WOL_CrisisManagement_Coursebook

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Crisis 
Management
W
ise U
p O
nline
ChaptersChapters
Planning Ahead p. 31
3 Carrying out the Plan p. 71
2 Preparing the Team p. 38
4 Clear Communication p. 105
5 Customer Relations p. 139
6 Unforeseen Crises p. 175
7 The Aftermath p. 205
8 Grammar Guide p. 234
Planning 
Ahead
Planning 
Ahead
1
Chapter 1 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
What comes to your mind when you hear the word crisis? Hard times, 
problems, unemployment, bankruptcy, a damaged reputation? In 
general, crises are associated with bad news, either in the job market 
or in our personal lives. However, you may have heard that great 
opportunities arise during crises.
That is true; but how can you think about seizing an opportunity if the 
crisis has brought you or your company to its knees? Crisis management 
starts long before the crisis actually arrives. That’s why it is so 
important.
Not falling at all is way better than getting up after a fall. From 
multinationals to small neighborhood stores, everyone can benefit from 
this kind of planning. It can help safeguard the company both f inancially 
and administratively, thus preserving its reputation. For example, let’s 
suppose a customer orders a dish in a restaurant and when the waiter 
brings it to the table, they realize it's mildly burnt. What are the chances 
of this customer dining at this restaurant again? Pretty low, right? But 
the problem does not end there. The displeased customer will probably 
spread the news and warn people in their social circle not to visit that 
place.
The purpose of crisis management is to anticipate events so that you 
are not caught by surprise. And to fulf ill that goal, there are planning 
techniques and strategies that, when applied to crisis management, can 
keep the company safer. 
PLANNING AHEAD
In this chapter, you will learn some vocabulary related to crisis scenarios, as 
well as some word families and collocations. You will also see some important 
vocabulary and grammar topics to make it happen. 
Now look at the script of Planning Ahead.
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Part 1.
Chapter 1 Vocabulary Vocabulary Activities Grammar Grammar Activities
The f irst step is to survey all possible sources of a potential crisis. Take 
a look at your business or your own life and consider what could go 
wrong. Write down a list of all the ideas that arise. That list will be very 
important to guide you through the development of multiple scenarios.
Each scenario you imagine should take into account the risks involved. 
It’s as if you were trying to answer the question: what could happen to 
that restaurant after serving burnt food to a customer? 
Let me give you an example of how to develop multiple scenarios. 
An accounting f irm is responsible for the f inances of several other 
companies. A potential source of crisis would be an accounting error 
causing f inancial loss to a client. 
This source of crisis carries two main risks. The f irst one is f inancial, as 
the accounting f irm will have to compensate for the damage caused 
to the client. But there is also the risk related to reputation, which can 
either push away new clients or cause the f irm to lose its current ones.
Well, so far, we have considered a very clear source of crisis and 
identif ied two risks. The next step is to think about the set of actions 
that must be taken in order to deal with a crisis caused by an accounting 
error. What will become of the relationship with the client who has been 
harmed? Where will the f inancial resources come from to cover the 
damage caused? What options does the company have to rebuild its 
image before the market? 
If you were able to answer these questions, congratulations! You have 
just drawn up a crisis management action plan! But, does that mean that 
you’re almost done with the planning? 
Not at all! Far from that… 
The accounting error is only one out of several sources of potential 
crises that the company may anticipate. And we also need to consider 
the external sources of crises. What if the company headquarters are 
affected by a f lood, a hurricane, or a f ire, leading to the loss of months of 
work?
In short, we need to develop scenarios for each of the identif ied sources 
of crises, and then conceive action plans to address the possible 
consequences. The message here is: to be able to deal with a crisis, we 
need to understand where it may come from. Don’t wait for a crisis to 
strike before you are ready to deal with it.
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Chapter 1 Vocabulary Vocabulary Activities Grammar Grammar Activities
PLANEJAMENTO
O que vem à sua cabeça quando você ouve a palavra crise? Tempos 
dif íceis, problemas, desemprego, falência, uma reputação prejudicada? 
De um modo geral, crises são associadas a notícias ruins, seja no 
mercado de trabalho ou em nossas vidas pessoais. Porém, você já deve 
ter ouvido falar que grandes oportunidades surgem durante as crises.
Isso é verdade; mas como você pode pensar em aproveitar alguma 
oportunidade se a crise deixou você ou a sua empresa de joelhos? A 
gestão de crise começa muito antes da crise realmente surgir. Por isso, 
ela é tão importante. 
Não falhar de modo algum é muito melhor do que se levantar após 
uma queda. Desde multinacionais a lojinhas de bairro, todos podem 
se beneficiar deste tipo de planejamento. Ele pode ajudar a proteger 
a empresa tanto no aspecto f inanceiro quanto administrativo, assim, 
preservando sua reputação. Por exemplo, suponhamos que um cliente 
peça um prato em um restaurante e, quando o garçom o traz à mesa, 
eles percebem que está levemente queimado. Quais são as chances 
deste cliente jantar neste restaurante novamente? Baixa, não é? Mas o 
problema não acaba aí. O cliente insatisfeito, provavelmente, espalhará a 
notícia e avisará as pessoas em seu círculo social para não frequentarem 
aquele local.
O objetivo da gestão de crise é antecipar acontecimentos para que você 
não seja pego de surpresa. E para cumprir essa meta, há técnicas e 
estratégias de planejamento que, quando aplicadas à gestão de crise, 
podem manter a empresa mais segura. 
O primeiro passo é fazer um levantamento de todas as possíveis fontes 
de uma crise em potencial. Olhe para seu negócio ou para sua própria 
vida e reflita sobre o que poderia dar errado. Faça uma lista com todas 
as ideias que surgirem. Essa lista será muito importante para te orientar 
na elaboração de múltiplos cenários.
Cada cenário que você imaginar deve levar em consideração os riscos 
envolvidos. É como se você estivesse tentando responder à pergunta: o 
que poderia acontecer com aquele restaurante depois de servir comida 
queimada a um cliente? 
Deixe-me dar um exemplo sobre como desenvolver múltiplos cenários. 
Uma empresa de contabilidade é responsável pelas f inanças de diversas 
outras empresas. Uma possível fonte de crise seria um erro contábil que 
gere prejuízo f inanceiro para um cliente. 
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Chapter 1 Vocabulary Vocabulary Activities Grammar Grammar Activities
Esta fonte de crise traz dois riscos principais. O primeiro deles é o 
f inanceiro, pois a empresa de contabilidade precisará ressarcir o prejuízo 
causado ao cliente. Mas há ainda o risco relacionado à reputação, que 
pode tanto afastar novos clientes quanto fazer com que a empresa 
perca os atuais.
Bom, até o momento, levamos em consideração uma fonte de crise bem 
clara e identif icamos dois riscos. O próximo passo é pensar no conjunto 
de ações que devem ser tomadas para lidar com uma crise provocada 
por um erro contábil. Como será a relação com o cliente que foi 
prejudicado? De onde virão os recursos f inanceiros para cobrir o prejuízo 
causado? Quais opções a empresa tem para reconstruir sua imagem 
perante o mercado? 
Se você conseguiu responder estas perguntas, parabéns! Você acabou 
de elaborar um plano de ação de gestão de crise. No entanto, isso quer 
dizer que você está quase no f im do planejamento?
De modo algum!Longe disso...
O erro contábil é apenas uma das diversas fontes de possíveis crises 
que a empresa pode antever. E nós também precisamos considerar as 
fontes de crise externas. E se a sede da empresa for atingida por uma 
enchente, um furacão ou um incêndio, causando o prejuízo de meses de 
trabalho?
Em suma, é necessário elaborar cenários para cada uma das fontes de 
crise que forem identif icadas e, em seguida, elaborar planos de ação 
para abordar as possíveis consequências. A mensagem aqui é: para 
sermos capazes de lidar com uma crise, é preciso entender de onde ela 
pode vir. Não espere a crise surgir antes de estar pronto para lidar com 
ela.
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Video Script VocabularyChapter 1 Vocabulary Activities Grammar Grammar Activities
Crises can happen in various moments and for different reasons. They may 
happen in the company we work for, in projects we are drawing up, as well as in 
our personal lives.
You may have already been caught in the middle of a problematic situation to 
be solved within one of these scenarios. In fact, many people must have been in 
situations like that. 
However, not everyone shares the same perspective when it comes to describing 
what a crisis is like. Check it out: 
What comes to your mind when you hear the word crisis? 
O que vem à sua cabeça quando você ouve a palavra crise? 
Here, we have the word crisis, which is singular. Its plural is crises, with an e 
instead of an i. Take a look: 
singular 
 
crisis
crise
plural 
 
crises
crises
Besides the difference in spelling, there is also a slight difference in pronunciation. 
Crisis, in the singular, has a short e sound and a clear s sound in the end; crises, 
in the plural, has a long e sound and a sonorous z sound in the end. In English, 
the same letter may have different sounds depending on the word.
Whether we are talking about crisis or crises, there are a number of elements we 
can relate to them. Such as:
hard times
tempos dif íceis
ELEMENTS RELATED TO CRISIS
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Hard times is formed with the adjective hard – which means difficult or tough 
– and the noun times – which is the same as moments. Note that the adjective 
comes before the noun. This is a very common position for adjectives in English.
Note that, in hard times, the word times ends in -s because it is plural. It refers to 
a particular period of time in history. It is different from the word time when we 
talk about hours. Take a look:
Time passes quickly when we’re having fun. 
O tempo passa depressa quando estamos nos divertindo.
When using the word time meaning hours of the day, it does not have a plural 
form. Note that, in this sentence, we are not talking about a particular period of time 
in history, but about the time we can count in hours, minutes and seconds. 
However, as previously mentioned, when we talk about crises as hard times, we are 
referring to a diff icult period in the history of the world, of the company, or our own. 
Other recurring terms related to crisis – which are essentially its basis – are:
Problems is a plural noun ending in -s that comes from the singular problem, 
which means something that causes trouble. Its meaning is similar to that of the 
word difficulty. 
To mention that someone is experiencing a problem or a moment of diff iculty, we 
can use the verb to have. Take a look at the following example:
problems
problemas
difficulty
dif iculdade
ELEMENTS RELATED TO CRISIS
Taylor has a problem with the configuration of his cell phone.
Taylor tem um problema com a configuração de seu celular.
TO HAVE A PROBLEM WITH
ter / vivenciar um problema com
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Here, the verb to have comes in the expression to have a problem with, which 
means the same as to experience a problem. In this sentence, we are saying that 
someone is experiencing problems setting up a cell phone. Also note that we use 
the preposition with in this structure.
As mentioned earlier, we can also use the verb to have with the noun difficulty; 
however, it comes with a different preposition. Observe:
Here, we are using the verb to have along with difficulty to mention that 
someone is experiencing diff iculty in learning sign language. Note that instead 
of with as in to have a problem with, we use the preposition in, forming the 
expression to have difficulty in.
Both expressions have similar meanings; however, it is important to notice that 
some words can have the same spelling but different meanings, depending on 
the context. 
We have just worked with the same word class with times and time, be it to refer 
to a particular period in history or to hours, minutes and seconds. Time and 
times are both nouns. Nouns are used to name things, abstract ideas, people, 
places, and animals.
However, there are words formed from a root of a different word class; therefore, 
they have a different function as well. 
When we talked about hard times, we mentioned that hard means difficult. 
Both hard and diff icult are adjectives. We have also mentioned that the word 
problem means the same as difficulty, both nouns.
Although the difference between the adjective hard and the noun problem is 
obvious, the difference between the spelling of the adjective difficult and the 
noun difficulty is just the letter -y at the end. This happens because they belong 
to the same word family, even though they have different functions.
It means that those words have the same root, and we change their word class 
by adding suffixes and prefixes. Suffixes are letters or syllables added to the 
end of a word; prefixes are letters or syllables added to the beginning of a word. 
Take a look at the following words:
Tristan and Charlie have difficulty in learning sign language.
Tristan e Charlie têm dif iculdade em aprender língua de sinais.
TO HAVE DIFFICULTY IN
ter / vivenciar dificuldade em
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Here, the word job is referring to work somebody does and is paid for. In this 
case, someone is working in a supermarket and being paid for it, so, their job is to 
work at the supermarket. Note that here we use the verb to have conveying the 
idea of possession.
The noun job is also used to refer to something you are responsible for doing, 
such as a task or duty, whether or not it is done in return for payment. Let’s take 
a look at the following examples:
Gail has a nice job at the supermarket. 
Gail tem um emprego legal no supermercado.
Here, we have the words employment, which means the condition of having a 
paid job, and unemployment, meaning the condition of not having a paid job. 
The root of both nouns is the verb to employ, which means to hire someone 
or to give someone a job. Both nouns have the suff ix -ment, that is, -ment 
comes at the end of the verb, which turns employ into a noun. Note that the 
word unemployment also carries a prefix, un-, at the beginning of the word. This 
prefix implies a negative connotation to the noun.
Employment and unemployment are related to the condition of having or not 
having a paid job. Job is a noun, but its meaning depends on the context, even 
though its spelling does not change. For example:
My job is to take care of children.
Meu trabalho é cuidar de crianças.
employment 
emprego
unemployment 
desemprego
PREFIXES AND SUFFIXES
It’s the parents’ job to take care of their children. 
É tarefa / função dos pais cuidar dos seus f ilhos.
In the f irst example, job is referring to the responsibility of taking care of children, 
that is, the task or duty that this person is in charge of is to take care of children, 
as a kindergarten teacher or as a babysitter. This means that the person is 
supposed to be paid to work with children, which is theplural of child.
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In the second example, it is said that the parents’ job is to take care of their 
children; however, we are talking about a responsibility for which parents are not 
given a sum of money to carry out; even so, they have to do it.
Although the word job may or may not be used to refer to work that is done 
in exchange for money, we can see, in short, that job and work are related. 
However, work can be used both as a noun and as a verb. That is, the same 
word has different functions. Take a look:
In the f irst example, work is a noun that refers to a specif ic activity or chore 
someone has to do. In the second example, work is also a noun, but it refers to 
the place where someone works, like an off ice building, for example.
In both sentences, work is a noun, but its meaning is slightly different, and it all 
depends on the context. So, keep in mind that you need to be attentive to it. 
Now, check the following examples with work used as a verb:
I have a lot of work to do. 
Eu tenho muito trabalho para fazer.
Sheila came back early from work.
Sheila voltou cedo do trabalho.
WORK (NOUN)
trabalho
Lola works every day from 9 a.m. to 7 p.m.
Lola trabalha todos os dias das 9h às 19h.
Morgan is really working on his mental health.
Morgan está realmente trabalhando a saúde mental dele.
TO WORK (VERB)
trabalhar
In the f irst sentence, the verb to work means to do a job in exchange for 
money. In this case, Lola works for a certain period of hours to receive an amount 
at some point. 
In the second sentence, we have the verb to work followed by the preposition on 
being used to talk about improving something. Note that, in this last example, 
we are not talking about a transaction of work and money, since it is Morgan’s 
own mental health that we are referring to.
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It is also important to highlight that, although work and job are words that can be 
related as nouns, job cannot be used as a verb. 
When it comes to words that share the same root, one example would be 
bankrupt and bankruptcy. They are also related to a crisis scenario. Check it out:
This store is bankrupt.
Esta loja está falida.
Note that the only difference they have in spelling is the suff ix -cy. Bankruptcy 
is a noun that refers to a situation in which a business or a person becomes 
unable to pay what they owe, because they have no money. On the other hand, 
bankrupt is an adjective that means not being able to pay what you owe. For 
example:
Here, bankrupt is describing the noun store. Note that we use the verb to be to 
make that description. In other words, the store has no money to pay its bills. 
However, when we want to refer to the process of something or somebody 
becoming unable to pay what they owe, we use the expression to go bankrupt. 
Take a look:
bankruptcy 
falência
bankrupt 
falido
ELEMENTS RELATED TO CRISIS
The restaurant is going bankrupt.
O restaurante está indo à falência.
TO GO BANKRUPT 
ir à falência
In this sentence, we use to go bankrupt to mention that the restaurant is in the 
process of becoming unable to pay its bills. Note that it is formed by the verb to 
go and the adjective bankrupt. Here, we are not talking about the cause of the 
bankruptcy, or what caused the restaurant to go bankrupt. 
To do so, we use the verb to bankrupt. Let’s see an example:
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Here, we have the word damaged, an adjective that means ruined or harmed. A 
damaged reputation is the consequence of negative opinions people have about 
someone or something. When we talk about a damaged reputation, we refer to one 
that has been discredited. In this case, we use damaged to refer to an abstract idea. 
Damaged can also be used to talk about someone’s feelings. Take a look:
Here, we have the verb to bankrupt being used to talk about the act of causing bankruptcy. In 
this case, the manager will be responsible for the bankruptcy of the restaurant.
Going bankrupt is one element related to crises. Here are others:
A damaged person. 
Uma pessoa ferida.
If the manager keeps on giving free meals, he is going to bankrupt the restaurant.
Se o gerente continuar dando refeições grátis, ele vai falir o restaurante.
TO BANKRUPT 
falir
damaged 
prejudicado / ferido / danif icado
a damaged reputation
uma reputação prejudicada
ELEMENTS RELATED TO CRISIS
In a damaged person, we are not talking about someone who was literally hurt, with a 
cut or a stab wound, for example. We are referring to an emotional injury. 
In order to refer to a physical injury, we would use the adjective hurt. For instance:
The passenger is hurt on the legs. 
O passageiro está ferido nas pernas.
HURT 
ferido / machucado
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Damaged goods cannot be returned. 
Produtos danif icados não podem ser devolvidos.
Here, the adjective good is characterizing the noun products. It implies that 
a product is of high quality. It is important to note that there is no plural for 
adjectives. Therefore, goods will always be a noun, and good will always be an 
adjective. 
Good and goods are very similar words with very distinct meanings and uses. 
Damaged, which we just mentioned, also has its root in a word that has different 
uses.
In the word family of the adjective damaged, we will f ind the noun damage, as 
well as the verb to damage. Take a look:
In this case, we are talking about an injury inf licted on someone’s body. 
We can also use damaged in the sense of ruined when we talk about material 
things. For example:
In the previous example, we use damaged goods to talk about objects that may 
be broken or no longer working properly. Notice that the word goods is a noun 
that means products. It is different from good, which is an adjective meaning of 
high quality. 
In this case, we could say:
This product is good.
Este produto é bom.
damage
prejuízo / ferida / dano
The financial gap causes damage to the company’s bills.
O déficit f inanceiro causa prejuízo nas contas da empresa.
ELEMENTS RELATED TO CRISIS
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In this context, also related to a crisis scenario, damage is the same as a bad 
effect. Note another element that comes up when we think about crises: 
financial gap. It implies f inancial loss, that is, the loss of money, and damage is 
the result. 
Now, as a verb, we can use to damage to say:
A license is an off icial permit to own or do something for a period of time. When 
they get expired, it means they are no longer valid. In this sentence, damage is a 
verb which means to have a bad effect on something. So, what we are saying is 
that the expired licenses would have a bad effect on the progress of the projects. 
In the examples we have just seen, both the noun and the verb damage are 
spelled and pronounced the same. Even though they belong to different word 
classes, they can imply similar meanings in the same context. 
It is the case of the words error and mistake, which are both nouns. They can be 
related to crises as well:
Expired licenses damage the progress of projects.
Licenças expiradas prejudicam o andamento dos projetos.
TO DAMAGE 
prejudicar / ferir / danificar
error
erro
mistake
erro
ELEMENTS RELATED TO CRISIS
However, they will have specif ic or more recurrent uses. Observe:
There are two grammatical errors in this report.
There are two grammatical mistakes in this report. 
Há dois erros gramaticais neste relatório.
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Error and mistake can basicallymean something someone did or that happened 
incorrectly. Both previous examples are correct; however, there is a slight change 
in the use of each one of them. 
On the one hand, errors sounds more formal, and usually refers to something 
that was done in a wrong way due to lack of previous knowledge. Mistakes, on 
the other hand, sounds more informal, and implies that something was done the 
wrong way unintentionally, due to lack of attention, not of knowledge. 
Error and mistake also have specific uses. For example:
John, help me! I don’t understand this error notification in this software.
John, me ajude! Eu não entendo esta notif icação de erro neste programa.
Here, we are using error to talk specif ically about a problem or failure in a 
computer program. It is a specif ic use of the word error, which could not be 
replaced by the word mistake.
We can use the word mistake to talk about an attitude or an action that causes 
a bad result. For example:
It’s a big mistake to fire Emma. She’s a great employee!
É um grande erro demitir a Emma. Ela é uma ótima funcionária!
Here, we use mistake because the sentence says that f iring Emma will cause bad 
results. In this case, it would not be possible to replace mistake with error.
Mistake can also be part of collocations formed with specif ic verbs. For example:
It is common to make a mistake when you are anxious.
É comum cometer um erro quando você está ansioso.
TO MAKE A MISTAKE 
errar / cometer um erro
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To make a mistake is formed by the verb to make and the noun mistake. This 
collocation means to do something wrong unintentionally. In the context of the 
previous example, you could do something wrong due to anxiety, without really 
meaning it. 
Mistake, here, is a noun, but the same word can be used as a verb. Then, it will 
have a slight different meaning compared to the collocation that we have just 
seen. For example:
The director mistakes the claims from the employees. 
O diretor entende errado / confunde as reivindicações dos funcionários.
TO MISTAKE
confundir / entender errado
In this case, to mistake means to understand something wrongly. In the example, we are saying that 
the director misunderstands the complaints from the employees. 
To mistake can have yet another meaning, which is to confuse someone with another person, as in:
My grandmother often mistakes my cousin for my wife.
Minha avó frequentemente confunde minha prima com minha esposa.
TO MISTAKE A PERSON OR A THING FOR SOMEONE OR SOMETHING ELSE
confundir uma pessoa ou coisa com outra pessoa ou coisa
In the previous example, the grandmother often thinks that the cousin and the wife of the speaker are 
the same person. In other words, she confuses one with the other. Pay attention to the use of the 
preposition for in this structure. The full structure of this expression is to mistake a person or a thing for 
someone or something else. 
In most cases and uses, we can refer to mistake as a source of crisis. Moreover, up until this point, you 
have seen many different situations that can cause a crisis, but all of them are under our control and 
responsibility: money, errors, mistakes, damaged reputation, and unemployment. 
However, not every crisis comes from things we can manage. There are also natural disasters to take 
into account: 
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What if the company headquarters are affected by a flood, a hurricane, 
or a fire, leading to the loss of months of work?
E se a sede da empresa for atingida por uma enchente, um furacão ou um 
incêndio, causando o prejuízo de meses de trabalho?
Here, we have listed some factors that we cannot control; among them, fire is a 
word with interesting possibilities. Take a look:
FIRE (NOUN)
incêndio fogo fogueira
As a noun, it may refer to uncontrolled flames that burn everything they touch. 
It could also mean just the flames made to heat a place, or that we use for 
cooking. The noun f ire may also be a synonym for bonfire, which is usually made 
of wood and used as part of a celebration, to burn trash, or as a signal.
There are some collocations we can use with this noun. Check them out:
COLLOCATIONS WITH FIRE
to start / light a fire
acender uma fogueira / acender o fogo
to set something on fire
atear fogo em algo
to build a fire
fazer uma fogueira
to start a fire
começar um incêndio
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Moreover, the word fire can be a verb with different meanings. Take a look:
To fire at the enemy.
Disparar / Atirar contra o inimigo.
TO FIRE
disparar / atirar
To fire can mean to shoot a weapon, as in to fire at the enemy, that is to shoot 
a weapon towards the enemy. 
In a different context, it can mean to dismiss someone from a job, as in:
Marie is firing the oldest employee.
Marie está demitindo o funcionário mais velho.
TO FIRE
demitir
When we f ire someone, that person becomes unemployed, which brings us back 
to the context of crisis.
Regardless of the cause of a crisis, we must always bear in mind that its 
consequences will also affect the customer. As a result:
The displeased customer will probably spread the news and warn 
people in their social circle not to visit that place.
O cliente insatisfeito, provavelmente, espalhará a notícia e avisará as 
pessoas em seu círculo social para não frequentarem aquele local.
Take a look at the word displeased, which is describing the noun customer. This 
is an adjective and a synonym for dissatisfied. Note that these adjectives are 
formed by the prefix dis-, which implies a negative connotation. The opposite of 
these adjectives is pleased and satisfied. Take a look:
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
ADJECTIVES
displeased / dissatisfied
descontente / insatisfeito
pleased / satisfied
contente / satisfeito
There are also some verbs that are worth highlighting in this sentence. To spread 
is being used in the collocation to spread the news, which is to make something 
widely known. Another collocation that could be used with the same meaning is 
to spread the word. 
Notice that news is a word ending in -s, but it is one case in which -s does not 
mean plural. In fact, there is no plural for news. It is important to mention that we 
must be careful not to confuse news with new. New is an adjective which is the 
opposite of old. 
There are other collocations with the verb to spread. Take a look:
to spread gossip
espalhar fofoca
COLLOCATION WITH TO SPREAD 
To spread gossip means to make it so reports or conversation about people’s 
private lives get widely known, especially information that might not be true. 
This can also damage a company’s reputation and cause a crisis.
Customers might not always be very understanding, and they might listen to 
untruths. That usually happens because they do not have time to wait around for 
the company’s situation to get back to normal so they can get what they want. 
Therefore, it is extremely important for us to be careful and try to prevent that 
from happening.
This is what defines managing a crisis:
The purpose of crisis management is to anticipate events so that you 
are not caught by surprise. 
O objetivo da gestão de crise é antecipar acontecimentos para que você não 
seja pego de surpresa.
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Chapter 1 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
When it comes to crisis management planning, the key word is to anticipate 
problems. This is essential to avoid having things go wrong. We can also use 
other verbs with similar meanings, such as:
SYNONYMS FOR TO ANTICIPATE
to foresee
prever
to predict 
prever
All of that will help us be prepared. There are some expressionswe can use 
when something unpredictable happens to us. Take a look:
to be caught by surprise 
ser pego de surpresa
to be caught off-guard
ser pego desprevenido
to be unprepared
estar despreparado
EXPRESSIONS
Note that unprepared is the opposite of prepared. It is formed by adding the 
prefix un-. 
In this part of the chapter, you have learned that, in the same 
word family, we can have verbs, adjectives and nouns with different 
meanings and uses. You have also learned some words related to crisis 
scenarios caused both by human and natural factors, as well as some 
verbs, expressions and collocations.
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Vocabulary ActivitiesChapter 1 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 ) desemprego
( 2 ) produtos 
( 3 ) ser pego de surpresa 
( 4 ) atear fogo em algo
( 5 ) acender uma fogueira
( 6 ) disparar / atirar / demitir
( 7 ) bom
( 8 ) espalhar fofoca
( 9 ) insatisfeito
( 10 ) prever
( 11 ) estar despreparado
( 12 ) confundir / entender errado
( ) to be caught by surprise
( ) to mistake
( ) to start / light a f ire
( ) to predict / to foresee
( ) to spread gossip
( ) to set something on f ire
( ) displeased / dissatisf ied
( ) to f ire
( ) to be unprepared
( ) unemployment 
( ) good
( ) goods
1. My grandmother often my cousin for my wife.
 Minha avó frequentemente confunde minha prima com minha esposa.
2. Gail has a nice at the supermarket. 
 Gail tem um emprego legal no supermercado.
3. It is common to make a when you are anxious.
 É comum cometer um erro quando você está ansioso.
4. It’s a big mistake Emma. She’s a great employee!
 É um grande erro demitir a Emma. Ela é uma ótima funcionária!
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Part 3.
Activities
Chapter 1 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. unemployment
2. goods
3. to be caught by surprise
4. to set something on fire
5. to start / light a fire
6. to fire
7. good
8. to spread gossip
9. displeased / dissatisfied
10. to predict / to foresee
11. to be unprepared
12. to mistake
Activity B – Answers
1. mistakes
2. job
3. mistake
4. to fire
5. hurt
6. damage
5. The passenger is on the legs. 
 O passageiro está ferido nas pernas.
6. Expired licenses the progress of projects.
 Licenças expiradas prejudicam o andamento dos projetos.
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Vocabulary Activities GrammarChapter 1 Vocabulary Grammar ActivitiesVideo Script
In the grammar part of this chapter, we are going to see some important grammar 
topics on the structure of sentences in English. 
It is important to know the differences in structure when we make up sentences. 
There are usually three forms of sentences: the affirmative form, the negative 
form and the interrogative form. There can be slight changes in each of these 
kinds of sentences according to the verb form we use. 
First, let’s start with the affirmative form. Take a look:
general structure
estrutura geral
subject + (auxiliary verb) + main verb + complement
sujeito + (verbo auxiliar) + verbo principal + complemento
AFFIRMATIVE FORM
The basic structure of affirmative sentences is: subject followed by a main verb 
and a complement. Depending on the verb form we use, the structure will also 
have an auxiliary verb, which must come before the main verb. So, we will have: 
subject, the auxiliary verb, followed by the main verb, and the complement.
Let’s see an example:
SIMPLE PRESENT
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
Lola works every day from 9 a.m. to 7 p.m. 
Lola trabalha todos os dias das 9h às 19h.
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Part 4.
Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
In this sentence, we have the subject, Lola, a proper noun, followed by the main 
verb works and the complement every day from 9 a.m. to 7 p.m. Notice that we 
are talking about something that is habitual, part of Lola’s routine. 
We do not have an auxiliary verb in the previous sentence, just the main verb: 
works. That happens because the verb form used is the simple present. 
The simple present is a verb form used to talk about facts, routine, habitual 
actions and events that frequently happen in the present. 
Let’s take a look at another example in the affirmative form of the simple 
present: 
In this sentence, the subject is expired licenses, which corresponds to the subject 
pronoun of the third person plural they. Then, we have the main verb damage in 
the base form and the complement the progress of projects. Here, we are using 
the simple present to talk about a fact: the bad effect caused by expired licenses. 
With the exception of the verb to be, in the simple present, the conjugation of the 
verbs is always the same as the base form for all persons in the plural and for the 
f irst and second persons in the singular.
Take a look at another example: 
SIMPLE PRESENT
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
Expired licenses damage the progress of projects.
Licenças expiradas prejudicam o andamento dos projetos.
SIMPLE PRESENT
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
We work every day to improve our skills.
Nós trabalhamos todos os dias para aprimorar nossas habilidades.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
In this case, the subject is the f irst person plural, we, followed by the main verb 
to work in the base form, and the complement every day to improve our skills. 
Note that, as we mentioned before, the conjugation of the main verb is the same 
as the base form because we is the f irst person plural.
When it comes to the third person singular, the conjugation changes a bit. In 
general, we add -s to the base form of the verb. The sentence structure does not 
change. For example: 
In this sentence, we have the subject my grandmother, which corresponds to the 
third person singular she. Then, we have the main verb to mistake conjugated 
as mistakes, with an -s at the end, and the complement my cousin for my wife. 
Note that the verb is conjugated according to the subject, which is the third 
person singular. Here, we are using the simple present to talk about something 
that the subject frequently does.
There are some spelling rules that must be followed to conjugate verbs in the 
third person singular depending on the way the base form of the verb ends. 
Take a look:
SIMPLE PRESENT
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
My grandmother mistakes my cousin for my wife.
Minha avó confunde minha prima com minha esposa.
SIMPLE PRESENT
Third Person Singular – Spelling Rules
Verbs ending in consonant + -y = drop the -y, add -ies. 
Verbos terminados em consoante + -y = subtraia o -y, acrescente -ies. 
Verbs ending in -o, -z, -ss, -sh, -ch, and -x = add -es.
Verbos terminados em -o, -z, -ss, -sh, -ch, e -x = acrescente -es.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
In verbs ending in consonant + -y, we must drop the letter -y and add -ies to the 
end of the verb; and in verbs ending in -o, -z, -ss, -sh, -ch, or -x, we must add 
-es after the last letter of the verb.
There is also an exception concerning spelling in the third person singular, which 
is the verb to have. It becomes has, not haves. Take a look:
Here, the subject is Gail, which corresponds to the third person singular she, 
followed by the main verb to have conjugated according to the subject as has, 
and the complement a nice job at the supermarket. In this context, the simple 
present is being used to talk about a fact.It is also possible to use the verb to be in the simple present. However, when it 
comes to conjugation, the rules will change because each person, singular and 
plural, has a specific conjugation.
We use the verb to be in the simple present to make descriptions, talk about 
facts and permanent or temporary states, depending on the context. 
For example:
Gail has a nice job at the supermarket. 
Gail tem um emprego legal no supermercado.
SIMPLE PRESENT – VERB TO BE
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
This store is bankrupt.
Esta loja está falida.
Here, we have the subject this store, which corresponds to the third person 
singular it, followed by the main verb to be conjugated according to the subject 
as is, and the complement bankrupt. We are describing the store’s current 
situation. In this case, it is a temporary situation. The conjugation is will be used 
with all third persons singular - he and she - as well.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Now, take a look at the following example:
SIMPLE PRESENT
Conjugation of the Verb To Be
he, she, it is
ele, ela, ele/ela é/está
SIMPLE PRESENT – VERB TO BE
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
I am very happy for your promotion at work.
Eu estou muito feliz pela sua promoção no trabalho.
Here, the subject is I, which is the first person singular. Next, we have the main verb to 
be, conjugated according to the subject as am, which is the conjugation of the f irst person 
singular. Lastly, we have the complement very happy for your promotion at work. Notice 
that we are talking about a temporary state in the present. 
SIMPLE PRESENT
Conjugation of the Verb To Be
I am
 eu sou / estou
Now, check out another example with the verb to be:
SIMPLE PRESENT – VERB TO BE
Affirmative Form
subject + main verb + complement
sujeito + verbo principal + complemento
Luiz and Keith are very good employees.
Luiz e Keith são funcionários muito bons.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Here, the subject of the sentence is Luiz and Keith, which corresponds to the 
third person plural they, followed by the main verb to be, conjugated according to 
the subject as are, and the complement very good employees. In this sentence, 
we are using the verb to be to talk about a permanent state in the present. It’s a 
condition, a characteristic of the subject.
This conjugation – are – is also used for the subject pronoun you, which 
corresponds to the second persons singular and plural. We also use are for the 
f irst person plural, we. Observe: 
Notice that the structure of aff irmative sentences with verbs in the simple present is actually 
just one. It will always be subject + main verb + complement, no matter the verb we use. 
Even though there is a specif ic conjugation for the verb to be for each subject, and we have 
specif ic rules in the third person singular according to the spelling of the base form of other 
verbs, the way we form aff irmative sentences in the simple present is exactly the same. 
However, there is yet another use for the verb to be that differs from this one in the simple 
present. The verb to be can also be used as an auxiliary verb, not as the main verb, when we 
want to talk about things that are happening at the moment of the speech. 
To do so, we are going to use another verb form called present continuous. Take a look:
SIMPLE PRESENT
Conjugation of the Verb To Be
 you (singular)
 você é/está
 we
 nós somos/estamos
 you (plural)
 vocês são/estão
 they
 eles/elas são/estão
PRESENT CONTINUOUS
Affirmative Form
subject + auxiliary verb to be + main verb in the -ing form + complement
sujeito + verbo auxiliar to be + verbo principal na forma -ing + complemento
events in progress
acontecimentos em progresso
The restaurant is going bankrupt.
O restaurante está falindo.
} are
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
In this example, we have the subject Christian and Monica, which corresponds 
to the subject pronoun of the third person plural they, followed by the auxiliary 
verb to be conjugated in the present according to the subject as are, the main 
verb in the -ing form, cooking, and the complement, dinner right now. Here, we 
are talking about an event in the present that is in progress at the moment of 
speaking. 
Besides being used to talk about events in progress, the present continuous can 
also be used to refer to previously-planned and expected future events. 
To better understand how this works, here is a f ictional situation as background:
In this sentence, we have the subject the restaurant, which corresponds to the third 
person singular it, the auxiliary verb to be conjugated in the present as is, the main verb 
to go in the -ing form as going, and the complement bankrupt. 
At the beginning of this chapter, we mentioned that the use of auxiliary verbs in the 
structure of the aff irmative form would depend on the verb form we use. As we are talking 
about the present continuous, we must use the auxiliary verb to be in every sentence. 
Note that, in the previous example, the main verb is in the -ing form and the auxiliary 
verb to be is conjugated according to the subject in the present. This goes for any 
subject and in any sentence in the present continuous.
Let’s see another example:
PRESENT CONTINUOUS
Affirmative Form
subject + auxiliary verb to be + main verb in the -ing form + complement
sujeito + verbo auxiliar to be + verbo principal na forma -ing + complemento
events in progress
acontecimentos em progresso
Christian and Monica are cooking dinner right now. 
Christian e Monica estão preparando o jantar agora mesmo.
Anthony is the director of a chain store who has to fire some of the 
employees to be able to the keep the business going and avoid a bigger 
crisis. A group of employees is having lunch together and ends up 
talking about it.
Anthony é o diretor de uma rede de lojas que tem que demitir alguns 
dos funcionários para conseguir manter o negócio funcionando e evitar 
uma crise maior. Um grupo de funcionários está almoçando junto e acaba 
falando sobre isso. 
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Then, one of them says: 
future events
acontecimentos futuros
Anthony is firing two people next week.
Anthony vai demitir duas pessoas semana que vem.
PRESENT CONTINUOUS
In this case, the speaker uses the present continuous to talk about something that is 
going to happen in the future. Due to the crises in the chain store, Anthony will f ire 
some of the employees. It is something that can be foreseen or predicted. Note that 
the future is also being indicated by next week. 
Even though the time reference changes in this context, the structure of the sentence 
does not. The subject is Anthony, which corresponds to the third person singular he, 
followed by the auxiliary verb to be conjugated in the present according to the subject 
as is, the main verb in the -ing form, f iring, and the complement is the rest of the 
sentence.
