tempo que você precisar. Essa é uma decisão muito dif ícil de se 
voltar atrás. Caso você chegue à conclusão de que sair da empresa é, 
de fato, a melhor decisão, então é o momento de conversar com o seu 
superior direto.
Mas não se apresse! É melhor você não falar sobre suas intenções 
com as outras pessoas na equipe. Isso pode alimentar fofoca e tornar 
o trabalho do seu gestor muito dif ícil. Estamos falando sobre usar a 
mesma abordagem cautelosa que você deveria adotar ao pedir um 
aumento... Não tente falar com ele sobre isso no cafezinho ou quando 
houver outras pessoas por perto. Tenha uma conversa particular com 
seu gestor e seja direto. Sempre explique suas razões e intenções de 
uma maneira objetiva. Afinal, este é um assunto que precisa ser tratado 
seriamente.
É possível que, ao longo dessa conversa, ele resolva fazer uma 
contraproposta para manter você na empresa. Evite recusar qualquer 
coisa logo de cara, mesmo que você escolha declinar a oferta mais tarde. 
Esteja aberto e ouça atentamente ao que ele tem a dizer. Considere a 
oferta com o mesmo cuidado que teve quando chegou inicialmente à 
decisão de ir embora. 
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Chapter 7 Vocabulary Vocabulary Activities Grammar Grammar Activities
Não faça nada de que você se arrependeria depois. E se a resposta 
realmente for não, explique a razão para o seu gestor. Esse diálogo 
franco com os líderes da empresa é muito importante para manter um 
bom relacionamento com eles agora e no futuro. 
Uma vez que você deixou claro que está realmente indo embora, 
tente não abandonar a empresa no dia seguinte. Dê à empresa um 
aviso prévio razoável, para que eles possam se organizar em seus 
processos e minimizar o impacto do seu pedido de demissão. A 
ausência de um funcionário sempre afeta o trabalho de outras pessoas 
de alguma forma. Por isso é uma boa ideia elaborar um plano de 
transição com seu supervisor. Estabelecer um prazo para que eles 
possam contratar alguém para substituí-lo também é recomendável. E, 
aliás, se disponibilize para passar o seu conhecimento para esse novo 
funcionário, ok?
O mesmo se aplica caso esteja saindo para se aposentar. Nós nunca 
sabemos o que vem pela frente... E se você precisar de uma renda extra 
durante a sua aposentadoria? E se você estiver entediado e quiser 
dar uma sacudida na vida de novo? Na verdade, muitos aposentados 
aproveitam seu conhecimento e sua experiência trabalhando com 
consultoria freelancer e treinamento. Isso pode serum novo começo 
para esses profissionais.
Acho que está bem claro que transições de carreira são movimentos 
delicados que afetam não apenas a empresa, mas também o 
funcionário que decide sair. Esse é outro momento em que habilidades 
eficazes de comunicação se apresentam. Saber como comunicar sua 
decisão não vai colocar em risco tudo que você construiu.
Então, aqui está minha última dica: seja um profissional atencioso até o 
f im. Seja sábio e esteja à altura da boa reputação que você conquistou 
ao longo do tempo que f icou na empresa. Desse jeito, não há dúvidas 
de que as portas do mercado de trabalho sempre vão estar abertas para 
você.
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Video Script VocabularyChapter 7 Vocabulary Activities Grammar Grammar Activities
Since the f irst chapter, we have seen that knowing how to communicate clearly 
and effectively can be useful at different times in our career: in the beginning, 
to make a good impression during a job interview or to adapt to a new work 
environment. But effective communication can also make a difference when it is 
time to leave a company. This chapter addresses this last step in the professional 
path.
Some people feel that, since they are leaving the company, they do not have to 
worry too much about the impression they leave behind. But deciding to leave is 
something that must be treated seriously and gently. That is because:
It says a lot about who you are and the values that you live by.
Ela diz muito sobre quem você é, e mostra os valores pelos quais você vive.
TO LIVE VERB
 Morar verbo
Susan lives in Rio de Janeiro with her husband. 
Susan mora no Rio de Janeiro com o marido dela.
In this context, it refers to what we said before, which is the way we leave a 
company. Note that, here, a lot intensif ies the action expressed by the verb to 
say. It would be synonymous with very much.
There is another interesting verb here: to live by, which means to live according 
to some principle, philosophy, or morals. It is a phrasal verb formed by the verb 
to live and the particle by, and it is usually followed by a complement. But, in 
this case, the complement is what was mentioned previously. 
By itself, one of the meanings of the verb to live is to reside. Check it out:
Here, to live is the main verb of the sentence. It implies Susan resides in Rio, that 
is, her house is there. Note that the verb to live is conjugated in the third person 
singular in the simple present, so it has an -s at the end.
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Now, pay attention to the pronunciation of the verb lives: /livz/. 
But it turns out that the same word can be used as a plural noun, and, in that case, we say 
lives: /laivz/. Take a look:
 LIVE ADVERB
Ao vivo advérbio
The company is airing the convention live.
A empresa está transmitindo a convenção ao vivo.
LIVES PLURAL NOUN
 Vidas substantivo plural
It’s important to prepare students for the challenges they’ll face in their lives.
É importante preparar os estudantes para os desafios que eles vão encarar em suas vidas.
Here, the word lives is a noun, and it is the plural of life, that is, the period between birth and 
death.
But we can still f ind the word live, without the -s. But, then, it will not be a noun anymore. It can 
be an adjective used to qualify a radio, TV, or any other kind of broadcast that is seen or heard 
at the same time it is happening. For instance: 
 LIVE ADJECTIVE
Ao vivo adjetivo
Everybody loves the live TV program presented by Jeremy. 
Todo mundo ama o programa de TV ao vivo apresentado por Jeremy.
In this case, live, which is pronounced /laiv/, is an adjective that qualif ies the 
noun TV program. The idea is that the program is happening at the same time 
people are watching it. 
It is also possible to use live, with the same pronunciation as in /laiv/, as an 
adverb. It qualif ies how something happens as in when a program is broadcast, 
or something is performed in real time. For instance:
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The verb to leave is in the -ing form in this sentence. Here, it implies leaving a 
company in the sense of not working there anymore. 
But it can also be used in the sense of exiting a place temporarily, as in:
In this case, live refers to the verb to air and qualif ies the way the convention is 
being aired: in real time. 
Careful not to confuse the verbs to live and to leave. The verb to live is 
pronounced /liv/, whereas the verb to leave is pronounced /li:v/, with a longer 
vowel sound.
They are not only written and pronounced differently; they also have different 
meanings. Take a look:
TO LEAVE
deixar / partir / sair
We will discuss one of the most delicate moments in the corporate 
world: leaving a company.
Nós vamos discutir um dos momentos mais delicados no mundo 
corporativo: sair de uma empresa.
TO LEAVE = TO EXIT (A PLACE)
Sair (de algum lugar)
I’m leaving at six o’clock this evening. 
Eu vou sair às seis da tarde.
Here, the verb to leave conveys the idea that the person is exiting a place, but it 
does not imply that they will not come back eventually. 
It is also possible to use this verb in the context of ending a relationship, as in:
TO LEAVE (SOMEONE)
deixar / abandonar (alguém) / terminar um relacionamento
Jonathan left his wife and kids for another woman. 
Jonathan deixou sua esposa e f ilhos por outra mulher.
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In this case, we used to leave in the simple past, left, in the sense of abandoning 
someone, ending a relationship.
There is still another context in which we can use this verb. Take a look:
Here, to leave is being used in the sense of sending a message to someone who 
will get it later.
When we say that someone is going to leave a company and never come back, 
we can think that this will happen voluntarily or not. One of the reasons for leaving 
willingly is to retire. Check it out:
TO LEAVE A MESSAGE
Deixar uma mensagem ou um recado
Anna didn’t answer the phone, so Jack left a message on her voice mail. 
Anna não atendeu o telefone; então, Jack deixou uma mensagem no correio 
de voz dela.
TO WORK AS + POSITION / OCCUPATION
Trabalhar como + cargo / ocupação
After working as a cop for twenty years, Aaron is retiring.
Depois de trabalhar como policial por vinte anos, Aaron está se aposentando.
To retire means to stop working after reaching a certain age or time of 
service. It is also possible to retire due to health impediments. 
Now, notice the use of to work as a cop. Here, as means executing the function 
of a certain professional. To convey that, we use work as plus the word that 
defines someone’s position or occupation.
We can use retire as to talk about the last position someone held before retiring. 
For example:
TO RETIRE AS + POSITION
Aposentar-se como + cargo
Tanya is retiring as the VP of the company. 
Tanya está se aposentando como vice-presidente da empresa.
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Note that we have the verb to retire, followed by as, plus a specif ic position or 
job title; in this case, VP, vice president. So, we are mentioning the last position 
held by the person upon retiring.
It is also possible to say to retire from, but there will be a slight difference in use. 
From indicates origin. To retire from is usually followed by the place the person 
left when they retired, or by a field of expertise. It would be possible to mention a 
company by name or a specif ic f ield, such as politics. Observe the example:
TO RETIRE FROM + PLACE OR FIELD
Aposentar-se de algum local ou área
Jack wants to retire from the board of directors.