Now, let’s see some examples with the present continuous in other contexts. Take a 
look:
PRESENT CONTINUOUS
Affirmative Form
subject + auxiliary verb to be + main verb in the -ing form + complement
sujeito + verbo auxiliar to be + verbo principal na forma -ing + complemento
future events
acontecimentos futuros
Pablo is starting a new painting tomorrow.
Pablo vai começar um novo quadro amanhã. 
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
We have the subject Pablo, which corresponds to the subject pronoun of the third person 
singular he, followed by the auxiliary verb to be conjugatedin the present according to the 
subject as is, the main verb in the -ing form starting, and the complement a new painting 
tomorrow. In this example, we are talking about an event which was previously planned. It is 
not a prediction or something we suppose will happen. It becomes obvious we are talking about 
an event in the future because of the word tomorrow. 
Note that the structure here is the same as the one we use to talk about situations in progress 
at the moment of speaking, which is: subject + auxiliary verb to be + main verb in the -ing 
form + complement. 
We have seen that the present continuous is used to talk about the future when it is something 
previously planned or expected. However, this is not the only way to talk about future events 
which are to happen: we can also use the modal verb will. 
Will does not convey the idea of something that was planned to happen in the future. Actually, 
it is used to make future promises, to express decisions made at the moment of speaking, or 
to make assumptions. It implies the idea of inevitability, something you are certain that will 
happen based on your opinion. Within some contexts, it shows an implicit willingness to do 
something, or that something will happen as expected. 
It is important to know that will works as an auxiliary verb when it comes to sentence 
structure. Therefore, the aff irmative structure is the same as we have previously seen with the 
present continuous: subject + auxiliary verb + main verb + complement. What changes here 
is the auxiliary verb – which now is the modal verb will, not the verb to be. Another difference 
is that the main verb remains in the base form for all subjects.
Take a look:
MODAL VERB WILL
Affirmative Form
subject + modal verb will + main verb in the base form + complement
sujeito + modal verb will + verbo principal na forma base + complemento
inevitable events based on opinion
acontecimentos inevitáveis baseados em opinião
The displeased customer will spread the word about your poor service.
O cliente insatisfeito vai espalhar a notícia sobre seu mau serviço.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Here, we have the subject the displeased customer, followed by will, the main verb in the 
base form spread, and the complement the word about your poor service. Here, the speaker is 
predicting a consequence that will certainly happen based on his intuition.
Now, let’s think about the following situation: 
You are in the living room with your significant other and the telephone rings. Right 
away, the other person attempts to stand up to answer the phone, but you know how 
tired she or he is.
Você está na sala de estar com seu companheiro ou companheira e o telefone toca. 
Imediatamente, a outra pessoa tenta se levantar para atender ao telefone, mas você sabe 
o quão cansado ou cansada ele ou ela está.
So, you say:
immediate decision / willingness
decisão imediata / disposição
Get some rest, honey. I’ll answer the phone.
Descanse, meu bem. Eu atendo o telefone.
MODAL VERB WILL
Here, we are using the modal verb will to say that we will promptly answer the phone. Hence, 
it is an immediate decision, made at the moment of speaking. It can also be interpreted as an act 
of willingness to get the phone and spare the other person. Notice the structure is the same as 
previously seen, with one minor difference: the subject is contracted with the modal verb will as 
I’ll. It sounds more natural and informal. Apart from that, the main verb answer remains in the 
base form, followed by the complement the phone. 
Have a look at another example:
MODAL VERB WILL
Affirmative Form
subject + modal verb will + main verb in the base form + complement
sujeito + modal verb will + verbo principal na forma base + complemento
immediate decision
decisão imediata
I’m hungry! I’ll make a sandwich. 
Estou com fome! Vou fazer um sanduíche.
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Chapter 1 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Again, the subject and the modal verb will are in the contracted form: I’ll. The main verb is in 
the base form as make, and the complement is a sandwich. Here, as the subject was hungry, 
he made a decision to make himself a sandwich. It’s a future decision made at the moment he 
felt that way. Notice that the f irst sentence was built with the verb to be in the simple present, 
because it is a temporary situation. 
Another use of will is when we make promises. Take a look:
MODAL VERB WILL
Affirmative Form
subject + modal verb will + main verb in the base form + complement
sujeito + modal verb will + verbo principal na forma base + complemento
promises
promessas
I will stay with you whether in happy or difficult times.
Eu continuarei com você seja nos momentos felizes ou dif íceis.
Here, we have the subject I, the modal verb will, the main verb in the base form stay, and 
the complement with you whether in happy or diff icult times. In this sentence, the subject is 
making somebody a promise to never leave their side in the future.
In this chapter, you have learned some ways to talk about 
events in the present and in the future. You have also learned 
how to build sentences in the affirmative form in the simple 
present, in the present continuous, and with the modal verb 
will. 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 
Affirmative Form Page 238
Present Continuous Page 293
Simple Present – Other Verbs Page 313
Simple Present – Verb To Be Page 319
Modal Verb Will Page 331
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Grammar ActivitiesChapter 1 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. is / a new painting tomorrow / Pablo / starting
 
 Pablo vai começar um novo quadro amanhã. 
2. two people next week / is / Anthony / firing
 
 Anthony vai demitir duas pessoas semana que vem. 
3. is / this store / bankrupt
 
 Esta loja está falida. 
4. expired licenses / the progress of projects / damage
 
 Licenças expiradas prejudicam o andamento dos projetos. 
5. dinner / are / right now / Christian and Monica / cooking
 
 Christian e Monica estão preparando o jantar agora mesmo. 
6. make / I’ll / a sandwich
 
 Eu vou preparar um sanduíche. 
7. at the supermarket / Gail / a nice job / has
 
 Gail tem um trabalho legal no supermercado. 
8. very good employees / are / Luiz and Keith
 
 Luiz e Keith são funcionários muito bons.
A. Rearrange the following elements to form affirmative sentences.
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Chapter 1 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. works
2. mistakes
3. is going bankrupt
4. I will make / I’ll make 
5. work
6. I am / I’m
1. Pablo is starting a new painting tomorrow.
2. Anthony is firing two people next week.
3. This store is bankrupt.
4. Expired licenses damage the progress of projects.
5. Christian and Monica are cooking dinner right now.
6. I’ll make a sandwich.
7. Gail has a nice job at the supermarket.
8. Luiz and Keith are very good employees.
Activity A – AnswersActivity B – Answers
B. Fill in the blanks with the missing words.
1. Lola every day from 9 a.m. to 7 p.m. 
 Lola trabalha todos os dias das 9h às 19h.
2. My grandmother my cousin for my wife.
 Minha avó confunde minha prima com minha esposa.
3. The restaurant .
 O restaurante está falindo.
4. I’m hungry! a sandwich. 
 Estou com fome! Vou fazer um sanduíche.
5. We every day to improve our skills.
 Nós trabalhamos todos os dias para aprimorar nossas habilidades.
6. very happy for your promotion at work.
 Eu estou muito feliz pela sua promoção no trabalho.
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Preparing 
The Team
Preparing 
the Team
2
Chapter 2 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
After considering the various possible sources of a crisis that can strike 
a company and developing scenariosand action plans for each of them, 
it’s time to put the crisis management plan into action. And just like the 
act of planning, the plan itself can be implemented long before the crisis 
actually happens. And there is a very good reason why this should be 
done as soon as possible.
Who do you think has the best chances of winning a chess match? 
Someone who has just learned the basic rules of the game and knows 
very little about its strategies, or a veteran player who studies the game 
in depth? Putting it this way, the answer seems obvious, doesn’t it?
What gives the experienced players an advantage is their deep 
knowledge of the game. They know the rules, understand the moves, 
and use the right strategies to counterattack their opponents. The 
rookies, on the other hand, will need to learn while playing, which 
decreases their chances of winning. When a crisis strikes, would you 
rather be a newbie or an experienced player?
The development of scenarios and action plans can be analyzed just 
like the basic rules of the chess game. You don’t need to wait until game 
day to teach your team the rules. In fact, the sooner they know the plan, 
the better. Therefore, it is very important to communicate everything 
clearly and to make sure that everyone knows their role in the crisis 
management action plan. This can be done through promoting training 
sessions, meetings, or even distributing booklets. The purpose here is 
that each employee really understands the plan and knows what actions 
should be taken if the company is affected by a crisis. Consequently, the 
response to events caused by the crisis will be much faster and much 
more assertive.
PREPARING THE TEAM
In this chapter, you will learn some vocabulary related to planning and taking 
action, as well as some terms related to the corporate world, sports, and 
games. You will also see some important vocabulary and grammar topics.
Now look at the script of Preparing the Team.
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Part 1.
Chapter 2 Vocabulary Vocabulary Activities Grammar Grammar Activities
A well-trained team will be able to stif le the crisis before it increases. In 
this sense, the employees play a fundamental role in crisis management. 
Besides carrying out the actions outlined by the company’s 
management, they can contribute to improving the plan. Once they are 
involved with the operational aspects of their tasks and processes, they 
tend to have a different perspective from the manager’s. Therefore, the 
managers responsible for drawing up the crisis management plan must 
always be open to suggestions.
The team can be of great contribution to identifying new sources of a 
crisis that have not been anticipated in the initial plan. Besides that, they 
can also collaborate in the development of the action plan, since they 
know the company’s routine better than anyone.
The crisis management plan must evolve over time, either through the 
contributions of the team or the regular review of the sources of crisis 
and the risks involved. This is essential to adapt the crisis management 
plan to the reality of the company and the market.
PREPARANDO A EQUIPE
Após observar as diversas fontes possíveis de uma crise que podem 
atingir uma empresa e elaborar cenários e planos de ação para cada 
uma delas, é hora de colocar o plano de gestão de crise em ação. E, 
assim como o ato de planejar, o plano em si pode ser implantado muito 
antes da crise realmente surgir. E existe um ótimo motivo para que isso 
seja feito o quanto antes.
Quem você acha que tem mais chances de ganhar uma partida de 
xadrez: uma pessoa que acabou de aprender as regras básicas do jogo 
e sabe muito pouco sobre suas estratégias, ou um jogador veterano que 
estuda o jogo a fundo? Falando desta forma, a resposta parece óbvia, 
não parece?
O que faz os jogadores experientes terem vantagem é seu profundo 
conhecimento do jogo. Eles conhecem as regras, entendem os 
movimentos, e usam as estratégias certas para contra-atacar os seus 
adversários. Os novatos, por outro lado, vão precisar aprender enquanto 
jogam, o que diminui suas chances de vitória. Quando surge uma crise, 
você preferiria ser um novato ou um jogador experiente?
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A elaboração dos cenários e dos planos de ação pode ser analisada 
como as regras básicas do jogo de xadrez. Você não precisa esperar 
até o dia do jogo para ensinar as regras para sua equipe. Na verdade, o 
quanto antes ela conhecer o plano, melhor. Por isso, é muito importante 
comunicar tudo com clareza e se certif icar de que todos saibam sua 
função no plano de ação de gestão da crise. Isso pode ser feito por meio 
da promoção de sessões de treinamento, reuniões ou até mesmo por 
meio de cartilhas. O objetivo aqui é que cada um dos colaboradores 
realmente compreenda o plano e saiba quais ações devem ser tomadas 
caso a empresa seja afetada por uma crise. Como consequência, a 
reação aos eventos provocados pela crise será muito mais rápida e 
muito mais assertiva.
Uma equipe bem treinada será capaz de conter a crise antes que ela 
aumente. É nesse sentido que os colaboradores desempenham um 
papel fundamental na gestão de crise. Além de executarem as ações 
planejadas pela direção da empresa, eles podem contribuir para o 
aperfeiçoamento do plano. Uma vez envolvidos com os aspectos 
operacionais de suas tarefas e processos, eles tendem a ter uma 
perspectiva diferente da do gerente. Por isso, os gestores responsáveis 
por elaborar o plano de gestão de crise devem estar sempre abertos a 
sugestões.
A equipe pode contribuir muito na identif icação de novas fontes de uma 
crise que não estavam previstas no plano inicial. Além disso, ela também 
pode colaborar na concepção do plano de ação, pois conhece melhor do 
que ninguém a rotina da empresa.
O plano de gestão de crise deve evoluir ao longo do tempo, seja por 
meio das contribuições da equipe, ou pela revisão regular das fontes de 
crise e dos riscos envolvidos. Isto é essencial para adaptar o plano de 
gestão de crise à realidade da empresa e do mercado.
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In the f irst chapter of this module, we talked about the importance of being 
prepared for moments of crisis, both in our professional and personal lives. Within 
this context, we learned some collocations, word families, and other vocabulary 
elements. 
Now we are going to discuss another perspective about what is necessary in 
crisis management. It is worth remembering that it goes beyond planning and 
involves actively doing something, in addition to requiring a well-prepared team. 
Once the preparation step is complete, we can say:
It’s time to put the crisis management plan into action.
É hora de colocar o plano de gestão de crise em ação.
Here, we are talking about the right moment to start acting. To do so, we have the 
crisis management plan between the verb to put and into action. It comes from the 
collocation to put something into action, which means to start using something, 
be it a plan, an idea, or knowledge. In this sentence, we are basically saying that it is 
time to start using the crisis management plan.
We could also use practice instead of action in this collocation. To put something 
into practice has a similar meaning to that of to put something into action:
It’s time to put the crisis management plan into practice.
É hora de colocar o plano de gestão de crise em prática. 
TO PUT SOMETHING INTO ACTION / PRACTICE
colocar algo em ação / prática
Note that crisis management plan is formed by three words – crisis, management 
and plan - and it is a compound noun. 
There is also another compound noun with the word plan that is commonly used 
when talking about solutions to crises. Take a look:
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Here, we see action plan, a compound noun formed by the nouns action and 
plan. In this case, unlike the previously-mentioned collocation, the word practice 
cannot replace the word action.
In the vocabulary part of the previous chapter, we learned that similar words or 
words with the same root can be from different classes and have different uses. 
This also happens with the noun action.
The noun action means the process of doing something, especially in order to 
achieve a particular result. It has its origins in the verb to act plus -ion, a really 
common suff ix in the formation of nouns in English. 
Action and to act come from the same word family, for they share the same 
root. The word act can have different meanings depending on the context. As 
a verb, to act means to do something in a particular way or for a particular 
reason. For example:
In this sentence, the verb to act is used to talk about the measures the company 
is supposed to take.
In a different context, to act can imply having an attitude that is not the one 
you would normally have. To do so, we use an adjective right after the verb to 
act. For example:
The team can also collaborate in the development of the action plan.
A equipe também pode colaborar na concepção do plano de ação.
ACTION PLAN
plano de ação
A company must act according to the market.
Uma empresa deve agir de acordo com o mercado.
TO ACT
agir
have an unusual behavior 
ter uma atitude incomum
John, calm down. Don’t act crazy!
John, acalme-se. Não aja como um louco!
TO ACT + ADJECTIVE
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Here, the verb to act is followed by the adjective crazy, which means mad, or out 
of control. In this sentence, the idea is that John is upset, acting in a way that he 
usually does not act.
We could also use other adjectives in this formation as well. For example:
The verb to act can also be used with nouns to talk about the way someone 
behaves. In this case, we are going to need the word like – which works as a 
preposition and conveys the idea of similarity – followed by the indefinite article 
and a noun. It is very important to point out that, here, like is different from the 
verb to like, which means to enjoy something or to think that it is nice or good.
Take a look at the following examples: 
Here, we have to act like a baby, which is formed by the verb to act + like + the 
indefinite article a + the noun baby. It means to behave as if you were a baby or, 
in other words, it means to be immature. We can also use the noun child and say 
to act like a child with a similar meaning. 
Check out another example with the same construction:
have an unusual behavior 
ter uma atitude incomum
to act silly / stupid
agir como um bobo
TO ACT + ADJECTIVE
have an unusual behavior 
ter uma atitude incomum
to act like a baby
agir como um bebê
to act like a child 
agir como uma criança
TO ACT + LIKE + INDEFINITE ARTICLE + NOUN
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In this sentence, we use the verb to act to say that Greg is performing or playing 
a role in a f ilm. From the context, we can assume Greg is an actor.
In addition to being used as a verb, the word act can also be a noun and have 
different uses. In the context of theater and literature, it refers to one of the main 
parts into which a stage play is divided. Check it out:
have an unusual behavior 
ter uma atitude incomum
to act like a victim 
agir como uma vítima
TO ACT + LIKE + INDEFINITE ARTICLE + NOUN
Here, we are using the noun victim, which means someone or something that 
has suffered, either because of the actions of someone or something. To act 
like a victim means that someone behaves as if they were a victim of the 
circumstances, when, in fact, they are not. The idea is that the person does not 
own any responsibility concerning the problem, and therefore acts like a victim. It 
would also be okay to say to play the victim in this case.
There are yet other applications for the verb to act, with other ideas. For example, 
to act can mean to perform when we talk about films and plays. Take a look:
Greg acts in a film that will be screened at the festival.
Greg atua em um filme que será exibido no festival.
TO ACT
atuar
ACT CONTEXT: THEATER, LITERATURE
act + cardinal number
act one
ato um
act two
ato dois
act + ordinal number
first act
primeiro ato
second act 
segundo ato
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In this case, the word act comes with a determiner, which can be either a 
cardinal or an ordinal number. As we can see in the previous examples, we can 
say: act one or first act, act two or second act, and so on. 
In a different context, the noun act can mean the same as pretense. For example:
I don’t believe Sarah. Her crying is just an act.
Eu não acredito na Sarah. O choro dela é puro f ingimento.
ACT
fingimento
Here, we are using act to say that Sarah is pretending to be sad, she is not being 
genuine. Note that, before the noun in this context, we use the indefinite article 
an, which is another kind of determiner.
The noun act can also precede another noun that points out a specific attitude. 
For example:
His speech on politics was an act of courage.
O discurso dele sobre política foi um ato de coragem.
AN ACT OF COURAGE
um ato de coragem
An act of courage implies that someone has a brave attitude. Here, we have 
the indefinite article an followed by the noun act, the preposition of, and another 
noun: courage.
There are yet other possibilities for this use of the noun act. Take a look:
an act of violence
um ato de violência
Police warned that acts of violence would not be tolerated.
A polícia alertou que atos de violência não seriam tolerados.
ACT + OF + NOUN
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an act of generosity
um ato de generosidade
Helping people in need is an act of generosity.
Ajudar as pessoas necessitadas é um ato de generosidade.
an act of faith
um ato de fé
Believing things will get better is an act of faith.
Acreditar que as coisas vão melhorar é um ato de fé.
In the f irst sentence, we have acts of violence, which conveys the idea that people 
are speaking or reacting brutally to something. Note that, here, we are using the 
plural form of act, acts; therefore, there is no indefinite article. 
In the second sentence, we have an act of generosity, conveying the idea that 
helping people is a generous attitude. 
Finally, we have an act of faith, conveying the idea that believing things can get 
better is a behavior based on a strong feeling of trust. 
The noun act can also be followed by of and a verb in the -ing form. For instance:
Just like the act of planning, the plan itself can be implemented long 
before the crisis actually happens.
Assim como o ato de planejar, o plano em si pode ser implantado muito 
antes da crise realmente surgir.
ACT + OF + VERB -ING
In the previous example, the noun act means a specific action performed by 
someone for a specific result. Here, act is part of the collocation act of doing 
something.
Planning comes from the verb to plan. Plan can also be a noun, as we have here 
in the plan. The verb to plan means to think carefully about something you intend 
to do and decide when and how to do it. Here, it is in the -ing form, as it comes 
after the preposition of. 
Take a look at another example with the verb to plan:
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In this example, we have the verb to plan also in the -ing form, as planning. This 
use of the -ing is due to the fact that the sentence is conjugated in the present 
continuous. It implies an action in progress at the moment of speaking.As a noun, plan can also be part of some very common collocations used in the 
context of crisis management. Let’s check out some examples:
Katya is not planning to change the delivery schedule.
Katya não está planejando mudar o cronograma de entregas.
TO PLAN
planejar
PLAN
plano
to make a plan
fazer um plano
to have a plan
ter um plano
to carry out a plan
executar um plano
to draw up a plan 
elaborar um plano de modo detalhado
to outline a plan
discorrer sobre um plano, sem detalhes
to stick to a plan 
seguir, se ater a um plano
Here, we have collocations with different verbs followed by the noun plan to 
describe different steps that involve crisis management procedures. 
Take a look at a sentence with one of the collocations previously mentioned: 
The managers responsible for drawing up the crisis management plan 
must always be open to suggestions.
Os gestores responsáveis por elaborar o plano de gestão de crise devem 
estar sempre abertos a sugestões.
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To draw up is a phrasal verb that means to prepare a written document, 
such as a list, a plan or a contract in detail. Also note the adjective open in this 
sentence. In this context, it means being receptive to what others say or do.
However, in a different context, it can literally mean the opposite of closed. Check 
it out:
In the previous example, open has a literal meaning. The window will literally be 
opened.
The opposite verb is to close. So, in a reverse situation, we could say:
My favorite restaurant is not open today.
Meu restaurante favorito não está aberto hoje.
 OPEN ≠ CLOSED
aberto ≠ fechado
In this sentence, we are saying that the restaurant is not open, that is, we cannot 
just go in and have a meal there. Therefore, it would also be correct to say that 
the restaurant is closed. 
The word open can also be used as a verb. For example: 
It’s very stuffy in here! I’ll open the window.
Está muito abafado aqui dentro! Vou abrir a janela.
TO OPEN 
abrir
It’s very cold in here! I’ll close the window. 
Está muito frio aqui dentro! Vou fechar a janela.
TO CLOSE 
fechar
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As well as the nouns open and close, we can also use the verbs to open and to 
close f iguratively. Check it out:
You must open your mind to environmental issues.
Você deve abrir sua mente para questões ambientais.
TO OPEN ≠ TO CLOSE
abrir ≠ fechar
Here, the verb to open is being used with the noun mind. In this case, we are not 
talking about literally opening your mind, but in the sense of becoming able to 
consider different ideas and perspectives. The opposite, as you may infer, is the 
verb to close in this case too.
Closing your mind to new ideas would be very detrimental to the planning process, 
as a lot of time would be wasted with the same mistakes. 
The act of planning takes a considerable amount of time, and it is extremely 
important that the whole team get involved and be aware of their role in the crisis 
management process. 
From this perspective, we can also say that:
A well-trained team will be able to stifle the crisis before it increases.
Uma equipe bem treinada será capaz de conter a crise antes que ela aumente.
In this sentence, we have the construction will be able to, which is used to talk 
about the team’s capacity to do something in the future. Here, we could replace will 
be able to with the modal verb can. The difference is that, by using this construction, 
we are making it clear we are referring to a future moment; can could indicate 
capability both in the present or in the future.
In the previous sentence, we also have two verbs commonly used in the context of 
crisis. Check them out:
VERBS COMMONLY USED IN THE CONTEXT OF CRISIS
to stifle
conter / diminuir os efeitos
to increase
aumentar
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First, the verb to stifle. It means to stop something from happening or developing. 
It can be a synonym for the verb to restrain. Both verbs are commonly used in the 
context of crisis management, because its purpose is exactly to stop or prevent the 
effects of a crisis from happening. 
Second, the verb to increase, which means to become larger in number, amount, 
or degree. 
From this verb we can form an adjective by adding the suff ix -ing. Take a look:
Leona reported an increasing number of new species in this area.
Leona reportou um número crescente de novas espécies nesta área.
By increasing number of species, we can understand that the number of new species is 
growing. Note that, here, increasing is an adjective characterizing the word number, not a 
verb. 
As we have just learned, it is crucial to be attentive to the context in which the words 
are being used to understand their function in the sentence. Therefore, we can better 
understand the different possibilities the words offer and grasp the message a bit better. 
This is actually comparable to sports and games: the more we practice, the better we get.
Sports, games and business are competitive environments that may intertwine on many 
occasions. If we think about it, in addition to the need for practice, they all demand good 
strategies to achieve success. 
To support this idea, take a look at the following analogy between a crisis management 
plan and a chess match:
The experienced players know the rules, understand the moves, and use the 
right strategies to counterattack their opponents.
Os jogadores experientes conhecem as regras, entendem os movimentos, e usam as 
estratégias certas para contra-atacar os seus adversários.
First, note the word moves, the plural of the noun move. In the context of a chess match, 
it refers to a decision you make by changing the position of the pieces so as to win the 
game. In the context of crisis management, it refers to the actions and measures you 
decide to take to either prevent a crisis or solve it. 
Another word worth mentioning is strategies, the plural of the noun strategy. It means 
a planned series of actions to achieve something, commonly used in sports, games, and 
business as well. Note that the plural form has -ies at the end. That happens because 
strategy ends in consonant + -y.
Now, let’s take a closer look at the verbs used in this sentence:
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VERBS
to understand
entender / compreender
to know
saber / conhecer
The verbs to understand and to know may seem similar in meaning, but there 
is a slight difference between them. To know means to have information about 
something, while to understand goes beyond that, as it means to realize or 
comprehend this information.
Therefore, we can say that one could know something, but not interpret 
the information, that is, not understand it. And that would bring about bad 
consequences, both in a match and in a business situation, whether it is related to 
a crisis scenario or not.
Since we are making this analogy between the crisis management action plan 
and a chess match, we can also draw a parallel and call the team members 
players. Take a look at the following question:
Would you rather be a newbie or an experienced player?
Você preferiria ser um novato ou um jogador experiente?
PREFERENCE
preferência
In this question, we are using the structure would rather, which conveys the idea 
of preference. Note that it is referring to a hypothetical situation. 
Here, we are asking about the preference regarding being one of two kinds of 
players: the newbie, who is someone who has just started something, and the 
experienced player, which refers to someone who has the skills or knowledge 
acquired from doing something often or for a long time. Note that the word 
newbie is a noun, while experienced isan adjective characterizing the noun 
player.
When we talk about sports and games, we usually use informal language, and 
there are some specif ic informal nouns we can use to refer to the different kinds 
of players. Take a look at some examples:
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newbie = rookie = fish
novato / inexperiente
fish
peixe 
NOUNS RELATED TO GAMES AND BUSINESS
Rookie or fish also refer to new and unexperienced players. Note that the word 
fish is not being used with its literal meaning, which refers to an aquatic animal. 
In the corporate world, it means new in the sense of being unexperienced.
When we want to talk about an experienced player, there is another informal 
term we can use. Check it out:
shark
pessoa muito experiente / tubarão
NOUNS RELATED TO GAMES AND BUSINESS
Shark is very common in poker and also in the business world, meaning someone 
who has a lot of experience. This analogy makes sense when we think of the 
new player as a fish in the ocean, being more vulnerable, as opposed to the 
experienced player as a real shark, a bigger and more dangerous animal.
Now you know some vocabulary related to planning and taking action, as 
well as some collocations and word families. You have also learned terms 
related to the corporate world and sports and games.
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Vocabulary ActivitiesChapter 2 Vocabulary Grammar Grammar ActivitiesVideo Script
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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 ) colocar algo em 
 ação / prática
( 2 ) plano de ação
( 3 ) agir como louco
( 4 ) conhecer / saber
( 5 ) agir / ter uma 
 atitude incomum / 
 atuar / f ingir
( 6 ) agir como um 
 bebê
( 7 ) um ato de 
 coragem
( 8 ) um ato de fé
( 9 ) planejar
( 10 ) seguir / ater-se a 
 um plano
( 11 ) compreender / 
 entender
( 12 ) elaborar um 
 plano
( ) to act 
( ) to plan
( ) an act of courage
( ) action plan
( ) to draw up a plan 
( ) to know
( ) to act crazy 
( ) to act like a baby
( ) to put something 
 into action / practice
( ) to understand
( ) an act of faith
( ) to stick to a plan
1. Would you rather be a or an experienced player?
 Você preferiria ser um novato ou um jogador experiente?
2. The know the rules, understand the moves.
 Os jogadores experientes conhecem as regras, entendem os movimentos.
3. They use the right to counterattack their opponents.
 Eles usam as estratégias certas para contra-atacar os seus adversários.
4. A well-trained team will be able to the crisis before it 
 increases.
 Uma equipe bem treinada será capaz de conter a crise antes que ela aumente.
5. You must your mind to environmental issues.
 Você deve abrir sua mente para questões ambientais.
6. Leona reported an number of new species in this area.
 Leona reportou um número crescente de novas espécies nesta área.
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Part 3.
Activities
Vocabulary Activities GrammarChapter 2 Vocabulary Grammar ActivitiesVideo Script
In the grammar part of the previous chapter, we approached some basic 
structures to form sentences in English. Essentially, we have the affirmative, the 
negative and the interrogative forms.
So far, we have exclusively focused on the affirmative form. Let’s review the 
general structure:
This is the basic structure of sentences in the aff irmative form. As we have 
already seen, some verb forms require the use of an auxiliary verb, whereas 
others do not. 
That’s the case of verbs in the simple present, including the verb to be. We do 
not use auxiliary verbs in the aff irmative form. Take a look:
subject + auxiliary verb + main verb + complement
sujeito + verbo auxiliar + verbo principal + complemento
AFFIRMATIVE FORM
subject + main verb + complement
sujeito + verbo principal + complemento
The experienced player understands the moves of the opponents. 
O jogador experiente entende os movimentos dos adversários.
AFFIRMATIVE FORM
Simple Present
Here, we have the subject the experienced player, which corresponds to the 
subject pronoun of the third person singular, the main verb conjugated according 
to the subject as understands, and the complement the moves of the opponents. 
Note that the main verb ends in -s due to the conjugation rules for the third 
person singular.
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Part 4.
Chapter 2 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
On the other hand, sentences with other verb forms or with modal verbs do have 
an auxiliary verb in their basic structure. That is because modal verbs behave 
as auxiliary verbs. That is the case of the modal verb will. Take a look at the 
following example:
Here, we have an affirmative sentence with the modal verb will. So, we have the 
subject the rookies, followed by the modal verb will, the main verb in the base 
form need, and the complement to learn the strategies while playing. Note that 
the structure is: subject, an auxiliary verb, will, in this case, followed by the main 
verb and the complement. 
In the last chapter, we learned that the modal verb will conveys the idea of 
intentionality or inevitability in the future. However, each modal verb conveys a 
specific meaning, and they imprint a certain mood on the main verb. 
With that in mind, let’s take a look at another modal verb: would. One of its 
functions is to form hypotheses. For example:
subject + auxiliary verb + main verb + complement
sujeito + verbo auxiliar + verbo principal + complemento
The rookies will need to learn the strategies while playing.
Os novatos vão precisar aprender as estratégias enquanto jogam.
AFFIRMATIVE FORM
Modal Verb Will
subject + auxiliary verb + main verb + complement
sujeito + verbo auxiliar + verbo principal + complemento
A potential source of risk would be an accounting error causing 
financial loss to a client.
Uma possível fonte de risco seria um erro contábil que gere prejuízo 
f inanceiro para um cliente.
AFFIRMATIVE FORM
Modal Verb Would
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In this sentence, we have the subject a potential source of risk, followed by the 
modal verb would, the main verb in the base form be, and the complement an 
accounting error causing f inancial loss to a client. The structure we use here with 
would in the affirmative form is the same as the one we learned with the modal 
verb will, that is: subject + auxiliary verb + main verb + complement. Would 
takes the place of the auxiliary verb. 
Notice that we are using would to raise a hypothesis. In this sense, would can be 
understood as the past of will. Compare:
MODAL VERB WOULD
hypothesis
hipótese
Flynn would love to work in this company.
Flynn adoraria trabalhar nesta empresa.
AFFIRMATIVE FORM
MODAL VERB WILL
certainty
certeza
Flynn will love to work in this company. 
Flynn vai adorar trabalhar nesta empresa.
In the f irst previous sentence, we have the subject Flynn, followed by the modal 
verb would, the main verb in the base form love, and the complement to work in 
this company. Here, we are using would to talk abouta hypothetical, imaginary 
situation. We are supposing that the subject, Flynn, would love to work in a 
certain company. We cannot say he will in fact work there someday; however, in 
our imagination, if he did, he would love it. 
In the second previous example, we have the same structure. However, note that 
by using will we are talking about a future event that is quite likely to happen in 
reality, based on our opinion. It is not a hypothesis anymore. When we say that, 
we can assume that Flynn is going to start working in the company, and we think 
he is going to love to do that. 
As you can see, would is used to talk about hypothetical situations. But it can 
also be used to talk about habits in the past. Check it out:
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The previous sentence follows the same basic structure as the one seen before. 
Note that it refers to something that used to happen regularly, a past habit. That 
means that someone’s boss used to give good advice in the past, even though 
this past is not specif ied. 
We can also use would in some specif ic expressions, as it is the case of would 
rather. It is used to state preferences. Take a look:
We start the sentence with would, followed by the subject you, and the word 
rather, forming would you rather. Then, comes the main verb in the base form, 
which is the verb to be, and the complement, a newbie or an experienced player. 
In this case, note we are using or between the two options available.
Now, let’s see how this expression works in a sentence in the aff irmative form:
habits in the past
hábitos no passado
My boss would give me good advice when I needed it. 
Meu chefe me dava bons conselhos quando eu precisava.
AFFIRMATIVE FORM
Modal Verb Would
preferences
preferências
Would you rather be a newbie or an experienced player?
Você preferiria ser um novato ou um jogador experiente?
WOULD RATHER
preferences
preferências
I would rather / I’d rather stick to a plan than improvise.
Eu preferiria seguir um plano a improvisar.
AFFIRMATIVE FORM
Would Rather
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Here, we have the subject I, followed by would rather, the main verb in the base 
form stick, and the complement to a plan than improvise. Note the word than 
used here to compare one situation to another one; in this case, to stick to a plan 
and to improvise. That being said, we can say that the person is stating their 
preference. The contracted form I’d rather is also possible, but it is more used in 
informal contexts. It can be applied to any subject. 
Another possible use for the modal verb would is to give an opinion or a 
suggestion in a very polite way. For example:
In the previous example, the speaker is suggesting that Jack buy a new computer. 
We use the expression it would be better to do something to nicely suggest 
that something needs to be done. The subject pronoun it will always be the 
subject in this expression, with an impersonal function. It means that it does not 
refer to a specif ic thing, animal, or idea. It is only part of the sentence because, in 
English, verbs must be preceded by a subject.
There is also another way to make a suggestion, but more emphatically, when 
using another modal verb: must. This modal verb may be used to imply a strong 
recommendation. Take a look:
opinion / suggestion
opinião / sugestão
Your computer is outdated, Jack. It would be better to buy a new one.
Seu computador está ultrapassado, Jack. Seria melhor comprar um novo.
AFFIRMATIVE FORM
Modal Verb Would
strong recommendation 
forte recomendação
The managers must be open to suggestions.
Os gestores devem estar abertos a sugestões.
AFFIRMATIVE FORM
Modal Verb Must
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Here, we have the subject the managers, followed by the modal verb must, the 
main verb in the base form be, and the complement open to suggestions. As 
you can see, the sentence structure is the same as with any other modal verb. 
However, in the previous sentence, we are using must to talk about what we 
consider an appropriate attitude that managers need to have. It is a strong 
recommendation about what should be done.
Let’s see another example:
Notice that the structure is the same: we have the subject a company, the 
modal verb must, followed by the main verb in the base form act, and the 
complement according to the market. In this sentence, we are talking about 
the way a company needs to do something, that is, we are expressing a strong 
recommendation as well.
Moreover, must can be used to convey the idea of obligation. Take a look: 
strong recommendation 
forte recomendação
A company must act according to the market.
Uma empresa deve agir de acordo com o mercado.
AFFIRMATIVE FORM
Modal Verb Must
obligation
obrigação
A company must act according to the law.
Uma empresa deve agir de acordo com a lei.
AFFIRMATIVE FORM
Modal Verb Must
In this sentence, we have the same structure, but a different use of the modal 
verb must. It is clear that we are talking about an obligation, especially when it 
comes to being in conformity with the law.
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The difference between a strong recommendation and an obligation is simple: 
when we recommend that someone do something, the person can or cannot 
accept the recommendation. It gets more complicated when it comes to rules 
or duties, since the negative consequences are obvious, and one cannot ignore 
them. 
From a different perspective, when we say that someone can or cannot do 
something, we enter the realm of possibilities. We use can to express the 
possibility of something happening or being done either in the present or in the 
future. Take a look:
Note that the sentence is formed in the same structure: we have the subject 
various possible sources of crisis, followed by the modal verb can, the main verb 
strike in the base form, and the complement a company. In this sentence, we 
are using the modal verb can to convey the possibility of many different kinds of 
crises affecting the company.
Take a look at another example:
present or future possibility
possibilidade presente ou futura
Various possible sources of crisis can strike a company.
Diversas fontes possíveis de crise podem atingir uma empresa.
AFFIRMATIVE FORM
Modal Verb Can
present or future possibility
possibilidade presente ou futura
The team can collaborate in the development of the action plan.
A equipe pode colaborar na concepção do plano de ação.
AFFIRMATIVE FORM
Modal Verb Can
In the previous sentence, we are using can to express the possibility of the team 
collaborating with the development of the action plan. 
In addition to the idea of possibility, the modal verb can conveys capability or 
ability in the present or in the future, depending on the context. Check it out:
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Once again, the structure does not change: we have the subject Joseph, followed 
by the modal verb can, the main verb in the base form f ix, and the complement 
his computer by himself. In this sentence, can implies that Joseph has the ability 
or skills to f ix his own computer, that is, he is capable of doing it.
Another way of saying the same thing is using be able to. Observe:
capability / ability
capacidade / habilidade
Joseph is able to fix his computer by himself. 
Joseph é capaz de consertar seu computador sozinho.
TO BE ABLE + TO + VERB
capability / ability
capacidade / habilidade
Joseph can fix his computer by himself. 
Joseph consegue consertar seu computador sozinho.
AFFIRMATIVE FORM
Modal Verb Can
The structure we are using here is to be able to do something, inthis case, to 
be able to f ix his computer. The structure to be able + to + verb can express the 
idea of capability in the present, past or future, depending on how we conjugate 
the verb to be. In the previous example, when we say Joseph is able, we convey 
a present ability. 
That is something we should be attentive to when we use can, because it is not 
always clear if we are referring to a capability or ability in the present or in a 
near future. When we want to make it clear that we are talking about the future, 
we can use the modal verb will with the structure be able + to + verb instead of 
using can. Take a look:
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capability / ability in the future
capacidade / habilidade no futuro
A well-trained team will be able to stifle the crisis.
Uma equipe bem treinada será capaz de conter a crise.
WILL BE ABLE + TO + VERB
Here, the subject is a well-trained team, followed by the modal verb will, the main 
verb in the base form be, and the complement able to stif le the crisis. We are 
obviously referring to the future because we are using will.
However, keep in mind that it is a matter of speaker’s choice, as we could also say:
A well-trained team can stifle the crisis.
Uma equipe bem treinada pode conter a crise.
MODAL VERB CAN
In the previous sentence, we are using the modal verb can to talk about ability or 
capability. However, it is not that obvious if we are referring to the future or to 
this very moment in the present. It will mostly depend on the context. 
Up until now, we have seen sentences in the affirmative form, whether there 
is a need to use an auxiliary verb or not. Now, let’s move forward and talk about 
another structure: the negative form. 
As a rule, to form the negative, we add the particle not. We just have to be 
attentive to its position in the sentence. 
To form negative sentences with the verb to be in the simple present, we add 
the particle not right after the main verb. So, we can say:
subject + main verb + not + complement
sujeito + verbo principal + not + complemento
My favorite restaurant is not open today.
Meu restaurante favorito não está aberto hoje.
NEGATIVE FORM
Simple Present – Verb To Be
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Isn’t is the contracted form of is + the particle not. It is important to mention that 
contracted forms are less formal and less emphatic. As you can see, the other 
parts of the sentence are not altered.
Now, when it comes to the simple present of all other verbs, we need to add the 
auxiliary verb do and the particle not before the main verb. Take a look:
In this example, we have the subject my favorite restaurant, followed by the main 
verb to be conjugated according to the subject as is, the particle not, and the 
complement open today. Note that the structure here is subject + main verb + 
not + complement.
It is also possible to use the contracted form and say:
subject + main verb + not + complement
sujeito + verbo principal + not + complemento
My favorite restaurant isn’t open today.
Meu restaurante favorito não está aberto hoje.
NEGATIVE FORM
Simple Present – Verb To Be
subject + auxiliary verb + not + main verb + complement
sujeito + verbo auxiliar + not + verbo principal + complemento
I do not / don’t believe Sarah.
Eu não acredito na Sarah.
NEGATIVE FORM
Simple Present – Other Verbs
Here, we have the subject I, followed by the auxiliary verb do, and the particle 
not. We can also use the contracted form, which, in this case, is don’t. Then, we 
have the main verb in the base form believe, and the complement, Sarah.
Note that we must use an auxiliary verb in this case. It will be conjugated, 
becoming does, in the third person singular. For all the other persons of the 
discourse, we are going to use do. The main verb will always come in the base 
form, regardless of the subject. 
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We also use the particle not to make negative sentences in the present 
continuous. As you have already learned, this verb form already has an auxiliary 
verb: to be. In the negative form, we simply add not right after the auxiliary and 
before the main verb in the -ing form. Take a look:
subject + auxiliary verb + not + main verb + complement
sujeito + verbo auxiliar + not + verbo principal + complemento
Katya is not / isn’t planning to change the delivery schedule.
Katya não está planejando mudar o cronograma de entregas.
NEGATIVE FORM
Present Continuous
In this sentence, we have the subject Katya, the auxiliary verb to be conjugated 
in the present according to the subject as is, the negative particle not, the main 
verb in the -ing form planning, and the complement to change the delivery 
schedule. The contracted form of the auxiliary and the particle not is also 
possible here: in this case, is + not becomes isn’t. 
So far, we have seen two general structures for the negative form: one without 
an auxiliary verb and the other one with an auxiliary verb. Because modal verbs 
work as auxiliary verbs, we will use the second general structure, and add the 
particle not between the modal verb and the main verb. 
It is worth mentioning that the main verb always comes in the base form when 
we are using modal verbs. Take a look:
subject + auxiliary verb + not + main verb + complement
sujeito + verbo auxiliar + not + verbo principal + complemento
Jennifer will not / won’t fire Emma.
Jennifer não vai demitir a Emma.
NEGATIVE FORM
Modal Verb Will
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Here, we have the subject Jennifer, the modal verb will, the particle not, the main 
verb in the base form f ire, and the complement Emma. Here, the idea is that 
something will not happen in the future. 
Will not can also be used in the contracted form as won’t. Keep in mind that 
contracted forms are usually used in spoken language, in informal contexts, and 
are also less emphatic. 
With the modal verb would, we keep the same structure. For example:
subject + auxiliary verb + not + main verb + complement
sujeito + verbo auxiliar + not + verbo principal + complemento
Trixie would not / wouldn’t create such a bad project.
Trixie não criaria um projeto tão ruim.
NEGATIVE FORM
Modal Verb Would
We have the subject Trixie, followed by the modal verb would, which takes 
the place of the auxiliary verb, then the particle not, the main verb in the base 
form create, and the complement such a bad project. In this case, we have 
a hypothetical idea in the negative form. Would not can also be used in the 
contracted form as wouldn’t.
However, the negative form of would rather, used specif ically to state 
preferences, follows a slightly different structure. Check it out:
I would rather not carry out this plan. 
I’d rather not carry out this plan.
Eu preferiria não executar este plano.
WOULD RATHER NOT
Notice that the particle not comes after the word rather, not right after the 
modal verb would, as it is in the other cases. The idea in this sentence is to 
point out the preference of not doing something. It is also possible to use the 
contracted form here, which is I’d rather not.
The modal verbs can and must follow the same general structure we have 
learned for other modal verbs in the negative form. Cannot implies incapability 
or inability to do something, as well as the impossibility of something 
happening.
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Cannot also implies prohibition, depending on the context. In this case, it 
conveys an idea similar to that of the modal verb must in the negative form. 
However, there is a slight difference when we use these modal verbs to talk 
about prohibition. Forinstance:
prohibition
proibição
You cannot / can’t enter this room.
Você não pode entrar nesta sala.
NEGATIVE FORM
Modal Verb Can
In this example, we have the subject you, followed by the modal verb can, the 
particle not, the main verb in the base form enter, and the complement this room. 
Here, we are expressing a prohibition by saying one cannot enter a certain area. 
Cannot is the full negative form, written as a single word, and it is more emphatic 
than its contracted form can’t.
On the other hand, must not sounds more emphatic than cannot. Observe:
outright prohibition 
proibição expressa
You must not / mustn’t enter this room.
Você não deve entrar nesta sala. 
Você está proibido de entrar nesta sala.
NEGATIVE FORM
Modal Verb Must
In this case, we are saying that entering the room is expressly prohibited. The 
contracted form is also possible here: mustn’t. 
Notice that, when we choose to use must not or mustn’t to convey a prohibition, 
we tend to sound a lot more emphatic than if we used cannot or can’t. And that 
happens despite the sentence structure, which remains the same.
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In this chapter, you have reviewed the affirmative form, 
learned two basic structures for sentences in the negative 
form, as well as some ideas that can be expressed with the 
modal verbs will, would, can and must. 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 
Modal Verb Can Page 262
Modal Verb Must Page 273
Modal Verb Will Page 331
Modal Verb Would Page 278
Negative Form Page 281
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Grammar ActivitiesChapter 2 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. The rookies will need to learn the strategies while playing.
2. The experienced player understands the moves of the opponents.
3. Flynn will love to work in this company.
4. I would rather stick to a plan.
5. It would be better to buy a new computer.
6. A company must act according to the market.
7. The team can collaborate in the development of the action plan.
8. Joseph is able to fix his computer by himself.
A. Change the sentences into the negative form.
B. Fill in the blanks with the missing words.
1. Various possible sources of crisis a company.
 Diversas fontes possíveis de crise podem atingir uma empresa.
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1. can strike
2. do not / don’t believe
3. must be open
4. Would you rather be
5. would love 
6. is not / isn’t planning
1. The rookies will not / won’t need to learn the strategies 
 while playing.
2. The experienced player does not / doesn’t understand the 
 moves of the opponents.
3. Flynn will not / won’t love to work in this company.
4. I would rather not / I’d rather not stick to a plan. 
5. It would not / wouldn’t be better to buy a new computer.
6. A company must not / mustn’t act according to the market.
7. The team cannot / can’t collaborate in the development of 
 the action plan.
8. Joseph is not / isn’t able to fix his computer by himself.
Activity A – AnswersActivity B – Answers
2. I Sarah.
 Eu não acredito na Sarah.
3. The managers to suggestions.
 Os gestores devem estar abertos a sugestões.
4. a newbie or an experienced player?
 Você preferiria ser um novato ou um jogador experiente?
5. Flynn to work in this company.
 Flynn adoraria trabalhar nesta empresa.
6. Katya to change the delivery schedule.
 Katya não está planejando mudar o cronograma de entregas.
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Carrying Out 
The Plan
Carrying out 
the Plan
3
Chapter 3 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
So, you’ve raised potential sources of a crisis, measured the risks, came 
out with an action plan, and told everyone what to do. However, your 
work is not done yet…
The day when you will need to put the crisis management plan into 
action will eventually come. Since everything has been previously laid 
down and the employees have been advised, all it takes is to follow the 
plan step-by-step and get smoothly through the crisis, right?
Wrong! As detailed as your crisis management plan may be, it will never 
be able to predict exactly what the future holds. A crisis is essentially an 
unforeseen event. And to address it, besides being very attentive to the 
reasons that caused the problem, the company must seek appropriate 
solutions.
Prior planning is crucial for the company to be able to come up with a 
quick response to mitigate the impact of the crisis. But to get out of the 
crisis, you must take a step further. One of the f irst actions is to organize 
a crisis committee. The managers must define which employees will 
lead the f ight against the crisis, giving them the autonomy to make quick 
decisions. This committee must continuously oversee the evolution 
of the crisis to understand where it’s going. This will enable them to 
recognize the areas of the company that need special attention.
Let’s assume that a phone company had a problem within its network, 
causing the outage of service to all customers in a certain area of the 
city. The crisis committee will quickly assign technicians and experts 
to solve the problem that brought the network down. Meanwhile, the 
committee will also monitor the customers’ responses. In case a surge 
of complaints should arise, swift action will be essential so that the 
problem does not blemish the company’s image.
CARRYING OUT THE PLAN
In this chapter, you will learn how to form words using suffixes and prefixes, 
some adverbs and frequently used verbs within the crisis context. You will also 
see important vocabulary and grammar topics to make it happen. 
Now look at the script of Carrying out the Plan.
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Part 1.
Chapter 3 Vocabulary Vocabulary Activities Grammar Grammar Activities
When we track the crisis closely, it’s possible to respond to events a lot 
faster and prevent the crisis from growing. To make this possible, the 
committee should guide the rest of the company’s employees through 
the crisis. Going back to our telecommunication company example, the 
crisis committee should tell customer care how to respond to clients 
who are calling to complain about the signal outage. The committee 
can also establish compensation to damaged customers, while closely 
supervising technicians who are in charge of f ixing the network 
problems.
So far, we already know that, f irst, agility in crisis response is very 
important; second, the establishment of a crisis committee is essential to 
follow and oversee all events; and third, the purpose of this committee is 
to define the next steps and to guide the staff from other areas. 
But what if the crisis lingers for a long time, despite all the planning and 
all the actions that have been taken?
Well, my friends, adverse situations call for adverse actions. In a 
scenario in which the crisis ceases to be a 100-meter dash and 
becomes a marathon, the solution may be to work with some kind of 
relay. This way, caring for employees becomes an essential part of crisis 
management. Their physical and mental health is crucial to allowing 
the crisis committee to continue its work until everything is settled. 
Flexibility and employee support are keywords here. 
By the way, do you remember when we said that every crisis brings 
opportunities? 
In fact, a crisis forces a company to rethink its operations and processes. 
So, the f irst opportunity that the company’s leaders will have is to 
rethink their conduct. And when this is done thoroughly, the company 
has the chance to step out of a crisis being even more eff icient than it 
was when it all started.
EXECUTANDO O PLANO
Então, você fez o levantamento das possíveis fontes de uma crise, 
calculou os riscos, apresentouum plano de ação e disse a todo mundo o 
que fazer. Mas o seu trabalho ainda não acabou...
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Em algum momento, chegará o dia em que você precisará colocar 
em prática o plano de gestão de crise. Uma vez que tudo foi previsto 
anteriormente e os colaboradores foram orientados, tudo o que precisa 
ser feito é seguir o plano passo a passo, e passar pela crise com 
tranquilidade, certo?
Errado! Por mais detalhado que seja seu plano de gestão de crise, ele 
nunca será capaz de prever exatamente o que o futuro reserva. Uma 
crise é essencialmente um evento imprevisto. E, para enfrentá-la, além 
de a empresa estar bem atenta aos motivos que causaram o problema, 
ela deve buscar as soluções adequadas.
O planejamento prévio é fundamental para que a empresa seja capaz 
de dar uma resposta rápida para mitigar o impacto da crise. Porém, 
para sair definitivamente da crise, você deve dar um passo adiante. 
Uma das primeiras ações é organizar um comitê de crise. Os gestores 
devem definir quais colaboradores serão responsáveis por liderar o 
enfrentamento à crise, dando a eles a autonomia de tomar decisões 
rápidas. Este comitê deve supervisionar continuamente a evolução 
da crise para entender para onde ela vai. Isto permitirá que eles 
identif iquem quais áreas da empresa precisam de atenção especial.
Vamos supor que uma empresa de telefonia teve um problema em 
sua rede, causando a queda do serviço para todos os clientes de uma 
determinada área da cidade. Rapidamente, o comitê de crise designará 
os técnicos e especialistas para resolver o problema que derrubou a 
rede. Enquanto isso, o comitê também irá monitorar a resposta dos 
clientes. Caso uma onda de reclamações comece a surgir, será preciso 
tomar uma atitude rápida para que o problema não deixe uma mancha 
na imagem da empresa.
Quando monitoramos a crise de perto, podemos responder aos eventos 
muito mais rapidamente e evitar que a crise cresça. Para que isso 
seja possível, o comitê deve orientar o restante dos colaboradores da 
empresa sobre como atuar durante a crise. Voltando ao nosso exemplo 
da empresa de telecomunicação, o comitê de crise deve orientar o SAC 
sobre como responder aos clientes que ligam reclamando da queda 
de sinal. O comitê também pode estabelecer uma compensação para 
clientes prejudicados, enquanto supervisiona os técnicos responsáveis 
por arrumar os problemas da rede.
Até aqui, nós já sabemos que, primeiro, a agilidade na resposta à crise 
é muito importante; segundo, a formação de um comitê de crise é 
essencial para acompanhar e monitorar todos os eventos; e terceiro, 
este comitê tem a função de definir os próximos passos e de orientar a 
equipe de outras áreas. 
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Mas e se a crise persistir por um longo período, apesar de todo o 
planejamento e todas as ações que foram tomadas?
Bem, meus amigos, situações adversas exigem medidas adversas. Em 
um cenário no qual a crise deixa de ser uma prova de 100 metros rasos 
e passa a ser uma maratona, a solução pode ser trabalhar com algum 
tipo de revezamento. Deste modo, cuidar dos colaboradores torna-se 
uma parte essencial da gestão de crise. A saúde f ísica e mental deles 
é fundamental para que o comitê de crise possa continuar seu trabalho 
até que tudo esteja resolvido. Flexibilidade e suporte ao funcionário são 
palavras-chave aqui. 
Aliás, você se lembra de quando falamos que toda crise vem 
acompanhada de oportunidades?
Na verdade, uma crise força uma empresa a repensar suas operações 
e processos. Então, a primeira oportunidade que os líderes da 
empresa terão é a de repensar sua conduta. E quando isso é feito 
minuciosamente, a empresa tem a chance de sair de uma crise muito 
mais eficiente do que era quando tudo isso começou.
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Video Script VocabularyChapter 3 Vocabulary Activities Grammar Grammar Activities
So far, we have learned words from different classes within the context of crisis 
management. We have also learned word families, collocations, and even some 
terms that can be used both in the corporate environment and in sports and 
games.
In the previous chapter, we mentioned the collocation to carry out a plan – that 
is, to execute a plan – which is exactly the title of this lesson. We have also 
discussed the importance of having a well-trained team to put the plan into 
action. 
After all, we plan and prepare the team to take action. Take a look:
The day when you will need to put your crisis management plan into 
action will eventually come.
Em algum momento, chegará o dia em que você precisará colocar em 
prática o plano de gestão de crise.
In this sentence, we are talking about the time to put a plan into action. Here, we 
are using the word when to refer to a moment in time, and we can note it refers to a 
future event due to the use of the modal verb will. 
Here, we also have the word eventually, which is an adverb. Adverbs are words 
that modify a verb, an adjective, or another adverb. Take a look at some examples: 
ADVERBS
eventually
f inalmente / no f im das contas / cedo ou tarde
sooner or later 
mais cedo ou mais tarde
ultimately
no f im / no f im das contas
finally
por f im
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Part 2.
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Lately refers to something that has happened for some time. It is frequently used 
to talk about the recent past, that is, a short time before the present. Recently is 
another adverb that conveys the same idea. 
The adverbs we have just seen can help us to understand the period of time we 
are talking about, such as the recent past or the future, for example. 
When talking about the future in the context of crises, it is important to bear in 
mind that even though we put all our attention and effort on the planning step, it 
is impossible to be a hundred percent sure of what will eventually come ahead. 
Take a look:
Eventually conveys the idea that something happens, happened or will happen 
after a long time, even though we cannot tell exactly when. Note that this adverb 
is formed by the word eventual and the suff ix -ly. Since eventual ends in -l, 
eventually ends with a double -L in -lly.
There are also other adverbs that have a similar meaning and that can replace 
eventually in some cases. Sooner or later conveys the idea that something will 
surely happen, although we cannot be sure when; finally expresses the idea that 
something happens at the end of a series of things – it comes from the word final 
and the suff ix -ly; and ultimately conveys the idea that something is going to 
happen after a series of things is done and considered – it comes from the word 
ultimate and the suff ix -ly. Note that, in this last adverb, there is no double -L, 
since ultimate ends with an -e. 
In the context of the previous example, these adverbs would imply that things 
have not happened yet, but will almost certainly happen at some point in the 
future. When we want to say that something has happened or is happening 
around the present, we can use another adverb. Have a look:
As detailed as your crisis management plan may be, it will never be 
able to predict exactly what the future holds.
Por mais detalhado que seja seu plano de gestão de crise, ele nunca será 
capaz de prever exatamente o que o futuro reserva.
ADVERBS
 lately / recently
ultimamente / recentemente
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Here, we have may be, used to express the probability of the crisis management 
plan being detailed or not. We also have will be able to to talk about ability in the 
future. We could also use the modal verb can in this case. However, if we used 
can here, it would not be so clear that we are necessarily referring to the future – 
as wesaw in the last chapter. 
Note the use of the word never. It is another adverb of time, which conveys the 
idea of not at any time, or not once. 
There is also a verb in this sentence that is interesting to address. Check it out:
Here, we have the verb to predict, which means to say that something will 
happen before it actually happens. 
A synonym for this verb is the verb to foresee, which means to know or think 
that something will happen at some point in the future. Note that this verb is 
formed by the prefix fore-, which means something that happens in advance, 
plus the verb to see. Thus, to foresee is to see in advance. 
We must have in mind that we will not be able to predict when a crisis and all its 
consequences will arise. As much as we learn how to recognize some signs of a 
potential crisis before it actually happens, we cannot predict all of its aspects. In 
other words:
VERBS
to predict / to foresee
prever
A crisis is essentially an unforeseen event.
Uma crise é essencialmente um evento não previsto.
FORESEEN ≠ UNFORESEEN
previsto ≠ não previsto, imprevisto
In the previous sentence, we have the adjective unforeseen. The opposite of 
unforeseen is foreseen, which means able to be predicted. Unforeseen has 
the prefix un-, which implies a negative idea, of lack or absence of something; 
therefore, the adjective unforeseen means not able to be predicted. Both 
foreseen and unforeseen come from the verb to foresee, which we have 
recently learned about.
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First, we have the adverb essentially, formed by the adjective essential and the 
suff ix -ly.
The next one is the adverb basically, which has a closer meaning to that of 
essentially. It is formed by the adjective basic plus the suff ix -ally. 
The suff ix -ally is often used to form adverbs from adjectives ending in -ic. Take a 
look: 
We have yet another adverb in this sentence: essentially. It is used when we 
wish to state the most basic facts about something. As some of the adverbs we 
have seen in this chapter, it also ends with the suff ix -ly and has a double -L, as 
the origin of the word is essential, an adjective ending in -l.
Let’s take a closer look at some formations of adverbs by adding suffixes to 
adjectives: 
adjective
essential
essencial
basic
básico / fundamental
adverb
essentially
essencialmente
basically
basicamente
ADVERB FORMATION
adjective
historic
histórico
dramatic
dramático
adverb
historically
historicamente
dramatically
dramaticamente
ADVERB FORMATION
However, there are some exceptions. For example: 
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The adjective publicly comes from the adjective public. Even though the adjective 
public ends in -ic, we add the suff ix -ly to form the adverb. We do not use the suff ix 
-ally in this case.
Now, it is important to understand the difference between an adverb and an 
adjective. As we have already mentioned, adverbs modify verbs, adjectives and 
other adverbs, whereas adjectives modify nouns. 
It is interesting that we realize how a simple addition of a suffix or a prefix can 
completely change the function and the meaning of a given word.
Take a look at the following sentence, in which we can f ind other examples of this:
First, we have the word establishment, which is a noun that here means the 
process of starting or creating something. This word is formed by the verb to 
establish, which is to institute something, and the suff ix -ment. 
Here, we also have the adjective essential, which we have just mentioned as the 
root of the adverb essentially. Moreover, notice the verb to oversee, which means to 
supervise. It is formed by the prefix over- and the verb to see. 
The prefix over- is commonly used with verbs to convey the idea of an excess, of 
something that goes beyond the expected or necessary. Let’s check it out with some 
examples formed with this same prefix:
adjective
public
público
adverb
publicly
publicamente
ADVERB FORMATION
The establishment of a crisis committee is essential to follow and oversee 
all events.
A formação de um comitê de crise é essencial para acompanhar e monitorar 
todos os eventos.
TO OVERSEE
monitorar / supervisionar
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To overdo comes from the verb to do, and means to exaggerate, to do 
something in excess; to overreact comes from the verb to react, and means 
to react with exaggeration or by doing something that is unnecessary; to 
overcook comes from the verb to cook, meaning to cook food for too long.
Take a look at some other examples with over-: 
PREFIX OVER-
to overdo 
fazer algo em excesso
to overcook 
cozinhar demais
to overreact 
reagir de forma exagerada
to overachieve 
alcançar além do esperado / ser mais bem sucedido do que o esperado
to overpay 
pagar mais do que o esperado ou acordado
PREFIX OVER-
To overachieve is formed with the verb to achieve, and means to do more than 
is expected or be more successful than others, especially by working hard. And 
we also have to overpay, which comes from the verb pay, and means to pay 
more than expected or agreed. 
In all the previous examples, we have the prefix over- added to a verb, conveying 
the idea of an action that happens in an exaggerated way. 
But beware: when it comes to the verb to overlook, for example, the prefix over- 
may convey a different meaning. Observe the following sentence:
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Even though to overlook is another verb formed with the same prefix, it means 
to miss or to not notice something important. It has nothing to do with 
exaggeration. As you can see, sometimes words formed with prefixes also need 
to be understood based on the context. 
There is also the prefix under-, which implies the opposite idea as that of over-. 
It conveys that something is done with less intensity or quality than expected. 
Check out some examples:
It’s important to pay close attention when overseeing a project so as 
not to overlook important details. 
É importante prestar muita atenção quando supervisionar um projeto para 
não ignorar detalhes importantes.
TO OVERLOOK
ignorar / deixar de ver
PREFIX UNDER-
to underdo
fazer menos do que o necessário ou esperado
to underreact
reagir de modo menos intenso do que o apropriado
to undercook
cozinhar menos que o necessário
Here, we have to underdo, which means to do less than necessary or expected; 
next, we have to underreact, meaning to react with less than appropriate 
force or intensity; we also have the verb to undercook, which means to cook 
insufficiently or less than thoroughly.
There are also other examples with over- that can also be formed with under-, 
conveying the opposite idea, with one exception. Take a look:
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To underachieve means to fail to attain a predicted level or not to do as well 
as expected. We also have to underpay, which means to pay less than the 
necessary or agreed. 
It is important to highlight that the prefix under- is not used with the verb to 
see; consequently, the verb to undersee does not exist, as opposed to oversee. 
We have learned that this verb means to supervise, as one of the functions of 
the committee that must be established to take care of the procedures to face a 
possible crisis. 
Now, take a look at the following question:
PREFIX UNDER-
to underachieve 
ter nível / resultado abaixo do esperado
to underpay
pagar menos do que o necessário
to undersee
What if the crisis lingers for a long time?
E se a crise perdurar por um longo tempo?
TO LINGER
perdurar / insistir em continuar da mesma forma desagradável
Here,we start the question with what if, which is used to ask about something 
that could happen in the future. Also, note that we use the verb to linger, which 
means to continue to exist for longer than usual, to endure. One of the uses 
of this verb is to express the idea that something unpleasant persists, as in the 
context of crisis. 
If you look it up in a dictionary, you will f ind that to linger can also be a synonym 
of other verbs, such as to remain and to stay. 
Nonetheless, these three verbs – to linger, to remain and to stay – are slightly 
different from each other. To remain and to stay mean to continue to be in the 
same state or condition, but they do not imply a negative connotation, as to 
linger can imply.
Sometimes, to remain and to stay can also be interchangeable. For example:
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Managers should remain / stay open to suggestions during a crisis.
Gestores devem permanecer abertos a sugestões durante uma crise.
TO REMAIN / TO STAY
permanecer / continuar
In this case, we are using the verb to remain or to stay to talk about continuing to be 
in the same state, in this case, open to suggestions. Here, both verbs have the same 
meaning; however, we could not use to linger in this sentence, since a negative idea of 
continuity would be inconsistent. 
On the other hand, if we want to say we will continue to be in a place for some time, 
then, we could use any of the three verbs. Take a look:
TO REMAIN / TO STAY / TO LINGER
Karen wants to stay / remain outside the hotel in the hope of seeing her idol 
leave. 
Karen quer permanecer do lado de fora do hotel na esperança de ver seu ídolo 
sair.
Karen wants to linger outside the hotel in the hope of seeing her idol leave. 
Karen quer permanecer/“fazer hora” do lado de fora do hotel na esperança de 
ver seu ídolo sair.
In this case, the verb to linger conveys the idea that the period she is going to 
spend outside the hotel is much longer. If we used the verbs to stay and to 
remain, we would convey a more pleasant idea of permanence.
When we talk about a crisis, we do not want it to stay nor remain, let alone linger. 
But there is still a possibility that the crisis will continue.
Having said that, maybe it will be necessary to guide people on what to do and 
how to act during some time.
First, it is worth mentioning that the verb to guide can be used in a collocation 
referring to both physical spaces and situations. We can use this collocation in 
the sense of helping someone or something to physically move in a particular 
direction. For example:
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I’ll guide you through the streets with the best bars in the city.
Vou guiá-los pelas ruas com os melhores bares na cidade.
TO GUIDE SOMEONE THROUGH SOMETHING
guiar / orientar alguém por alguma coisa
Here, we are using the collocation to guide someone through something to talk 
about orientation in places and physical spaces. In this sentence, we are using guide 
you through the streets to talk about giving directions to get to a certain place. 
But we could also use the same collocation meaning helping someone in a 
particular situation or moment. Check it out:
The committee should guide the rest of the company’s employees 
through the crisis.
O comitê deve orientar o restante dos colaboradores da empresa durante a crise.
TO GUIDE SOMEONE THROUGH SOMETHING
guiar / orientar alguém por alguma coisa
In the previous sentence, we used the collocation to guide someone through 
something. In this case, the rest of the company's employees through the crisis. 
Note that, by using this collocation, we mean showing someone the right way to 
do something. 
Here, we also used the word should, which implies a recommendation. In the 
former example, we are talking about a committee that is responsible for managing 
the crisis plan and guiding the other employees during this period. 
When the entire team follows and understands the crisis process, it becomes easier 
to go through it with less diff iculty. In other words:
When we track the crisis closely, it’s possible to respond to events a lot 
faster and prevent the crisis from growing.
Quando monitoramos a crise de perto, podemos responder aos eventos muito 
mais rapidamente e evitar que a crise cresça.
TO PREVENT
evitar / prevenir
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Here, the sentence begins with when, which we mentioned at the beginning of the present 
chapter, to refer to a moment in a timeline when something takes place. In this case, it is the 
moment we track a crisis. The verb to track means to monitor or to observe.
There are also two adverbs worth highlighting in the previous sentence: closely and quickly. 
Closely comes from the adjective close and the suff ix -ly, and means very carefully; and 
quickly, means fast, and is formed by the adjective quick and the suff ix -ly. 
Now, let’s take a closer look at the verb to prevent. In the context of the previous example, it 
means to stop something from happening. 
In some contexts, to prevent can also have a meaning similar to that of to avoid. For example:
The repair is being done to prevent / avoid serious accidents.
O conserto está sendo feito para prevenir / evitar acidentes graves.
TO PREVENT = TO AVOID
evitar / prevenir
In the previous example, to prevent or to avoid mean the same thing: to stop something from 
happening, in this case, to stop serious accidents from happening.
However, in different contexts, they are not interchangeable. Take a look:
to avoid = to keep away / a distance from 
evitar = manter distância 
Laila has to avoid excessive salt. She has high blood pressure.
Laila tem que evitar o excesso de sal. Ela tem pressão alta.
TO AVOID ≠ TO PREVENT
In the previous sentence, we are using to avoid to point out that Laila needs to stay away from 
salt. In this context, the verb to prevent could not be used because we are not talking about 
something that should be stopped from happening. Here, a synonym for to avoid would be to 
keep away from, or to keep a distance from.
Now you know that there are verbs that can be used with 
the same meaning in certain contexts but not in others. You 
have also learned the use of adverbs, and how some verbs and 
adverbs are formed with suffixes and prefixes.
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Vocabulary ActivitiesChapter 3 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 ) ultimamente / recentemente
( 2 ) no f im / no f im das contas 
( 3 ) historicamente 
( 4 ) não previsto
( 5 ) básico / fundamental 
( 6 ) fazer algo em excesso
( 7 ) reagir de forma exagerada
( 8 ) pagar mais do que esperado ou acordado
( 9 ) monitorar / supervisionar 
( 10 ) cozinhar menos do que o necessário
( 11 ) ter nível / resultado abaixo do esperado
( 12 ) perdurar, insistir em continuar da mesma forma desagradável 
( ) unforeseen
( ) to overreact
( ) to undercook
( ) to overdo
( ) to linger
( ) to overpay 
( ) lately 
( ) basic
( ) to underachieve
( ) ultimately
( ) to oversee
( ) historically
1. What if the crisis for a long time?
 E se a crise perdurar por um longo tempo?
2. Managers should open to suggestions during a crisis.
 Gestores devem permanecer abertos a sugestões durante uma crise.
3. Karen wants to outside the hotel in the hope of seeing her idol leave. 
 Karen quer permanecer do lado de fora do hotel na esperança de ver seu ídolo sair.
4. The committee should the rest of the company’s employees through the crisis.
 O comitê deve orientar o restante dos colaboradores da empresa durante a crise.87
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Part 3.
Activities
Chapter 3 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. lately
2. ultimately
3. historically
4. unforeseen
5. basic 
6. to overdo
 
7. to overreact
8. to overpay
9. to oversee
10. to undercook
11. to underachieve
12. to linger
Activity B – Answers
1. lingers 
2. remain / stay
3. stay / remain / linger
4. guide
5. prevent / avoid
6. avoid / keep away from / 
 keep a distance from
5. The repair is being done to serious accidents.
 O conserto está sendo feito para prevenir acidentes graves.
6. Laila has to excessive salt. She has high blood pressure.
 Laila tem que evitar / manter distância (d)o excesso de sal. Ela tem pressão alta.
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In the previous chapters, you have learned some verb forms to talk about present and future 
events, as well as how to use some modal verbs. 
To do so, we have approached the existence of three basic structures in English – the 
aff irmative, negative and interrogative forms –, and have discussed two of them: the 
affirmative form and the negative form. 
Now, we are going to address the third structure, which is used to ask questions: the 
interrogative form. 
As its basic structure with the verb to be in the simple present, we have main verb + subject + 
complement. For example:
main verb + subject + complement
verbo principal + sujeito + complemento
Is Carl a marketing manager?
Carl é gerente de marketing?
INTERROGATIVE FORM
Simple Present – Verb To Be
Here, we start the sentence with the main verb to be conjugated in the simple present 
according to the subject as is. Next, we have the subject Carl, and the complement a marketing 
manager. Note that the simple present is used to talk about facts, routines, habits and events in 
the present. 
Also note that, as well as in the aff irmative and negative forms, we do not add an auxiliary verb 
to build sentences with the verb to be when it is the main verb. The only change that happens 
compared to the aff irmative and negative forms is the inversion of the verb position in the 
structure.
It is important to remember that the main verb in this structure must be conjugated according 
to the subject. In the case of the verb to be, we have am for the f irst person singular I; are 
for the second persons singular and plural you, for the f irst person plural we, and for the third 
person plural they; and, f inally, we have is for the third persons singular he, she and it. 
When it comes to other verbs in the interrogative form of the simple present, we must use an 
auxiliary verb, do, which must be conjugated according to the subject. The main verb will not 
be conjugated, remaining in the base form.
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Part 4.
Chapter 3 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
In the previous example, we have the auxiliary verb do, followed by the subject 
you, the main verb in the base form have, and the complement plans for the 
future of the company. Note that the auxiliary verb do is conjugated according to 
the subject you. Keep in mind that, when it comes to the third person singular, 
this auxiliary verb is conjugated as does.
In the present continuous, the auxiliary verb to be is part of the structure in all 
forms, be it aff irmative, negative, or interrogative. 
So, the affirmative form will be subject + auxiliary verb + main verb + 
complement. In the negative, we simply add not after the auxiliary verb. And in 
the interrogative form, we invert the auxiliary verb with the subject. Observe:
Now the structure is slightly different: auxiliary verb + subject + main verb + complement. 
Check it out:
auxiliary verb + subject + main verb + complement
verbo auxiliar + sujeito + verbo principal + complemento
Do you have plans for the future of the company?
Você tem planos para o futuro da empresa?
INTERROGATIVE FORM
Simple Present – Other Verbs
auxiliary verb + subject + main verb + complement
verbo auxiliar + sujeito + verbo principal + complemento
Are you guiding us through the city tomorrow?
Você vai nos guiar pela cidade amanhã?
INTERROGATIVE FORM
Present Continuous
In the former question, we have the auxiliary verb to be conjugated in the 
present as are, the subject you, the main verb in the -ing form guiding, and the 
complement us through the city tomorrow. Remember that the verb to be is the 
one that will be conjugated according to the subject. And the main verb always 
comes in the -ing form. 
With the exception of the verb to be in the simple present, we are going to 
use this structure with the verb forms and modal verbs we have learned in the 
previous chapters.
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So, the general interrogative structure for all modal verbs is:
Here, we have the modal verb will, followed by the subject you, the main verb in 
the base form take, and the complement, this document to the manager’s off ice, 
please. It is a polite way to make a request, that is, we are using will to ask 
someone to take a document somewhere. When using will to make a request, 
we normally use the word please at the end of the question.
We could also use the modal verb would to make the same request; however, it 
would sound more formal. Check it out:
modal verb + subject + main verb + complement
modal verb + sujeito + verbo principal + complemento
INTERROGATIVE FORM
Modal Verbs
The modal verb occupies the place of the auxiliary verb. 
However, even though there is a basic structure for all modal verbs, the meaning 
of the questions will change according to the modal verb used. That is because 
modal verbs convey different ideas to the main verb.
For example, the interrogative form of the modal verb will can be used to make a 
request. Have a look:
request
solicitação
Will you take this document to the manager’s office, please? 
Você pode levar este documento para o escritório do gerente, por favor?
INTERROGATIVE FORM
Modal Verb Will
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In the previous example, we have the modal verb would, the subject you, the 
main verb in the base form take, followed by the complement this document 
to the manager’s off ice, please. By using would, even though we are asking the 
same thing, the intention is different from the one with will, as it is more formal. 
Also note that even though there is a slight difference in tone, both modal verbs 
follow the same general structure.
The modal verb must is not commonly used in the interrogative form, except in 
specific situations, such as to confirm an obligation or to ask about something 
that is expected to be done. Take a look at the following example:
formal request
solicitação formal
Would you take this document to the manager’s office, please?
Você poderia levar este documento para o escritório do gerente, por favor?
INTERROGATIVE FORM
Modal Verb Would
confirmation of an obligation
confirmação de uma obrigação
Must I send this e-mail to the CEO today?
Eu tenho que mandar este e-mail para o CEO hoje?
INTERROGATIVE FORM
Modal Verb Must
The idea in the previous question is that an obligation or something that should 
be done was already known, and a confirmation is being requested.
When it comes to the modal verb can, it is possible to ask questions about ability, 
possibility, to make requests, or to ask for permission. For example:
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ability / possibility / request / permission
capacidade / possibilidade / solicitação / permissão
Can I turn the lights on? It’s getting dark in here. 