Jack quer se aposentar da diretoria.
In this context, theperson is referring to a place, which is a seat on the board of 
directors. Let’s take this opportunity to take a closer look at pronunciation here. 
The word director can be pronounced in two ways: director, as in /daiˈrektə(r)/, 
with the letter i sounding similar to an i itself, or director, as /dəˈrektə(r)/, in which 
the letter i sounds like a short e. 
In the United States, people can retire through the public retirement plan called 
social security. There is even the social security number, which is linked to 
everything the citizen does, especially with regards to their profession and 
f inancial life. It turns out that there are also private retirement plans, which are 
funded by the employer or by the employee on their own.
A very popular private retirement plan in the United States is called 401K, 
pronounced as four-oh-one-k. In short, it allows the amount of tax that would be 
deducted at source to be directed to a long-term investment fund. The employer 
can cover part of this amount or not. Then, when the person retires, they have 
access to the amount adjusted according to compound interests.
Since we are on this topic, let’s see the word family related to the verb to retire. 
We can form nouns from this verb using suffixes. Take a look:
FAMILY WORD – TO RETIRE
retiree
aposentado / 
aposentada
retirement 
aposentadoria
retirement plan 
plano de 
aposentadoria
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There are some retirement plans that pay the pension at once, instead of monthly. 
Now, observe some examples with these words to better understand the 
difference between them. Check them out:
Note that, with the suff ix -ee, we form retiree, which refers to a person who has 
stopped working.
With the suff ix -ment, we form retirement, which refers to the act of leaving 
your job and stop working. 
That is where the term retirement plan comes from, which is a system to save 
money for your retirement. 
The money you receive monthly after you retire is called pension.
pension
aposentadoria (pagamento mensal recebido pelo aposentado)
Here, the word retirement is being used together with plan. Retirement plan 
forms a compound noun. 
Now, look at this next sentence:
401k is a popular retirement plan in the United States.
401k é um plano de aposentadoria popular nos Estados Unidos.
It’s important to plan your budget according to the pension you have.
É importante planejar o seu orçamento de acordo com a aposentadoria que 
você tem.
Here we are talking about the monthly amount that a retired person receives; 
that is why we are using the word pension. A budget is a plan on how you will 
spend a specific amount of money.
Now, let’s see another one:
There are cruises that organize trips specifically for retirees.
Tem cruzeiros que organizam viagens especif icamente para aposentados.
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Note that retirees are the people who are retired. 
It turns out that people do not always leave a company voluntarily. Sometimes 
people get fired. There are several expressions to say this. Take a look:
Note that all of these expressions are formed with the verb to get. 
We can also leave a company to pursue another opportunity, either because 
the competition has spotted us, or to try a different career. In that case, we 
resign, which is a way of leaving the company voluntarily. Some ways to say 
this in English are as follows:
EXPRESSIONS
to get the sack / to get sacked 
ser demitido, geralmente por ter feito algo de errado (especialmente em 
inglês britânico)
to get the boot 
ser demitido, ser mandado para o olho da rua (informal)
to get laid off
ser demitido, ser dispensado (geralmente porque há pouco trabalho)
to get fired
ser demitido
to get dismissed 
ser demitido, ser dispensado
VERBS AND EXPRESSIONS 
to resign (from a job or position)
pedir demissão (de um emprego ou cargo)
to quit (a job)
sair (de um emprego)
to ask to leave
pedir para sair
to bow out
pedir demissão, principalmente depois de muito tempo no cargo
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To resign is a decision that must be taken seriously; after all, working is a central 
point of our lives. Resigning has consequences that affect a large part of your 
daily life, as well as the routine that involves your colleagues and the company. In 
other words:
In the previous sentence, to leave is being used in a context of resigning, so 
much so that we have the noun resignation in the same sentence.
Resignation refers to the employee’s act of resigning or telling their employer that 
they are leaving. It is a voluntary act. 
It is different from the noun dismissal.
Before making the decision to leave, try to investigate the effects of 
your resignation, both in your life and in the company’s routine.
Antes de tomar a decisão de ir embora, tente examinar os efeitos do seu 
pedido de demissão, tanto na sua vida quanto na rotina da empresa.
resignation
demissão / ato de pedir demissão ou demitir-se
dismissal
dispensa / ato de dispensar um funcionário
It refers to the situation of being laid off from the job by the employer. 
When the employee wants to leave, many companies ask them to write a letter of 
resignation:
The letter of resignation is an official document that states the employee’s 
wish to leave and exempts the company from legal responsibility. 
A carta de demissão é um documento oficial que declara o desejo do funcionário 
de sair e exime a empresa de responsabilidade legal.
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This letter contains a notice:
A notice is a warning that states how long the employee will keep on 
working after their resignation.
O aviso-prévio é uma declaração de quanto tempo o funcionário vai 
continuar trabalhando após o pedido de demissão.
In the United States, the period is usually f ifteen days, so we would say a fifteen-
day notice; in other words, two weeks’ notice. 
Since the resignation is presented in the format of a letter, there is a common 
phrasal verb we can use to express that. Take a look:
TO HAND IN
Entregar (geralmente, em mãos)
Thomas is thinking about handing in his resignation next week.
Thomas está pensando em entregar seu pedido de demissão na semana 
que vem.
To hand in means to submit, to deliver. So, to hand in one’s resignation means 
to officially inform your employer that you are leaving your job.
Sometimes, an employee’s resignation can be mandatory, usually because 
they have done something wrong. Instead of f iring the person, an agreement is 
made in which they resign. In that sense, we can use the verbs to demand or to 
request. For example:
TO DEMAND
Exigir
Following the scandals in the press, the CEO himself is demanding the 
VP’s resignation.
Após os escândalos na imprensa, o próprio CEO está exigindo a demissão 
do vice-presidente.
The verb to demand means to strongly require, to forcefully ask. Here, what is 
being required is that the VP resign. The verb to request could also be used here, 
but it sounds less emphatic than to demand.
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When we submit a resignation letter to our boss, they can agree to it, and then 
we use the verb to accept. For example:
TO ACCEPT (A RESIGNATION)
Aceitar (um pedido de demissão)
The company accepted Sarah’s resignation. She leaves next month.
A empresa aceitou o pedido de demissão de Sarah. Ela vai embora no 
mês que vem.
The verb to accept means to consent to, to say yes to. This means that the 
company has agreed to her request to leave.
But sometimes the company does not want to lose a very talented employee, so 
they refuse their resignation.In this case, we use the verb to reject:
TO REJECT (A RESIGNATION)
Rejeitar (um pedido de demissão)
Josh’s boss rejected his resignation and decided to make him a 
counteroffer.
O chefe de Josh rejeitou seu pedido de demissão e decidiu fazer uma 
contraproposta para ele.
To reject someone’s resignation means saying no to someone’s request to leave 
the job. But this does not mean that the person has to work against their will. 
Rejecting a resignation is usually followed by a counteroffer to the employee. 
It may be a raise, a bonus, or even a promotion. Then, it is up to the employee to 
accept it or to reject it.
We should carefully think through the counteroffers we may come across in our 
professional life. However, if leaving is what you really want, it is important to think 
about how to actually do it. 
Just as when asking for a raise, it is best to be discreet:
You’d better not talk about your intentions to the other people in the team.
É melhor você não falar sobre suas intenções com as outras pessoas na equipe.
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Notice this construction: you’d better. It is the contraction of you and had plus 
better. This expression is used to make a strong recommendation. Observe:
HAD BETTER / HAD BEST
Strong recommendation
Recomendação veemente
subject + had better + verb in the base form
sujeito + had better + verbo na forma base
You can also f ind had best followed by a verb in its base form.
It is possible to contract any subject pronoun and had, as in you’d better talk. 
In the negative form, we add the particle not before the verb, as we have here: 
you’d better not talk. 
Another piece of advice we can give someone who is about to resign is:
TO GET AHEAD OF ONESELF
precipitar-se / afobar-se
Don’t get ahead of yourself!
Não se precipite!
To get ahead of oneself means to act or plan prematurely or overconfidently. 
Notice the sentence is in the imperative form, conveying a recommendation as 
well. So, in short, acting prematurely in this kind of situation is not recommended. 
Be careful not to confuse to get ahead of oneself with the expression to get 
ahead, which has another meaning. Take a look at this example:
TO GET AHEAD (AT SOMETHING)
avançar / ter sucesso (em algo)
Ivana is leading the project by herself. If it works, it will help her get 
ahead at work.
Ivana está liderando o projeto sozinha. Se der certo, isso vai ajudá-la a 
avançar no trabalho.
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In this sentence, the expression to get ahead means to advance professionally. 
Despite the word ahead here, it has nothing to do with being physically ahead, 
but with going up professionally, advancing in one’s career.
The word ahead is part of yet another expression. Take a look:
TO STAY AHEAD
antecipar-se / adiantar-se
Organizational skills are important to stay ahead of deadlines.
Habilidades organizacionais são importantes para se adiantar aos prazos.
Here, the expression to stay ahead means to be in control of a situation, not to let it 
become problematic or excessive.