Eu posso acender as luzes? Está f icando escuro aqui.
INTERROGATIVE FORM
Modal Verb Can
In the previous example,we have the modal verb can, the subject I, the main 
verb in the base form turn, followed by the complement the lights on. In this 
context, we are asking for permission to turn on the lights.
In order to ask for permission, we can also use the modal verb may. However, it 
will sound considerably more formal and polite. Check it out:
permission (formal)
permissão (formal)
May I turn the lights on? It’s getting dark in here. 
Eu posso acender as luzes? Está f icando escuro aqui.
INTERROGATIVE FORM
Modal Verb May
In the previous example, we are also asking for permission to turn on the lights, 
but in a much more formal tone. Note that the structure of the interrogative form 
is the same. 
It is important to mention that context makes all the difference to understand 
the different uses of the modal verbs and the ideas they convey, be it in 
interrogative, aff irmative or negative sentences.
For example, we have just seen the modal verb may being used to ask for 
permission in an interrogative sentence. However, this modal verb can also be 
used to talk about probability. Take a look:
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probability 
probabilidade 
As detailed as your crisis management plan may be, it will never 
be able to predict exactly what the future holds.
Por mais detalhado que seja seu plano de gestão de crise, ele nunca 
será capaz de prever exatamente o que o futuro reserva.
MODAL VERB MAY
In the former statement, we used may to convey the idea of a probability of having 
a thorough crisis management plan. Note that this is an affirmative sentence, and 
does not convey the idea of permission.
Take a look at another example:
probability 
probabilidade 
The solution in this scenario may be to work with some kind of relay.
A solução, neste cenário, pode ser trabalhar com algum tipo de revezamento.
MODAL VERB MAY
The previous sentence is in the affirmative form. So, we have the subject the 
solution in this scenario, followed by the modal verb may, the main verb in the base 
form be, and the complement to work with some kind of relay. Note that we are 
using the modal verb may to talk about probability, that is, something that is likely 
to happen. 
It is worth highlighting the difference between may be – which is the structure 
modal verb + main verb in the base form – and maybe – which is an adverb. For 
example:
Maybe the solution in this scenario is to work with some kind of relay.
Talvez a solução, neste cenário, seja trabalhar com algum tipo de revezamento.
MAY BE ≠ MAYBE
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Here, we are also talking about a probability, and we started the sentence with the 
adverb maybe. Then, we have the subject the solution in this scenario, and the main 
verb to be conjugated according to the subject as is. The structure, in this case, is that of 
a sentence in the affirmative form of the verb to be in the simple present, that is, there 
is no modal verb in this sentence. So, even though may and maybe can both be used to 
imply probability, their uses in the sentence are totally different. 
In the negative form, the modal verb may will convey lack of probability or lack of 
permission, depending on the context. Check it out:
As you can see, the sentence structure is the same as that of the negative form of other 
modal verbs. It is also worth mentioning that, even though there is a contracted form for 
may in the negative form – mayn’t –, it is not commonly used. 
Now, check out the following sentence in the negative form with the adverb maybe:
lack of permission / probability of something not happening
falta de permissão / probabilidade de algo não acontecer
The solution in this scenario may not be to work with some kind of relay.
A solução, neste cenário, pode não ser trabalhar com algum tipo de revezamento.
NEGATIVE FORM
Modal Verb May
Maybe the solution in this scenario isn’t to work with some kind of relay.
Talvez a solução, neste cenário, não seja trabalhar com algum tipo de revezamento.
MAY BE ≠ MAYBE
Now, we have the adverb maybe, followed by the subject the solution in this scenario, 
and the main verb to be conjugated according to the subject as is. Note that, since it is a 
negative sentence, we also have the particle not after the main verb, in this case, in the 
contracted form, isn’t. The idea of probability is expressed through the adverb maybe. 
Therefore, the adverb maybe also conveys the idea of probability, but within a different 
structure than that of the modal verb may also in the negative. 
Furthermore, the meaning and use of the modal verb may can also be quite close to those 
of the modal verb can. However, there is a subtle difference between them.
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In the previous sentence, we are using the modal verb can to talk about the 
possibility of the manager calling us. It means that he can do that if he wants to. 
It is not an impossible situation, but we do not have evidence to think he will or 
will not call. 
Now, take a look: 
We use the modal verb can to talk about possibility, that is, something that is not 
impossible to happen. With the modal verb may, we are talking about probability, that is, 
there is a fifty-fifty chance of something happening. This happens based on evidence in 
the speech. 
Check out the following example:
possibility
possibilidade
The manager can call us at any time.
O gerente pode nos chamar a qualquer momento.
MODAL VERB CAN VS. MODAL VERB MAY
probability
probabilidade
The manager may call us at any time.
O gerente pode nos chamar a qualquer momento.
MODAL VERB CAN VS. MODAL VERB MAY
Here, with the modal verb may, it is implicit that there is a probability or a f ifty-
percent chance that the manager will call. That means we should be prepared for 
that because the chances of that happening are real, based on the evidence we 
have. 
The difference in the concepts of possibility and probability may be hard to 
grasp in real-life situations. So, it is important to always pay attention to the 
context. 
In addition to the modal verbs may and can, we have also learned how to talk 
about obligations using the modal verb must, how to talk about future events 
using will, and how to talk about hypotheses, habits in the past, preferences 
and suggestions using would. Now, take a look at another modal verb: should.
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We can use should to give an opinion, make a recommendation or give advice, using 
the same structure we have seen with other modal verbs. Check out the example:
Here, we have the subject the committee, the modal verb should followed by the 
main verb in the base form guide, and the complement the rest of the company’s 
employees through the crisis. We are using should to make a recommendation, that 
is, we are suggesting that something needs to be done. 
In the negative form, should can be used to make recommendations or give advice 
about what is not right or sensible to be done. Take a look:
Here, we have the subject you, followed by the modal verb should, the particle 
not, the main verb in the base form stick, and the complement to this plan. 
We are using the negative form to recommend what is not right or sensible to 
do. See that we are using the collocation stick to a plan, which we saw in the 
previous chapter. Within this context, the explanation is that this plan is full of 
gaps, and that is why it is not right to stick to it. 
We can also use the contracted form, shouldn’t. It would sound less emphatic 
and more natural in spoken language than the full form. 
Should can also be used to talk about something we deduce, based on evidence 
or previous experiences.
recommendation
recomendaçãoThe committee should guide the rest of the company’s employees 
through the crisis.
O comitê deve orientar o restante dos colaboradores da empresa durante a crise.
AFFIRMATIVE FORM
Modal Verb Should
recommendation
recomendação
You should not stick to this plan. It’s full of gaps.
Você não deve seguir este plano. Ele está cheio de lacunas.
NEGATIVE FORM
Modal Verb Should
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As he always delivers feedback on the following day, we can make a deduction 
with should:
We handed the manager a project yesterday, and he 
was expected to give us some feedback. 
Nós entregamos ao gerente um projeto ontem, e esperava-se 
que ele nos desse algum feedback.
To clarify this idea, take a look at the following f ictional context:
deduction
dedução
The manager should comment on our project today. 
O gerente deve comentar sobre nosso projeto hoje.
DEGREES OF PROBABILITY
Should - 70% Chance
Here, we use should with the intention of expressing a deduction based on our 
previous experience, that is, a seventy percent chance of happening. Since I am 
used to the manager giving feedback the day after I hand him a project, I suppose 
it is quite certain that it will happen at present time. 
We could also make a deduction using the modal verb may, but conveying an 
idea of lower probability. Take a look:
deduction
dedução
The manager may comment on our project today.
O gerente pode comentar sobre nosso projeto hoje.
DEGREES OF PROBABILITY
May - 50% Chance
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May gives the idea of a fifty-percent chance of something happening as well as 
a f ifty-percent chance of something not happening. 
Notice that the structure of the modal verb may is the same as the one we used 
with should. It does not change, regardless of the degree of deduction. When we 
talk about modal verbs, they all follow the same structure. 
As we have mentioned earlier in this chapter, modal verbs work as auxiliary 
verbs. So, in the interrogative form, we will always have:
modal verb + subject + main verb in the base form + complement
modal verb + sujeito + verbo principal na forma base + complemento
MODAL VERBS
Interrogative Form
With this structure, we can ask questions whose answers can be either yes or no. 
On the other hand, to know about something specif ic, we are going to use question 
words. In the vocabulary part of this chapter, we mentioned one of them: when, 
used to ask about the moment something happens. 
Take a look at the following example:
question word when + interrogative form
question word when + forma interrogativa
When should he comment on the project? 
Quando ele deve comentar sobre o projeto?
QUESTION WORD WHEN
Here, we have the question word when, followed by the 
interrogative form of the modal verb should. So, we 
have the question word when, the modal verb should, 
followed by the subject he, the main verb in the base 
form comment, and the complement on the project. 
To answer this question, we can use an adverb of time. 
Take a look:
ADVERBS OF TIME
Today.
Hoje.
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Today is an adverb of time that means at the present moment, this day. 
Adverbs of time are words that express the moment something happens. 
We can also use when with other modal verbs. For example:
question word when + interrogative form
question word when + forma interrogativa
When will you put your plan into action?
Quando você colocará seu plano em ação?
QUESTION WORD WHEN
Here, we have the question word when, followed by the 
interrogative form of the modal verb will. It is a question that 
refers to a moment in the future. So, we have the question 
word when, followed by the modal verb will, the subject you, 
the main verb in the base form put, and the complement 
your plan into action. 
We could answer this question by saying:
ADVERBS OF TIME
Tomorrow.
Amanhã.
The same way we have answered the previous question, here we have also used 
an adverb of time, tomorrow, which is the day after today. 
It is also possible to use the present continuous to talk about the future using 
when. For instance:
question word when + interrogative form
question word when + forma interrogativa
When are Keith and Joanna traveling?
Quando Keith e Joanna vão viajar?
QUESTION WORD WHEN
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In the previous example, we have the question word when, followed by the auxiliary verb to 
be conjugated in the present according to the subject as are, the subject Keith and Joanna, and 
the main verb in the -ing form traveling. In this case, a complement is not necessary, and we 
are asking a question related to a future event. 
To answer this question, we could say:
They are traveling tonight. 
Eles vão viajar esta noite.
ADVERBS OF TIME
Here, we have a sentence in the aff irmative form of the present continuous. So, there is the 
subject they, the auxiliary verb to be conjugated in the present according to the subject as are, 
the main verb in the -ing form traveling, and the complement tonight. Tonight is an adverb of 
time that expresses the near future. It means the same as this night.
We could also use other adverbs to refer to the future. Take a look:
future
futuro
tomorrow 
amanhã
the day after tomorrow 
depois de amanhã
ADVERBS OF TIME
Here, we have tomorrow, which means the day after today, and the day after 
tomorrow. We can use both adverbs to refer to the near future.
Check out other examples:
future
futuro
ADVERBS OF TIME
next week
semana que vem
next month
mês que vem
next year
ano que vem
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in two weeks / two weeks from now
em duas semanas / daqui a duas semanas
Here, we have next week, which is in a week’s time; next month, which is in 
a month’s time; and next year, which is in one year’s time. In this case, we are 
providing a longer and more precise deadline.
We can also say in two weeks or two weeks from now when we want to talk about 
more than one week from now. Two, which is a cardinal number, can be changed 
for any other number to establish other quantities, and weeks can be exchanged for 
days, months, years, centuries and so on.
There are yet other adverbs of time regarding the future more vaguely. For example:
future
futuro
ADVERBS OF TIME
in the future
no futuro
soon
em breve
later
mais tarde
In the future conveys an idea that something will happen at a moment, and it is 
not very clear if this future is near or not; soon conveys the idea of something 
that will happen in the near future, even though we do not know exactly when; 
and later conveys the idea of something that will happen in a more distant 
future, also without specifying when.
In the grammar section of this chapter, we have learned the structure of the 
interrogative form, how to use the modal verbs may and should, in addition 
to how to use the question word when and some adverbs of time to talk 
about the future. 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 235
Interrogative Form Page 253
Modal Verb May Page 268
Modal Verb Should Page 275
Question Word When Page 310
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Grammar ActivitiesChapter 3 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. Do you have plans for the future of the company?
(Aff irmative) 
2. They are traveling tonight. 
(Interrogative) 
3. Is Carl a marketing manager?
(Aff irmative) 
4. The committee should guide the rest of the company’s employees through the crisis.
(Interrogative)5. Must I send this e-mail to the CEO today?
(Aff irmative) 
6. The manager can call us at any time.
(Interrogative) 
7. Are you guiding us through the city tomorrow?
(Aff irmative) 
8. Can I turn the lights on?
(Aff irmative) 
A. Change the sentences into the affirmative or interrogative forms.
B. Fill in the blanks with the missing words according to the guidelines.
1. The manager comment on our project today. 
 (seventy percent chance)
 O gerente deve comentar sobre nosso projeto hoje. 
2. The solution in this scenario be to work with some kind of relay.
 (probability – modal verb)
 A solução, neste cenário, pode não ser trabalhar com algum tipo de revezamento.
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1. should 
2. may not
3. may 
4. will you put
5. can call 
6. Maybe
1. You have plans for the future of the company.
2. Are they traveling tonight?
3. Carl is a marketing manager.
4. Should the committee guide the rest of the 
 company’s employees through the crisis?
5. I must send this e-mail to the CEO today.
6. Can the manager call us at any time?
7. You are guiding us through the city tomorrow.
8. I can turn the lights on.
Activity A – AnswersActivity B – Answers
3. The manager comment on our project today.
 (fifty percent chance)
 O gerente pode comentar sobre nosso projeto hoje.
4. When your plan into action?
 (future event)
 Quando você colocará seu plano em ação?
5. The manager us at any time.
 (possibility)
 O gerente pode nos chamar a qualquer momento.
6. the solution in this scenario isn’t to work with some kind of relay.
 (probability – adverb) 
 Talvez a solução, neste cenário, não seja trabalhar com algum tipo de revezamento.
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Clear 
Communication
Clear 
Communication
4
Chapter 4 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
One of my friends once told me something quite interesting: “If you want 
to spread the word quickly, tell someone about it and say it’s a secret.” 
It makes perfect sense because people love to communicate. We are 
constantly sharing information and experiences with our friends and family, 
especially when the news is either very pleasant or very unpleasant.
That being said, let me ask you something: when a crisis strikes your 
company and the customer experience is harmed, how long do you think 
it usually takes for the news to spread? Maybe not too long, right?
It is quite obvious that establishing direct communication with 
customers is one of the most relevant actions during crisis management.
Every company exists because of its customers. If no one is willing to 
pay for your product or service, there is no reason for your company 
to exist. Being close to customers is essential at any moment of 
your business. However, when a crisis arises, it becomes even more 
important.
Quick and transparent communication is essential to provide security 
for customers. It is better for them to know the truth through an off icial 
communication channel than to be hit by gossip and rumors from 
outside of the company. After all, rumors are unlikely to convey the 
reality of a situation.
The goal in establishing quick communication is to show customers 
that the company is aware of the problem and is taking the necessary 
actions to solve it. If customers assume that the company has been 
taken by surprise and have the perception that it is not able to deal with 
the issue, they will probably look for the product or service elsewhere.
Through its off icial communication channels, the company can show 
CLEAR COMMUNICATION
In this chapter, you will learn how to express frequency, how to use some 
collocations, as well as some elements of coherence and cohesion. You will also 
see important vocabulary and grammar topics to make it happen. 
Now look at the script of Clear Communication.
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Part 1.
Chapter 4 Vocabulary Vocabulary Activities Grammar Grammar Activities
that it is aware of how this problem affects the quality of the services 
provided and that it is working to solve everything as soon as possible. 
This shows respect for the customers, who will be more likely to stay 
with your company during and after the crisis.
But just a set of nice and beautiful words is not enough. It is necessary 
to take concrete actions and communicate how the problem is being 
solved and how soon the situation will be back to normal. 
Being close to customers is also important to identify those who are 
most dissatisf ied. That way, compensation measures can be thought 
of to appease the most anxious customers. This will prevent bad news 
about the company from spreading and ending up contaminating other 
people who, until then, had trusted the affected company.
There is yet another reason to hold close communication with customers 
during the crisis. As we have said before, a crisis normally forces the 
company to review its procedures, right? That means crisis management 
strategies can alter processes that are directly related to the customer’s 
experience. And that can become a problem if not properly addressed. 
Imagine that an online shoe store had a backup issue due to a system 
failure, and some orders placed on the website were lost. After the 
turmoil, the company recovers the lost orders, but not in time to prevent 
a delay in the deliveries. Consequently, to avoid going through this 
situation again, the company decides to implement a cutting-edge 
IT system, whose protocols end up altering the customer’s shopping 
journey. The worst that can happen is a customer having their shopping 
experience changed without any explanation whatsoever. This would 
definitely increase their level of insecurity and dissatisfaction. 
An open communication channel with customers makes it possible 
to inform them about the new system that has been implemented, in 
addition to helping them understand how to roam the new shopping 
journey. 
Otherwise, the entire crisis management plan and all the effort in its 
implementation will have been in vain. 
Direct and transparent communication helps regain consumer’s trust, 
even from those who have been most harmed. As you can see, it’s 
absolutely necessary to communicate clearly and eff iciently.
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COMUNICAÇÃO CLARA
Uma vez, um de meus amigos me disse algo bem interessante: “Se 
você quiser espalhar a notícia rapidamente, conte para alguém e diga 
que é segredo”. Isso faz todo sentido, porque as pessoas adoram 
se comunicar. Nós estamos sempre compartilhando informações e 
experiências com nossos amigos e familiares, principalmente quando 
essas novidades são ou muito prazerosas ou muito desagradáveis. 
Dito isso, deixe-me perguntar uma coisa: quando uma crise atinge sua 
empresa e a experiência do cliente é prejudicada, quanto tempo você 
acha que normalmente leva para essa notícia se espalhar? Talvez não 
demore muito, certo? 
É bem óbvio que estabelecer uma comunicação direta com os clientes é 
uma das ações mais relevantes durante a gestão de crise. 
Toda empresa existe em função de seus clientes. Se não existem 
pessoas dispostas a pagar pelo seu produto ou serviço, não há razão 
para sua empresa existir. Estar próximo do cliente é essencial em 
qualquer momento do seu negócio. Todavia, quando uma crise aparece, 
isso se torna ainda mais importante. 
Uma comunicação rápida e transparente é fundamental para dar 
segurança aos clientes. É melhor que eles saibam da verdade por 
meio de um canal oficial de comunicação do que serem atingidos por 
fofocas e boatos externos à empresa. Afinal, os boatos dif icilmente vão 
transmitir a realidade da situação. 
O objetivo ao estabelecer uma comunicação rápida é mostrar aos 
clientes que a empresa está ciente do problema e está tomando as 
ações necessárias para resolvê-lo. Se os clientespresumirem que a 
empresa foi pega de surpresa e f icarem com a impressão de que ela não 
é capaz de lidar com a questão, provavelmente, eles vão procurar pelo 
produto ou serviço em outro lugar. 
Por meio de seus canais oficiais de comunicação, a empresa pode 
demonstrar que está ciente de como este problema afeta a qualidade 
dos serviços prestados, e que está trabalhando para resolver tudo o 
mais breve possível. Isso demonstra respeito pelos clientes, que estarão 
mais propensos a continuarem ao lado da sua empresa durante e após 
a crise.
Mas apenas um conjunto de palavras legais e bonitas não basta. É 
preciso tomar atitudes concretas e comunicar como o problema está 
sendo resolvido e em quanto tempo a situação voltará ao normal. 
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Estar próximo dos clientes também é importante para identif icar 
aqueles que estão mais insatisfeitos. Deste modo, medidas de 
compensação podem ser pensadas para acalmar os mais nervosos. 
Isso evitará que notícias ruins sobre a empresa se espalhem e acabem 
contaminando os outros que, até então, não haviam tido a conf iança 
na empresa abalada. 
Existe ainda outro motivo para manter uma comunicação próxima 
com os clientes durante a crise. Como já falamos antes, uma crise 
normalmente força a empresa a rever seus procedimentos, certo? Isso 
signif ica que as estratégias de gestão de crise podem alterar processos 
que estão diretamente relacionados à experiência do cliente. E isso pode 
se tornar um problema se não for tratado de modo adequado.
Imagine que uma loja virtual de sapatos teve um problema no 
backup decorrente de falha no sistema, e alguns pedidos feitos no 
site foram perdidos. Após o susto, a empresa consegue recuperar os 
pedidos perdidos, mas não a tempo de evitar um atraso nas entregas. 
Consequentemente, para evitar passar por essa situação novamente, a 
empresa decide implantar um sistema de ponta de TI, cujos protocolos 
acabam alterando a jornada de compra do consumidor. O pior que pode 
acontecer é um cliente ter sua experiência de compra alterada sem 
nenhuma explicação qualquer. Isso definitivamente aumentaria seu nível 
de insegurança e insatisfação. 
Um canal de comunicação aberto com o cliente torna possível informá-
lo sobre o novo sistema que foi implantado, além de ajudá-lo a entender 
como percorrer a nova jornada de compra.
Do contrário, todo o plano de gestão de crise e o esforço de implantação 
terão sido em vão. 
Uma comunicação direta e transparente ajuda a reconquistar 
a confiança do consumidor, mesmo daqueles que foram mais 
prejudicados. Como você pode ver, ela é absolutamente necessária para 
se comunicar de modo claro e eficiente.
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Video Script VocabularyChapter 4 Vocabulary Activities Grammar Grammar Activities
In the three previous chapters, we have discussed many different vocabulary 
elements: phrasal verbs, collocations, nouns, adjectives, verbs, and, more 
recently, adverbs. We have also learned how we can form words using prefixes 
and suffixes. 
Knowing how to use all these elements mentioned previously is crucial for clear 
communication, whether inside or outside the context of crisis management. In 
this chapter, we will explore how sharing experiences is part of our daily lives.
Take a look at the following statement:
We are constantly sharing information and experiences with our 
friends and family, especially when the news is either very pleasant or 
very unpleasant.
Nós estamos sempre compartilhando informações e experiências com 
nossos amigos e familiares, principalmente quando essas novidades são ou 
muito prazerosas ou muito desagradáveis.
In the previous sentence, note the word constantly, an adverb of frequency that 
means all the time or often. It is formed by the adjective constant and the suff ix 
-ly. As we have seen before, adverbs modify other adverbs, verbs, and adjectives. 
Speaking of which, there are two adjectives worth mentioning: pleasant and 
unpleasant. They are opposites:
pleasant ≠ unpleasant
prazeroso / agradável ≠ desagradável
ADJECTIVES
Pleasant means enjoyable, easy to like; unpleasant is formed by the word 
pleasant and the prefix un-, which conveys the opposite idea. In the previous 
example, these two adjectives come in between the words either and or. 
Either... or is an element of coherence and cohesion that connects two 
alternatives or choices, but only one of them will be chosen.
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Take a look at another example:
Here, we have either French or German expressing that Sheila is going to study 
one of these two languages, and not both of them. Note that either comes 
before the first alternative, and or, before the second alternative.
In the previous example, we are using French and German as alternatives. They 
are nouns. We can also use full sentences as options. Check it out:
EITHER.. . OR
ou... ou
Sheila is going to study either French or German.
Sheila vai estudar ou francês ou alemão.
EITHER.. . OR
ou... ou
You can either solve the problem yourself or ask your team for help.
Você pode ou resolver o problema sozinho ou pedir ajuda à sua equipe.
In the previous sentence, the f irst option – after the word either – is solve the 
problem yourself; the second option – introduced by the word or – is ask your 
team for help. Note that these are both full sentences. Their subject is implicit 
in the second sentence – in the context, it is you, the one who has to make the 
choice. 
As we have already learned, when we present two alternatives with either... or, it 
is implied that only one of these options will be chosen. 
To present options from which none of them will be chosen, we use another pair 
of connectors: neither... nor. For example:
NEITHER.. . NOR
nem... nem
Sheila is going to study neither French nor German.
Sheila não vai estudar nem francês, nem alemão.
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In this previous sentence, we have neither the beach nor the mountains, which means 
that John does not like any of these options. 
Neither... nor is also an important element of cohesion and coherence, as it also connects 
two ideas, pointing out that none of them will be chosen or will happen.
We can also express another line of reasoning to link two ideas using whether… or. One of 
its uses is to express when we don’t know which of the two options to choose. Take a look:
Here, we have French after the word neither, and German after the word nor. In 
this case, we use neither... nor to say that none of the options will be considered. 
Note that this sentence is built with an affirmative structure, because neither... 
nor already conveys a negative idea.
Check out another example:
NEITHER.. . NOR
nem... nem
John likes neither the beach nor the mountains.
John não gosta nem de praia, nem de montanhas.
WHETHER.. . OR
se... ou
usado para demonstrar indecisão em relação a uma escolha
They’re not sure whether they’ll choose Vanessa’s or Christian’s action plan. 
Eles não estão certos se vão escolher o plano de ação da Vanessa ou do Christian.
Here, we have whether before the first option, Vanessa’s plan, and or introducing the 
second option, Christian’s action plan. In this case, we could have used if instead of 
whether to convey the same idea, keeping the word or as the second element. 
We are using whether... or to express the idea of doubt. Either... or does not convey this 
idea.
Another use of whether is in whether… or not, to present two options when the result is 
the same regardless of which option gets chosen. For example:
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Here, the result is customers being harmed, which will happen regardlessof 
their decision. So, making a decision or not will have absolutely no impact on the 
consequences.
In this construction, we use whether followed by the option they make a 
decision, and the rest of the connector, or not, comes at the end of the sentence. 
In this case, if can also replace whether, keeping or not at the end.
However, we can also build this sentence in a different way. Take a look:
WHETHER… OR NOT
se... ou não
usado para falar de duas alternativas cujo resultado é o mesmo
It’s too late to avoid damages. Customers will be harmed whether they 
make a decision or not. 
É tarde demais para evitar danos. Os clientes serão prejudicados se eles 
tomarem uma decisão ou não.
WHETHER OR NOT
se... ou não
usado para falar de duas alternativas cujo resultado é o mesmo
It’s too late to avoid damages. Customers will be harmed whether or 
not they make a decision. 
É tarde demais para evitar danos. Os clientes serão prejudicados se eles 
tomarem ou não uma decisão.
In the previous example, we are using whether or not as a whole construction. 
The idea is also that the result will be the same, so customers will be harmed. 
But note that the option that can or cannot be taken comes after whether or not. 
Here, we could not use if to replace whether. That is because when using if, or 
not must come at the end of the sentence.
In some cases, whether and if are interchangeable. In other cases, they are not.
That applies to situations in which if implies a condition. Check it out:
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Here, if introduces a condition: there are no people willing to pay for your product 
or service. This condition is followed by a consequence: there is no reason for 
your company to exist. In this case, we cannot replace if with whether, because 
whether does not convey the idea of condition. 
It is also worth mentioning that we have there are and there is in the previous 
example. They are used to talk about existence. Then, we have the word no, 
which conveys the idea of total absence or zero quantity. Here, this quantity 
refers to the existing number of people and reasons. By saying no people and no 
reason, we are more emphatic on the idea of absence than by using the negative 
form with there be.
We also have the word willing in the previous example, which is an adjective. 
It means disposed or inclined to do something. It is commonly used in the 
collocation to be willing to do something. In the case of the former sentence, 
willing to pay. Note that willing is different from the modal verb will.
There are many reasons why a customer does not purchase a product or is not 
attracted to it, and one of them is the lack of transparency in communication. In 
the meantime, a lot of distorted information can reach these customers, causing 
disinterest. 
Take a look at the following statement concerning this idea:
IF
se
If there are no people willing to pay for your product or service, there is 
no reason for your company to exist.
Se não existem pessoas dispostas a pagar pelo seu produto ou serviço, 
não há razão para sua empresa existir.
It is better for them to know the truth through an official 
communication channel than to be hit by gossip and rumors from 
outside of the company.
É melhor que eles saibam da verdade por meio de um canal oficial de 
comunicação do que serem atingidos por fofocas e boatos externos à 
empresa.
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The most common verb used with the noun gossip is to spread:
Here, we are talking about the importance of providing information through an 
official communication channel in order to avoid misinterpretation.
To define this failure in communication, we have two words in the previous 
sentence:
gossip
fofoca
rumor
boato
REASONS FOR FAILURE IN COMMUNICATION
Gossip is information passed on from one person to the other about people’s 
behavior and private lives which is not necessarily true. Rumor is a kind of 
unofficial interesting story or piece of news that might be true or invented, and 
may quickly spread from person to person. 
Gossip and rumor are nouns, and they can form different collocations. Take a 
look at some of them:
hot gossip
fofoca muito interessante / fofoca quente
COLLOCATIONS WITH GOSSIP
the latest gossip
a fofoca mais recente
idle gossip
fofoca não baseada em fatos
common gossip
fofoca que todo mundo sabe
to spread gossip
espalhar fofoca
COLLOCATIONS WITH GOSSIP
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We can also collocate the same verb with rumor and say:
To hear a rumor is to receive information about a rumor; and to deny a rumor is 
to say it is not true.
There is yet another collocation with rumor that is quite different from the ones 
we have seen so far. Check it out:
to spread a rumor
espalhar um boato
COLLOCATIONS WITH RUMOR
Here are other verbs that collocate with this very same noun:
to hear a rumor
ouvir um boato
to deny a rumor
negar um boato
COLLOCATIONS WITH RUMOR
rumor has it = it is being said
vem sendo dito / diz-se que
COLLOCATIONS WITH RUMOR
Here, we have rumor has it, which is a way to introduce information that came 
from a rumor, something that is often being said. Another way of saying this 
would be to introduce the information with: it is being said.
In a business context, gossip and rumors usually tend to make customers feel 
suspicious. As a result, the circle of negative comments can increase and end up 
harming the company. 
There is an attitude that can contribute to mitigate this kind of situation. 
Take a look:
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To appease means to calm down, to soothe. Here, we are talking about calming 
down anxious customers, that is, impatient customers. Note that we used can to 
convey the idea of a possibility. That implies it is possible to consider measures 
that will calm unhappy customers down. 
The word customer is a noun that can sometimes be considered the same as 
client. However, there is a small difference in use between them in the business 
world. Even though these words can be interchangeable depending on the 
context, it is good to know the small differences in usage.
Customer is generally someone who buys a product or service from a store or a 
service provider. This can be a relationship that happens only once, that does not 
happen again or very often. When we think of a store, for example, we usually 
refer to the people who shop there as customers.
Client, on the other hand, is a type of customer that acquires a type of service or 
assistance from a specialized professional, such as a lawyer or a psychologist, 
for example. We assume there is a relationship of trust between the client and 
the service provider. And clients usually use the service from the same provider 
again and again. 
Whether the company’s relationship is with customers or clients, it may be 
damaged at some point, causing a crisis to arise. 
In this case, there is one consequence that is almost certain:
TO APPEASE / TO CALM DOWN / TO SOOTHE
acalmar / apaziguar
Compensation measures can be thought of to appease the most 
anxious customers.
Medidas de compensação podem ser pensadas para acalmar os clientes 
mais nervosos.
As we have said before, a crisis normally forces the company to review 
its procedures.
Como já falamos antes, uma crise normalmente força a empresa a rever 
seus procedimentos.
Here, we are talking about an action that the company may be forced to carry out, 
which is to review procedures in order to improve.
At the beginning of the previous example, we have before, an adverb of time 
used to indicate that something happened at an earlier time. Note that it comes 
after we have said, in thepresent perfect, which indicates an action that was 
carried out in the past.
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We also have normally, an adverb of frequency that means usually. Let’s take a 
closer look at them:
Knowing how to express frequency is another way of making our speech clearer 
to the listener. 
Connectors are other elements that help in the coherence and cohesion of the 
speech, thus making it clearer. They help us structure the discourse by linking one 
idea to another, making the message more f luid.
Take a look at the following example:
normally
normalmente
usually
usualmente
ADVERBS OF FREQUENCY
Note that both normally and usually are formed by adding the suff ix -ly to their root. 
The same goes for the following adverbs of frequency that have similar meanings:
generally
geralmente
commonly
comumente
ADVERBS OF FREQUENCY
An open communication channel with customers makes it possible 
to inform them about the new system that has been implemented, in 
addition to helping them understand how to roam the new shopping 
journey. Otherwise, the entire crisis management plan and all the effort 
in its implementation will have been in vain.
Um canal de comunicação aberto com os clientes torna possível informá-
los sobre o novo sistema que foi implantado, além de ajudá-los a entender 
como percorrer a nova jornada de compra. Do contrário, todo o plano de 
gestão de crise e o esforço em sua implantação terão sido em vão.
CONNECTORS
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Here, we have two ideas exposed as benefits of an open communication channel 
with customers. The first is to inform them about the new system that has been 
implemented, and the second is helping them understand how to roam the new 
shopping journey. Between the two ideas, we use in addition to, which means 
as well as, besides, or even plus. In addition to is a connector used to add 
something related to what was said earlier. 
Otherwise is also a connector. It means or else, alternatively, or simply or. Note 
that it introduces a consequence of the previous situation in case it does not 
happen as expected. The consequence of things not going as expected is that 
all the efforts will have been in vain. To be in vain means to be pointless, or 
to no purpose. There is yet another expression that can be used with a similar 
meaning, which is to be fruitless or unproductive. 
In short, the connectors used in the previous example are:
in addition to / as well as / besides / plus 
além de
CONNECTORS
otherwise / or else / alternatively / or
do contrário / por outro lado / senão
Now you know how to express frequency, some collocations, 
different ways of presenting two alternatives, as well as how 
to use other elements of coherence and cohesion.
These are important elements of coherence and cohesion as well.
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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 ) fofoca muito interessante / fofoca quente
( 2 ) a fofoca mais recente 
( 3 ) fofoca não baseada em fatos 
( 4 ) fofoca que todo mundo sabe
( 5 ) espalhar fofoca 
( 6 ) ouvir um boato
( 7 ) negar um boato
( 8 ) vem sendo dito / diz-se que
( 9 ) além de 
( 10 ) do contrário
( 11 ) acalmar
( 12 ) evitar danos 
( ) idle gossip 
( ) to deny a rumor
( ) the latest gossip
( ) in addition to
( ) to hear a rumor
( ) to avoid damages 
( ) otherwise 
( ) to spread gossip
( ) to appease
( ) hot gossip
( ) rumor has it 
( ) common gossip
1. Sheila is going to study French German.
 Sheila vai estudar ou francês ou alemão.
2. Sheila is going to study French German.
 Sheila não vai estudar nem francês, nem alemão.
3. You can solve the problem yourself ask your team for help.
 Você pode ou resolver o problema sozinho ou pedir ajuda à sua equipe.
4. John likes the beach the mountains.
 John não gosta nem de praia, nem de montanhas.
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Part 3.
Activities
Chapter 4 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. hot gossip
2. the latest gossip
3. idle gossip 
4. common gossip
5. to spread gossip
6. to hear a rumor
7. to deny a rumor
8. rumor has it 
9. in addition to
10. otherwise
11. to appease
12. to avoid damages
Activity B – Answers
1. either - or 
2. neither - nor
3. either - or
4. neither - nor
5. whether / if
6. Otherwise / Or else / 
 Alternatively / Or
5. They’re not sure they’ll choose Vanessa’s or Christian’s action plan. 
 Eles não estão certos se vão escolher o plano de ação da Vanessa ou do Christian.
6. , the entire crisis management plan and all the effort in its 
 implementation will have been in vain.
 Do contrário, todo o plano de gestão de crise e o esforço em sua implementação terão sido em vão.
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So far, we have seen the three basic structures for sentences in English: affirmative form, 
negative form and interrogative form. We have also seen how there may or may not be an 
auxiliary verb in the formation of these sentences, depending on the verb form used.
We have learned that the basic structure of the affirmative form is:
AFFIRMATIVE FORM
Basic Structure
subject + main verb + complement
sujeito + verbo principal + complemento
First, we have the subject, followed by a main verb, and then a complement. In this case, we 
do not have an auxiliary verb. 
We see this structure in aff irmative sentences in the simple present, which is used to talk 
about facts, routines, habits and to make descriptions. With verbs in the simple present, the 
aff irmative form does not carry auxiliary verbs, whether the main verb is to be or not. 
For verb forms that require an auxiliary verb in the aff irmative form, the basic structure is:
AFFIRMATIVE FORM
Basic Structure
subject + auxiliary verb + main verb + complement
sujeito + verbo auxiliar + verbo principal + complemento
First, we have the subject, followed by an auxiliary verb, the main verb, and the 
complement.
We have seen the verb to be used as an auxiliary verb in the present continuous, 
which refers to planned future and events in progress at the time of the speech.
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We have also learned about the modal verbs can, must, will, may and should, 
which behave as auxiliaries. Each one of them has a specif ic use, which can be 
to talk about the future, to express possibility and probability, to give advice, to 
make assumptions, to give orders and to make prohibitions. 
In addition to the verb to be and modal verbs as auxiliary verbs, we have also 
learned that do is the auxiliary verb in the simple present when forming negative 
and interrogative sentences with verbs other than to be.
There is also another auxiliary verb, to have, which is used in a verb form that we 
are going to approach in this chapter: the present perfect. 
This verb form is used to talk about events that happened in the past, but that 
still have relevance in the present or that started in the past and continue to 
happen in the present. 
Take a look at a sentence with this verb form:
PRESENT PERFECT
As we have said before, a crisis normally forces the company 
to review its procedures.
Como já falamos antes, uma crise normalmente força a empresa 
a rever seus procedimentos.
In the previous example, we have said before is in the present perfect. In this 
case, it refers to something that happened in the past, but that is still relevant in 
the present.Note that the structure here is the subject we, followed by the auxiliary verb 
have, the main verb said and the complement before. Said is the verb to say in 
the past participle. The past participle is used in some verb forms, such as the 
present perfect. 