But, in other contexts, we can use the word ahead to talk about being physically in front 
of someone or something. For example:
TO RUN + AHEAD
correr na frente / ir na frente
Run ahead to the conference room and warn the team that the client is coming.
Corra na frente até a sala de conferências e avise a equipe que o cliente está vindo.
Note that, here, ahead is being used with the verb to run. To run ahead means to 
physically get to a place before someone else. It is not a f ixed expression, but a verb 
followed by an indication of direction. 
The verb to go can also be used with ahead, but the meaning varies according to the 
context. Check it out:
TO GO AHEAD OF SOMEONE
Passar na frente de alguém
Andrew did not find his wallet to pay for his coffee, so he told the next customer 
to go ahead of him.
Andrew não encontrou sua carteira para pagar por seu café; então, ele falou para o 
próximo cliente passar na frente dele.
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Here, to go ahead of someone means to move forward, to physically pass in 
front of someone else.
But we can also use to go ahead as an expression with another meaning. Check 
it out:
GO AHEAD
Vá em frente
Go ahead and ask for a raise, Jessica! You deserve it!
Vá em frente e peça um aumento, Jessica! Você o merece!
Here, go ahead is used as an incentive, to encourage a person to do 
something. In this sense, it is commonly used in the imperative form. 
The verb to go is also widely used in different contexts, conveying different 
meanings. Take a look:
THE SAME GOES
A mesma coisa se aplica
The same goes if you’re leaving the company to get retired. We never 
know what lies ahead...
O mesmo se aplica caso você esteja saindo para se aposentar. Nós nunca 
sabemos o que vem pela frente...
Here, the verb to go means to be applicable to some situation. It is commonly 
used in this construction: the same goes. It is used to say that something just 
mentioned is also applicable to or coherent with another situation.
And here we can see one more expression with the word ahead in what lies 
ahead. To lie ahead is a phrasal verb that refers to something that may happen 
in the future and that will have to be dealt with. It often implies something 
negative. 
Also note the construction to get retired, which we saw previously. Instead of 
using the verb to retire, on day-to-day conversations people tend to use to get 
retired.
The verb to get is commonly used in informal constructions like that. Take a look:
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Now you know how to use many expressions, phrasal 
verbs, and idioms related to career transition, and 
how to pronounce some similar words.
TO GET DRESSED
Vestir-se
Sarah is getting dressed for her job interview. 
Sarah está se vestindo para a sua entrevista de emprego.
To get dressed means to put your clothes on yourself. It has a reflexive connotation in this use.
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Vocabulary ActivitiesChapter 7 Vocabulary Grammar Grammar ActivitiesVideo Script
A. Number the columns according to the translation of the words.
B. Fill in the blanks with the appropriate words according to the translation.
( 1 ) aposentado / aposentada
( 2 ) plano de aposentadoria
( 3 ) aposentadoria (pagamento mensal)
( 4 ) ser demitido 
( 5 ) sair (de um emprego)
( 6 ) rejeitar 
( 7 ) pedir para sair (de um emprego)
( 8 ) pedir demissão depois de muito tempo no cargo
( 9 ) aceitar 
( 10 ) ato de dispensar um funcionário
( 11 ) carta de demissão
( 12 ) aviso-prévio
( ) notice
( ) to quit (a job)
( ) retiree
( ) to bow out
( ) letter of resignation
( ) to reject
( ) to accept 
( ) retirement plan
( ) dismissal 
( ) to get sacked / to get laid off 
( ) to ask to leave (a job) 
( ) pension 
1. Ivana is leading the project by herself. If it works, it will help her at work.
 Ivana está liderando o projeto sozinha. Se der certo, isso vai ajudá-la a avançar no trabalho.
2. Organizational skills are important to of deadlines.
 Habilidades organizacionais são importantes para se adiantar aos prazos.
3. to the conference room and warn the team that the client is coming.
 Corra na frente até a sala de conferências e avise a equipe que o cliente está vindo.
4. Andrew did not find his wallet to pay for his coffee, so he told the next customer to 
 him.
 Andrew não encontrou sua carteira para pagar por seu café; então, ele falou para o próximo cliente 
 passar na frente dele.
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Part 3.
Activities
Chapter 7 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideoScript
1. retiree
2. retirement plan
3. pension
4. to get sacked / to get laid off
5. to quit (a job)
6. to reject
1. get ahead
2. stay ahead
3. Run ahead
4. go ahead of
5. handing in
6. lies ahead
Activity A – AnswersActivity B – Answers
7. to ask to leave (a job)
8. to bow out
9. to accept
10. dismissal
11. letter of resignation
12. notice
5. Thomas is thinking about his resignation next week.
 Thomas está pensando em entregar seu pedido de demissão na semana que vem.
6. The same goes if you’re leaving the company to get retired. We never know what 
 ...
 O mesmo se aplica caso você esteja saindo para se aposentar. Nós nunca sabemos o que vem pela 
 frente...
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In this part of the chapter, we are going to review the use of pronouns. 
Previously, we learned about the object pronouns, which are used to replace the object 
of the verb. That means they suffer the action or condition expressed by the verb. 
They are: me, you, him, her, it, us, and them. 
On the other hand, there are the subject pronouns, which refer to the subject, that is, the 
one that performs what is expressed by the verb. 
Generally speaking, every pronoun replaces a noun, be it common or proper. As a 
consequence, we can say that the subject of a sentence can be a noun, or it can be in the 
form of a subject pronoun. 
We saw in chapter 1 that these pronouns are I, f irst person singular; you, which is both 
the singular and the plural of the second person; the third person singular pronouns he, 
she, it; the second person plural we; and the third person plural they. 
Let’s take a closer look into that by exploring some examples:
SUBJECT PRONOUNS
We will discuss one of the most delicate moments in the corporate world: 
leaving a company. It can have a considerable impact on your professional life. 
Nós vamos discutir um dos momentos mais delicados no mundo corporativo: sair de 
uma empresa. Isso pode ter um impacto considerável na sua vida profissional.
The subject pronoun we is the subject of the f irst sentence, the one that 
performs the action expressed by the verb to discuss. This pronoun represents 
the first person plural.
One of the functions of the subject pronouns is to avoid the repetition of what 
was previously mentioned, when it works as the subject. The pronoun it, subject 
of the second sentence, refers to leaving a company, a situation in the singular 
mentioned previously. So, we use it, a subject pronoun, to avoid repeating 
everything again. 
It is really important to bear in mind that sentences in English must always have 
a subject. Check it out:
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Note that we are referring to time. In this case, we use the subject pronoun it 
with an impersonal function. Note that, in this sentence, it is not referring to 
something previously mentioned. It does not refer to something specif ic; it just 
fulfills the function of the subject.
Nonetheless, we need to use it, because we could not simply say:
SUBJECT PRONOUN IT
Função impessoal
It is five-thirty now.
São cinco e meia agora.
It would be incorrect to build a sentence in the simple present without a subject. 
Have a look at another example in which it also has an impersonal function:
Is five-thirty now.
SUBJECT PRONOUN IT
Função impessoal
It’s important to train new employees so they succeed.
É importante treinar novos funcionários para que eles sejam bem-sucedidos.
Again, it works as the subject with an impersonal function. It does not refer to 
anything specif ically mentioned before. The pronoun it is there to serve as the 
subject of the sentence because, in the English language, we need a subject before 
the verb.
In fact, there is a verb form in which the conjugations don’t seem to be preceded 
by a subject: the imperative. But, keep in mind that there is a difference. Verbs in 
the imperative do have a subject, but it is usually omitted. The fact that we do not 
mention the subject explicitly does not mean that the sentence has no subject at all. 
The subject of the imperative is always the second person, be it singular or plural. 
In other words, it is always you. Take a look:
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The f irst sentence is in the imperative. Note that there is no explicit subject, 
it starts with the phrasal verb, go ahead. The second verb, ask is also in the 
imperative.
However, as in the imperative the sentences are addressed to the person 
we are talking to, the subject is you. In this case, we know that the speaker 
addresses the advice to Jessica, so it is a singular subject. Sometimes we will not 
have this information clearly in the sentence, it will be in the context.
Now, notice the second sentence: you deserve it. It is in the simple present, so 
the subject is explicit: you. Due to the context, we know you refers to Jessica, the 
one the speaker is talking to. In the case of this sentence, it is not the subject, but 
the object of the verb to deserve. The pronoun it refers to raise, which is what 
Jessica deserves. 
As you know, the pronoun you is used to refer to the second person both 
singular and plural. Let’s say you are preparing a project with a colleague, and 
someone comes in and says:
IMPERATIVE
Go ahead and ask for a raise, Jessica! You deserve it!
Vá em frente e peça um aumento, Jessica! Você o merece!
SUBJECT PRONOUNS
You two work well together.
Vocês dois trabalham bem juntos.
In this situation, you two refers to two people. Therefore, the pronoun you 
represents a subject in the second person plural.
Now, compare it with the following example: 
SUBJECT PRONOUNS
When you prepare a project alone, organization is key. It’s a lot of 
planning for just one person.
Quando você prepara um projeto sozinho, organização é crucial. É muito 
planejamento só para uma pessoa.
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Note that in the previous sentence we had the adjective alone, and now we 
have by yourself. Yourself is a reflexive pronoun. When a reflexive pronoun is 
preceded by the preposition by, it implies the action is performed by the subject 
alone. And note that the subject is you, and the reflexive pronoun corresponds 
to it, in the singular.
Reflexive pronouns vary according to the persons of speech. They can be 
recognized by the suff ix -self in the singular, and -selves in the plural.
Let’s check out the singular f irst:
In this case, we know that you refers to a subject in the singular, because of the 
context. Here, it says it is a lot of planning for just one person. So, we know the 
pronoun you indicates the second person singular.
We could say this sentence in another way:
BY + REFLEXIVE PRONOUN
When you prepare a project by yourself, organization is key. It’s a lot of 
planning for just one person.
Quando você prepara um projeto sozinho, organização é crucial. É muito 
planejamento só para uma pessoa.
REFLEXIVE PRONOUNS
Pronomes reflexivos
Subject pronoun
I
eu
you
você
he / she / it
ele / ela / isso
Reflexive pronoun
myself
me / “eu mesmo”
yourself
se / “você mesmo”
himself / herself / itself
se / si / consigo / “ele mesmo” / 
“ela mesma”
For the f irst person, corresponding to I, we have myself. For the second person, 
you, we have yourself. For the third person he, we have himself, for she, we have 
herself, and for it, we have itself. Notice that all of them end in -self.
In the plural, we have:
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For the f irst person, we, we have ourselves. For the second person, you, 
yourselves. For the third person, they, we have themselves. Note that the suffix 
-selves is usedin the plural. 
Reflexive pronouns can assume different functions. As we have seen, if we use 
by and a reflexive pronoun, the use is equivalent to that of alone. Look:
REFLEXIVE PRONOUNS
Pronomes reflexivos
Subject pronoun
we
nós
you
vocês
they
eles / elas
Reflexive pronoun
ourselves
nos / “nós mesmos” / “nós mesmas”
yourselves
se / “vocês mesmos” /
“vocês mesmas”
themselves
se / si / consigo /
“eles mesmos” / “elas mesmas”
BY + REFLEXIVE PRONOUN
Alone = sozinho
Ivana is leading the project by herself. If it works, it could help her get 
ahead at work.
Ivana está liderando o projeto sozinha. Se der certo, isso pode ajudá-la a 
avançar no trabalho.
By herself means Ivana is doing everything alone. Here, the reflexive pronoun 
corresponds to the third person singular, feminine, in agreement with the 
subject Ivana. 
Reflexive pronouns can also be used to emphasize the subject. In this case, 
they are not necessarily preceded by the preposition by. Check it out:
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Note that, right after the subject the CEO, we have the reflexive 
pronoun himself. Here, the pronoun is used to emphasize the 
subject, to reinforce that it is the CEO, and no one else, who is 
demanding the VP’s resignation.
Note that, if we remove the reflexive pronoun from the sentence, it 
does not lose its meaning. Observe:
Although the meaning does not change, when we remove the reflexive 
pronoun, the emphasis on the subject is lost. 
Look at this same use of the reflexive pronoun in another context:
REFLEXIVE PRONOUNS
Following the scandals in the press, the CEO himself is 
demanding the VP’s resignation.
Após os escândalos na imprensa, o próprio CEO está exigindo a 
demissão do vice-presidente.
Following the scandals in the press, the CEO is demanding 
the VP’s resignation.
Após os escândalos na imprensa, o CEO está exigindo a 
demissão do vice-presidente.
REFLEXIVE PRONOUNS
The CEO himself is congratulating Tom on his retirement. 
They are shaking hands.
O CEO em pessoa está parabenizando o Tom pela sua aposentadoria. 
Eles estão apertando as mãos.
In this sentence, himself refers to the CEO, and the context conveys the 
idea that he is physically there: it is the CEO and no one else who is shaking 
hands with Tom. 
Reflexive pronouns are also used when the subject and object of the 
sentence are the same. That is, the person who performs the action is the 
same as the one that suffers it. For instance:
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This sentence is in the imperative, a verb form that has the subject omitted most of 
the times. But we know that the subject is you. The object of the sentence, the one 
who suffers the action, is yourself. Notice that both the subject and the object are 
the same element, you and yourself. 
Look at another example:
REFLEXIVE PRONOUNS
Don’t get ahead of yourself! 
Não se precipite!
REFLEXIVE PRONOUNS
Make yourself available to pass on your knowledge to the new employee.
Se disponibilize para passar o seu conhecimento para o novo funcionário.
This sentence is also in the imperative, so the subject you is omitted. Yourself is 
part of the expression to make oneself available. It means to be at someone’s 
disposal. You make yourself available; therefore, we have you as a subject and 
yourself as an object.
And look at one more thing here: your is a possessive adjective. As the subject 
here is you, the possessive adjective is your. In other words, you make yourself 
available to pass on your knowledge. As you can see, the possessive adjective 
agrees with the subject and the object, since they are all referring to the second 
person singular.
It is very important to be attentive to the context, since it will tell what the 
personal pronouns refer to. That makes all the difference to understand the 
message. For example:
Paul is staying at my house. I told him to make himself at home.
Paul está f icando na minha casa. Eu falei para ele se sentir à vontade.
The subject of the f irst sentence is Paul, a proper name representing the third 
person singular he. Paul performs the action described by the verb to stay, so it 
works as the subject of the sentence.
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In the second sentence, the object pronoun him refers to Paul, who suffers the 
action of the verb to tell. To avoid repeating the name Paul, instead of saying I 
told Paul, we say I told him. So, him works as the object of this action. 
Further on, we have a reflexive pronoun that also refers to Paul: himself. This 
pronoun is part of the expression to make oneself at home, which means to be 
at ease or comfortable. So, Paul is the one who is supposed to make himself at 
home. By using a reflexive pronoun here, we convey a reflexive idea in which the 
subject is the same as the object. It is as if we said: Paul makes Paul at home, 
in other words, Paul makes himself at home.
It is important to notice that, when the subject is the same as the object, we 
cannot use an object pronoun. We must use a reflexive pronoun. So, to express 
that both the subject and the object are the same, it would be incorrect to say:
We will only use an object pronoun as the object of the sentence in case the 
subject and the object are not the same. That means we will need to look deeper 
into the context to know which object pronoun to use. Look at the examples: 
Paul makes him at home.
Ted cut the cake at his retirement party.
Ted cortou o bolo na sua festa de aposentadoria.
In this sentence, cake is the object of the verb to cut. So, Ted, the subject, is 
cutting something else. The subject and the object are not the same. So, we 
could say:
Ted cut it at his retirement party.
Ted o cortou na sua festa de aposentadoria.
In this case, the object pronoun it would refer to the cake, which would need to 
have been mentioned previously in the context.
Now, pay attention to this next sentence:
REFLEXIVE PRONOUNS
Ted cut himself with the knife.
Ted se cortou com a faca.
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Now, we have Ted as the subject, the verb is cut, but now the object is himself. 
Himself refers to Ted. That means the subject and the object are the same 
person. So, Ted both performed and suffered the action. In other words, Ted is 
both the subject and the object of the same verb. He has probably cut his own 
f inger or hand while using a knife. 
By using a reflexive pronoun, we convey a reflexive action to the main verb. That 
is, the action reflects on the subject. But it turns out that in English some verbs 
already have a reflexive idea and will not have to be accompanied by a reflexive 
pronoun, because it is implied. Check it out:
In English, the verb to shave conveys an implicit reflexive idea: Ted performs 
and suffers the action. It would be as if we said:
Ted always shaves before an important meeting.
Ted sempre se barbeia antes de uma reunião importante.
Ted always shaves himself before an important meeting.
Ted sempre barbeia a si mesmo antes de uma reunião importante.
However, since the verb to shave already implies a reflexive action, the reflexive 
pronoun, himself, is omitted. 
Now, look at what happens if we change the object of the sentence:
Ted is shaving his son to teach him how to do it.
Ted está barbeando seu f ilho para ensiná-lo como fazer isso.
In this sentence, the verb to shave does not convey a reflexive idea because Ted 
is shaving someone else: his son. So, the subject is not acting on himself, but on 
someone else. However, notice that the other object must be clearly mentioned 
so that we can infer the action is performed upon another person. 
Other verbs also have this implicit reflexive idea. For instance,the verb to dress 
can have an implicit reflexive sense or not, depending on the context. Take a 
look:
Sophie dresses her son for school every morning.
Sophie veste o f ilho dela para a escola toda manhã.
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Here, the verb to dress conveys a reflexive idea. Since we do not specify whom the 
subject is dressing, we assume that the subject is dressing herself. We do not need to 
use a reflexive pronoun in this sentence because it is implicit.
Now, we can f ind the verb to dress followed by a reflexive pronoun in a very specif ic 
context. Check it out:
The verb to dress does not convey a reflexive idea here, as the subject, Sophie is dressing 
her son, that is, she is putting clothes on another person. 
Now, compare:
Sophie dressed in a hurry this morning. She woke up late.
Sophie se vestiu com pressa esta manhã. Ela acordou tarde.