To understand how to form the past participle, it is important to know that most 
verbs in English are regular. That means we will add -d, -ied or -ed to the end of 
their base form. For example:
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The verb to close becomes closed. As it is a verb already ending in -e, we only 
add -d to the end. The verb to establish becomes established. As it is a verb 
ending in -sh, we add -ed to the end. And the verb to study becomes studied. 
Because this verb ends in consonant + y, we subtract -y and add -ied. 
There are also irregular verbs, which do not follow any rules in the formation of 
the past participle. 
Some of them will have completely different spellings and pronunciations 
from their base form; others will be written in the same way but pronounced 
differently; and there are also some that are written and pronounced the same 
way. Take a look at some examples:
PAST PARTICIPLE – REGULAR VERBS
BASE FORM
close
fechar
establish
estabelecer
study
estudar
PAST PARTICIPLE
closed
fechado 
established
estabelecido 
studied
estudado
IRREGULAR VERBS – PAST PARTICIPLE
BASE FORM
say
falar / dizer 
pay 
pagar
PAST PARTICIPLE
said
falado / dito 
paid
pago / pagado
To say becomes said, as we have seen in the f irst example in the present perfect. 
The verb to pay has a similar form, and becomes paid in the past participle. As 
you can see, there is little change in them.
Check out other examples of irregular verbs:
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In the previous examples, we can see how some verbs are completely different in 
the past participle. The verb to think becomes thought, as we saw in an example 
in the passive voice in the vocabulary part of this chapter. The verb to win 
becomes won. And the verb to draw becomes drawn. We saw this verb within 
the collocation to draw up a plan, which means to create or design a plan. In 
these cases, the verbs change a lot compared to their base form.
Now, take a look at what happens to the following verbs in the past participle:
IRREGULAR VERBS – PAST PARTICIPLE
BASE FORM
think 
pensar
win
ganhar / vencer
draw
traçar / desenhar
PAST PARTICIPLE
thought
pensado
won
ganho / ganhado 
drawn
traçado 
IRREGULAR VERBS – PAST PARTICIPLE
BASE FORM
cut
cortar
read 
ler
PAST PARTICIPLE
cut
cortado
read
lido
Note that the verb to cut has the same spelling both in its base form and its past 
participle. The pronunciation is also the same for both of them. Now, with verbs 
such as to read, even though the spelling is the same, the pronunciation in the 
base form is not the same as that of the past participle. In this case, the past 
participle is pronounced read, almost like the color red. 
The past participle of irregular verbs is something we have to pay attention to 
and get used to as we come into contact with the language. Therefore, practice is 
important.
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The past participle is a fundamental part of the present perfect, for it is the way we 
must use the main verb in this verb form. 
The basic structure of the aff irmative form with verbs in the present perfect is the 
same as the one seen so far: subject + auxiliary verb + main verb + complement. 
The difference is that the auxiliary verb is have conjugated in the present, and the 
main verb is in the past participle. Take a look:
PRESENT PERFECT
Affirmative Form
subject + auxiliary verb have + main verb in the past participle + complement
sujeito + verbo auxiliar have + verbo principal no particípio passado + complemento
They have foreseen the crisis.
Eles previram a crise.
In the previous example, we have the subject they, followed by the auxiliary verb have, 
the main verb in the past participle foreseen, and the complement the crisis. Here, we 
are talking about an event that happened in the past and still has consequences in the 
present. Note that foreseen is the past participle of to foresee, an irregular verb. Also 
note that the auxiliary verb to have must be conjugated in the present according to the 
subject, which is the third person plural they.
Now, take a look at an example with the subject in the third person singular:
PRESENT PERFECT
Affirmative Form
subject + auxiliary verb have + main verb in the past participle + complement
sujeito + verbo auxiliar have + verbo principal no particípio passado + complemento
Jake loves working here. It has increased the chances of improving his career.
Jake ama trabalhar aqui. Isso aumentou as chances de melhorar sua carreira.
Here, we have the subject it, which corresponds to the third person singular. Then, we 
have the auxiliary verb have conjugated in the present according to the subject as has, 
the main verb in the past participle increased, and the complement the chances of 
improving his career. Note that increased is the past participle of the verb to increase, 
which is regular.
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In the former example, Jake still works at the company we are talking about, as you can 
see he loves working there. With that, we can understand that the chances of improving 
his career started in the past and still continue to have an impact on the present.
In the negative form, the structure is the same as we have seen with other auxiliary verbs: 
subject + auxiliary verb + not + main verb + complement. For example:
Here, we have the subject the meeting, followed by the auxiliary verb have 
conjugated in the present according to the subject as has, the particle not, the 
main verb in the past participle started, and the complement yet, which is an 
adverb that means until now. 
When we say the meeting has not started yet, we mean that it did not start in 
the past, but should start at some point in the near future. We can also contract 
the auxiliary verb and not, forming hasn't. The contracted form is more informal 
and more common in spoken English. 
Take a look at another example:
PRESENT PERFECT
Negative Form
subject + auxiliary verb have + not + main verb in the past participle + 
complement
sujeito + verbo auxiliar have + not + verbo principal no particípio passado + 
complemento
The meeting has not / hasn’t started yet.
A reunião ainda não começou.
PRESENT PERFECT
Negative Form
subject + auxiliary verb have + not + main verb in the past participle + 
complement
sujeito + verbo auxiliar have + not + verbo principal no particípio passado 
+ complemento
You have not / haven’t delivered the project on time. 
Você não entregou o projeto a tempo.
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Here, we have the subject you, followed by the auxiliary verb conjugated in the 
present according to the subject as have, the particle not, the main verb in the 
past participle delivered, and the complement the project on time. We can also 
have a contracted form here: haven’t. 
In this previous example, we are saying that failing to deliver the project in the 
past has an impact on the present.
The interrogative form of the present perfect also follows the same structure 
as that of interrogative sentences with other verb forms that require an auxiliary 
verb: auxiliary verb + subject + main verb + complement. Check it out:
First, we have the auxiliary verb conjugated in the present according to 
the subject as have, followed by the subject you, the main verb in the past 
participle heard, and thecomplement the rumor about a new store in the 
neighborhood. 
Notice that, like other auxiliaries and modals, the auxiliary verb to have comes 
before the subject in the question. Also note that heard is the past participle of 
the verb hear, which is an irregular verb. 
When we make a question with a verb in the present perfect, it is also quite 
common to use the adverb ever, emphasizing the idea that you refer to any 
moment in the past. For example:
PRESENT PERFECT
Interrogative Form
auxiliary verb have + subject + main verb in the past participle + 
complement
verbo auxiliar have + sujeito + verbo principal no particípio passado + 
complemento
Have you heard the rumor about a new store in the neighborhood?
Você ouviu o boato sobre uma nova loja no bairro?
PRESENT PERFECT
Interrogative Form – Ever
Have you ever spread gossip? 
Você já espalhou fofoca?
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Observe that the adverb ever will be placed before the main verb in the past 
participle. In the previous example, we are asking if the subject, at any point 
in the past, has spread gossip. Also, notice that the verb to spread remains the 
same in the base form and in the past participle, because it is an irregular verb. 
The verb forms and structures we have discussed so far only require one 
auxiliary. However, there are other verb forms that carry two auxiliary verbs. 
One of them is the future perfect. This verb form requires the modal verb will 
and the auxiliary verb have. The main verb also comes in the past participle. 
In the affirmative form, the sentence will have the following structure: subject 
+ auxiliary verb will + auxiliary verb have + main verb in the past participle + 
complement. Take a look:
Here, the subject is Henry, followed by the f irst auxiliary verb will, the second 
auxiliary verb have, the main verb in the past participle f inished, and the 
complement this project by tomorrow. Here, f inished is the past participle of the 
regular verb to f inish.
Note the word tomorrow, which means the next or following day, as we have 
learned in the last chapter of this module. By tomorrow indicates a moment in 
the future. So, we can understand that, when we say that sentence, by some 
time the next day Henry will have f inished the project. The action will be over 
before a specif ic moment in the future. 
Also note that the first auxiliary verb is always will, and the second auxiliary is 
always have. In this verb form, have will not change its conjugation according to 
the subject. So, even if we have a third person singular, we will still be using have 
in its base form.
Observe that in the following example:
FUTURE PERFECT
Affirmative Form
subject + auxiliary verb will + auxiliary verb have + main verb in the 
past participle + complement
sujeito + verbo auxiliar will + verbo auxiliar have + verbo principal no 
particípio passado + complemento
Henry will have finished this project by tomorrow.
Henry terá terminado este projeto até amanhã.
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Here, we have a condition in the simple present introduced by if. In the second 
part of the sentence, we have the future perfect to describe what will have 
happened in the future as a result.
Therefore, we have the subject the restaurant, the first auxiliary verb will, the 
second auxiliary verb have, the main verb in the past participle gone, and the 
complement bankrupt by the end of the year. Gone is the past participle of the 
verb to go, which is part of the collocation to go bankrupt, which we saw on the 
f irst chapter. 
Notice that by the end of the year refers to a moment in the future, indicating 
when the restaurant will have gone bankrupt. So, again, we have an action that 
will be over before a certain moment in the future. 
As you have just learned, we use the future perfect when we talk about 
something that will be completed before a certain moment or event in the future. 
In the vocabulary part of this chapter, you have seen this verb form in another 
example. Check it out:
FUTURE PERFECT
Affirmative Form
subject + auxiliary verb will + auxiliary verb have + main verb in the 
past participle + complement
sujeito + verbo auxiliar will + verbo auxiliar have + verbo principal no 
particípio passado + complemento
If they don’t take action, the restaurant will have gone 
bankrupt by the end of the year.
Se eles não tomarem uma atitude, o restaurante terá ido à 
falência até o f im do ano.
FUTURE PERFECT
The entire crisis management plan and all the effort in its 
implementation will have been in vain.
Todo o plano de gestão de crise e o esforço em sua implantação 
terão sido em vão.
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In the previous example, we use the future perfect to talk about something 
that will be complete at a given time in the future. In other words, the plan and 
implementation will have been in vain without clear communication.
The negative form of the future perfect also refers to actions that will be 
completed before something in the future. The particle not comes between the 
two auxiliaries. Take a look:
Here, we have the subject Henry, followed by the first auxiliary verb will, the 
particle not, the second auxiliary verb have, the main verb in the past participle 
f inished, and the complement this project by tomorrow. Note the use of the 
adverb tomorrow, indicating a certain moment in the future.
Also, notice that the particle not comes after the f irst auxiliary will and before the 
second auxiliary have. You can also use the contracted form won’t, which is a lot 
more common in spoken English and much more informal. 
Take another example:
FUTURE PERFECT
Negative Form
subject + auxiliary verb will + not + auxiliary verb have + main verb in 
the past participle + complement
sujeito + verbo auxiliar will + not + verbo auxiliar have + verbo principal no 
particípio passado + complemento
Henry will not / won’t have finished this project by tomorrow.
Henry não terá terminado este projeto até amanhã.
FUTURE PERFECT
Negative Form
subject + auxiliary verb will + not + auxiliary verb have + main verb in 
the past participle + complement
sujeito + verbo auxiliar will + not + verbo auxiliar have + verbo principal no 
particípio passado + complemento
If they take action, the restaurant will not / won’t have gone 
bankrupt by the end of the year.
Se eles tomarem uma atitude, o restaurante não terá ido à 
falência até o f im do ano.
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Here, we have the subject the restaurant, the first auxiliary verb will, the particle 
not, the second auxiliary verb have, the main verb in the past participle gone, 
and the complement bankrupt by the end of the year. Note the use of by the end 
of the year, which indicates until when something will have happened.
In the interrogative form of the future perfect, the first auxiliary verb changes 
its position with the subject. Take a look:
First, we have the first auxiliary verb will, followed by the subject Henry, the 
second auxiliary verb have, the main verb in the past participle f inished, and 
the complement this project by tomorrow. Here, we are asking if something will 
have happened when that moment in the future arrives. 
Check out another example:
FUTURE PERFECT
Interrogative Form
auxiliary verb will + subject + auxiliary verb have + main verb in the 
past participle + complement
verbo auxiliar will + sujeito + verbo auxiliar have + verbo principal no 
particípio passado + complemento
Will Henry have finished this project by tomorrow? 
Henry terá terminado este projeto até amanhã? 
FUTURE PERFECT
Interrogative Form
auxiliary verb will + subject + auxiliary verb have+ main verb in the 
past participle + complement
verbo auxiliar will + sujeito + verbo auxiliar have + verbo principal no 
particípio passado + complemento
Will the restaurant have gone bankrupt by the end of the year?
O restaurante terá ido à falência até o f im do ano?
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We have the first auxiliary verb will, the subject the restaurant, the second 
auxiliary verb have, followed by the main verb in the past participle gone, and the 
complement bankrupt by the end of the year. Keep in mind that will comes before 
the subject, which is followed by the second auxiliary have.
All the verb forms that we have seen so far follow an aff irmative structure in which 
the subject always comes before the main verb, and that is what determines their 
conjugation in some of these forms.
However, there is a structure that is an exception to this: there + be, which we use 
to talk about existence. In this structure, what should be taken into account for the 
conjugation of the verb to be is what comes after it, and not before it. Take a look:
THERE + BE
Affirmative Form
If there are no people willing to pay for your product or service, there is no 
reason for your company to exist.
Se não existem pessoas dispostas a pagar pelo seu produto ou serviço, não 
há razão para sua empresa existir.
In this previous sentence, we use there are, because it refers to people, a plural 
noun; and there is because it refers to reason, a singular noun. In short, we use 
there are when referring to plural nouns, and there is when referring to singular 
nouns.
Observe that the word no conveys the idea of absence or zero quantity. So, 
what we are saying here is that zero people are interested, and zero reasons 
exist to buy a product or service. 
However, as we have just seen in the vocabulary part of this chapter, this does 
not indicate that the sentence is in the negative, because the word no refers to 
the nouns people and reason, not to the verb.
To form negative sentences, we use the particle not. That applies to other verb 
forms that we have learned up to this point, including modal verbs. We use there 
+ be in the negative form to say that something does not exist. For example:
THERE + BE
Negative Form
If there are not people willing to pay for your product or service, 
there is not a reason for your company to exist.
Se não existem pessoas dispostas a pagar pelo seu produto ou serviço, 
não há razão para a sua empresa existir.
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In the previous sentence, we have inserted the particle not between there are 
and people, and also between there is and a reason. 
Note that the particle not is connected to the verb to be; therefore, this is a 
negative sentence. We can also contract the verb with the particle, forming there 
aren’t and there isn’t, used in more informal, less emphatic contexts, and in 
spoken English. 
To form interrogative sentences with there + be, the verb to be comes before 
there. For example:
THERE + BE
Interrogative Form
Are there people willing to pay for your product?
Há pessoas dispostas a pagar pelo seu produto?
Are there is followed by the plural noun people, whose existence is what we 
want to know. We also have the complement willing to pay for your product.
Take another example, now in the singular:
THERE + BE
Interrogative Form
Is there a reason for your company to exist?
Há um motivo para a sua empresa existir?
There is is followed by a reason, whose existence we are asking about. We also 
have the complement for your company to exist. 
Note that the verb to be is always conjugated according to what comes next. 
We can also use there + be with the modal verbs we have seen so far. Each of 
them will convey a different idea. To do so, we will follow the structure there 
+ modal verb + be. In this case, the verb to be will remain in the base form, 
regardless of the noun that comes next.
When we want to talk about the existence of something in the future, we will use 
will. For example:
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THERE + MODAL VERB + BE + COMPLEMENT
Will
existence in the future
existência no futuro
There will be lots of customers in the store this week.
Haverá muitos clientes na loja esta semana.
Here, we have there, followed by the modal verb will, the verb to be in the base 
form, followed by what we indicate about future existence, which is lots of 
customers, and the complement.
Take a look at another modal verb with there + be:
THERE + MODAL VERB + BE + COMPLEMENT
Can
possibility of existence
possibilidade de existência
There can be lots of customers this week in the store.
Pode haver muitos clientes esta semana na loja.
There can be implies there is a possibility of existence of something.
To convey a tone of probability, we use may. Check it out:
THERE + MODAL VERB + BE + COMPLEMENT
May
probability of existence
probabilidade de existência
There may be lots of customers this week in the store. 
Pode haver muitos clientes esta semana na loja.
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Note that the structure is the same as the one with other modal verbs: there + 
modal verb may + verb to be in the base form and the complement. Now, we are 
talking about the probability of existing customers in the store this week.
If we wish to express a logical assumption of existence, we can use must. Take a 
look:
THERE + MODAL VERB + BE + COMPLEMENT
Must
logical assumption of existence
suposição lógica de existência
There must be lots of customers this week in the store. 
Deve haver muitos clientes esta semana na loja.
Note we also have the structure there + modal verb + verb to be in the base 
form + complement. In this case, the existence of customers in the store this week 
is almost certain.
In this chapter, you have had a review and learned some other verb 
forms and their use in affirmative, negative and interrogative sentences 
that you can apply to the other verb forms you have seen throughout 
this module. We took the opportunity to find out how to use the 
present perfect and the future perfect. We have also learned how to 
use there + be and its variations with modal 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 
Future Perfect Page 245
Irregular Verbs – Past Participle Page 256
Present Perfect Page 296
There + Be Page 327
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Part 5.
Activities
Base Form
Be
Cut
Draw
Go
Read
Say
Think
Win
Past Participle
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
A. Complete the chart with the correct form of the verbs in the past participle.
B. Fill in the blanks with the missing words according to the verb form in parenthesis.
1. They the crisis. (Present perfect)
 Eles previram a crise.
2. Henry this project by tomorrow. (Future perfect)
 Henry terá terminado este projeto até amanhã.
3. The meeting yet. (Present perfect)
 A reunião ainda não começou.
4. You the project on time. (Present perfect) 
 Você não entregou o projeto a tempo.
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1. have foreseen 
2. will have finished
3. has not / hasn’t started
4. have not / haven’t 
 delivered
5. There will be
6. There may be
1. been
2. cut
3. drawn
4. gone
5. read
6. said
7. thought
8. won
Activity A – AnswersActivity B – Answers
5. lots of customers in the store this week. 
 (Existence in the future)
 Haverá muitos clientes na loja esta semana.
6. lots of customers this week in the store. (Probabilityof existence)
 Pode haver muitos clientes esta semana na loja.
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Customer 
Relations
Customer 
Relations
5
Chapter 5 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
Our journey throughout crisis management is reaching a fundamental 
point. 
We have already talked about the importance of holding open and 
transparent communication with customers. The company should 
inspire trust by showing that it is aware of the problems and that it’s 
working hard to solve them as soon as possible. As you may have 
already realized, the way companies react to a crisis can bring about 
interesting opportunities in the market. 
But what if none of this works? What if, after a f irst attempt at winning 
your customers back, some of them are still dissatisf ied? 
Well, f irst of all, it is important to remember that this is more common 
than you think. It's impossible to please everyone. However, if the 
company takes too long to solve the customers' problems, it may lose 
them to the competition for good.
In addition to preventing some angry customers from influencing 
other clients, the crisis management committee must be aware of the 
mistakes that led these people to be dissatisf ied in the f irst place. And 
the secret to deal with that is dialogue.
You may have already experienced a conflict situation with someone 
from work or from your personal life. Something goes wrong, and one 
party gets a really bad impression of the other. In such situations, it 
would be advisable to talk to the other person and try to f igure out all 
the points that caused discomfort. Dialogue helps to solve relationship 
problems on a personal level, and it’s also key to dissolve customer 
dissatisfaction during a crisis.
CUSTOMER RELATIONS
In this chapter, you will learn how to make comparisons of equality, as well as 
some collocations and phrasal verbs. You will also learn connectors that indicate 
sequence in the speech, and you will see some important vocabulary and 
grammar topics to make it happen. 
Now look at the script of Customer Relations.
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Therefore, it is vital that the company should set an environment of 
dialogue with customers, so they can vent their frustrations. In return, 
the company can better understand them and offer a personalized 
solution. This can take a little bit of work, but it is totally worth it.
Once you identify where the problem is, it gets easier to solve it. And, 
during a crisis, different clients may experience different problems. 
Mapping and quickly resolving all of these issues can be a competitive 
strategy during a crisis, especially if it’s had an impact on the market as 
a whole.
This leads us to another important point when managing a crisis: how 
are my competitors doing?
There are two good reasons for you to keep an eye on the competition 
during a crisis. First of all, understanding the actions that the 
competition is taking to solve the situation can bring up new ideas for 
your own company to better deal with the crisis. If a specif ic strategy 
has worked very well for the competition, maybe we should try 
something similar, right? Secondly, when you keep track of the moves 
made by the competition during a crisis, it is also possible to identify 
where they are going wrong. And that’s when we must consider the so-
called competitive differentiation. 
When a crisis strikes an entire market, several companies will be 
affected at the same time. Obviously, not all of them will be able to react 
quickly enough. And that can lead them to face even greater diff iculties. 
So, companies that cannot sail through the crisis lose ground to the 
competition that successfully overcame the situation. This is when a 
crisis can bring about a good opportunity for growth.
It's like what happens in a Formula 1 race; those who spend as little time 
in the pit box as possible will have an advantage over the others. I mean, 
if there is a demand for a product or service, customers will not wait 
around for the company to recover from a crisis so that they can buy it 
from them again. They’ll simply migrate to those who can immediately 
provide the best service.
In short, the mistakes of others open a window of opportunity for the 
company to reinforce its presence in the market. 
Just think about it: if coming out of a crisis is already good news, can you 
imagine getting out of it even better than you were when it hit you?
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RELACIONAMENTO COM O CLIENTE
Nossa jornada pela gestão de crise está chegando a um ponto 
fundamental. 
Já falamos sobre a importância de se manter uma comunicação aberta 
e transparente com o cliente. A empresa deve inspirar confiança 
mostrando que ela está ciente dos problemas e que está trabalhando 
para resolvê-los o quanto antes. Como você já deve ter percebido, 
a forma como as empresas reagem a uma crise pode proporcionar 
oportunidades interessantes no mercado.
Mas, e se nada disso funcionar? E se, após uma primeira tentativa de 
reconquistar seus clientes, uma parte deles ainda continuar insatisfeita? 
Bem, em primeiro lugar, é importante lembrar que isso é mais comum 
do que se imagina. É impossível agradar a todos. Porém, se a empresa 
demora para resolver os problemas dos clientes, ela pode perdê-los de 
vez para a concorrência. 
Além de evitar que alguns clientes irritados influenciem outros clientes, 
o comitê de gestão de crise deve estar atento aos erros que causaram 
insatisfação nestas pessoas, em primeiro lugar. E o segredo para lidar 
com isso é um só: diálogo.
Você já deve ter passado por uma situação de conflito com alguém do 
seu trabalho ou da sua vida pessoal. Algo dá errado, e uma das partes 
f ica com uma péssima impressão da outra. Em situações como esta, 
seria aconselhável conversar com a outra pessoa e tentar descobrir 
todos os pontos que causaram incômodo. O diálogo ajuda a resolver os 
problemas de relacionamento a um nível pessoal, e é também a peça-
chave para resolver a insatisfação dos clientes durante uma crise. 
Por isso, é essencial que a empresa ofereça um ambiente de diálogo ao 
cliente para que ele possa desabafar suas frustrações. Em contrapartida, 
a empresa pode entendê-lo melhor e oferecer uma solução 
personalizada. Isso pode dar um pouco de trabalho, mas vale muito a 
pena.
Uma vez que você identif ica onde está o problema, f ica mais fácil de 
resolvê-lo. E, durante uma crise, clientes diferentes podem vivenciar 
problemas diferentes. Mapear e resolver todas essas questões 
rapidamente pode ser uma estratégia competitiva durante uma crise, 
especialmente se ela teve um impacto no mercado como um todo. 
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Isso nos leva a outro ponto importante na gestão de uma crise: como os 
meus concorrentes estão se saindo?
Existem dois bons motivos para você observar a concorrência durante 
a crise. Em primeiro lugar, entender as ações que a concorrência está 
realizando para resolver a situação pode trazer ideias novas para a sua 
empresa para lidar melhor com a crise. Se uma estratégia específ ica 
funcionou muito bem para o concorrente, talvez devêssemos tentar 
algo parecido, certo? Em segundo lugar, quando você acompanha 
os movimentos feitos pela concorrência durante uma crise, também 
é possível identif icar onde ela está errando. E é quando devemos 
considerar o diferencial competitivo.
Quando uma crise atinge todo um mercado, várias empresas serão 
afetadas ao mesmo tempo. Obviamente, nem todas serão capazes de 
agir rápido o bastante. E isso pode levá-las a enfrentar dif iculdades 
ainda maiores. Então, empresas que não conseguem navegar pela 
crise perdem espaço para a concorrência, que superou a situação com 
sucesso. Este é o momento em que umacrise pode trazer uma boa 
oportunidade de crescimento.
É como acontece numa corrida de Fórmula 1. Aqueles que passam o 
menor tempo possível no box levarão vantagem em relação aos outros. 
Quero dizer, se houver a demanda por um produto ou serviço, os 
clientes não vão esperar que a empresa se recupere de uma crise para 
que possam comprá-lo novamente. Eles simplesmente migrarão para 
onde possam fornecer imediatamente o melhor serviço.
Os erros dos outros abrem uma janela de oportunidade para a empresa 
reforçar sua presença no mercado. 
 
Pense nisso: se sair de uma crise já é uma boa notícia, imagine 
conseguir sair dela melhor do que quando ela atingiu você?
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Throughout this module, we have discussed some aspects of the crisis and 
measures that can be taken both to prevent it and to deal with it when it catches 
us by surprise. Within the context of crisis management, we have learned 
several words from different classes, as well as phrasal verbs, collocations, and 
expressions with those words.
In the last chapter, we learned some elements of coherence and cohesion 
that can and should be used to make our communication clearer. Clear 
communication, especially with customers, increases the chances of overcoming 
the crisis, as it helps maintain a good relationship with them. 
Take a look at the following statement:
The company should inspire trust by showing that it is aware of the 
problems and that it’s working hard to solve them as soon as possible.
A empresa deve inspirar confiança mostrando que ela está ciente dos 
problemas e que está trabalhando para resolvê-los o quanto antes.
In the previous sentence, we have the modal verb should, used to make 
recommendations. There are also two topics here that are worth mentioning: the 
expressions inspire trust and as soon as possible. 
To inspire trust means to make other people trust something or someone or 
to make people trust you. In this case, to inspire conveys the idea of prompting 
a certain feeling in someone, and that is the recommendation made in the former 
statement. Also note that inspire trust is followed by the preposition by, which, in 
turn, is followed by a verb that indicates how something can be done. This verb 
must be in the -ing form in this case. 
To inspire can also mean to encourage someone to do something. Take a look:
TO INSPIRE / ENCOURAGE SOMEONE TO DO SOMETHING
inspirar / encorajar alguém a fazer algo
A good leader inspires / encourages the team to pursue their dreams.
Um bom líder inspira a equipe a ir atrás de seus sonhos.
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In the previous example, we have the verb to inspire with the same meaning as 
to encourage someone to do something. In this case, a good leader motivates the 
team to go after its dreams. Note that the verb that comes after to inspire or to 
encourage is in the infinitive. 
The second expression we mentioned earlier is as soon as possible. In written 
informal language, it is commonly used in its abbreviation, ASAP. It means as 
promptly or as quickly as you can.
This expression is formed by as… as with an adjective in between. In as soon as 
possible, the adjective is soon. 
We use the construction as + adjective + as to compare things or people. It 
implies a comparison of equality: neither more nor less. 
You can use this structure to make comparisons in various contexts by changing 
the adjective. For example:
Here, we are using the structure as + adjective + as with the adjective essential, 
which means fundamental. In other words, in the previous example, we are 
saying that communication and the action plan are equally essential. 
Take another example:
AS.. . AS
tão... quanto
Effective communication is as essential as a thorough action plan. 
Comunicação eficaz é tão essencial quanto um plano de ação detalhado.
AS.. . AS
tão... quanto
Margareth is as experienced as Nick.
Margareth é tão experiente quanto Nick.
In the previous sentence, we have the adjective experienced between as and 
as. In this case, we are conveying the idea that Margareth and Nick are equally 
experienced.
However, making comparisons of equality is not the only way we can use the 
word as. In a different construction, it can be used to express the way something 
happens. Take a look:
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In the former example, as is followed by the adjective agreed, because we are 
talking about something that the company assented or consented to do. That 
is, we are conveying the idea of agreement, that something is done according to 
what was previously arranged. Note that there is no second as after the adjective 
in this case.
We can also start a sentence with as. Take a look: 
Here, we use as followed by the adjective usual, which means ordinary, normal, 
or typical. As usual means that something happens in a recurring, usual, or 
customary way. Note that, in the previous sentence, we do not have another as 
after the adjective. 
The word as can also be used in the same construction to express the idea that 
something is in accordance with what has been defined or said. For example:
AS
como / conforme
Jeremy is late, as usual.
Jeremy está atrasado, como de costume.
AS
como / conforme
The company made a refund as agreed.
A empresa fez um reembolso conforme combinado.
AS
como
As you may have already realized, the way companies react to a crisis 
can bring about interesting opportunities in the market. 
Como você já deve ter percebido, a forma como as empresas reagem a 
uma crise pode proporcionar oportunidades interessantes no mercado.
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We started the previous excerpt with as, followed by the modal verb may to 
make an assumption. Therefore, as conveys that what is being said is known to 
everyone, either because it has been stated before or because people can infer it. 
Also note the phrasal verb to bring about, which comes after the modal verb 
can. Here, it means to make something happen or to cause something to 
happen. In this case, we are saying the companies’ attitudes can make interesting 
opportunities happen. 
Phrasal verbs are combinations of verbs and a particle, and their meaning can 
vary according to these combinations and the context.
Check out another example:
Here, we have to bring about meaning that crises can cause a good opportunity for 
growth to happen. In this phrasal verb, we have the verb to bring and the preposition 
about. 
There are other phrasal verbs formed with the verb to bring. For example:
TO BRING ABOUT
fazer com que algo aconteça / ocasionar algo
A crisis can bring about a good opportunity for growth.
Uma crise pode trazer uma boa oportunidade de crescimento.
TO BRING AROUND / ROUND
persuadir / convencer ou fazer com que alguém fique a seu favor
Cameron may not be sure about our investments, but I’ll bring her around.
Cameron pode não estar segura quanto aos nossos investimentos, mas eu irei 
convencê-la.
Here, we have the phrasal verb to bring around, formed by the verb to bring and the 
particle around. To bring someone around means to persuade or to convince someone. 
We can say to bring somebody around or round, and, in the previous example, it implies 
that the speaker will try to convince Cameron that their investments are reliable. 
As we already mentioned, the same word can be applied in different ways and have 
different meanings when combined with other elements. This happens with phrasal 
verbs, collocations, as well as in other constructions.
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An example of these types ofconstruction is with the word as. We have just seen we can 
make comparisons of equality or indicate that something occurs in accordance with what 
was determined or predicted using the word as.
Now, if we combine the words as and if, which we have learned in Chapter 4 being used 
to introduce a condition, we will have the expression as if, with a totally different use from 
its isolated parts. Take a look:
AS IF
como se
The manager acts as if he were the president of the company.
O gerente age como se fosse o presidente da empresa.
As if is used to talk about what a situation seems to be. When it is followed by 
a verb in the past, it implies that what seems to be true, in reality, is not. In the 
previous example, the manager is acting in a certain way that does not correspond 
to what he is in fact. In this context, as if is synonymous with as though. Note 
that the verb after this expression comes in the past to convey this idea: were is a 
conjugation of the verb to be in the simple past. 
We can also combine the word if with what and form what if, which has yet other 
meanings. For example:
WHAT IF
e se
suggestion
sugestão
What if we ask Julius for his opinion? He knows a lot about this subject.
E se pedirmos a opinião do Julius? Ele conhece muito sobre este assunto.
Here, we are using what if to make a suggestion. In the former example, the 
suggestion is to ask the opinion of someone who knows more about a particular 
subject.
Take a look at another possible use of what if:
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As we have already learned, ordinal numbers indicate the order or position in 
which something comes or happens. They are very common in competitions or 
anything that involves some sort of ranking. 
These numbers can also be used as elements of textual cohesion, organizing the 
order of the arguments and ideas in the discourse. In this case, ordinal numbers 
will indicate a logical sequence of arguments. 
We can list the points as we add arguments to the speech. Take a look at the 
sequence:
WHAT IF
e se
hypothesis
hipótese
What if, after a first attempt at winning your customers back, some of 
them are still dissatisfied?
E se, após uma primeira tentativa de reconquistar seus clientes, uma parte 
deles ainda continuar insatisfeita?
In the previous example, what if conveys the idea of a hypothesis, not a suggestion. 
The hypothesis here is that some of the clients are still dissatisf ied after a f irst 
attempt to win them back. 
Now, note the word attempt. It is a noun with the same meaning as try. In the 
former sentence, this noun comes in first attempt. First is an ordinal number, 
indicating the order in which things happen. It is the number one attempt. 
So, to say there were other tries that followed that first attempt, we would use 
second attempt, and, after that, third attempt, and so on. Take a look:
ORDINAL NUMBERS
first attempt
primeira tentativa
second attempt
segunda tentativa
third attempt
terceira tentativa
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CONNECTORS
The initial argument will be marked by the word first, or its variation firstly, or first 
of all. We could also say first and foremost; next, we have second or secondly; 
then, we have third or thirdly; and, generally, we conclude the list of arguments with 
the connectors finally or at last, which close the line of reasoning.
Take a look at an example:
first / firstly / first of all / first and foremost 
primeiramente / em primeiro lugar / primeiro de tudo
First of all, understanding the actions that the competition is taking 
to solve the situation can bring up new ideas for your own company. 
Secondly, when you keep track of the moves made by the competition 
during a crisis, it is also possible to identify where they are going wrong. 
Em primeiro lugar, entender as ações que a concorrência está realizando para 
resolver a situação pode trazer ideias novas para a sua empresa. Em segundo 
lugar, quando você acompanha os movimentos feitos pela concorrência 
durante uma crise, também é possível identif icar onde ela está errando.
second / secondly
segundo / em segundo lugar
third / thirdly 
terceiro / em terceiro lugar
finally / at last 
por f im / por último / f inalmente
Here, we have first of all indicating the first point of argument. Then, we have 
secondly to introduce a second idea.
In the previous example, we also have two interesting phrasal verbs: to bring up and 
to go wrong. 
The f irst one, to bring up, is formed by the verb to bring and the particle up. In this 
context, this phrasal verb means the same as to raise, to make something emerge 
or increase. 
Now, when we use the phrasal verb to bring up to refer to a person, especially kids, 
it is synonymous with to raise. Check it out:
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PHRASAL VERBS
to bring up a child = to raise a child
criar uma criança ensinando valores e tarefas até que se torne independente
Here, to bring up is related to child rearing. We can say to bring up a child or to 
raise a child, but it means to promote growth, in the sense of teaching them values 
and tasks until they become independent.
To talk about teaching kids at school, that is, about children’s formal education, we 
use another verb. Take a look:
VERBS
to educate someone
educar alguém formalmente, na escola
To educate someone means to teach someone, especially using the formal 
system of school, college or university. In this sense, we cannot use the phrasal 
verb to bring up. 
The second aforementioned phrasal verb is to go wrong, formed by the verb to 
go and the adjective wrong: 
PHRASAL VERBS
to go wrong = to make a mistake
errar = cometer um erro
To go wrong means to make a mistake, to do something that will cause another 
to have negative results.
There is yet a very common sentence in spoken English with this phrasal verb. 
Take a look:
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YOU CAN’T GO WRONG WITH (SOMETHING)
não dá para errar com (alguma coisa)
It’s a formal cocktail party, Julia. You can’t go wrong 
with a black dress. 
É um coquetel formal, Julia. Não dá para errar com um 
vestido preto.
You can't go wrong with (something) is used to say that there is no way that 
someone could make a mistake by doing a certain thing. In the context, Julia has 
a formal party to attend, and the outf it that she could choose without making a 
mistake would be a black dress.
To go wrong has also another use, when the subject does not refer to a person 
but to a situation. In this case, it will no longer mean the same as to make a 
mistake. It means not working well. Check it out:
TO GO WRONG
dar errado
You may have already experienced a conflict situation with someone 
from work or from your personal life. Something goes wrong, and one 
party gets a really bad impression of the other.
Você já deve ter passado por uma situação de conflito com alguém do seu 
trabalho ou da sua vida pessoal. Algo dá errado, e uma das partes f ica 
com uma péssima impressão da outra.
Here, we have something goes wrong in the second sentence of the excerpt. 
Notice that the subject no longer refers to someone, but to a situation. So, the 
meaning of that expression is the same as to stop working properly. In this case, 
something involving the relationship between two people stops working properly, 
so they get a bad impression of one another.
To get a bad impression is a variation of the following collocation:
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COLLOCATIONS
to get an impression
ter uma impressão 
 To get a bad impression ≠ to get a good impression
Ficar com ou ter uma má impressão≠ f icar com ou ter uma boa impressão
To get an impression means to have a feeling about someone or a situation. 
We can add adjectives to determine the type of impression: with bad, we have 
to get a bad impression, that is, a negative idea; to convey the opposite idea, we 
could use good, an adjective that is the opposite of bad, forming to get a good 
impression.
We can also change the verb to get for the verb to make and change the 
perspective. Check it out:
COLLOCATIONS
to make an impression
causar uma impressão 
 To make a bad impression ≠ to make a good impression
Causar uma má impressão ≠ causar uma boa impressão
By using the verb to make, we have to make an impression, used to talk 
about having a strong effect on people or on a situation. We can also add 
an adjective: with bad, we have to make a bad impression, with a negative 
connotation; with good, we have to make a good impression, to convey the 
opposite idea. 