Marvin is a very independent child. He dresses himself since he was four.
Marvin é uma criança muito independente. Ele se veste desde que tinha quatro anos.
Note that, here, the verb to dress is followed by the reflexive pronoun himself. It 
is common to use the verb to dress followed by a reflexive pronoun when talking 
about a child who is learning to get dressed without the help of an adult.
But in everyday English, the best choice is to use the phrase to get dressed. 
Look:
Sophie got dressed in a hurry this morning. 
Sophie se vestiu com pressa esta manhã.
Note that the phrase to get dressed conveys a reflexive idea. It sounds more 
natural and informal than the verb to dress, but their meaning is the same.
There are other expressions with the verb to get used in everyday life instead of 
the verbs themselves. For instance:
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We can use the verb to retire, but it is more common to hear to get retired. The 
verb to divorce also exists, but we often hear to get divorced. The same goes for 
the verb to marry, but it is more common to say to get married.
In this chapter, you have reviewed subject and object pronouns, and 
you have learned about reflexive pronouns. We took the opportunity 
to learn new expressions and idioms, as well as some new verbs. 
If you want to learn more about these topics, you can refer to the 
Grammar Guide section at the end of your book.
GRAMMAR GUIDE 
Imperative Page 252
Object Pronouns Page 274
Reflexive Pronouns Page 315
Subject Pronouns Page 336
TO GET + PAST PARTICIPLE
to get retired
aposentar-se
to get divorced
divorciar-se
to get married
casar-se
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Grammar ActivitiesChapter 7 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. Don’t get ahead of (you)! 
 Não se precipite! 
2. The CEO (he) is congratulating Tom on his retirement. They are shaking hands.
 O CEO em pessoa está parabenizando o Tom pela sua aposentadoria. Eles estão apertando as mãos. 
3. Paul is staying at my house. I told him to make (he) at home.
 Paul está f icando na minha casa. Eu disse para ele se sentir à vontade. 
4. Ivana is leading the project by (she).
 Ivana está liderando o projeto sozinha. 
5. Ted cut (he) with the knife.
 Ted se cortou com a faca. 
6. Make (you) available to pass on your knowledge to the new employee.
 Se disponibilize para passar o seu conhecimento para o novo funcionário. 
7. Marvin is a very independent child. He dresses (he) since he was four.
 Marvin é uma criança muito independente. Ele se veste desde que tinha quatro anos. 
8. When you prepare a project by (you), organization is key. It’s a lot of 
planning for just one person.
 Quando você prepara um projeto sozinho, organização é crucial. É muito planejamento só para uma 
 pessoa.
A. Complete the sentences with the correct reflexive pronouns according to the subject pronoun 
 indicated in parentheses. Pay attention to the context.
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Chapter 7 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. We
2. him
3. It / This 
4. her
5. it
6. him
1. yourself 
2. himself
3. himself
4. herself
5. himself
6. yourself
7. himself
8. yourself
Activity A – AnswersActivity B – Answers
B. Fill in the blanks with the missing pronouns.
1. will discuss one of the most delicate moments in the corporate world: leaving a 
 company. 
 Nós vamos discutir um dos momentos mais delicados no mundo corporativo: sair de uma empresa.
2. Ted is shaving his son to teach how to do it.
 Ted está barbeando seu f ilho para ensiná-lo como fazer isso.
3. can have a considerable impact on your professional life. 
 Isto pode ter um impacto considerável na sua vida profissional.
4. Ivana is leading the project by herself. If it works, it could help to get ahead at work.
 A Ivana está liderando o projeto sozinha. Se der certo, isso pode ajudá-la a avançar no trabalho.
5. Go ahead and ask for a raise, Jessica! You deserve !
 Vá em frente e peça um aumento, Jessica! Você o merece!
6. Paul is staying at my house. I told to make himself at home.
 Paul está f icando na minha casa. Eu falei para ele se sentir à vontade.
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Grammar Guide.
Adverbs are words that modify a verb, an adjective, another adverb, phrases, 
or sentences. They answer questions such as where, when, how long, how 
likely, or to what degree. They are classif ied as manner, place, time, frequency, 
certainty, degree, comparative, and superlative adverbs.
We’ll now focus on the adverbs of time, which are used to say when something 
happens.
ADVERBS OF TIME
today
hoje
early/earlier
cedo / mais cedo
soon
em breve
late/later
tarde / mais tarde
tomorrow
amanhã
yet
ainda
already
já
finally
f inalmente
now
agora
after
depois
before
antes
recently
recentemente
yesterday
ontem
tonight
hoje à noite
ago
atrás
lately
ultimamente
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Adverbs of Time
I need to talk to you now.
Eu preciso falar com você agora.
I have a busy day today.
Eu tenho um dia ocupado hoje.
So, our meeting is next Friday.
Então, a nossa reunião é na próxima sexta.
The boarding will soon take place at gate 38.
O embarque acontecerá em breve pelo portão 38.
Yesterday we went to the movies.
Ontem, nós fomos ao cinema.
Our meeting is this Friday.
A nossa reunião é nesta sexta.
I’ll call you later.
Eu vou te ligar mais tarde.
I have an important meeting tomorrow.
Eu tenho uma reunião importante amanhã.
Our meeting was last Friday.
A nossa reunião foi na sexta passada.
ADVERBS OF TIME
ADVERBS OF TIME
ADVERBIAL PHRASES
Check examples with some of these adverbs.
Adverbs of time may tell us which day we are talking about.
To refer to the time an action 
happens, it’s very common to use 
adverbial phrases, which are phrases 
that work as adverbs and indicate time. 
You can build adverbial phrases with 
next, this, and last, for example.
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Now you know how to refer to the past, present, 
and future using different adverbs. 
Check out some other examples of adverbial phrases.
Past
in the past
no passado
a long time ago
há muito tempo
once upon a time
era uma vez
Present
at this moment
neste momento
right now
agora mesmo
at this very moment
neste exato momento
Future
in the future
no futuro
some years from now
daqui a alguns anos
in a distant future
em um futuro distante
ADVERBIAL PHRASES
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 0 – Zero 10 – Ten 20 – Twenty
 1 – One 11 – Eleven 21 – Twenty-one
 2 – Two 12 – Twelve 22 – Twenty-two
 3 – Three 13 – Thirteen 30 – Thirty
 4 – Four 14 – Fourteen 40 – Forty
 5 – Five 15 – Fifteen 50 – Fifty
 6 – Six 16 – Sixteen 60 - Sixty
 7 – Seven 17 – Seventeen 70 – Seventy
 8 – Eight 18 – Eighteen 80 – Eighty
 9 – Nine 19 – Nineteen 90 – Ninety
Cardinal numbers are used to talk about quantity. Numbers such as one, 
five, twelve, and two hundredare cardinal numbers. They can be used to 
refer to anything, including people. Check out some examples:
Here is a list with some common cardinal numbers:
CARDINAL NUMBERS
CARDINAL NUMBERS
Bob owns two companies.
Bob tem duas empresas.
Lisa works forty-four hours a week.
Lisa trabalha quarenta e quatro horas por semana.
There were about thirty thousand people at the stadium.
Havia aproximadamente trinta mil pessoas no estádio.
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Cardinal Numbers
What would you do if you had a billion dollars? (Neutral)
O que você faria se tivesse um bilhão de dólares? (Neutro)
One billion dollars? I have no idea! (Emphasizing)
Um bilhão de dólares? Eu não tenho ideia. (Enfático)
The next gas station is about a hundred miles from here. (Neutral)
O próximo posto de gasolina f ica a mais ou menos cem milhas daqui. (Neutro)
Do we really have to drive one hundred miles up to the next gas station? (Emphasizing)
A gente tem mesmo que dirigir cem milhas até o próximo posto de gasolina? (Enfático)
Now check how we spell the hundreds and thousands:
Notice that in English, the thousands, millions, and billions are usually separated by commas.
Round numbers between 1,100 and 1,900 can be spoken in two different ways. For example, the 
number 1,500 can be pronounced as fifteen hundred or one thousand five hundred. It’s common 
in informal contexts.
We generally use a instead of one to say a hundred, a thousand, and a million. We will use one 
hundred, one thousand, or one million when we want to give emphasis to the exact quantity. 
Compare:
CARDINAL NUMBERS
A or One
Hundreds
100 – One hundred 
A hundred
200 – Two hundred
300 – Three hundred
400 – Four hundred
500 – Five hundred
600 – Six hundred
700 – Seven hundred
800 – Eight hundred
900 – Nine hundred
Thousands/Millions/Billions
1,000 – one thousand
1,500 – one thousand five hundred 
fifteen hundred
1,800 – one thousand eight hundred 
eighteen hundred
100,000 – one hundred thousand
1,000,000 – one million
100,000,000 – one hundred million
1,000,000,000 – one billion
10,000,000,000 – ten billion
CARDINAL NUMBERS
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Since cardinal numbers are used to specify quantities, it is very common to use them when we talk about 
prices and values. For example: 
We will also use cardinal numbers to talk about years and decades. 
When we talk about years, there are some variations in the spoken language. Years are usually pronounced 
in two blocks. For instance, 1776 is pronounced as seventeen (17) seventy-six (76). 