If as customers we can get a bad impression of a company, within the corporate 
environment, when we make a bad impression, the f irst thing to be done is to 
acknowledge the mistake. 
And that is the job of the crisis management committee. Have a look:
The crisis management committee must be aware of the mistakes that 
led these people to be dissatisfied in the first place.
O comitê de gestão de crise deve estar atento aos erros que causaram 
insatisfação nestas pessoas, em primeiro lugar.
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In the previous example, we have the modal verb must, used to talk about an 
obligation. Here, it is an obligation of the crisis management committee.
Also, note the use of the word first in the expression in the first place. In this 
case, we are referring to a starting point or the initial point of a process. We are 
not literally talking about the order of something, or the f irst argument in a line of 
reasoning. Therefore, in the first place has the same meaning as the expression to 
begin with.
As you already know, it is through this perception and care that the company can 
have an opportunity for growth. By maintaining a transparent relationship with the 
customer, we are much more likely to keep them interested and, with that, to deviate 
from the negative effects that a crisis may have.
Now you know how to use some collocations, phrasal verbs, 
and you have learned a little bit about ordinal numbers and 
connectors to organize your speech. 
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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 ) ter uma má impressão
( 2 ) causar uma má impressão
( 3 ) errar / dar errado
( 4 ) trazer / levantar 
( 5 ) criar uma criança
( 6 ) primeiramente / em primeiro lugar
( 7 ) tentativa
( 8 ) insatisfeito(a)
( 9 ) como se
( 10 ) e se
( 11 ) fazer com que algo aconteça / ocasionar algo
( 12 ) persuadir / convencer alguém
( ) to raise / to bring up a child 
( ) as if
( ) to make a bad impression
( ) attempt / try
( ) to get a bad impression
( ) dissatisf ied
( ) to bring around
( ) what if
( ) to bring up / to raise 
( ) to bring about 
( ) f irst of all / f irstly / f irst
( ) to go wrong
1. Margareth is experienced Nick.
 Margareth é tão experiente quanto Nick. 
2. The company made a refund agreed.
 A empresa fez um reembolso conforme combinado.
3. Jeremy is late, usual.
 Jeremy está atrasado, como de costume.
4. we ask Julius for his opinion? He knows a lot about this subject.
 E se pedirmos a opinião do Julius? Ele conhece muito sobre este assunto.
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Part 3.
Activities
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Activity A – Answers
1. to get a bad impression
2. to make a bad impression
3. to go wrong 
4. to bring up / to raise
5. to raise / to bring up a child 
6. first of all / firstly / first
7. attempt / try
8. dissatisfied
9. as if
10. what if
11. to bring about
12. to bring around
Activity B – Answers
1. as - as
2. as
3. as
4. What if
5. as if
6. As
5. The manager acts he were the president of the company.
 O gerente age como se fosse o presidente da empresa.
6. you may have already realized, the way companies react to a crisis can bring 
 about interesting opportunities in the market. 
 Como você já deve ter percebido, a forma como as empresas reagem a uma crise pode proporcionar 
 oportunidades interessantes no mercado.
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So far, in the last few chapters, we have learned the three basic sentence 
structures in English – affirmative, negative, and interrogative forms – formed 
with different verb forms to talk about events in the present, past, and future. 
We have learned that some verb forms will have auxiliary verbs, and we 
have also learned the use of modal verbs. The general structure of aff irmative 
sentences with modal verbs is as follows:
As you know, modal verbs imprint different meanings on the verbs they precede. 
Take the modal verb can, for example:
MODAL VERBS
Affirmative Form
subject + modal verb + main verb in the base form + complement
sujeito + modal verb + verbo principal na forma base + complemento
MODAL VERB CAN
Affirmative Form
ability / possibility
habilidade / possibilidade
It is vital that the company should set an environment of dialogue with 
customers, so they can vent their frustrations. In return, the company 
can better understand them.
É essencial que a empresa ofereça um ambiente de diálogo aos clientes, 
para que eles possam desabafar suas frustrações. Em contrapartida, a 
empresa pode entendê-los melhor.
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Here, we have a recurring question in customer service, especially when the customer 
is contacted by phone. The modal verb can implies permission. We can even include 
the word please at the end to be polite. As the sentence is in the interrogative form, 
we have the modal verb can followed by the subject I, then the main verb in the base 
form write, and the complement down your address, please. 
Note that the general structure of modal verbs in the interrogative form is as follows:
In the previous example, we used can twice. In the f irst sentence, can conveys 
the idea of possibility, that is, it is possible for customers to express themselves. 
This possibility refers both to the present and the future. In the second sentence, 
it is possible to interpret that can conveys two ideas: one of possibility and 
another of ability. 
So, it is possible for the company to better listen to customers, and, at the same 
time, the company becomes capable of doing that, either in the present or in the 
future. In both situations, can could be replaced by the expression to be able to. 
Note that these sentences are in the affirmative form, which means they have 
the subject, followed by the modal verb can, the main verb in the base form, 
and a complement. 
We have also learned that the modal verb can is used to ask for permission in the 
interrogative form. For example:
MODAL VERB CAN
Interrogative Form
permission
permissão
Can I write down your address, please? 
Eu posso anotar seu endereço, por favor?
MODAL VERBS
Interrogative Form
modal verb + subject + main verb in the base form + complement
modal verb + sujeito + verbo principal na forma base + complemento
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Here, we have the subject Sheila, the modal verb can, the particle not, the main 
verb in the base form swim, and the complement very well. Notethat, in the 
negative form, can and the particle not form a single word, cannot. Here, we are 
talking about Sheila’s inability to swim. It is possible to contract cannot as can’t. 
The contracted form is less emphatic and more common in spoken language.
Take another example, now to convey lack of possibility:
When it comes to the negative form, the general structure is as follows:
MODAL VERBS
Negative Form
subject + modal verb + not + main verb in the base form + complement
sujeito + modal verb + not + verbo principal na forma base + complemento
We use can in the negative form to talk about the lack of ability in the present. 
For example:
MODAL VERB CAN
Negative Form
lack of ability
falta de habilidade 
Sheila cannot / can’t swim very well.
Sheila não consegue nadar muito bem.
MODAL VERB CAN
Negative Form
lack of possibility
falta de possibilidade
Dr. Anderson cannot / can’t see you today. He’s busy.
Dr. Anderson não pode te ver hoje. Ele está ocupado.
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In the previous case, cannot denotes lack of permission to leave work early. 
In addition to learning that we can use can for permission, ability, possibility or 
lack of them, we have also learned the modal verb may, which can sometimes 
have a similar idea to that of the modal verb can.
Whereas can is used to talk about a possibility, that is, something that is not 
impossible to happen, the modal verb may is used to talk about a probability, 
that is, when we have grounds to believe that something has a f ifty-f ifty chance 
of happening. Take a look:
Here, we are using cannot to express the lack of possibility of Dr. Anderson 
seeing someone.
We can also use the negative form to talk about lack of permission. For example:
MODAL VERB CAN
Negative Form
lack of permission
falta de permissão
You cannot / can’t leave early today. 
Você não pode ir embora mais cedo hoje.
MODAL VERB MAY
Affirmative Form
probability
probabilidade
If the company takes too long to solve its customers’ problems, it may 
lose them to the competition for good.
Se a empresa demora para resolver os problemas dos clientes, ela pode 
perdê-los de vez para a concorrência.
Here, may conveys probability, which is to lose customers to the competition. 
The previous example is in the aff irmative form, that is, we have the subject it, 
the modal verb may, the main verb in the base form lose, and the complement. 
As you can see, it also follows the general structure for modal verbs in the 
aff irmative form. 
Take a look at another example with may in the aff irmative form:
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Here, we use must to talk about an attitude that has to be or needs to be 
taken. That is, we talk about the necessity of taking into account competitive 
differentiation, either in the present or in the future. 
The structure is the same as the one we have seen so far with other modal verbs: 
we have the subject we, the modal verb must, followed by the main verb in the 
base form consider, and the complement. 
We can also use must in the aff irmative form to specif ically talk about obligation. 
Check it out:
MODAL VERB MAY
Affirmative Form
probability
probabilidade
Once you identify where the problem is, it gets easier to solve it. And, during 
a crisis, different clients may experience different problems. 
Uma vez que você identif ica onde está o problema, f ica mais fácil de resolvê-lo. 
E, durante uma crise, clientes diferentes podem vivenciar problemas diferentes.
In the former example, we are using may to talk about the probability of problems 
varying according to customers. 
Another modal verb we have also seen is must, used in the aff irmative form to 
express necessity. For example:
MODAL VERB MUST
Affirmative Form
necessity
necessidade
When you keep track of the moves made by the competition during a crisis, 
it is also possible to identify where they are going wrong. And that’s when 
we must consider the so-called competitive differentiation.
Quando você acompanha os movimentos feitos pela concorrência durante uma 
crise, também é possível identif icar onde ela está errando. E é quando devemos 
considerar o diferencial competitivo.
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We use the modal verb must to talk about something that is mandatory either in 
the present or in the future. In the previous example, the use of seat belts while 
driving refers to an obligation according to the law. 
Note that the structure here is that of the affirmative form: subject + modal verb 
+ main verb in the base form + complement.
When we use must in the negative form, we talk about prohibition. Take a look:
MODAL VERB MUST
Affirmative Form
obligation
obrigação
You must wear a seat belt while driving.
Você tem que usar um cinto de segurança ao dirigir.
MODAL VERB MUST
Negative Form
prohibition
proibição
You must not / mustn’t run a red light. 
Você não pode ultrapassar um sinal vermelho.
In the previous example, we use the negative form of the modal verb must to 
express a prohibition, which is to run a red light. Note that the structure here is 
the same as the negative form for all modal verbs. We just add not after must. 
It is worth emphasizing that we cannot express prohibition with sentences in the 
aff irmative form, just as we cannot talk about obligations in the negative form 
with must. Prohibitions will always be expressed in sentences in the negative 
form, just as obligations and necessities will always be expressed in sentences 
in the affirmative form.
There is yet another idea that we can express using the modal verb must in the 
affirmative form, which is to make deductions. Check it out:
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In this case, we are using must to make a logical deduction, based on the information 
we have: Anna worked all day; therefore, we can assume she is mentally exhausted. 
Must implies a high chance of concluding that something is right. 
For us to make deductions in the negative form, we use the modal verb can instead 
of must. 
In order to help understand how it happens, read the following excerpt:
MODAL VERB MUST
Affirmative Form
deduction
dedução
Anna has worked on the solution for this problem all day. She must be 
mentally exhausted.
Anna trabalhou na solução deste problema o dia todo. Ela deve estar 
mentalmente exausta.
Let’s suppose we went to an office party and then a colleague, Greg, ended 
up drinking too much. The employees are usually allowed to bring someone, 
who we call a plus-one. 
Suponhamos que nós fomos a uma festa do escritório e, então, um colega, Greg, 
acabou bebendo demais. Normalmente, os funcionários podem levar alguém, 
que nós chamamos de convidado.
One of Greg’s colleagues observes he is not well, and tells the plus-one the following:
MODAL VERB MUST
Affirmative Form
deduction
dedução
Don’t let Greg drive. He’s had too much to drink, so he must be drunk. 
Não deixe o Greg dirigir. Ele tomou muitos drinques, então, deve estar bêbado. 
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In the previous example, can’t does not refer to lack of skill, ability or possibility, but 
to a deduction regarding the present. We are assuming that Greg cannot be sober, 
as he has drunk too much. Also note that we have the modal verb can contracted 
with the particle not as can’t. If we want to emphasize the negative, we can use the 
non-contracted form, cannot. 
In all of the cases with modal verbs we have seen so far, we were talking about 
events in the present or in the future. 
However, there are some contexts in which we can use a different structure from 
the ones we havelearned, which does not exactly refer to the present or to the 
future, but to the past. 
The basic structure in the aff irmative form is:
Here, we have a deduction in the affirmative form, referring to the present. We 
use must because we are deducing that Greg is drunk. But we could also deduce 
the reverse and say:
MODAL VERB CAN
Negative Form
deduction
dedução
He’s had too much to drink, so he can’t be sober.
Ele tomou muitos drinques, então, ele não pode estar sóbrio.
MODAL VERBS – REFERRING TO THE PAST
Affirmative Form
subject + modal verb + auxiliary verb have + main verb in the past 
participle + complement
sujeito + modal verb + verbo auxiliar have + verbo principal no particípio 
passado + complemento
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It is important to point out that modal verbs work as auxiliary verbs; therefore, 
the modal verb is the first auxiliary, and have is the second auxiliary. It is always 
conjugated as have, regardless of the subject. The main verb is always in the past 
participle. And the complement may or may not be part of this structure, as it will 
depend on the main verb.
This structure appears with different modal verbs, each of which will convey a 
different idea. 
When we use may in this structure, we convey probability in the past. For instance:
Here, note we have the subject you, the modal verb may, then the auxiliary verb 
have, the main verb in the past participle experienced, and the complement a 
conflict situation with someone from work or from your personal life. 
We are talking about a high probability. However, it refers to the past, different 
from the use of the modal verb may followed by the verb in the base form. 
Take another example about probability in the past:
MODAL VERB MAY
Affirmative form
probability in the past
probabilidade no passado
You may have already experienced a conflict situation with someone from 
work or from your personal life.
Você já deve ter passado por uma situação de conflito com alguém do seu 
trabalho ou da sua vida pessoal.
MODAL VERB MAY
Affirmative form
probability in the past
probabilidade no passado
As you may have already realized, the way companies react to a crisis 
can bring about interesting opportunities in the market.
Como você já deve ter percebido, a forma como as empresas reagem a 
uma crise pode proporcionar oportunidades interessantes no mercado.
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Here, we have the subject you, followed by the modal verb may, the auxiliary 
verb have, the adverb already, and the main verb in the past participle realized. 
The adverb already means previously, or beforehand. It emphasizes that the 
situation is behind us. The previous example introduces what we infer the viewer 
may have already realized or noticed, that is, it is also a probability in the past. 
We can also use this same structure with the modal verb must to talk about 
logical deductions in the past. It denotes a high probability that something has 
happened. 
Consider the following excerpt:
Martha, an employee of a certain company, overhears a conversation 
in the corridors. However, even without hearing things clearly, she 
understands that there will be a massive layoff. Desperate, she spreads 
the news to her colleagues, and this rumor gets to the administration, 
who denies the story to the rest of the team.
Martha, uma funcionária de determinada empresa, ouve por alto uma 
conversa nos corredores. No entanto, mesmo sem ouvir as coisas com 
clareza, ela entende que vai haver uma demissão em massa. Desesperada, 
ela espalha a notícia aos colegas dela, e o boato chega na administração, 
que nega a história ao restante da equipe.
In the speech of the administrative representative, the following statement is made:
MODAL VERB MUST
Affirmative form
deductions in the past
deduções no passado
Nobody is getting fired. Martha must have misheard someone. 
Ninguém vai ser demitido. Martha deve ter ouvido alguém errado.
In the previous example, saying that Martha must have misheard someone is a 
logical deduction about what has most probably happened in the past, since no 
one will actually be f ired. Note that the sentence is formed by the subject Martha, 
followed by the modal verb must, the auxiliary verb have, the main verb in the past 
participle misheard, and the complement someone.
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Observe how there is no change in the conjugation of the second auxiliary, even 
though the subject is the third person singular. 
So, in order to illustrate the use of deductions in the past with must, read the 
following excerpt within the same context:
After everything has been cleared up, the staff feels relieved. However, 
everybody is worried about Martha, because she has been acting 
strange after all this misunderstanding. Then, one of the staff members 
mentions that she had a project once that did not go as expected and 
that she got very disappointed at the time.
Depois que tudo foi esclarecido, a equipe se sente aliviada. Porém, todos 
estão preocupados com Martha, pois ela tem agido de maneira estranha 
depois de todo esse mal-entendido. Então, um dos membros da equipe 
menciona que, uma vez, ela teve um projeto que não saiu como esperado e 
ela f icou muito decepcionada naquela ocasião.
Based on the previous background, a staff member makes the following deduction:
MODAL VERB MUST
Affirmative form
deductions in the past
deduções no passado
She must have been worried because her action plan didn’t work as expected.
Ela deve ter f icado preocupada porque seu plano de ação não funcionou conforme 
o esperado.
The team member comes to that conclusion because he knows that Martha’s action plan 
did not go as she expected. Therefore, it is a deduction that refers to the past, as you can 
see by the structure of the sentence. 
To make a negative deduction in the past, we use cannot or can’t, with the same 
structure we have seen so far: modal verb + auxiliary verb have + main verb in the past 
participle. 
To better illustrate the idea with the negative form of the modal verb can, read the 
following story:
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Some very important files of a company are kept in a locked drawer in the director’s office. 
Only her and her secretary, Veronica, have the key that gives access to these documents. 
However, one day, the director opens the drawer and sees that they are no longer there. 
Completely caught by surprise, the director calls her husband and tells him what happened. 
He reminds her that Hector, a former employee who had just been fired, did not prove to be 
a very reliable person, so he could have taken these documents before leaving.
Alguns arquivos muito importantes de uma empresa são mantidos em uma gaveta trancada 
no escritório da diretora. Somente ela e sua secretária, Veronica, têm a chave que dá acesso a 
eles. Porém, um dia, a diretora abre a gaveta e vê que os documentos não estão mais lá. Pega 
completamente de surpresa, a diretora liga para seu marido e conta a ele o que aconteceu. Ele a 
lembra que Hector, um ex-funcionário que tinha acabado de ser demitido, provou não ser uma 
pessoa muito confiável, portanto, ele poderia ter levado estes documentos antes de ir embora. 
With that information in mind, the director then deduces:
MODAL VERB CAN
Negative form
deductions in the past
deduções no passado
Hector can’t have taken the files. Only Veronica has the key 
to that drawer.
Hector não poderia ter levado os arquivos. Só a Veronica tem a chave 
dessa gaveta.
Here, we have the subject Hector, the modal verb can in its contracted form with the particle 
not, can’t, the auxiliary verb have, the main verbin the past participle taken, and the 
complement the f iles. Therefore, she assumes Hector did not get the documents, as she knows 
that only her secretary had the keys to her drawer. 
The husband, knowing how much his wife trusts Veronica, replies with another deduction:
MODAL VERB CAN
Negative form
deductions in the past
deduções no passado
Veronica is so reliable and loyal. She can’t have done anything to harm you.
Veronica é tão confiável e leal. Ela não pode ter feito algo para te prejudicar.
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Here, we have the subject she, the modal verb can in its contracted form with the 
particle not, can’t, the main verb in the past participle done, and the complement 
anything to harm you. The negative form of the modal verb can is being used to 
make another deduction in the past, regarding something the husband assumes did 
not happen. 
It is worth mentioning that the use of cannot or can’t in this structure does not 
convey the idea of lack of permission or lack of ability in the past. To express those 
ideas, we need to use another modal verb: could.
First, take a look at its basic structure:
MODAL VERB COULD
Affirmative form
subject + modal verb could + main verb in the base form + complement
sujeito + modal verb could + verbo principal na forma base + complemento
As you can see, the structure of aff irmative sentences with could is the same as 
it is with other modal verbs. Could works as an auxiliary verb, and the main verb 
comes in the base form. 
Have a look at an example: 
MODAL VERB COULD
Affirmative form
ability in the past
habilidade no passado
My daughter could play the piano at the age of ten.
Minha f ilha podia tocar piano aos dez anos de idade.
In the previous example, we have the subject my daughter, followed by the 
modal verb could, the main verb in the base form play, and the complement 
the piano at the age of ten. This sentence refers to an ability in the past, which is 
marked by the phrase at the age of ten, that is, when she was ten years old. 
Even if we did not have a time reference here, we would convey the notion of 
ability in the past just by using the modal verb could. In this sense, we can say 
that could is the past of can. Check it out:
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MODAL VERB COULD
Affirmative form
ability in the past
habilidade no passado
Mike could run five miles before gaining weight.
Mike conseguia correr cinco milhas antes de ganhar peso.
Here, we have the subject Mike, followed by the modal verb could, the main 
verb in the base form run, and the complement f ive miles before gaining weight. 
Before gaining weight implies that Mike used to run prior to that. So, here, by 
using could, we can infer that Mike can no longer run as he did before gaining 
weight.
We would use the modal verb can if he managed to run f ive miles in the present. 
Take a look:
MODAL VERB CAN
Affirmative form
ability in the present
habilidade no presente
Mike can run five miles.
Mike consegue correr cinco milhas.
Here, we have the same structure as the one used with could just before: subject 
+ modal verb + main verb in the base form + complement. However, in the 
previous example, we are talking about an ability in the present or in the future, 
which is that Mike is able to run f ive miles. As we have already mentioned, can 
conveys the idea of a possibility in the present or the future. 
Depending on the context, could also implies possibility. However, we will not 
be referring to a past possibility. Could implies a remote possibility either in the 
present or in the future. 
Taking the last example into account, we could think of some possibilities for 
Mike to get back into shape using the modal verb could. Check it out:
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MODAL VERB COULD
Affirmative form
possibility in the present and future
possibilidade no presente e futuro
He could go to the gym. 
Ele poderia ir para a academia. 
He could start a diet. 
Ele poderia começar uma dieta.
In these cases, we are not talking about a lack of probability in the past, but about 
the remote possibility that he could go to the gym or start a diet in the present or 
in the future. Note that the structure here is the same for both sentences: subject + 
modal verb + main verb in the base form + complement. 
To use could to talk about a possibility in the past, we would have to use the 
structure in which the modal verb is followed by the second auxiliary verb have and 
the main verb in the past participle. For example:
MODAL VERB COULD
Affirmative form
subject + modal verb + auxiliary verb have + main verb in the past 
participle + complement
sujeito + modal verb + verbo auxiliar have + verbo principal no particípio 
passado + complemento
possibility in the past
possibilidade no passado
Daniel could have been an excellent engineer, but he is a ballet dancer.
Daniel poderia ter sido um excelente engenheiro, mas ele é um bailarino.
In the former sentence, we have the subject Daniel, the modal verb could, the 
auxiliary verb have, followed by the main verb in the past participle been, and the 
complement an excellent engineer. Here, we are talking about something that could 
have happened but actually didn’t, because Daniel is a ballet dancer today, not an 
engineer. Therefore, we refer to a possibility in the past. 
Take another example:
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MODAL VERB COULD
Affirmative form
subject + modal verb + auxiliary verb have + main verb in the past 
participle + complement
sujeito + modal verb + verbo auxiliar have + verbo principal no particípio 
passado + complemento
possibility in the past
possibilidade no passado
They could have anticipated the crisis before going bankrupt.
Eles poderiam ter previsto a crise antes de terem ido à falência.
Here, we have the same structure with the subject they, the modal verb could, 
followed by the auxiliary verb have, the main verb in the past participle anticipated, 
and the complement the crisis before going bankrupt. In this case, we are talking 
about the possibility of having avoided the crisis and bankruptcy in the past.
In this chapter, you have reviewed some modal verbs and learned 
a few more uses for them in the present, future, and past. 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 
Modal Verb Can Page 262
Modal Verb Could Page 265
Modal Verb May Page 268
Modal Verb Must Page 273
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Part 5.
Activities
1. He go to the gym. (Remote possibility in the present and future)
 Ele poderia ir para a academia. 
2. Mike run five miles. (Ability in the present)
 Mike consegue correr cinco milhas. 
3. My daughter play the piano at the age of ten. (Ability in the past)
 Minha f ilha conseguia tocar o piano aos dez anos de idade. 
4. She have been worried because her action plan didn’t work as expected. 
 (Deduction in the past / affirmative)
 Ela deve ter f icado preocupada porque o seu plano de ação não funcionou conforme o esperado. 
5. You leave early today. (Lack of permission)
 Você não pode sair mais cedo hoje. 
6. Don’t let Greg drive. He’s had too much to drink, so he be drunk. 
 (Deduction / affirmative)
 Não deixe Greg dirigir. Ele bebeu demais, então, ele deve estar bêbado. 
7. You run a red light. (Prohibition)
 É proibido furar o sinal vermelho. 
8. Sheila swim very well. (Lack of ability in the present)
 Sheila não sabe nadar muito bem.
A. Complete the sentences with the right modal verb according to the guidelines.
B. Fillin the blanks with the missing words.
1. He’s had too much to drink, so he sober.
 Ele tomou muitos drinques, então, ele não pode estar sóbrio.
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1. can’t be / cannot be
2. must wear
3. can’t have done / cannot have done
4. must have misheard
5. can’t have taken / cannot have taken
6. must be
1. could 
2. can 
3. could 
4. must 
5. cannot / can’t
6. must
7. must not / mustn’t 
8. cannot / can’t 
Activity A – AnswersActivity B – Answers
2. You a seat belt while driving.
 Você tem que usar um cinto de segurança ao dirigir. 
3. Veronica is so reliable and loyal. She anything to harm you.
 Veronica é tão confiável e leal. Ela não pode ter feito algo para te prejudicar.
4. Nobody is getting fired. Martha someone. 
 Ninguém vai ser demitido. Martha deve ter ouvido alguém errado.
5. Hector the files. Only Veronica has the key to that drawer.
 Hector não pode ter levado os arquivos. Só a Veronica tem a chave dessa gaveta.
6. Anna has worked on the solution for this problem all day. She 
 mentally exhausted.
 Anna trabalhou na solução deste problema o dia todo. Ela deve estar mentalmente exausta.
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Unforeseen 
CrisisUnforeseen 
Crises
6
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After all that we have said so far, I think you may have already come 
up with a good idea of how crisis management can help you and your 
company at the most delicate moments.
First, we drew up the crisis management plan by creating a range of 
possible scenarios. Then, we implemented this plan by communicating 
the main points to the whole team. During this process, we still had 
the chance to improve the plan based on the suggestions given by the 
employees and the customers. Once the crisis arose, we identif ied its 
origin and put into practice the whole set of moves previously intended. 
But what if the crisis is caused by a totally unpredictable event, a 
situation that no one could ever imagine during the preparation step? 
What can we possibly do about it? I can assure you that panicking is 
certainly not an option here.
When a crisis arises out of the blue, it requires a quick diagnosis by the 
company. And it gets particularly complicated once the crisis has already 
set in.
If you focus your efforts exclusively on replying to customers, you are 
not f ighting the root of the crisis. On the other hand, if you devote all 
your efforts to identifying the cause of the crisis, you will not be giving 
proper attention to your customers. Those are not easy to juggle, but 
it’s not impossible at all. That’s why promptness and precision are 
essential in this type of situation. And the committee must quickly 
identify the cause of the crisis. For instance… Was it caused by internal 
or external events? Is it a logistical or f inancial problem? Is it a juridical or 
administrative mistake?
UNFORESEEN CRISES
In this chapter, you will learn some idioms and some elements of coherence and 
cohesion. You will also learn some phrasal verbs and verbs related to business, 
as well as other important vocabulary and grammar topics. 
Now look at the script of Unforeseen Crises.
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Based on that information, the committee will then be able to make a 
diagnosis of the crisis and its direct consequences, as well as build a new 
scenario for the management plan. This scenario will help create a set of 
actions to be taken to f ight the problems.
Another aspect to be considered is that a crisis brought on by an 
unpredicted event requires close supervision by the company’s managers. 
They need to know whether the action plan is actually working, so they 
can change the route, in case it’s necessary. And this is done through the 
continuous monitoring of some indicators. Which indicators would those 
be? Well, that’s up to the committee to decide.
Let me illustrate that with an example. Imagine that an online store runs 
out of stock of a certain product, blocking its sales on the website. When 
poring over the problem, the company’s management discovers that the 
product has become unavailable, not because of a sudden increase in 
demand, but due to a problem with the haulage company. That information 
will make it possible for the committee to quickly send a second company 
to transport the goods from the factory to the warehouse. 
With that in mind, I ask you: which indicators would be important to 
monitor here? Firstly, the size of the stock. If the inventory shows an 
increase in goods, it means that the second haulage company is managing 
to deliver everything according to plan. From the moment the store 
replenishes its stock, customers will then be able to purchase that product 
again.
And this is another important indicator to be monitored: the number of 
orders on the website. If even with the stock fully reloaded the number 
of orders does not come back to its regular status, the problem may have 
spread way further. The thing is that other departments of the company 
may have also been affected, prolonging the crisis even more. Therefore, 
the committee would have to adapt its plans as the crisis progresses.
So, we can conclude that, in addition to making a quick diagnosis, drawing 
up an action plan, and monitoring the indicators, the committee needs to 
pay attention to the evolution of the crisis.
And then, guys, it’s no secret. Readiness and adaptability will make all the 
difference to rise above a crisis, especially when it comes out of the blue.
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CRISES IMPREVISTAS
Depois de tudo o que comentamos até aqui, imagino que você já esteja 
com uma boa ideia de como a gestão de crise pode ajudar você e sua 
empresa nos momentos mais delicados. 
Primeiro, elaboramos o plano de gestão de crise criando uma gama 
de cenários possíveis. Em seguida, nós implantamos este plano 
comunicando os pontos principais para toda a equipe. Durante este 
processo, nós ainda tivemos a chance de melhorar o plano a partir das 
sugestões dadas pelos colaboradores e pelos clientes. Uma vez que a 
crise surgiu, identif icamos sua origem e colocamos em prática todo o 
conjunto de ações planejado anteriormente. 
Mas, e se a crise for ocasionada por um evento totalmente imprevisto, 
uma situação que ninguém foi capaz de imaginar durante a etapa de 
preparação? O que podemos fazer sobre isso? Posso garantir a você que 
entrar em pânico certamente não é uma opção aqui. 
Quando uma crise surge “do nada”, ela exige um diagnóstico rápido por 
parte da empresa. E isso f ica particularmente complicado uma vez que a 
crise já esteja instalada. 
Se você focar seus esforços exclusivamente em responder aos 
clientes, você não combaterá a origem da crise. Por outro lado, se você 
dedicar todos os seus esforços para identif icar a causa da crise, você 
não dará a atenção apropriada a seus clientes. Não é fácil fazer tudo 
isso ao mesmo tempo, mas não é de todo impossível. É por isso que 
prontidão e precisão são essenciais neste tipo de situação. E o comitê 
tem que identif icar rapidamente a causa da crise. Por exemplo... Ela 
foi provocada por um evento interno ou externo? É um problema de 
logística ou f inanceiro? É um erro jurídico ou administrativo?
Baseado nesta informação, o comitê poderá, então, fazer um diagnóstico 
da crise e de suas consequências diretas, assim como construir um novo 
cenário para o plano de gestão. Este cenário ajudará o comitê a elaborar 
um conjunto de ações que serão tomadas para combater os problemas. 
Outro aspecto a ser considerado é que uma crise provocada por um 
evento imprevisto requer uma supervisão minuciosa por parte dos 
gestores da empresa. Eles precisam saber se o plano de ação está 
realmente funcionando, paraque possam mudar o percurso, caso seja 
necessário. E isto é feito por meio do monitoramento contínuo de alguns 
indicadores. Quais seriam esses indicadores? Bem, é o comitê que 
decide.
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Deixe-me ilustrar isso com um exemplo. Imagine que uma loja online 
esgote o estoque de um determinado produto, bloqueando sua venda 
no site. Ao se debruçar sobre o problema, a gestão da empresa 
descobre que o produto acabou, não por um aumento repentino na 
demanda, mas por um problema com a transportadora. A informação 
tornará possível que o comitê envie rapidamente uma segunda empresa 
para transportar a mercadoria da fábrica para o estoque. 
Com isso em mente, eu te pergunto: quais indicadores seriam 
importantes monitorar aqui? Em primeiro lugar, o tamanho do estoque. 
Se o inventário mostra um aumento de mercadoria, isso signif ica que a 
nova transportadora está conseguindo entregar tudo de acordo com o 
plano. A partir do momento em que a loja repõe seu estoque, os clientes 
vão poder voltar a comprar aquele produto novamente. 
E este é outro indicador importante de ser monitorado: o número 
de pedidos no site. Se, mesmo com o estoque reposto, o número 
de pedidos não voltar a seu status regular, o problema pode ter se 
espalhado ainda mais. O fato é que outros departamentos da empresa 
também podem ter sido afetados, prolongando ainda mais a crise. 
Portanto, o comitê teria que adaptar seus planos conforme a crise 
avança. 
Então, podemos concluir que, além de fazer um diagnóstico rápido, 
elaborar um plano de ação e monitorar os indicadores, o comitê precisa 
prestar atenção na evolução da crise. 
E aí, pessoal, não é segredo. Agilidade e adaptabilidade farão toda a 
diferença para superar uma crise, especialmente quando ela aparece 
“do nada”.
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We have seen many aspects of the crisis so far. One thing we can be sure of is that crisis 
management strategies are all about preventing a crisis from happening or stif ling it as 
soon as possible by being prepared for the worst-case scenario. 
However, sometimes a crisis may be an unpredictable event:
When we say a crisis arises, we mean it appears or emerges. The idiomatic 
expression out of the blue is used to say that the situation is completely 
unexpected. Another expression that could be used here is a bolt from the blue, 
with the same meaning. These expressions convey the same idea as that of the 
adverbs suddenly and unexpectedly, but they would sound more formal than the 
expressions. 
The word blue in isolation is the name of a color. In the former expressions, it 
refers to the color of the sky, and it implies something has unexpectedly fallen 
from the sky. 
There are many other idioms in English formed with various names of colors; 
however, they are not necessarily related to the colors themselves. Take a look:
IDIOMATIC EXPRESSIONS WITH NAMES OF COLORS
expressões idiomáticas com nomes de cores
When a crisis arises out of the blue, it requires a 
quick diagnosis by the company.
Quando uma crise surge “do nada”, ela exige um 
diagnóstico rápido por parte da empresa.
once in a blue moon
muito raramente / de vez em nunca
OUT OF THE BLUE / A BOLT FROM THE BLUE = SUDDENLY / 
UNEXPECTEDLY
“do nada” / de repente
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As you can see, idioms are expressions whose meaning is not literal. It is 
important to be on top of these expressions because they are very common in 
everyday life. 
When a crisis appears out of the blue or unexpectedly, there are some things 
we need to pay attention to in order to quickly take action. Take a look:
If you focus your efforts exclusively on replying to customers, you are 
not fighting the root of the crisis. 
Se você focar seus esforços exclusivamente em responder aos clientes, 
você não combaterá a origem da crise.
golden opportunity
oportunidade de ouro
red herring
pista falsa
black-and-white
muito claro / fácil de entender como certo ou errado
gray area
zona cinzenta / área obscura ou nebulosa
Let’s analyze that sentence in parts. The first sentence shows a condition, 
introduced by if. And its consequence is that you will neglect the root of the 
crisis. Note that the word root refers to the underlying cause or essence of some 
issue, problem, or diff iculty. It would be similar to the cause of the matter. 
In other contexts, root can also mean the part of a plant that grows down into 
the earth, or even the main part of a word, that is, the basis to which we add 
prefixes and suff ixes in word formation. For example, in the adverb exclusively, 
which you can see in the previous example, -ly is the suff ix, as we have already 
seen, and exclusive is the basis, the root of the word. In short:
ROOT
raiz
root of the problem
raiz / causa / origem do problema
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Note that on the other hand is used to introduce an alternative in opposition to 
the previous one. 
Another way of presenting two contrasting alternatives would be by using 
the pair of connectors: on the one hand, which introduces the f irst point to be 
considered, and on the other hand to introduce the second alternative, which 
contrasts with the f irst one. Like this:
root
raiz de uma planta
root 
raiz / radical de uma palavra
So, identifying the root of the problem is important to be able to actually begin to 
solve it. 
However, it should not be the primary focus either. Take a look:
On the other hand, if you devote all your efforts to identifying the cause 
of the crisis, you will not be giving proper attention to your customers.
Por outro lado, se você dedicar todos os seus esforços para identif icar a 
causa da crise, você não dará a atenção apropriada a seus clientes.
ON THE ONE HAND… ON THE OTHER HAND
por um lado… por outro lado
On the one hand, the employees have been very tired lately. On the 
other hand, the overwork is temporary.
Por um lado, os funcionários têm estado muito cansados ultimamente. Por 
outro lado, o excesso de trabalho é temporário.
Here, we use on the one hand, introducing the first idea, which is that the 
employees have been very tired lately. Then, we use on the other hand 
presenting the counterpart, which is that the overwork is a temporary situation. 
So, we have got two contrasting ideas put together by this pair of connectors. 
Notice that we use the word hand here. When isolated, hand refers to the part 
of the body at the end of the arm. However, its meaning cannot be taken literally 
in this case either.
We also have lots of idiomatic expressions formed with other parts of the body, 
just as we saw with colors at the beginning of this chapter. Again, it is worth 
mentioning that these words should not be taken literally. Check them out:
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Knowing these idioms is of great help to grasp messages correctly when we are 
learning a second language. 
Resuming the points on crisis management, if we pay too much attention to one side, 
the other may end up being neglected, and vice versa. That is why it is so important to 
f ind a balance. Take a look:
IDIOMATIC EXPRESSIONS WITH NAMES OF 
PARTS OF THE BODY
to lend somebody a hand
ajudar alguém / dar uma mão
to bring someone or something to their knees
derrotar alguém ou algo / deixar alguém de joelhos
to burn one’s finger
sofrer as consequências dos seus atos / queimar-se
to put one’s neck on the line
arriscar o pescoço
to learn by heart
memorizar / decorar
to know by heart 
saber de cor
TO JUGGLE
conciliar / equilibrar
Those are not easy to juggle, but it’s not impossible at all.Não é fácil fazer tudo isso ao mesmo tempo, mas não é de todo impossível.
It’s important to note that those refer to the conditions we mentioned previously: 
paying attention to one side and not neglecting the other. Instead of repeating both 
topics, the pronoun those works as an element of coherence, as it refers back to the 
conditions mentioned in the sentence.