But years can also be pronounced as one block, especially the years after the year two thousand, 2000. 
For instance, the year 2016 is commonly pronounced as two thousand sixteen, but you may hear people 
saying twenty (20) sixteen (16).
I bought an airline ticket from New York to Sydney for twelve hundred dollars (U$ 1,200).
Eu comprei uma passagem de Nova York a Sydney por mil e duzentos dólares.
We went to a store where everything was three dollars ninety-nine cents (U$ 3.99).
Fomos a uma loja em que tudo custava três dólares e noventa e nove centavos.
Cabral arrived in Brazil in 1500 (fifteen hundred).
Cabral chegou ao Brasil em 1500.
The United States declaration of independence was in July 1776 (seventeen seventy-six).
A declaração de independência dos Estados Unidos foi em julho de 1776.
The Summer Olympic Games in Rio were in 2016 (two thousand sixteen / twenty sixteen).
Os Jogos Olímpicos de verão no Rio foram em 2016.
In 2018 (two thousand eighteen / twenty eighteen), the World Cup was in Russia.
Em 2018, a Copa do Mundo foi na Rússia.
CARDINAL NUMBERS
Prices and Values
CARDINAL NUMBERS
Years
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And now you know how to read and use cardinal numbers.
When we want to refer to a whole decade in the written language, 
we will normally use the decade followed by S preceded or not by an 
apostrophe. Check it out: 
My mother met my father in the 70’s (seventies).
Minha mãe conheceu meu pai nos anos 70.
I was born in the 80s (eighties).
Eu nasci nos anos 80.
CARDINAL NUMBERS
Decades
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Nouns can be either countable or uncountable.
Countable nouns are the ones that we can count and thus they have a plural form.
Before countable nouns we can use the indefinite article or cardinal numbers to 
specify the exact amount we are referring to.
However, if we don’t know or don’t want to mention an exact amount, we can 
also use quantifiers to express the idea of quantity. Some quantif iers can only be 
used with countable nouns, such as few to express small quantities, and many 
to express large quantities. 
COUNTABLE NOUNS
There’s a cat in the garden.
Tem um gato no jardim.
(a cat: indefinite article + countable noun in the singular)
There are two cats at my front door.
Tem dois gatos na minha porta da frente.
(two cats: cardinal number + countable noun in the plural)
There were many cats at the adoption fair.
Havia muitos gatos na feira de adoção.
(many cats: quantif ier + countable noun in the plural)
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Countable and 
Uncountable Nouns
COUNTABLE NOUNS
Quantifiers
Small amount
There are few people at the beach.
Há poucas pessoas na praia.
Large amount
There are many people at the beach.
Há muitas pessoas na praia.
Uncountable nouns are the ones you cannot count, and for this 
reason they do not have a plural form.
Uncountable nouns are usually abstract ideas, liquids, grains, gases, 
or natural phenomena. As we usually treat uncountable nouns as 
singular nouns, we do not use the indefinite article with them, since 
the indefinite article means one.
It is important to notice that the concept of countable and 
uncountable nouns is present in several languages, but the words 
that are considered countable or uncountable may vary widely from 
one language to the other. 
In English, the nouns “travel,” “advice,” “information,” “baggage,” and 
“work” are uncountable. However, if you need to count them, there 
are some strategies you can use.
Let’s see an example in which we refer to people, which is a countable noun with irregular plural.
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UNCOUNTABLE AND COUNTABLE NOUNS
Similar meanings
Countable
 a journey/trip
 uma jornada/viagem
 a bag/suitcase/backpack
 uma bolsa/maleta/mochila
 a job/project/task
 um trabalho/projeto / uma tarefa
 a recommendation
 uma recomendação
 dollars/euros/reais/yens
 dólares/euros/reais/ienes
Uncountable
travel
viagem
baggage/luggage
bagagem
work
trabalho
advice
conselho
money
dinheiro
This strategy may not work every time, though. You may not want to use a similar 
word, or maybe there isn’t a similar word that f its the context.
In such cases, you can use a quantifier. The most frequent way to quantify 
uncountable nouns is to use either “some” or “(a) piece of” before these nouns.
The expression piece of can be used with not only the indefinite article (a piece of) 
meaning one, but also with cardinal numbers (two pieces of).
The f irst one is to use countable nouns with a similar meaning.
UNCOUNTABLE NOUNS
some and (a) piece of
Some + Uncountable Noun
Can you give me some advice?
Você pode me dar alguns conselhos?
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Check some other examples with some and a piece of used with uncountable nouns.
UNCOUNTABLE NOUNS
some and (a) piece of
Equipment – some equipment; a piece of equipment; two pieces of equipment
Equipamento – alguns equipamentos; um equipamento; dois equipamentos
Information – some information; a piece of information; two pieces of information
Informação – algumas informações; uma informação; duas informações
Furniture – some furniture; a piece of furniture; two pieces of furniture
Móvel – alguns móveis; um móvel; dois móveis
News – some news; a piece of news; two pieces of news
Notícia – algumas notícias; uma notícia; duas notícias
Cardinal Number + Piece of + Uncountable Noun
Can you give me two/three/four pieces of advice?
Você pode me dardois/três/quatro conselhos?
Indefinite Article + Piece of + Uncountable Noun
Can you give me a piece of advice?
Você pode me dar um conselho?
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When referring to gases, grains, and liquids, we can count them by using a 
unit of measurement, such as kilos, liters, or ounces. We can also count the 
containers in which they have been packed.
UNCOUNTABLE NOUNS
Units of measurement or containers
Water – liters/bottles/gallons of water
Água – litros/garrafas/galões de água
Rice – kilos/pounds/packs of rice
Arroz – quilos/libras/sacos de arroz
Sugar – cubes/spoons/cups of sugar
Açúcar – torrões/colheres/xícaras de açúcar
Now you know the most frequent countable and uncountable nouns 
and how they can be quantified.
Regarding moods and feelings, it’s not possible to use a piece of, but it’s possible to 
use quantifiers, such as much, some, or little.
UNCOUNTABLE NOUNS
Quantifiers
I’ve been under too much pressure lately.
Tenho estado sob muita pressão ultimamente.
I feel a bit frustrated, but I see some hope for the future.
Eu me sinto um pouco frustrado, mas vejo alguma esperança no futuro.
I’d gladly accept a little help from my friends.
Eu aceitaria de bom grado um pouco de ajuda dos meus amigos.
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The imperative form is used to tell people what to do and for this reason it does not have an 
interrogative form. The Imperative is only used in the affirmative and negative forms. 
In English, the imperative performs many functions. It can be used to give orders 
or to demand something, to instruct, to give advice or recommendation, or to 
encourage someone. 
Affirmative Form
Main Verb in the Base Form + Complement
Go there.
Vá lá.
Negative Form
Auxiliary Verb Do + Not (Don’t) + Main Verb in the Base Form + Complement
Don’t come here.
Não venha aqui.
IMPERATIVE FORM
Structure
IMPERATIVE FORM
Functions
1. Order; demand
 Open your book. Don’t get in.
 Abra o seu livro. Não entre.
2. Instructions
 Mix the ingredients and add salt. Don’t put too much salt.
 Misture os ingredientes e adicione sal. Não coloque muito sal.
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Imperative
3. Advice, suggestions
 Have a cup of tea and rest. Don’t forget to take your coat.
Tome uma xícara de chá e descanse. Não se esqueça de levar seu casaco.
4. Requests; favors
 Bring it to me, please. Don’t tell John, please.
 Traga isso para mim, por favor. Não conte para o John, por favor.
5. Encouragement
 Try again! You can do it. Don’t give up. You can do it.
 Tente novamente! Você consegue. Não desista. Você consegue.
Imperative sentences are always addressed to the listener or listeners. So, the subject is always 
in the second person, which is “you,” in the singular or plural forms. For that reason, in most 
imperative sentences, the subject is omitted. 
However, the subject can be included in imperative sentences to add emphasis to the action. In 
such cases, it will be placed before the main verb, in both aff irmative and negative sentences.
Affirmative Form
Subject (second person) + Main Verb in the Base Form + Complement
You sit down now.
Sente-se agora.
Negative Form
Auxiliary Verb Do + Not (Don’t) + Subject (second person) + 
Main Verb in the Base Form + Complement
Don’t you lie to me.
Não minta para mim.
IMPERATIVE FORM
Using the Subject to Add Emphasis 
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In English, we can only use the imperative form to address the person or people to whom we are talking. 
But if we want to make suggestions or requests in the first person, we can use the verb let in the imperative.
We’ll use the verb let in the imperative form, the object pronoun for the first person, which is either “me” 
or “us,” a verb in the infinitive form (without to), and the complement.
Let (Imperative Form) + Object Pronoun in the First Person (me/us) + 
Verb in the Infinitive Form (without “to”)
Let me see.
Deixe-me ver.
Let me help you.
Deixe-me ajudá-lo.
Let’s meet tomorrow. (Let’s Let us)
Vamos nos encontrar amanhã.
Let’s watch a movie tonight. (Let’s Let us)
Vamos assistir a um filme hoje à noite.