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Now, notice that the verb to juggle is being used here to express exactly that balance 
we just mentioned. In this context, to juggle means to keep things in balance.
We can also use this verb mentioning the two things that must be balanced. To do so, 
we use the preposition with. Observe: 
Giving proper attention to your customers is not easy 
to juggle with identifying the root of the crisis. 
Dar a devida atenção aos seus clientes não é fácil 
de conciliar com a identif icação da raiz da crise.
In this construction, we use the preposition with to say that we balance one thing 
with another.
Here is another example with the same construction:
TO JUGGLE SOMETHING WITH SOMETHING ELSE
equilibrar uma coisa com a outra / conciliar
Bruna is juggling her job with her dance classes.
Bruna está conciliando seu emprego com suas aulas de dança.
Note that, here, we are saying that Bruna is trying to manage or to conciliate 
more than one activity at the same time: her work and her dance classes. 
In these previous examples, the verb to juggle is being used in a f igurative sense. 
It actually comes from the artistic act of throwing several objects up in the air, 
then catching and throwing them up again, without letting them fall. 
Regarding this literal meaning, we could say:
TO JUGGLE
fazer malabarismo
Gabriela juggles with two balls and four knives at the same time. 
It’s incredible!
Gabriela faz malabarismo com duas bolas e quatro facas ao mesmo tempo. 
É incrível!
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Here, we use to juggle to refer to the physical and artistic act that Gabriela can perform. Note 
that we use the preposition with to name the objects with which she juggles. Also note that 
the idea of this verb is similar to to balance, to conciliate many elements at the same time; 
however, in this case, we are referring to its literal meaning. 
There is also a third use of this verb that conveys a slightly different idea from the original. 
Take a look:
The expression to juggle something around means to rearrange something 
in order to make room for other things. In the previous sentence, we use to 
juggle around to say that someone has to reschedule a meeting to f it another 
appointment, which is to meet with the boss.
So, to help us understand that it is possible to balance both the attention given 
to the client and the quick identif ication of the origin of the crisis, here is an 
illustration:
Imagine that an online store runs out of stock of a certain product, 
blocking its sales on the website.
Imagine que uma loja online esgote o estoque de um determinado produto, 
bloqueando sua venda no site.
To run out of stock means that there are no products available for sale. This is 
the phrasal verb to run out of something, which means to use something until it 
f inishes.
Here, to run does not mean to move along, operate, or control something, 
as we saw in previous chapters, because it forms a phrasal verb. Therefore, it 
cannot be understood based on its isolated parts.
To run out can also be used in another way. Take a look:
TO JUGGLE SOMETHING AROUND
rearranjar coisas para abrir espaço para outras
You’ll have to juggle your meetings around so you can meet your boss later.
Você terá que rearranjar suas reuniões para que possa encontrar seu chefe mais tarde.
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Here, we use running out to say that something is ending. In this case, time is 
coming to an end. Note that it is the subject of the sentence. 
To run out can also mean to expire or to lose validity, as in:
In this sentence, we are using to run out to say that the document in question 
will expire, lose its validity. This phrasal verb is commonly used to refer to 
contracts and documents.
To run out is also part of the expressions to run out of steam and to run out 
of gas, in the sense of losing energy or not being interested in something 
anymore. For example:
TO RUN OUT
acabar
Time is running out.
O tempo está acabando.
TO RUN OUT
expirar
Their agreement will run out in April.
O acordo deles vai expirar em abril.
TO RUN OUT OF STEAM / OF GAS
ficar sem energia / perder o interesse em algo
My colleagues are running out of steam after this 
long week of hard work.
Meus colegas estão f icando sem energia depois desta 
longa semana de trabalho árduo.
Sometimes, a critical event may cause people to run out of steam. That is why it is 
important to quickly diagnose the problem so that it can be solved fast. One way 
to do this is to base the analysis on some indicators.
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In the hypothetical case of the store having the sales blocked due to lack of stock, 
the root of the problem is the haulage company. After hiring another company, it 
would be necessary to analyze the following indicators: 
Firstly, the size of the stock. If the inventory shows an increase in 
goods, it means that the second haulage company is managing to 
deliver everything according to plan.
Em primeiro lugar, o tamanho do estoque. Se o inventário mostra um 
aumento de mercadoria, isso signif ica que a nova transportadora está 
conseguindo entregar tudo de acordo com o plano.
We have started the previous sentence with firstly, an element of cohesion that we saw 
last chapter. It introduces a first point of argument. Then, we have again a condition 
introduced by if. Also, note that the word goods, which we have learned in Chapter 4, refers 
to the items for sale. 
The sentence closes with the expression according to plan. In this context, it means 
everything happened as expected or as planned. According to is another element of 
cohesion that implies an idea of conformity. 
We can also use according to in this same sense of conformity in other contexts. Take a look:
ACCORDING TO
de acordo com / em conformidade com
You will be paid according to your position in the company.
Você será pago de acordo com seu cargo na empresa.
Here, according to is being used to state that the payment depends on the position the 
person holds in the company. 
Other than that, according to is also used as a connector, conveying another meaning:
ACCORDING TO
de acordo com
According to the reports, the last action plan is the most effective one we have.
De acordo com os relatórios, o último plano de ação é o mais eficiente que temos.
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In this case, according to is being used to introduce information based on what was 
already shown in the reports; it does not imply one thing depends on the other. 
So, after the problem has been detected and the committee has taken the necessary 
actions, it is also important that it pays attention to other parts of the company that 
may have been affected. As we saw, we need to detect the problem as quickly as 
possible in order to promote a happy ending.
This idea of agility in diagnosis is concluded as follows:
Readiness and adaptability will make all the difference to rise above a 
crisis, especially when it comes out of the blue.
Agilidade e adaptabilidade farão toda a diferença para superar uma crise, 
especialmente quando ela aparece “do nada”.
To rise above is a phrasal verb that means to overcome something diff icult.
Theverb to rise means to increase, or to move upwards. Be careful not to 
confuse it with to raise, which can convey the same meaning. Let’s compare this 
with some examples:
TO RISE
aumentar / levantar
sujeito + to rise (sem complemento do verbo)
Prices are rising due to inflation.
Os preços estão aumentando devido à inf lação.
Rising is being used to say that prices are going up, increasing. Note that a 
complement to this verb is not necessary. Something rises, and that is it.
Now, with raise, we would say:
TO RAISE
aumentar / levantar
sujeito + to raise + complemento do verbo
Supermarkets are raising their prices every day. 
Os supermercados estão aumentando seus preços todos os dias.
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Note that we use raising with the same meaning, which is to increase, but, here, 
we need a complement. It is as if we said whoever raises, raises something. The 
complement of the verb, in this case, is their prices every day. 
So, we see that to rise has no complement for the verb, and the formation of 
sentences with it will be subject + to rise. 
But, with the verb to raise, we must add a complement for the verb. Then, the 
formation of sentences with this verb is subject + to raise + complement of the verb. 
We can also use these verbs implying physical movement towards an upper position. 
Take a look:
TO RISE
aumentar / levantar
sujeito + to rise (sem complemento do verbo)
Every day, the sun rises. 
Todos os dias, o sol se levanta.
In this case, we use rises to say that the sun moves upwards. There is no 
complement for the verb here either.
Now, compare:
TO RAISE
aumentar / levantar
sujeito + to raise + complemento do verbo
You must raise your hand to have a chance to speak.
Você tem que levantar sua mão para ter uma chance de falar.
Here, we are using raise, and the complement of this verb is your hand, to say 
that you have to put your hand up to get something. Note that, with to raise, a 
subject raises something.
Now you know how important it is to take quick action to detect the 
origin of a crisis that appears suddenly. We also learned many different 
idioms with names of colors and body parts, as well as some elements 
of coherence and cohesion, and phrasal verbs.
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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 words, according to the translation.
( 1 ) do nada / de repente
( 2 ) muito raramente / de vez em nunca
( 3 ) oportunidade de ouro
( 4 ) pista falsa
( 5 ) muito claro / fácil de entender como certo ou errado
( 6 ) zona cinzenta / área obscura ou nebulosa
( 7 ) raiz do problema
( 8 ) ajudar alguém / dar uma mão
( 9 ) arriscar o pescoço
( 10 ) saber de cor
( 11 ) equilibrar / conciliar
( 12 ) esgotar / usar algo até o f im
( ) red herring 
( ) root of the problem
( ) to run out of something
( ) to know by heart
( ) out of the blue
( ) to put one’s neck on the line
( ) golden opportunity
( ) to lend somebody a hand
( ) black-and-white 
( ) to juggle
( ) gray area
( ) once in a blue moon
1. You will be paid your position in the company.
 Você será pago de acordo com seu cargo na empresa.
2. You’ll have your meetings so you can 
 meet your boss later.
 Você terá que rearranjar suas reuniões para que possa encontrar seu chefe mais tarde.
3. Their agreement will in April.
 O acordo deles vai expirar em abril.
4. My colleagues are after this long week of hard work.
 Meus colegas estão ficando sem energia depois desta longa semana de trabalho árduo.
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Part 3.
Activities
Chapter 6 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
Activity A – Answers
1. out of the blue
2. once in a blue moon
3. golden opportunity
4. red herring
5. black-and-white
6. gray area
7. root of the problem
8. to lend somebody a hand
9. to put one’s neck on the line
10. to know by heart
11. to juggle
12. to run out of something
Activity B – Answers
1. according to
2. to juggle - around
3. run out 
4. running out of steam / gas
5. are raising
6. are rising
5. Supermarkets their prices every day. 
 Os supermercados estão aumentando seus preços todos os dias.
6. Prices due to inflation.
 Os preços estão aumentando devido à inf lação.
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Vocabulary Activities GrammarChapter 6 Vocabulary Grammar ActivitiesVideo Script
Up to now, we have studied the structures of affirmative, negative, and 
interrogative sentences with different verb forms, with or without modal verbs, 
as well as some uses of each one of them. Now, let’s turn our attention to some 
specific elements of these structures to better understand their role.
We already know that the structure of a sentence requires a subject, which is 
usually a person, an animal, or a specif ic thing or idea. And there are some ways 
for us to talk about the same subject, either within the same sentence or in a 
general context, without being repetitive. 
To do so, we use subject pronouns. For example:
In the f irst part of this excerpt, we have a crisis as the subject, followed by the 
verb arises. Then, we have the pronoun it fulf illing the role of subject, followed 
by the verb requires. It is a subject pronoun that is being used in the place of 
crisis, which was mentioned earlier.
We use it, the third person singular, when we refer to things, animals or ideas. 
Still in the third person singular, we use he to refer to people who identify 
themselves as male, and she for those who identify as female. In the plural, we 
have they for any gender, and it is used to refer to people, animals, things, and 
ideas.
The first person singular is I, and the first person plural is we.
In the second persons singular and plural, the pronoun is written and 
pronounced the same way: you. It is necessary to understand the context to 
know to which of the two we are referring. Take a look:
SUBJECT PRONOUNS
When a crisis arises out of the blue, it requires a quick diagnosis 
by the company.
Quando uma crise surge “do nada”, ela exige um diagnóstico rápido 
por parte da empresa.
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Part 4.
Chapter 6 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
first person singular
primeira pessoa do singular
I
eu
second person singular
segunda pessoa do singular
you
você
third person singular
terceira pessoa do singular
 it he she
ele / ela ele ela
first person plural
primeira pessoa do plural
we
nós
second person plural
segunda pessoa do plural
you
vocês
third person plural
terceira pessoa do plural
they
eles / elas
SUBJECT PRONOUNS
Subject pronouns replace proper names or common nouns when they function 
as subjects of the sentence. By doing so, we avoid the repetition of the same 
noun, be it in the same sentence or in another one that is very close in the 
context. That makes the speech more f luid and natural.
As you know, to form sentences in English in most verb forms, we need a subject. 
That is, the verb cannot be by itself in the sentence. 
In the case of the imperative form, as you may recall, even though the subject 
is omitted, there is one: you. It is simply omitted because, by the tone of the 
sentence, it is clear that we are referring to the second person, or the one or ones 
we are speaking with. 
As you may also know, it is possible to mention the subject in the imperative form 
in order to make it more emphatic in negative sentences, or to convey a tone of 
anger in affirmative sentences. Nonetheless, omitted or not, there is a subject. 
However, a subject pronoun will not always necessarily refer to a specif ic thing, 
animal, situation, or person. That is the case of the subject pronoun it. 
Depending on the situation, it willnot refer to any specif ic thing, idea or animal 
that was previously mentioned. And, in this kind of situation, it has an impersonal 
function. 
Have a look at the next sentence:
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Chapter 6 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
We have it working as a subject pronoun twice: once in the part that says: it’s no 
secret; and the other in the part that says: it comes out of the blue. Note that the 
second it refers to crisis, which was mentioned in the f irst part of the sentence. 
Now, the f irst it does not refer to crisis, nor to what comes next. It is used to say in a 
general way that there is no secret in this particular situation; therefore, the first it in 
the sentence has an impersonal function. 
Let’s look at another example:
SUBJECT PRONOUN IT
It’s no secret. Readiness and adaptability will make all the difference to 
rise above a crisis, especially when it comes out of the blue.
Não é segredo. Agilidade e adaptabilidade farão toda a diferença para 
superar uma crise, especialmente quando ela aparece “do nada”.
SUBJECT PRONOUN IT
impersonal function
função impessoal
It is important to carry out the plan carefully.
Is important to carry out the plan carefully.
É importante executar o plano cuidadosamente.
It is the subject of this sentence, but it does not refer to anything specif ic. It is 
being used before the verb to be just because we could not form this sentence 
without a subject. That means we cannot just say is important to carry out the 
plan carefully. This sentence is incorrect because it is missing the subject.
One context in which this is very clear is when we talk about time. Take a look:
SUBJECT PRONOUN IT
impersonal function
função impessoal
It’s too late to identify the problem. The damage is done.
É tarde demais para identif icar o problema. O dano está feito.
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Chapter 6 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
Note that, here, we are using too late, which means not in time for something. It 
is a time reference. It is the subject of the sentence, but it is not referring to the 
problem, because this is the object of the sentence. It is neither referring to the 
damage, which is the subject of the second sentence, and is new information in 
this context. In this case, the pronoun it is not replacing anything previously said, 
as it has an impersonal function.
There is yet another subject pronoun that can be used not referring to something 
or someone in particular: you. You can be used to refer to people in general, not 
specif ically to the one to whom we are talking. Take a look:
SUBJECT PRONOUN YOU 
generic use
uso genérico
If you focus your efforts exclusively on replying to customers, you are 
not fighting the root of the crisis. On the other hand, if you devote all 
your efforts to identifying the cause of the crisis, you will not be giving 
proper attention to your customers. 
Se você focar seus esforços exclusivamente em responder aos clientes, 
você não combaterá a origem da crise. Por outro lado, se você dedicar 
todos os seus esforços para identif icar a causa da crise, você não dará a 
atenção apropriada a seus clientes.
In this excerpt, we have you as the subject of all the actions described. In this 
context, we are not talking about a specif ic person, but about people in general. 
So, it is a generic use of this pronoun. 
There are other words that may work as pronouns and that may play the role of 
subject. Take a look at the next example.
DEMONSTRATIVES
Those are not easy to juggle, but it’s not impossible at all.
Não é fácil fazer tudo isso ao mesmo tempo, mas não é de todo impossível.
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Those is a demonstrative in the plural. In this case, it works as the subject of the 
sentence. It is being used as an element of coherence and cohesion. Those is 
referring to the hypothetical situations mentioned just before in the context. By 
doing so, we avoid repetition in the speech. 
Do not miss the opportunity of noticing that we have the subject pronoun it again 
as a subject with an impersonal function.
In addition to those, there are three other demonstratives: in the plural, we have 
these, and in the singular, this and that. We can use all of them as the subject of 
the sentence to refer to something already mentioned in the context, connecting 
ideas, and avoiding the repetition of the same information.
Let’s see another example:
Here, we use these, a demonstrative in the plural, to provide coherence and 
avoid repetition. It refers to two things that have just been mentioned: clear 
communication and fair prices. 
By using these, we avoid saying:
DEMONSTRATIVES
The company offers clear communication and fair prices. These are 
essential characteristics of a successful business.
A empresa oferece comunicação clara e preços justos. Estas são 
características essenciais de um negócio de sucesso.
DEMONSTRATIVES
The company offers clear communication and fair prices. Clear 
communication and fair prices are essential characteristics of a successful 
business.
A empresa oferece comunicação clara e preços justos. Comunicação clara e 
preços justos são características essenciais de um negócio de sucesso.
Note that it would get very repetitive. It is not incorrect, but it would not sound very 
natural.
We can also use the demonstrative this with the same function. Take a look:
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This is the subject of the second sentence. We chose to use this to refer to the 
previous situation, which was just mentioned. 
Now, we could use that when mentioning something more distant in time, or 
something said by someone else. Observe the dialogue:
Here, that is the subject of the sentence, and it is referring to what was mentioned earlier by 
someone else about Rick buying the store. Note how distant it sounds from the moment of the 
speech, so we use that to imply there is a distance in time. 
In addition to being used as elements of coherence and cohesion and to avoid mentioning the 
same word or expression twice within the same context, there is another use for demonstratives. 
We can also use demonstratives to point things out by referring to the physical distance between 
them and the speaker. Take a look:
DEMONSTRATIVES
The committee hasn’t come up with an action plan yet. This means that 
the problem is very serious.
O comitê não criou um plano de ação ainda. Isso signif ica 
que o problema é muito sério.
DEMONSTRATIVES
- I’ve heard that Rick is telling everyone he is going to buy the store.
- Eu ouvi que o Rick está dizendo para todo mundo que ele vai comprar a loja.
- That’s not true! He can’t afford it.
- Isso não é verdade! Ele não pode pagar por ela.
close 
perto
this
este / esta / isto
these
estes / estas
distant 
longe
that
esse / essa / isso
aquele / aquela / aquilo
those
esses / essas / aqueles / aquelas
DEMONSTRATIVES
singular
plural
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So, we use this and these to talk about things that are close, and that and those 
to talk about things that are distant. For example:
DEMONSTRATIVES
Morgan likes this restaurant, but I prefer that diner.
Morgan gosta deste restaurante, mas eu prefiro aquela lanchonete.
By the use of the demonstrative this, we can infer that the restaurant is close 
to the person who is speaking. By the use of the demonstrative that, we can 
understand that the diner is far away from them. See that both this and that 
refer to singular nouns.
In the plural, we use these or those. Take a look:
DEMONSTRATIVES
Can you take these files to the director, please?
Você pode levar estes arquivos para o diretor, por favor?
Can you give me thosefiles, please?
Você pode me dar aqueles arquivos, por favor?
Through the use of these to determine files, we can understand that they are 
close to the speaker. Those would imply the f iles are distant from the speaker.
Notice that, in the former examples, this restaurant, that diner, these files, and 
those files, the demonstratives are accompanied by the nouns or elements 
to which they refer. Therefore, in these cases, they are not pronouns. They are 
called determiners. 
We just saw how demonstratives can accompany nouns to point out their 
physical distance, and, right before that, we also saw how to use them as 
pronouns to connect the discourse and make it more natural. 
At the beginning of this chapter, we learned a little about subject pronouns, and 
we also learned how it may have an impersonal function, and that you can have 
a generic use.
Now, let’s take a look at another type of pronoun: possessive pronouns. It is very 
common for students to confuse these pronouns with the possessive adjectives, 
as they are very similar and both have the function of indicating ownership.
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However, possessive adjectives must be accompanied by a noun. The 
possessive pronoun is used to replace the possessive adjective plus the noun 
when the element possessed has already been mentioned in the context.
To understand that, let’s start by taking a look at some possessive adjectives to 
see how they work. Take a look:
Note its before the word sales. Its is a possessive adjective, and we know that 
because it is immediately followed by the noun sales. And those sales belong to 
the online store. So, its is the possessive adjective that refers to things, animals, 
and situations in the third person singular. 
Take a look at another example:
subject pronoun
it
ele / ela
possessive adjective
its
sua(s) / seu(s)
POSSESSIVE ADJECTIVES
Imagine that an online store runs out of stock of a certain product, 
blocking its sales on the website.
Imagine que uma loja online esgote o estoque de um determinado 
produto, bloqueando sua venda no site.
subject pronoun
she
ela
possessive adjective
her
sua / seu
POSSESSIVE ADJECTIVES
Bruna is juggling her job with her dance classes.
Bruna está conciliando seu emprego com suas aulas de dança.
Here, we have her followed by the noun job, and then again followed by the noun 
dance classes. In both cases, her works as a possessive adjective indicating 
ownership of the nouns job and dance classes by Bruna.
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Bruna corresponds to the third person singular, female, so the corresponding 
subject pronoun is she. As you can infer, her is the possessive adjective that 
corresponds to she, used to say a female owns something. 
Take a look at an example in the plural:
Here, we use their to indicate the possession of prices. From the context, we 
know that it refers to supermarkets, which corresponds to the subject pronoun 
they. So, their is a possessive adjective, because it is immediately followed by 
the noun prices.
So, we can conclude the following:
POSSESSIVE ADJECTIVES
possessive adjective + noun
possessive adjective + substantivo
Possessive adjectives are always placed before the noun they modify.
Now, it is possible to replace the construction possessive adjective + noun with 
a possessive pronoun. When we do that, we avoid repetition in the speech. Let’s 
see an example:
subject pronoun
they
eles / elas
possessive adjective
their
sua(s) / seu(s)
POSSESSIVE ADJECTIVES
Supermarkets are raising their prices every day. 
Os supermercados estão aumentando seus preços todos os dias.
POSSESSIVE ADJECTIVES ≠ POSSESSIVE PRONOUNS
You will be paid according to your position, and I’ll be paid 
according to mine.
Você será pago de acordo com o seu cargo, e eu serei pago 
de acordo com o meu.
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In the f irst sentence, we have your position, formed by the possessive adjective 
your and the noun position. We know that the position mentioned belongs to the 
subject of the sentence, which is you, so the corresponding possessive adjective 
is your. 
Now, in the second sentence, we have the subject I and, at the end, mine, a 
possessive pronoun which indicates possession by the subject in the first 
person singular. It is used here to avoid repeating my position. That is because 
we know, by the context and by the use of the pronoun, what we are referring 
to: the position that I, first person singular, occupy. So, when we say mine, it is 
enough. 
Let’s look at another example:
POSSESSIVE ADJECTIVES ≠ POSSESSIVE PRONOUNS
His action plan is great. Hers is not so good.
O plano de ação dele é ótimo. O dela não é tão bom.
First, we have his action plan, formed by the possessive adjective his and the 
noun action plan. Later on, we have hers, a possessive pronoun corresponding 
to the third person singular she, which is being used here to avoid saying her 
action plan. It would sound repetitive, as it is already clear in the context that we 
are comparing two action plans.
But keep in mind that it is not wrong to use the structure possessive adjective 
+ noun more than once within the same context. However, it can sound very 
repetitive and unnatural. Take a look:
POSSESSIVE ADJECTIVES
I don’t like their ideas. I prefer your ideas.
Eu não gosto das ideias deles. Eu prefiro as suas ideias.
Note that we are using two possessive adjectives with the same noun: ideas. 
And that is okay, but not great. It is preferable to say:
POSSESSIVE PRONOUNS
I don’t like their ideas. I prefer yours. 
Eu não gosto das ideias deles. Eu prefiro as suas.
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So, when we use yours, a possessive pronoun, we sound more natural.
Each subject pronoun has its corresponding possessive adjective and possessive pronoun. Let’s see:
SUBJECT 
PRONOUNS
I
eu
he
ele
she
ela
it
ele / ela / isso
we
nós
you
você / vocês
they
eles / elas
POSSESSIVE 
ADJECTIVES
my
meu(s) / minha(s)
his
sua(s) / seu(s) / dele 
her
sua(s) / seu(s) / dela
its
sua(s) / seu(s) / disso 
our
nosso(s) / nossa(s)
your
seu(s) / sua(s)
teu(s) / tua(s)
their
sua(s) / seu(s) / deles / 
delas
POSSESSIVE 
PRONOUNS
mine
meu(s) / minha(s)
his
sua(s) / seu(s) / dele
hers
sua(s) / seu(s) / dela
its
sua(s) / seu(s) / disso
ours
nosso(s) / nossa(s)
yours
seu(s) / sua(s)
teu(s) / tua(s)
theirs
sua(s) / seu(s) / deles / 
delas
It is worth mentioning that, even though the possessive pronoun its exists grammatically, it is not commonly 
used in everyday English.
In this chapter, you have learned how to use different types of 
pronouns and words that can function as pronouns to avoid 
repetition in the speech. 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 
Demonstratives Page 240
Impersonal and Indefinite Pronouns Page 248
Possessive Adjectives Page 286
Possessive Pronouns Page 290
Subject Pronouns Page 323
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Grammar ActivitiesChapter 6 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
Subject pronoun
I
You
He
She
It
We
You
They
Possessive adjective
My
2. 
3. 
Her
5. 
Our
Your
8. 
Possessive pronoun
1. 
Yours
His
4. 
Its
6. 
7. 
Theirs
A. Complete the chart with the missing possessive adjective or pronoun.
B. Fill in the blanks with the missing words:
1. important to carry out the plan carefully.
 É importante executar o plano cuidadosamente.
2. The company offers clear communication and fair prices. are essential 
 characteristics of a successful business.
 A empresa oferece comunicaçãoclara e preços justos. Estas são características essenciais de um 
 negócio de sucesso.
3. Can you give me files, please?
 Você pode me dar aqueles arquivos, por favor?
4. too late to identify the problem. The damage is done.
 É tarde demais para identif icar o problema. O dano está feito.
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Chapter 6 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. It is / It’s
2. These
3. those
4. It is / It’s
5. This
6. these
1. Mine
2. Your
3. His
4. Hers
5. Its
6. Ours
7. Yours
8. Their
Activity A – AnswersActivity B – Answers
5. The committee hasn’t come up with an action plan yet. means that the 
 problem is very serious.
 O comitê não criou um plano de ação ainda. Isso signif ica que o problema é muito sério.
6. Can you take files to the director, please?
 Você pode levar estes arquivos para o diretor, por favor?
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The AftermathThe Aftermath
7
Chapter 7 Vocabulary Grammar Grammar ActivitiesVocabulary Activities
So far, we’ve seen what to do before and during a crisis. However, 
what happens after it’s all over? Will the company go back to the same 
routine it had before the crisis struck? What lessons can we learn from 
all this?
Well, it goes without saying that hard times always offer a great 
opportunity to learn. A crisis usually brings out a series of problems that 
the company has probably overlooked. And the f ight against the crisis 
can be just the right moment to solve all of them. 
However, let’s not forget that the key move in crisis management is to 
identify what triggered the crisis in the f irst place. Only then will it be 
possible to identify the points of improvement, preventing the same 
issues from coming back and creating a vicious circle.
If you have a situation that is beyond human control, such as natural 
disasters, for instance, the company must reflect on the actions and 
procedures that must be implemented to reduce the impact of those 
events. “But, how?” – you might be asking yourself. Well, let me illustrate 
that with an example. 
Imagine you leave your place on a cloudy day to go to work and forget 
to take your umbrella. A storm suddenly falls down and catches you 
off guard. After arriving at work soaking wet and in need of dry clean 
clothes, you will naturally reflect on your situation: “Did I get wet in this 
rain because I forgot my umbrella? Or was it because I didn’t notice the 
weather was cloudy? Or maybe, I didn’t consider checking the weather 
forecast…”
THE AFTERMATH
In this chapter, you will learn some common expressions and phrasal verbs with 
the verbs to go, to come, and to take. You will also see important vocabulary and 
grammar topics. 
Now look at the script of The Aftermath.
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Part 1.
Chapter 7 Vocabulary Vocabulary Activities Grammar Grammar Activities
Having experienced this kind of discomfort will lead you to implement 
new habits so that you’re not caught off guard again. One alternative is to 
leave an umbrella by the door of your house or even keep one in your car. 
Another option is to download a weather forecast app and set it to send 
you daily notif ications. Or, maybe, you can make it a habit of looking out 
the window and paying attention to the weather conditions. There is no 
right or wrong here, fellows. You just gotta choose the strategy that works 
best for you.
The post-crisis is also important for the company to revise and question 
its internal processes: “how can we offer more security to employees? 
And what about more satisfaction to customers? How can we generate an 
increase in productivity?” 
After the dust has settled, the manager should consider everything that 
was done to f ix the problems and choose the solutions worth keeping. 
That can result in new processes that will make the company much more 
competitive in the market. 
But the lessons learned will only be effective if consolidated into new 
action plans. And that’s because other unpredictable situations may always 
take us by surprise. So, the knowledge acquired during the overcoming of 
a crisis must be applied to the creation of new contingency plans, including 
the development of multiple scenarios. In other words, guys, when a 
crisis comes to an end, it’s time to get ready for the next one. In fact, crisis 
management is a never-ending task.
And the same is true in life. When we overcome a crisis on a personal 
level, it will be worthless if we do not learn anything from it. And that 
means we may have to change some habits, make new choices, or even 
reconsider relationships. 
As we have seen in this series, developing effective crisis management 
strategies is what separates the strong from the vulnerable. On a corporate 
level, companies that manage to go through various critical events tend to 
become much more solid and stand the test of time. 
Think of the big companies that have been around for a long time. How 
many crises have they probably gone through? How many lessons have 
they learned and how many different strategies have they incorporated 
into their routine? Resilience is definitely an essential trait here. 
What’s the takeaway here? I guess we should constantly review our 
strategies before a problematic situation takes over. 
So, tell me…have you been keeping your crisis management plans up to 
date, or are you still leaving the house without an umbrella?
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Chapter 7 Vocabulary Vocabulary Activities Grammar Grammar Activities
O PÓS-CRISE
Até agora, nós vimos o que fazer antes e durante uma crise. Porém, o 
que acontece depois que ela passa de vez? A empresa voltará à mesma 
rotina que ela tinha antes da crise acontecer? Quais lições nós podemos 
aprender com tudo isso? 
Bem, não é preciso dizer que tempos dif íceis sempre oferecem uma 
grande oportunidade de aprendizado. Uma crise geralmente traz uma 
sucessão de problemas que a empresa provavelmente deixou passar. E 
o combate à crise pode ser o momento exato para solucionar todos eles. 
No entanto, não nos esqueçamos de que o movimento fundamental na 
gestão de crise é identif icar o que foi o estopim da crise, em primeiro 
lugar. Só assim será possível identif icar os pontos a melhorar, evitando 
que os mesmos problemas voltem e criem um círculo vicioso. 
Se você tem uma situação que vai além do controle humano – como 
catástrofes naturais, por exemplo – a empresa tem que refletir sobre 
as ações e os procedimentos que devem ser implantados para 
reduzir o impacto de tais eventos. “Mas, como?” – você pode estar se 
perguntando. Bem, deixe-me ilustrar isso com um exemplo. 
Imagine que você saia da sua casa em um dia nublado para ir ao 
trabalho e se esqueça de levar seu guarda-chuva. Uma tempestade cai 
de repente e te pega desprevenido. Depois de chegar todo molhado no 
trabalho e precisando de roupas secas e limpas, você naturalmente vai 
ref letir sobre sua situação: “Eu me molhei nesta chuva porque esqueci o 
guarda-chuva? Ou foi porque não reparei que o tempo estava nublado? 
Ou, talvez, eu não tenha considerado checar a previsão do tempo?...”
Ter vivido este tipo de desconforto te levará a implantar novos hábitos 
para que você não seja pego desprevenido novamente. Uma saída é 
deixar um guarda-chuva na porta de casa ou até mesmo manter um 
no carro. Outra opção é baixar um aplicativo de previsão do tempo e 
configurá-lo para enviar notif icações diárias a você. Ou, talvez, você 
pode criar o hábito de olhar pela janela e prestar atenção nas condições 
climáticas. Não existe certo ou errado aqui, amigos. Você só tem que 
escolher a estratégia que funciona melhor pra você.
O pós-crise também é importante para que a empresa possa rever e 
questionar seus processos internos: “como podemos oferecer mais 
segurança aos colaboradores? E quanto a dar mais satisfação aos 
clientes? Como podemos gerar um aumento de produtividade?” 
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Depois que a poeira baixou, o gestor deve considerar tudo o que foi 
feito para corrigir os problemas e escolher as soluções que valem a 
pena manter. Isso pode resultar em novos processos que tornarão a 
empresa muito mais competitiva no mercado. 
Mas as lições aprendidas só serão eficazes se consolidadas em novos 
planos de ação. E isso porque outras situações imprevisíveis podem 
sempre nos pegar de surpresa. Então, o conhecimento adquirido 
durante a superação de uma crise tem que ser aplicado na criação 
de novos planos de contingência, incluindo a elaboração de múltiplos 
cenários. Em outras palavras, pessoal, quando uma crise chega ao f im, 
é hora de se preparar para a próxima. Na verdade, a gestão de crise é 
uma tarefa sem fim. 
E o mesmo vale para a vida. Quando nós superamos uma crise no 
âmbito pessoal, não terá valido nada se nós não aprendermos nada 
disso. E isso signif ica que nós podemos ter que mudar alguns hábitos, 
fazer novas escolhas e até mesmo repensar nossas relações. 
Como vimos nesta série, desenvolver estratégias eficazes de gestão de 
crise é o que separa os fortes dos vulneráveis. No âmbito corporativo, 
empresas que conseguem atravessar vários eventos críticos tendem a 
se tornar muito mais sólidas e resistir ao tempo. 
Pense nas grandes empresas que estão por aí há muito tempo. Por 
quantas crises elas provavelmente passaram? Quantas lições elas 
aprenderam e quantas estratégias diferentes elas incorporaram à sua 
rotina? A resiliência é, definitivamente, uma característica essencial 
aqui. 
Qual é a lição aqui? Acho que devemos revisar nossas estratégias 
constantemente antes que uma situação problemática assuma o 
controle.
Então, me diga... você tem mantido seus planos de gestão de crise em 
dia ou ainda tem saído de casa sem um guarda-chuva?
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Video Script VocabularyChapter 7 Vocabulary Activities Grammar Grammar Activities
In this module, we went from preparation to the emergence of a crisis, including 
the actions that can be taken and the unforeseen events that may arise in the 
middle of the road. Now, we have reached the end of a cycle: the post-crisis.
After all this process, it is quite impossible to get out of a critical moment exactly 
the same way as we were when it all started. Take a look:
Here, we have the idiomatic expression it goes without saying, which implies 
that something is obvious, so it would not even have to be said. Note that it is 
formed by the subject pronoun it with an impersonal function.
Another expression that we can use here with the same meaning is needless to 
say, in which needless means unnecessary. Note that needless is an adjective 
formed by the noun need and the suff ix -less, which implies lack or absence.
It is always worth remembering that idioms do not usually convey the literal 
meaning of their words taken separately. In the expression it goes without 
saying, the verb to go does not mean physically moving towards another place.
In fact, there are other idioms with the verb to go that refer to different uses in 
different contexts. Take a look:
It goes without saying that hard times always offer a great opportunity 
to learn.
Não é preciso dizer que tempos dif íceis sempre oferecem uma grande 
oportunidade de aprendizado.
TO GO WITH THE FLOW
ir com a corrente / seguir o fluxo
Sheila should go with the flow and stop thinking about 
the pros and cons of the project.
Sheila deveria ir com a corrente e parar de pensar sobre 
os prós e contras do projeto.
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Part 2.
Chapter 7 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Here, we have to go with the flow, an expression used to say that a person 
does the same thing as most people do, often because it is easier or because it 
is a trend.
Look at one more expression:
Note that we use go for it as an incentive here. This expression implies you 
should do anything necessary to get something, give all you have got to achieve 
a certain goal. It is normally used in the imperative form, as you can see here, or 
with the modal verb should to imply a suggestion.
There is also the expression to go into overdrive, which conveys the idea of 
starting to be very active. For example:
TO GO IN FOR SOMETHING
desfrutar ou gostar de algo
My children really go in for cartoons about superheroes.
Meus f ilhos realmente gostam de desenhos animados de super-heróis.
We use to go in for something to say that someone enjoys or likes something 
very much. 
We use the same particle to form the expression go for it. Look at an example:
GO FOR IT
ir em frente / ir fundo / ir nessa
If you want to be an actress, quit your current job and go for it!
Se você quer ser atriz, saia do seu emprego atual e vá em frente!
TO GO INTO OVERDRIVE
tornar-se muito ativo ou trabalhar intensamente / deslanchar
His career as a biologist has gone into overdrive in the past two years.
A carreira de biólogo dele deslanchou nos dois últimos anos.
Note that it is the same as saying the career has started to take off or to become 
successful. 
There is also the expression to go through the floor. Look at it in a sentence:
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Chapter 7 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Here, we have to go through the motions, which means to do something with 
disinterest, without feeling that it is important. 
Besides idiomatic expressions, we can also use the verb to go to form phrasal 
verbs. Check it out:
To go through the floor means to decrease significantly. It is especially used when 
referring to the price of things. Another verb that we can use here in this expression 
instead of to go is to fall, forming to fall through the floor. The meaning is the same.
Now, check out this next sentence:
TO GO THROUGH THE FLOOR / TO FALL THROUGH THE FLOOR
diminuir significativamente / despencar
Investment rates have gone through the floor this year.
As taxas de investimento despencaram este ano.
TO GO THROUGH THE MOTIONS
fazer algo com desinteresse, sem achar que é importante /
empurrar com a barriga
Joseph is just going through the motions in this project. He’s not really dedicated 
to it.
Joseph está só empurrando este projeto com a barriga. Ele não está realmente 
dedicado a ele.
TO GO THROUGH SOMETHING
atravessar / passar por alguma coisa ou situação difícil
How many crises have they probably gone through? 
Por quantas crises elas provavelmente passaram?
In the previous question, it is being asked how many crises, or the quantity of 
crises, someone has endured or suffered. 