INDEFINITE ARTICLE
Making Suggestions or Requests in the First Person
We can use the same structure to make suggestions or requests for a third person. 
To do that, we just have to use the object pronouns in the third person.
Let (Imperative Form) + Object Pronoun in the Third Person (him/her/it/them) + 
Verb in the Infinitive Form (without “to”)
Let it go.
Deixe isso para lá.
Let him stay.
Deixe-o f icar.
Let them talk.
Deixe-os falar.
IMPERATIVE FORM
Making Suggestions or Requests for a Third Person
And this is how we use the imperative in English.
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Pronouns are words that can take the place of a noun, a noun phrase, and noun clauses. 
They can have different uses: a specif ic use, and a more generic use.
When pronouns are specif ic, we know exactly to whom or what they are referring. As for the 
generic use of pronouns, we cannot specify to whom or to what they are referring. 
PRONOUNS
Specific
Refer to definite people, things, or places.
Se referem a pessoas, coisas ou lugares definidos.
Generic / Non-specific
Do not refer to a specific person, thing, or place. They are either generic or indefinite.
Não se referem a uma pessoa, coisa ou lugar específ icos. Eles são genéricos ou indefinidos.
The pronoun it, for example, may refer to a specific thing, animal, or place, but it can also have a 
non-specific use when it does not refer to a person, or thing, or to any other part of the sentence. 
In such cases, the pronoun it is often referred to as impersonal. Check some examples.
PRONOUN – IT
Specific and Generic Uses 
Specific
This purse is beautiful. Too bad it is too expensive.
Essa bolsa é linda. Pena que é muito cara.
(it = this purse)
Look at this fish. It changes color.
Olhe para esse peixe. Ele muda de cor.
(It = this f ish)
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Impersonal And 
Indefinite Pronouns
Non-specific
It’s good to see you!
É bom te ver!
(It accomplishes the function of the subject of the sentence. 
It does not refer to a person or thing.)
It’s a pleasure to meet you.
É um prazer conhecê-lo.
(It makes no reference to a person, thing, or to any part of the sentence.)
Other pronouns such as you, they, he, or she can also have generic uses when 
they refer to people in general. Check some examples so you can understand 
it better.
PRONOUNS – HE, SHE, AND THEY
Specific and Generic Uses 
Specific
If John wants to arrive on time, he should leave now.
Se o John quiser chegar a tempo, ele deveria sair agora.
(He replaces John. It has a definite and specif ic function.)
Generic
If a student wants to pass the exam, he has to study.
Se um aluno quer passar na prova, ele tem que estudar.
(He refers to a student in a generic way.)
If a student wants to pass the exam, he or she has to study.
Se um aluno/a quer passar na prova, ele ou ela tem que estudar.
(It’s a generic statement, and it avoids using just the 
masculine pronoun to refer to both genders.)
If a person wants to pass the exam, they have to study.
Se uma pessoa quer passar na prova, ele/ela tem que estudar.
(This is the singular they. In this generic use, they replaces 
he or she, and it refers to a person.)
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The second person pronoun, you, can also be used in a generic way. But we’ll have to analyze 
the context in order to distinguish how it is being used.
PRONOUN – YOU
Specific and Generic Uses 
Specific
Mark, you haven’t been studying hard enough. If you want to pass, you must study.
Mark, você não tem estudado o bastante. Se você quer passar, tem que estudar.
(you = Mark)
Non-specific
Everyone knows that graduating from college takes time and effort. 
If you want to pass, you must study.
Todo mundo sabe que para se formar na faculdade é preciso tempo e esforço. 
Se você quer passar, tem que estudar.
(you = anyone who wants to pass)
To refer tothe singular, we can also use the pronoun one. One is used to talk 
about people in general, and it can be replaced by the pronoun you with generic 
meaning.
GENERIC USES OF PRONOUNS 
One cannot learn a language without practicing.
Não se pode aprender um idioma sem praticar.
(One = a person).
You cannot learn a language without practicing.
Você não pode aprender um idioma sem praticar.
(You = people in general).
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There is a group of pronouns, indefinite pronouns, that will always be used 
in place of a noun without specifying a particular person or thing that is being 
represented. These pronouns are always used to refer to people, places, and 
things in a general way.
If we want to refer to a group of people, we can use some variations ending 
in -ONE, such as everyone, someone, anyone, or no one, or with the same 
meaning, using the suffix -BODY. They all refer to people.
We’ll use the suff ix -THING, if we want to refer to things in general, be them 
concrete or abstract.
INDEFINITE PRONOUNS
People
Nobody / No one
Ninguém
Somebody/Someone
Alguém
Anybody/Anyone
Qualquer pessoa
Everybody/Everyone
Todo mundo
Things
Nothing
 Nada
Something
 Alguma coisa
 Anything
 Qualquer coisa
 Everything
Tudo
Check some examples of the use of indefinite pronouns. 
INDEFINITE PRONOUNS
No one should ever die of starvation.
Nobody should ever die of starvation
Ninguém deveria morrer de fome.
(No one / Nobody = Not even one person)
I’ve never met anyone as kind as you.
I’ve never met anybody as kind as you.
Eu nunca conheci alguém / 
uma pessoa tão gentil quanto você.
(Anyone/Anybody = one person, 
two or more people)
Can someone tell me the truth?
Can somebody tell me the truth?
Alguém pode me dizer a verdade?
(Someone/Somebody = an unspecif ied 
person, some person)
Everyone was excited about the game.
Everybody was excited about the game.
Todos f icaram entusiasmados com o jogo.
(Everyone/Everybody = every individual)
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And this how you use pronouns in specific and generic ways.
It’s important to notice, though, that these pronouns usually refer to a group 
of people or things—or, in their negative forms, to the absence of a group 
of people or things—, but they will always require a verb in the third person 
singular. 
INDEFINITE PRONOUNS
Everybody loves Mary.
Todo mundo ama a Mary.
(The verb to love is used in the third person singular, loves.)
Thank you for dinner. Everything was delicious.
Obrigado pelo jantar. Tudo estava delicioso.
(Everything means all the dishes. But the verb to be 
 is used in the third person singular, was.)
Everybody is happy. They are singing, laughing, and dancing.
Todo mundo está feliz. Eles estão cantando, rindo e dançando
(Everybody means all the people. But the verb to be is used 
in the third person singular, is.)
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Quantifiers are words used to specify quantity, amounts, and degrees. 
They are also determiners because they modify a noun.
In order to study the quantif iers, we’ll divide them into three groups. In the 
f irst group, we’ll place the quantif iers that can be used with countable and 
uncountable nouns. In the second, the ones that can only be used with countable 
nouns, and, in the third, the ones that are only used with uncountable nouns.
Let’s begin with the f irst group, which is composed of quantifiers that can be 
used with both countable and uncountable nouns.
One of the most frequent quantif iers is any because it can be used for a variety of 
things. Check out some of its uses in the following box.
QUANTIFIERS
Countable and Uncountable Nouns 
ANY
I don’t have any doubt.
Eu não tenho nenhuma dúvida.
(Any emphasizes the negative. There is no doubt, not even one.)
I could eat any of these. They all look delicious.
Eu poderia comer qualquer um desses. Todos parecem deliciosos.
(Any means “whichever;” it conveys the idea that it doesn’t matter which.)
Is there any student in the library?
Tem algum aluno na biblioteca?
(Any is used to ask if there is none, one, or more kids at the library.)
Still looking at quantif iers that can be used with countable and uncountable 
things, some, enough, and all are also very common.
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Quantifiers
Let’s see two examples with each of them: One with a countable noun and 
another with an uncountable noun.
The quantif ier some is used to express an unknown or unspecified amount.
QUANTIFIERS
Countable and Uncountable Nouns 
SOME
There are some kids waiting for Halloween treats.
Há algumas crianças esperando doces de Dia das Bruxas.
(We don’t know the exact number of kids, but it’s possible to count them.)
I need to drink some water.
Eu preciso beber um pouco de água.
(It’s not possible to count water, unless it’s in a container.)
Would you like some coffee?
Você gostaria de um pouco de café?
(It’s commonly used to offer things.)
Enough is used to say that it is the exact quantity or amount that is required. 
It’s similar to sufficient.
QUANTIFIERS
Countable and Uncountable Nouns 
ENOUGH
We have enough Halloween treats for the kids.
Temos doces de Dia das Bruxas o suficiente para as crianças.
(The Halloween treats we have are suff icient.)
You haven’t drunk enough water.
Você não bebeu água o suficiente.
(As it’s a negative statement, the water you’ve drunk wasn’t enough.)
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All is used to express the total amount of something.
QUANTIFIERS
Countable and Uncountable Nouns 
ALL
All the kids will have Halloween treats.
Todas as crianças receberão doces de Dia das Bruxas.
(100% of the kids will have the treats.)
It’d be nice if all the water on the planet were drinkable.
Seria bom se toda a água do planeta fosse potável.
(All means the whole or 100% of something.)
The quantif iers more, a lot of, most, lots of, and less can be used with both 
countable and uncountable nouns.
More is used to state a greater or an additional amount. A lot of or lots of means a 
large number or amount, and both expressions are interchangeable. Lots of is more 
informal, though. Most is used to express the greatest amount or degree, whereas 
less means the smallest amount possible. 
QUANTIFIERS
Countable and Uncountable Nouns 
MORE
I need to sleep more.
Eu preciso dormir mais.
A LOT OF / LOTS OF
I wish I had a lot of money. / I wish I had lots of money.
Eu gostaria de ter muito dinheiro.
MOST
Most people are good.
A maioria das pessoas é boa.
(Most people = The majority of people)
LESS
I couldn’t care less.
Eu não poderia me importar menos.
(The smallest degree)
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We are now going to the second group, which is composed of the quantif iers that 
can only be used with nouns we can count.
Many is a common quantif ier to specify a large amount.
MANY
There are many apples in the fruit basket.
Tem muitas maçãs na fruteira.
(We don’t know the exact number, but we know that there is a big quantity.)
How many apples do I need to make the pie?
De quantas maçãs eu preciso para fazer a torta?
(I want to know the exact quantity.)
QUANTIFIERS
Countable Nouns
The opposite of many is few, or a few. Both indicate a small quantity or number of 
things. However, there’s a slight difference in meaning: we use few when the small 
quantity carries a negative meaning, that is, the small quantity isn’t desired or isn’t 
considered enough. On the other hand, a few carries a positive meaning, so, it’s 
used when the small quantity is considered good or enough.
FEW / A FEW
Few students knew the answer.
Poucos alunos sabiam a resposta.
(In this case, a small quantity isn’t good or desired. It’d be better 
if all or the majority knew the answer.)
We are a few miles from the airport.
Estamos a poucos quilômetros do aeroporto.
(In this case, being near the airport carries a positive idea. 
 It’s something good or desired.)
QUANTIFIERS
Countable Nouns
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There are other quantif iers usedwith countable nouns, such as several, both, 
and each.
Several is used to express more than two countable things or people. Both is 
used to identify two people or things together, and each refers to every single 
individual or thing in a universe of two or more people or things.
QUANTIFIERS
Countable Nouns
SEVERAL
It took me several days to figure it out.
Levei vários dias para entender.
(More than two days; it could be replaced by many days.)
BOTH
I like both dresses.
Eu gosto de ambos vestidos.
(Both = two)
EACH
I know each student’s needs.
Eu sei as necessidades de cada aluno.
(Each = every single student)
It’s time to look at the third group: quantif iers that can only be used 
with uncountable nouns.
We use much to refer to a large amount, usually in negative 
sentences, or to ask questions about amounts.
MUCH
We don’t have much time.
Não temos muito tempo.
How much time do you have?
Quanto tempo você tem?
QUANTIFIERS
Uncountable Nouns
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Now you know what a quantifier is, and how and when to use the most common ones.
The quantif iers a little and little are used with uncountable nouns to express a small 
amount of something. The difference is that a little implies that this small amount is 
good and enough, and little implies that it isn’t good. 
A LITTLE / LITTLE
I have a little money.
Eu tenho um pouco de dinheiro.
(It’s a positive thing because I have it.)
I have little money.
Eu tenho pouco dinheiro.
(It’s negative because I don’t have enough. I wish I had more.)
QUANTIFIERS
Uncountable Nouns
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Interrogative sentences in English follow some basic structures.
In a sentence with the verb to be as the main verb in the simple present or the 
simple past, there is no need to use an auxiliary verb. Therefore, the sentence 
will have the following structure: the verb to be as the main verb, the subject, 
and the complement.
Sentences that have one auxiliary or modal verb are made by placing the 
auxiliary right before the subject, and then the main verb, which may be 
followed by a complement.
In the case of verb forms that have more than one auxiliary, the structure is the 
first auxiliary verb, the subject, and then the second or third auxiliary verbs, 
followed by the main the verb and a complement, if necessary.
Verb To Be + Subject + Complement (Simple Present and Simple Past)
Verbo To Be + Sujeito + Complemento (Simple Present and Simple Past)
Auxiliary or Modal Verb + Subject + Main Verb + Complement (if necessary)
Verbo Auxiliar ou Modal Verb + Sujeito + Verbo Principal + Complemento (se necessário)
First Auxiliary Verb + Subject + Other Auxiliaries + Main Verb + 
Complement (if necessary)
Primeiro Verbo Auxiliar + Sujeito + Outros Auxiliares + Verbo Principal + 
Complemento (se necessário)
INTERROGATIVE SENTENCES
Structures
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Interrogative Form
However, in the case of verb forms in which the main verb is not 
the verb to be, one auxiliary verb or a modal verb is required.
Check out some examples with these structures. In verb forms such as the simple present and 
the simple past, in which the verb to be is the main verb, we don’t need an auxiliary to ask a 
question.
Structure: Verb To Be + Subject + Complement
Is she a lawyer?
Ela é advogada?
Were you home last night?
Você estava em casa na noite passada?
Structure: Auxiliary Verb + Subject + Main Verb + Complement (if necessary)
Does she work as a lawyer? (main verb: work)
Ela trabalha como advogada? 
(The verb to do works as an auxiliary, and the sentence is in the simple present)
Did you do your homework? (main verb: do)
Você fez sua lição de casa? 
(The verb to do works as an auxiliary, and the sentence is in the simple past)
Can you help me? (main verb: help)
Você pode me ajudar? 
 (The modal verb can works as an auxiliary, and the sentence is in the simple present)
Are you studying for the test? (main verb: study in the -ING form)
Você está estudando para a prova? 
(The verb to be works as an auxiliary, and the sentence is in the present continuous)
INTERROGATIVE SENTENCES
Verb forms with the verb to be as the main verb (simple present and simple past)
INTERROGATIVE SENTENCES
Verb forms with other verbs as the main verb
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Question Full Answer Short Answer Wrong Answer
Do you like chocolate? Yes, I like chocolate. Yes, I do. Yes, I like.
Você gosta de chocolate? Sim, eu gosto de chocolate. Sim, eu gosto.
Depending on the verb form, there may be more than one auxiliary verb before the main verb, which is 
the case of the present perfect continuous.
Notice that in English when someone asks a question using auxiliaries, we can give a long or a short 
answer, and to give a short answer we need to use the auxiliary verb.
Structure: First Auxiliary Verb + Subject + Other Auxiliaries + 
Main Verb + Complement (if necessary)
Have you been studying for the test? (main verb: study in the -ING form)
Você tem estudado para a prova? 
(The verb to have works as the f irst auxiliary, and the verb to be in the past participle, as the second)
Have you been waiting for a long time? (main verb: wait in the -ING form)
Você está esperando há muito tempo? 
(The verb to have works as the f irst auxiliary, and the verb to be in the past participle, as the second)
INTERROGATIVE SENTENCES
Verbs forms with more than one auxiliary verb
INTERROGATIVE SENTENCES
Long and short answers
And this is how we use the interrogative form in English. 
Now, you know its basic sentence structure.
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Subject + Main Verb (To Be) + NOT + Complement
Sujeito + Verbo Principal (To Be) + NOT + Complemento
In English, negative sentences follow three basic structures.
One is for sentences in simple tenses in which the main verb is the verb to be. In this case, there is no 
auxiliary. So, the structure would be the subject, the main verb (which is the verb to be), then NOT, which is 
the negative particle, and a complement.
NEGATIVE SENTENCES
Basic Structures
The second is for sentences that have one auxiliary verb or a modal auxiliary. In this case, the structure 
is the subject, the auxiliary or modal verb, then NOT to indicate the negative, the main verb, and the 
complement.
NEGATIVE SENTENCES
Basic Structures
Subject + Auxiliary or Modal Verb + NOT + Main Verb + Complement (if necessary)
Sujeito + Verbo Auxiliar ou Modal Verb + NOT + Verbo Principal + Complemento (se necessário)
And the third is when there’s more than one auxiliary. In this case, the structure is the subject, the first 
auxiliary verb followed by NOT, which indicates the negative, then the second or second and third 
auxiliaries, depending on the verb form, then the main verb, and the complement.
Subject + First Auxiliary + NOT + Other Auxiliaries + Main Verb + Complement (if necessary)
Sujeito + Primeiro Auxiliar + NOT + Outros Auxiliares + Verbo Principal + Complemento (se necessário)
NEGATIVE SENTENCES
Basic Structures
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Negative Form
There is only one verb form that does not f it in the previous structures, which is the 
negative imperative, in which we usually omit the subject. 
Structure: Do + NOT (Don’t) + Main Verb + Complement (if necessary)
Don’t do this.
Não faça isso.
Don’t open the box.
Não abra a caixa.
NEGATIVE SENTENCES
Imperative Structure
Besides the imperative, all verb forms in English take a subject and follow one of the 
three basic structures to make the negative.
If we use the simple forms, that is, the simple present and the simple past, with 
the verb to be as the main verb, we will not use an auxiliary to make negative 
statements.
Structure: Subject + Verb To Be + NOT + Complement
She isn’t (is not) home now.
Ela não está em casa agora.
They weren’t (were not) home yesterday.
Eles não estavam em casa ontem.
NEGATIVE SENTENCES
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For all other verbs, to make negative statements we need at least one auxiliary