Here is another example with this phrasal verb:
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Chapter 7 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
Again, the phrasal verb to go through refers to experiencing a certain difficult 
situation, in this case, various critical events. Also notice another interesting 
expression: to stand the test of time. It means to last for a long period, even 
with all the adversities that time can bring. 
Another possible phrasal verb formed with the verb to go is to go through 
with. Even though we just add the preposition with to it, the meaning changes 
completely. Have a look at the example:
To go through with something means to proceed with something, or to go 
ahead with it. In this case, to go ahead with a certain plan.
Check out another phrasal verb with to go:
TO GO THROUGH SOMETHING
atravessar / passar por alguma coisa ou situação difícil
Companies that manage to go through various critical events tend to 
become much more solid and stand the test of time.
Empresas que conseguem atravessar vários eventos críticos tendem a se 
tornar muito mais sólidas e resistir ao tempo.
TO GO THROUGH WITH SOMETHING
prosseguir com / levar algo adiante
Allan says the manager may not go through with this plan.
Allan diz que o gerente pode não levar este plano adiante.
TO GO AROUND / GO ROUND
satisfazera todos / distribuir
There’s not enough food to go around at the party. We must go to the 
grocery store.
Não há comida suficiente para satisfazer a todos na festa. Temos que ir ao 
mercado.
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In this case, to go around is being used alongside the word enough to convey 
the idea that something is insufficient to be shared by everyone. In this case, 
there is not enough food for everybody. Usually, we form sentences with this 
expression using there + be. The particle can be either around or round. 
Now, in a different context, if the same phrasal verb is followed by a place, the 
idea changes completely. So, if we say:
To go around somewhere implies something is passing from one person to 
another, it is spreading. That is because the phrasal verb is followed by a place, 
which is the company. Here, you could also use the preposition round instead of 
around.
There are also some very interesting proverbs with the verb to go, such as:
TO GO AROUND / GO ROUND (SOMEWHERE)
circular por (algum lugar)
There is a rumor going around the company that we may go to another 
business facility.
Há um boato circulando na empresa de que podemos ir para outro 
estabelecimento comercial.
PROVERBS WITH TO GO
What goes around, comes around.
Aqui se faz, aqui se paga. / Tudo o que vai, volta.
It implies that the consequences of one’s actions will have to be dealt with 
eventually.
Take a look at another one:
PROVERBS WITH TO GO
Easy come, easy go.
Tudo o que vem fácil, vai fácil.
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Notice the phrasal verb to come back, which means to return. In this case, 
with the committee’s actions, we prevent the same problems from repeating 
themselves.
Take a look at another expression formed with to come:
Easy come, easy go means that something easily gained is prone to be lost just as 
easily.
Notice that both expressions are not only formed with to go, but also with the verb 
to come.
When used on its own, the verb to come can be understood as a simple action, that 
is to physically move towards the place where the speaker is. 
However, when we use the verb to come in phrasal verbs and other expressions, it 
does not necessarily mean the same as it does in isolation. 
Check it out:
TO COME BACK
voltar / retornar
Only then will it be possible to identify the points of improvement, 
preventing the same issues from coming back and creating a vicious circle.
Só assim será possível identif icar os pontos a melhorar, evitando que os 
mesmos problemas voltem e criem um círculo vicioso.
TO COME TO AN END
chegar ao fim / acabar
When a crisis comes to an end, it’s time to get ready for the next one.
Quando uma crise chega ao f im, é hora de se preparar para a próxima.
To come to an end is an idiom that means to stop or to end.
There are other expressions with to come that are quite common in everyday 
English. For example:
TO COME IN HANDY
vir a calhar
Having a financial reserve comes in handy in times of crisis.
Ter uma reserva f inanceira vem a calhar em momentos de crise.
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Handy is an adjective that means useful. So, to come in handy means to be useful. 
Let’s see another one:
We use to come to hand to refer to something to which we have easy access. 
This expression usually relates to things that are made available or visible by 
chance. Note that it is another expression formed with a part of the body, just like 
the ones we saw in the previous chapter. 
And here is one more:
TO COME TO HAND
estar à mão / à disposição / de fácil acesso
A company should use any strategy that comes to hand in case of a crisis.
Uma empresa deve usar qualquer estratégia que esteja à mão no caso de uma crise.
TO COME TO A HEAD
chegar a um ponto crítico
Christian will not take action until the problems come to a head.
Christian não agirá até que os problemas cheguem a um ponto crítico.
Head can refer to the part of the body above the neck. But, in this expression, 
it means peak or critical point. So, the expression to come to a head means to 
become critical or to reach a critical point. It implies that some strong action has 
to be taken. See that, in this case, we refer to problems, either negative or bad 
things.
And, for the crisis to come to an end, we need to identify the root of the problem 
and learn from it. In other words:
TAKEAWAY
lição / moral da história
TO TAKE OVER
alastrar-se / assumir o controle
What’s the takeaway here? I guess we should constantly review our 
strategies before a problematic situation takes over. 
Qual é a lição aqui? Acho que devemos revisar nossas estratégias 
constantemente antes que uma situação problemática assuma o controle.
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To take over is a phrasal verb that means to begin to have control over 
something. Now, the word takeaway is a compound noun formed with the verb 
to take and the adverb away. It is not a verb. In this context, takeaway is the 
main message that you learn from something you hear or read, such as a speech 
or a text. 
However, we may use this same noun in another context. Look:
TAKEWAY (FOOD)
comida para viagem
Julia is opening a Chinese takeaway restaurant next month.
Julia vai abrir um restaurante de comida chinesa para viagem mês que vem.
Here, takeaway refers to a meal that will be cooked and bought at a shop or 
restaurant and taken somewhere else to be eaten. It is very common in the context 
of restaurants, cafeterias, or regarding food and drinks in general. It is the same as 
takeout.
To take and away can also form the phrasal verb to take something away, which 
means to remove or subtract something. For example:
TO TAKE AWAY
levar embora / tirar
Great leaders shouldn’t let a crisis take away their peace of mind.
Grandes líderes não deveriam deixar uma crise tirar sua paz de espírito.
Here, we use take away in the sense of subtracting something. Peace of mind is a 
feeling of calmness and serenity, which is usually jeopardized in a moment of crisis. 
This last chapter is a great opportunity to take a moment to reflect on the main 
message that the entire module sends us concerning crisis management. We should 
think about our daily choices and actions so that we prevent rainy days from turning 
into critical events. In other words:
UP TO DATE = UPDATED = CURRENT
em dia / atual / atualizado
Have you been keeping your crisis management plans up to date, or are 
you still leaving the house without an umbrella?
Você tem mantido seus planos de gestão de crise em dia, ou ainda tem saído 
de casa sem um guarda-chuva?
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Chapter 7 Vocabulary Activities Grammar Grammar ActivitiesVocabularyVideo Script
In English, a rainy day may refer to an actual day of bad weather and rain coming from the 
sky, but it can also refer to a time of need or trouble, in a f igurative context. Based on that 
information, we may infer that the word umbrella in the previous example is being used as 
a metaphor.
Also, notice the adjective: up to date. It means the same as current or updated. The 
opposite of that is out of date or outdated. These adjectives can be used to describe 
something that is not in vogue anymore, or that has become obsolete. For example:
OUT OF DATE = OUTDATED
desatualizado / obsoleto
Your computer system is out of date. You might want to change it soon.
Seu sistema de computador está desatualizado. Você pode querer trocá-lo em breve.
Now you know some common expressions and some phrasal 
verbs with the verbs to go, to come, and to take.
Here, we have out of date within the context of technology. Note that it characterizes the 
computer system. It would also bepossible to use outdated in this sentence.
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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 ) ir com a corrente / seguir o f luxo
( 2 ) desfrutar ou gostar de algo
( 3 ) ir em frente / ir fundo / ir nessa
( 4 ) diminuir signif icativamente / despencar 
( 5 ) Tudo o que vem fácil, vai fácil.
( 6 ) voltar / retornar
( 7 ) chegar ao f im / acabar
( 8 ) estar à mão / à disposição / de fácil acesso
( 9 ) chegar a um ponto crítico
( 10 ) Tudo o que vai, volta. 
( 11 ) tirar / retirar / levar algo embora
( 12 ) assumir o controle / alastrar -se
( ) to go through the f loor
( ) to take over
( ) to go in for something
( ) to come back
( ) Easy come, easy go.
( ) to come to hand
( ) to go for it
( ) to come to a head
( ) to take something away 
( ) What goes around, comes around. 
( ) to go with the f low 
( ) to come to an end 
1. that hard times always offer a great opportunity to learn.
 Não é preciso dizer que tempos dif íceis sempre oferecem uma grande oportunidade de aprendizado.
2. Sheila should and stop thinking about the pros and cons of the 
 project.
 Sheila deveria ir com a corrente e parar de pensar sobre os prós e contras do projeto.
3. Joseph is just in this project. He’s not really dedicated to it.
 Joseph está só empurrando este projeto com a barriga. Ele não está realmente dedicado a ele.
4. Allan says the manager may not this plan.
 Allan diz que o gerente pode não levar este plano adiante.
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Part 3.
Activities
Chapter 7 Vocabulary Grammar Grammar ActivitiesVocabulary ActivitiesVideo Script
1. to go with the flow
2. to go in for something
3. to go for it
4. to go through the floor
5. Easy come, easy go.
6. to come back
1. It goes without saying / Needless to say
2. go with the flow
3. going through the motions
4. go through with
5. comes in handy
6. take away
Activity A – AnswersActivity B – Answers
7. to come to an end
8. to come to hand
9. to come to a head
10. What goes around, comes around.
11. to take something away
12. to take over
5. Having a financial reserve in times of crisis.
 Ter uma reserva f inanceira vem a calhar em momentos de crise.
6. Great leaders shouldn’t let a crisis their peace of mind.
 Grandes líderes não deveriam deixar uma crise tirar sua paz de espírito.
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Vocabulary Activities GrammarChapter 7 Vocabulary Grammar ActivitiesVideo Script
In the grammar parts of all the chapters in this module, we have focused a lot on the basic 
structures of sentences and on the use of modal verbs in different sentence formations 
to talk about the present, the past, and the future. We have also covered the functions of 
some words that are part of these structures, as was the case in the previous chapter, in 
which we covered different types of pronouns.
In Chapter 4, we talked about the present perfect, its structure, and how it is used to talk 
about things that happened in the past but still affect the present. Take a look:
The previous sentence is in the affirmative form; therefore, we have the 
following structure: the subject is we, then we have the auxiliary verb have, the 
main verb in the past participle seen, and the complement in this series. Note 
that seen is the past participle of the verb to see. The main verb is always in 
the past participle, regardless of the subject. In turn, the auxiliary verb always 
agrees with the subject, and will become has when it refers to the third person 
singular.
In the negative form, we have the following:
PRESENT PERFECT
Affirmative Form
subject + auxiliary verb have + main verb in the past participle + complement
sujeito + verbo auxiliar have + verbo principal no particípio passado + complemento
As we have seen in this series, developing effective crisis management 
strategies is what separates the strong from the vulnerable.
Como vimos nesta série, desenvolver estratégias eficazes de gestão de crise é o que 
separa os fortes dos vulneráveis.
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As you can see, we use the particle not right after the auxiliary verb have, conjugated 
here as has according to the subject in the third person singular, Megan. We can contract 
the auxiliary verb with not, forming hasn’t. 
Note that the main verb here is spoken, the past participle of to speak. The phrase in the 
past two years indicates that this action started in the past and still has relevance in the 
present. In other words, Megan hasn’t spoken to her parents, or hasn’t solved her issues 
with them yet.
Now let’s see sentences in the interrogative form of the present perfect:
PRESENT PERFECT
Negative Form
subject + auxiliary verb have + not + main verb in the past participle + 
complement
sujeito + verbo auxiliar have + not + verbo principal no particípio passado + 
complemento
Megan has not / hasn’t spoken to her parents in the past two years.
Megan não falou com seus pais nos dois últimos anos.
PRESENT PERFECT
Interrogative Form
auxiliary verb have + subject + main verb in the past participle + complement
verbo auxiliar have + sujeito + verbo principal no particípio passado + complemento
Have you ever thought about pursuing a career in business?
Você já pensou em seguir uma carreira na área de negócios?
We start the sentence with the auxiliary verb have before the subject you. Notice that the 
auxiliary verb agrees with the subject: in this case, it is the second person singular, so the 
auxiliary verb is conjugated as have. The main verb, thought, is the past participle of to 
think. The rest of the sentence is the complement. 
Note that we are using the adverb ever between the subject and the main verb. This 
adverb is typically used in questions in the present perfect. It is similar to before, or at any 
moment in your life.
As you know, we use the present perfect to talk about things that happened in the past and 
still affect the present, either due to relevance or continuity, depending on the context. 
Now, the present perfect continuous focuses on the continuity of the action. In other 
words, it implies that something started in the past, continued in the past, and is still 
happening in the present. Just by using this verb form, it is clear that that there is continuity.
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When it comes to the present perfect, however, that idea is not necessarily 
obvious. Let’s compare some examples: 
The previous sentence is in the present perfect. Note that we only have one 
auxiliary verb – have, conjugated according to the subject as has –, and the main 
verb comes right after, in the past participle – gone through. Depending on the 
context, we can understand that Doris no longer goes through diff icult situations 
or that she is still going through some kind of trouble. There is not enough 
context to tell if this situation is over or not. 
However, in the present perfect continuous, it becomes clear the situation is not 
over yet. Observe:
PRESENT PERFECT
Doris has gone through rough situations recently.
Doris passou por situações dif íceis recentemente.
Note that we have two auxiliary verbs, have, conjugated according to the 
subject as has, and be in the past participle as been. The main verb comes in 
the -ing form. In this case, there is no doubt: we are clearly saying that Doris is 
still going through diff icult situations that started in the recent past.
Let’s compare two more examples. Suppose Fred has f ive reports to deliver 
today. As it is a lot of work, he started early in the morning:
PRESENT PERFECT CONTINUOUS
Doris has been going throughrough situations recently.
Doris tem passado por situações dif íceis recentemente.
PRESENT PERFECT CONTINUOUS
Fred has been working on the reports since 8 a.m. 
Fred está trabalhando nos relatórios desde 8h da manhã.
Note that, when we use the present perfect continuous here, we are saying 
that Fred started working at 8 in the morning, and he’s still working now. Clearly, 
he has not stopped working. The focus is on the continuity of the action. It is 
important to mention that we use since to indicate the starting point of the 
action. In this case, it started at 8 a.m.
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Chapter 7 Vocabulary Grammar ActivitiesGrammarVocabulary ActivitiesVideo Script
From the context, it is clear that three out of f ive reports are already f inished. To convey 
that idea, we’ve used the present perfect, and we reinforced that by adding the adverb 
already to the sentence. So, in this case, the present perfect refers to a past action that 
has relevance in the present, but it does not indicate continuity, because the three reports 
mentioned are already written. Fred is not writing them anymore. 
As you may have noticed, the structure of the present perfect continuous requires two 
auxiliary verbs: have and be. Observe:
PRESENT PERFECT CONTINUOUS
Affirmative form
subject + auxiliary verb have + auxiliary verb be in the past participle + main 
verb in the -ing form + complement
sujeito + verbo auxiliar have + verbo auxiliar be no particípio passado + verbo 
principal na forma -ing + complemento
They have been working on this project for four hours.
Eles estão trabalhando neste projeto há quatro horas.
In this case, the subject is they, the f irst auxiliary verb is have, the second auxiliary verb 
is be, conjugated in the past participle as been, the main verb is to work in the -ing form, 
and the complement is on this project for four hours. We can also contract the auxiliary 
have with the subject, forming they’ve, which is more informal and less emphatic. 
Another important detail here: note that we use for to point out the duration of the 
action. In this case, four hours.
In the negative form, we place the particle not between the two auxiliaries, and only one 
of them, have, agrees with the subject. Take a look at the example:
Now, compare:
PRESENT PERFECT
Fred has already written three reports. 
Fred já escreveu três relatórios.
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We have the subject in the third person singular Greg, the first auxiliary verb 
have contracted with the particle not as hasn’t, the second auxiliary verb in the 
past participle, been, the main verb in the -ing form, and the complement. Note 
that only the f irst auxiliary verb is conjugated according to the subject.
In the interrogative form, we will reverse the order of only one of the auxiliaries, 
have. We place it before the subject. Take a look:
PRESENT PERFECT CONTINUOUS
Interrogative form
auxiliary verb have + subject + auxiliary verb be in the past participle + 
main verb in the -ing form + complement
verbo auxiliar have + sujeito + verbo auxiliar be no particípio passado + 
verbo principal na forma -ing + complemento
Have you been keeping your crisis management plans up to date?
Você tem mantido seus planos de gestão de crise em dia?
PRESENT PERFECT CONTINUOUS
Negative form
subject + auxiliary verb have + not + auxiliary verb be in the past participle + 
main verb in the -ing form + complement
sujeito + verbo auxiliar have + not + verbo auxiliar be no particípio passado + verbo 
principal na forma -ing + complemento
Greg hasn’t been studying properly. He’s going to fail the test.
Greg não tem estudado direito. Ele não passará na prova.
First, we have the first auxiliary verb have, followed by the subject you, the 
second auxiliary verb in the past participle been, the main verb in the -ing form 
keeping, and the complement your crisis management plans up to date. 
Pure interrogative forms can only have yes or no for an answer. They work as if 
they are questioning the information, which can be either confirmed or denied. 
However, when we want to ask a question about a specific aspect, then we 
will need the help of the question words. Each one of them is used to ask about 
something in particular. Some of them also have variations, which means they 
cover an even wider range of specif ic questions. 
That is the case of the question word how. One of its variations is how many, 
used to ask about quantity. For example:
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In this case, we are asking about the quantity of crises big companies have 
endured. After that, note that we have an interrogative sentence in the present 
perfect, formed by the auxiliary verb have, the subject they, and the main verb 
in the past participle gone through. The adverb probably is used here to convey 
an idea of probability.
In isolation, the question word how is commonly used to ask questions about 
condition and manner. In both cases, the structure is question word how + 
interrogative form.
When we greet someone, we usually ask:
QUESTION WORD HOW
How many crises have they probably gone through? 
Por quantas crises elas provavelmente passaram?
As you can see, how is followed by the interrogative form of the simple present. 
Another way of asking about condition is in the present continuous:
QUESTION WORD HOW
Simple Present
greeting / asking about condition
cumprimento / pergunta sobre condição
How are you?
Como você está?
QUESTION WORD HOW
Present Continuous
greeting / asking about condition
cumprimento / pergunta sobre condição
How are you doing?
Como você está?
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In this case, the main verb in the -ing form is to do. Note that there is no 
complement after the verb doing. 
However, if we keep the same question, but add a complement to the verb doing, 
the idea will change completely. Take a look:
It is still a question in the present continuous, but now we are referring to the 
way something is being done. The difference compared with the last example 
is that there is a complement here, which is this task. This complement changes 
the idea of the entire question. Here, it has nothing to do with a greeting or with 
someone’s condition at the present moment. 
We can also ask questions with how in both uses in other verb forms, such 
as the present perfect and the present perfect continuous. Once again, the 
complement will make all the difference to help us grasp the meaning of the 
question. Check it out:
QUESTION WORD HOW
PRESENT PERFECT
condition
condição
How have you been?
Como você tem estado?
QUESTION WORD HOW
Present Continuous
the way in which something is done
o modo como algo é feito
How are you doing this task?
Como você está fazendo esta tarefa?
PRESENT PERFECT CONTINUOUS
condition
condição
How have you been doing?
Como você tem estado?
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Both previous questions ask about someone’s condition. In the f irst question, we 
have how, followed by the interrogative form of the verb to be in the present 
perfect: the auxiliary verb have, followed by the subject you and the main verb 
in the past participle been. There is no complement. 
In the second question, we have how followed by the interrogative form of the 
verb to do in the present perfect continuous. Therefore, we have the auxiliary 
verb have, the subject you, the auxiliary verb in the past participle been, and 
the main verb in the -ing form doing. Again, no complement. 
Note that been, in the f irst sentence, is the main verb. In the second sentence, 
been is the auxiliary verb, and doing is the main verb in the -ing form. 
However, this verb does not conveythe meaning of performing an activity in this 
context, and the sentence must be understood as a whole.
In short, these two questions refer to someone’s condition, but taking into account 
a period that starts in the past and goes up to the present.
We can also use how to ask the way things have been done. For example:
the way something is done
o modo como algo é feito
How have you been doing your job?
Como você tem feito o seu trabalho?
The latter example is in the present perfect continuous. Compared with the 
former example, note that the main verb doing has a complement: your job. As 
a consequence, in this case, the verb to do means to perform an activity, so the 
complement changes the whole meaning of the sentence. 
In addition to asking questions with the verb forms that we have seen so far, the 
question word how can also be used with modal verbs. For example:
QUESTION WORD HOW
Present Perfect Continuous
QUESTION WORD HOW + MODAL VERB CAN
How can we offer more security to the employees? 
Como podemos oferecer mais segurança aos funcionários?
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We have a question formed by how and the interrogative form of the modal verb 
can. In this context, we are asking about the possible ways we can offer more 
security to the employees.
As modal verbs have specif ic meanings according to the context, each one will 
convey a specif ic tone to questions asked with the question word how. 
There is one modal verb that we have not talked about yet: might. In sentences in 
the aff irmative form, it will follow the general basic structure for modal verbs:
Might conveys probability, and so does the modal verb may, as we have already 
learned. However, the difference is that might can be chosen over may in some 
contexts, especially to express remote probability. 
Observe:
subject + modal verb might + main verb in the base form + complement
sujeito + modal verb might + verbo principal na forma base + complemento
MODAL VERB MIGHT
Affirmative Form
MODAL VERB MIGHT
remote probability
probabilidade remota
We have a tight deadline. The team is efficient, but we might need more 
people. 
Nós temos um prazo apertado. A equipe é eficiente, mas é provável que 
precisemos de mais pessoas.
Note that the structure is the same as the one used with the other modal verbs: 
the subject is we, followed by the modal verb might, the main verb in the base 
form need, and the complement more people. 
Using might, we imply that there is a remote probability that we will need 
more people to meet the deadline. Note that the sentence says that the team is 
eff icient; therefore, it is still unclear whether more people will really be necessary. 
Now, if we had used may instead of might, the probability would sound stronger.
We can also talk about the probability of something not happening using the 
structure of the modal verb might in the negative form. Take a look:
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Here, we are talking about the probability of something not happening by 
adding not after might. Note that, in the sentence that follows, we argue why. So, 
we can infer that Kate is not a fan of onions; that is why she is probably not going 
to like the dish.
We can also use might to make a suggestion. Usually, in these cases, the subject 
is you, because the suggestion is made directly to a person with whom we speak. 
Also, it is quite common for might to be followed by the verb to want in this use. 
Check it out:
subject + modal verb might + not + main verb in the base form + complement
sujeito + modal verb might + not + verbo principal na forma base + complemento
Juliana is tired. She might not come to our get-together tonight.
Juliana está cansada. É provável que ela não venha ao nosso encontro hoje à noite.
MODAL VERB MIGHT
Negative Form
The structure is the same we already know; we just add the particle not after the modal 
verb might. Here, we are talking about the probability of something not happening, that 
is, there is a chance that Juliana will not go to the meeting.
Let’s look at another example:
Kate might not like this dish. There’s a lot of onion in it.
É provável que Kate não goste deste prato. Tem muita cebola nele.
MODAL VERB MIGHT
Negative Form
MODAL VERB MIGHT
suggestion
sugestão
We’ve seen lots of grammar topics today. You might want to do the 
following exercises to practice. 
Nós vimos muitos tópicos gramaticais hoje. É provável que você queira 
fazer os exercícios a seguir para praticar.
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In the previous example, we have the subject you, followed by the modal verb 
might, the main verb in the base form want, and the complement to do the 
following exercises to practice. Note that, after the modal verb might, there is the 
verb in the base form want, which works as the main verb, and its complement is 
introduced by another verb in the infinitive form, in this case, to do.
In this chapter, you have learned several verb forms, the modal 
verb might, and the functions of different words. 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 
Modal Verb Might Page 271
Present Perfect Page 296
Present Perfect Continuous Page 302
Question Word How Page 304
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Grammar ActivitiesChapter 7 Vocabulary GrammarVocabulary ActivitiesVideo Script
Part 5.
Activities
1. ( ) Megan hasn’t spoken to her parents in the past two years.
2. ( ) Doris has been going through rough situations recently.
3. ( ) Have you ever thought about pursuing a career in business?
4. ( ) Fred has already written three reports.
5. ( ) Doris has gone through rough situations recently.
6. ( ) Fred has been working on the reports since 8 a.m. 
7. ( ) They have been working on this project for four hours.
8. ( ) How have you been?
A. Write (PP) if the sentence is in the present perfect or (PPC) if it is in the present perfect 
 continuous.
B. Fill in the blanks with the missing words.
1. How your job?
 Como você tem feito o seu trabalho?
2. Greg properly. He’s going to fail the test.
 Greg não tem estudado direito. Ele não passará na prova.
3. your crisis management plans up to date?
 Você tem mantido seus planos de gestão de crise em dia?
4. How many crises ? 
 Por quantas crises elas passaram?
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Chapter 7 Vocabulary GrammarVocabulary ActivitiesVideo Script Grammar Activities
1. have you been doing
2. hasn’t / has not been studying
3. Have you been keeping
4. have they gone through
5. have you been / have you been doing
6. We’ve / have seen
1. PP – present perfect
2. PPC – present perfect continuous
3. PP – present perfect
4. PP – present perfect
5. PP – present perfect
6. PPC – present perfect continuous
7. PPC – present perfect continuous
8. PP – present perfect
Activity A – AnswersActivity B – Answers
5. How ?
 Como você tem estado?
6. lots of grammar topics today. You might want to do 
 the following exercises to practice. 
 Nós vimos muitos tópicos gramaticais hoje. É provável que você queira fazer os exercícios a seguir 
 para praticar.
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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
yetainda
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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Subject + (Auxiliary Verb) + Main Verb + (Complement)
Sujeito + (Verbo Auxiliar) + Verbo Principal + Complemento
The basic affirmative sentence structure in English is the subject, depending 
on the verb form, an auxiliary verb, the main verb, and the complement, if 
necessary.
In English, all verb forms will take a subject that cannot be omitted from the 
sentence. The only verb form in which the subject is usually omitted is the 
imperative.
The subject may be omitted in the imperative form in English because it is 
always used to refer to the person or people we are talking to.
BASIC AFFIRMATIVE SENTENCE STRUCTURE
IMPERATIVE FORM
Affirmative Structure: 
Main Verb + Complement
Open your books.
Abram seus livros.
(Main Verb: open; Complement: your books)
Speak slowly, please.
Fale pausadamente, por favor.
(Main Verb: speak; Complement: slowly, please)
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Affirmative Form 
In the affirmative of the simple forms, that is, the simple present and simple 
past, the auxiliary verb is generally not used. Thus, the structure for the 
aff irmative form is:
Apart from the imperative and the simple forms, every other verb form will take one or more 
auxiliary verbs in the affirmative.
The auxiliary will vary according to the verb form. Modal verbs and the verbs be, have, or do can 
function as auxiliaries. In the aff irmative form, they will always be placed in between the subject 
and the main verb. Some verb forms require more than one auxiliary verb.
Check it out:
AFFIRMATIVE STRUCTURE
Subject + Main Verb + Complement (if necessary)
AFFIRMATIVE STRUCTURE
Subject + Auxiliary Verb(s) + Main Verb + (Complement)
We go to work at 7 a.m.
Nós vamos para o trabalho às 7h da manhã.
(Subject: we; Main Verb: go; Complement: to work at 7 a.m.)
I went to the movies yesterday.
Eu fui ao cinema ontem.
(Subject: I; Main Verb: went; Complement: to the movies yesterday)
I’m reading an excellent book.
Eu estou lendo um livro excelente.
(Subject: I; Auxiliary Verb: am; Main Verb: reading; Complement: an excellent book)
You should travel with us.
Você deveria viajar conosco.
(Subject: You; Auxiliary Verb: should; Main Verb: travel; Complement: with us)
Julia has been working hard this month.
Julia vem trabalhando duro neste mês.
(Subject: Julia; Auxiliary Verbs: has been; Main Verb: working; Complement: hard this month)
And now you know the basic sentence structure of the affirmative form in English.
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Demonstratives can be used as determiners or as pronouns. The difference is in 
how they function. When they are placed before the noun to which they refer, they 
function as determiners; when they are used to replace a noun, they function as 
pronouns.
Question
That baby in the picture is so cute. Is he your son?
Aquele bebê da foto é tão fofo. Ele é seu f ilho?
(Demonstrative, that, placed before the noun it refers to, baby determiner)
Shorter Answer: Option 1
Yes, that is my son.
Sim, aquele é meu f ilho.
(Demonstrative that replacing the noun baby pronoun)
Longer Answer: Option 2
Yes, that baby is my son.
Sim, aquele bebê é meu f ilho.
(Demonstrative, that, placed before the noun it refers to, baby determiner)
DEMONSTRATIVES
Question
Let’s watch that movie you mentioned tonight.
Vamos assistir àquele f ilme que você mencionou hoje à noite.
(Demonstrative, that, placed before the noun it refers to, movie determiner)
DEMONSTRATIVES
We can also use the demonstrative as a pronoun to replace longer structures.
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Demonstratives
Demonstratives have singular and plural forms. We use this in the singular or these in the plural to talk about 
people or things that are near us.
Shorter Answer: Option 1
That’s a great idea. (that pronoun)
Essa é uma ótima ideia.
(Demonstrative that replacing the longer structure watch that movie pronoun)
Longer Answer: Option 2
Watching that movie is a great idea. 
Assistir àquele f ilme é uma ótima ideia.
(Demonstrative, that, placed before the noun it refers to, movie determiner)
Singular
This book is amazing.
Este/Esse livro é incrível.
Plural
She needs to read all these books.
Ela tem que ler todos estes/esses livros.
DEMONSTRATIVES
Position—Near
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If we want to talk about people or things that are not near us, we use that or those.
DEMONSTRATIVES
Position—Far
Plural
I’ve been working really hard these past few months.
Eu venho trabalhando muito duro nestes últimos meses.
We can also use demonstratives to refer to time. When we use this or these, we 
are referring to the present moment, something that is ongoing or about to start.
Singular
This week I’ll finish reading John’s book.
Esta semana eu vou terminar de ler o livro do John.
DEMONSTRATIVES
Time—Present
Singular
That blouse over there is beautiful.
Aquela blusa lá é bonita.
Plural
Those shoes back there are nice.
Aqueles sapatos lá atrás são legais.
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The demonstratives have some special uses and meaning.
When referring to people, we can also use the subject pronoun it to identify a 
person or ourselves, but we’ll use the demonstrative this to introduce someone. 
Identifying a person
Look! It’s Anne.
Olha! É a Anne.
Saying who the person is
This is Anne.
Essa é a Anne.
DEMONSTRATIVES
It or This?
Plural
Those days were the best!
Aqueles dias foram os melhores!
That and those can also be used to refer to time. We use them to talk about 
something that has just f inished or that is more distant in the past.
Singular
Do you remember that month we spent at the ranch with the kids?
Você se lembra daquele mês que passamos na chácara com as crianças?
DEMONSTRATIVES
Time—Past
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That’s it. Now you know the main uses and functions of demonstratives.
The demonstratives this and that can also be used to emphasize adjectives and adverbs, 
having the function of an intensifier.
DEMONSTRATIVES
Emphasize an adjective or adverb
OMG! He proposed to you. I never thought he’d be that fast.
Meu Deus! Ele te pediu em casamento. Eu nunca pensei que ele seria tão rápido.
(Demonstrative that emphasizing the adjective fast)
I didn’t expect the exam to be this hard. I’m surprised.
Eu não esperava que a prova fossetão dif ícil assim. Estou surpreso.
(Demonstrative this emphasizing the adjective hard)
I can’t believe you still have that job.
Não acredito que você ainda está naquele trabalho.
(Demonstrative that showing disapproval or dislike)
We can also use this or these to show approval or interest in something, 
and that or those to show disapproval or dislike. 
Tell me about this new job of yours.
Conte-me sobre esse seu novo trabalho.
(Demonstrative this showing interest or approval)
DEMONSTRATIVES
Approval or Disapproval
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The future perfect is formed by: WILL + auxiliary verb HAVE + the main verb in the past 
participle.
In English, there are two types of verbs: regular and irregular. For the past particle of regular 
verbs, we’ll add -ED, -D, or -IED to the verb, depending on its spelling. And, for irregular 
verbs, there is no specif ic spelling rule, so it’s important to practice and to get used to them. 
There is a grammar guide on the past participle of irregular verbs if you want to learn more 
about it. 
Let’s check the structure of the future perfect.
FUTURE PERFECT
Basic Structure
Affirmative Form
Subject + Will + Have + Main Verb (Past Participle) + Complement
Janet will have left the office by 6 p.m.
Janet vai ter saído do escritório até as 18 horas.
She’ll have left by 6 p.m.
Ela vai ter saído até as 18 horas.
Negative Form
Subject + Will + Not + Have + Main Verb (Past Participle) + Complement
Janet will not have left the office by 6 p.m.
Janet won’t have left the office by 6 p.m.
Janet não vai ter saído do escritório até as 18 horas.
Interrogative Form
Will + Subject + Have + Main Verb (Past Participle) + Complement
Will Janet have left the office by 6 p.m.?
Janet vai ter saído do escritório até as 18 horas?
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Future Perfect
The future perfect is mainly used to refer to actions that will be complete before a 
certain event or moment in the future. So, certain time phrases will be commonly 
used with this verb form. forms. 
Janet will have left the office by 6 p.m.
Janet vai ter saído do escritório até as 18 horas.
(Here, the time phrase is by 6 p.m. Before that time or not 
later than that the action will have happened.)
FUTURE PERFECT
It’s important to highlight that the time phrase always establishes a point in time in 
the future when the future perfect action will be completed. We cannot establish 
the exact moment when a future event described by the future perfect will happen. 
If we want to be more specif ic, we should use other ways to refer to the future.
By the end of next year, Sammy will have already graduated from college.
Até o f inal do próximo ano, Sammy já vai ter se formado na faculdade.
(In this case, we’re referring to a point in time—the end of next year.)
A point in time in the future
NOT SPECIFIC
Janet will have left the office by 6 p.m.
Janet vai ter saído do escritório até as 18 horas.
REFERRING TO THE FUTURE
Certain moment in the future
SPECIFIC
Janet will leave the office at 5 p.m.
Janet is going to leave the office at 5 p.m.
Janet is leaving the office at 5 p.m.
Janet vai sair do escritório às 5h da tarde.
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We can also choose to use a situation instead of a time phrase to pinpoint a 
moment in the future up to which something will have taken place. In this case, 
we use the future perfect to refer to the complete action, and the simple present 
to refer to the future situation. 
FUTURE PERFECT
Actions complete before a certain situation in the future
Traffic is terrible! By the time we get to the hospital, 
she will have delivered the baby.
O trânsito está horrível! Na hora em que chegarmos ao hospital, 
ela já vai ter dado à luz o bebê.
(The time phrase by the time introduces a situation, 
which is getting to the hospital.) 
When Patrick meets Lucy, she will have already made up her mind.
Quando Patrick encontrar Lucy, ela já vai ter se decidido.
(In this sentence, we introduce the future situation using when.)
And that’s the way we use the future perfect.
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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 to the 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. Thesepronouns 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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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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I’ve seen so many beautiful places. I couldn’t have chosen just one to write about.
Eu vi muitos lugares bonitos. Eu não poderia ter escolhido escrever sobre apenas um.
(seen = past participle of to see; chosen = past participle of to choose)
In this grammar guide, we’ll tackle irregular verbs in the past participle. It’s important to 
highlight that, among the most commonly used verbs in English, there are only about 200 
irregular verbs. That means that most of the verbs are regular.
But although there aren’t many irregular verbs in English, it’s fair to say that they deserve some 
special attention, since there is not a pattern that applies to all of them.
In English, the past participle is used with some perfect forms in the active voice, namely the 
present perfect, the past perfect, the future perfect, and modal verbs + perfect, and it is also 
used with all the verb forms in the passive voice.
PAST PARTICIPLE – IRREGULAR VERBS
Perfect Forms
The tradition was kept by many people around the country.
A tradição foi mantida por muitas pessoas ao redor do país.
She was chosen as the employee of the month.
Ela foi escolhida a funcionária do mês.
PAST PARTICIPLE – IRREGULAR VERBS
Passive Voice
Check some examples in the passive voice:
If you want to learn more about the perfect forms or the passive voice, check the grammar 
guides on these topics. They both use the past participle, and that’s why it’s important to focus 
on this topic.
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Irregular Verbs - 
Past Participle
The regular verbs in the past participle follow the same pattern of the past forms. 
As for the irregular verbs, some of them will keep the same form as the one used for 
the past, some of them will keep thebase form—although they might differ from the 
past form—and others will have a totally different form.
In the f irst case, the verbs have the same form for the past and past participle 
grouped by phonological patterns.
The same rule applies for the verbs to mean, to read, and to hear, for example.
Base Form
Keep
Manter
Sleep
Dormir
Meet
Encontrar, conhecer
Past
Kept
Slept
Met
Past Participle
Kept
Slept
Met
Base Form
Mean
Signif icar
Read
Ler
Hear
Ouvir
Past
Meant
Read
Heard
Past Participle
Meant
Read
Heard
PAST PARTICIPLE – IRREGULAR VERBS
Past = Past Participle
PAST PARTICIPLE – IRREGULAR VERBS
Past = Past Participle
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Verbs ending in -ELL change to -OLD and keep the same form in the 
past and past participle. 
Base Form
Find
Encontrar, achar
Bring
Trazer
Think
Pensar, achar
Past
Found
Brought
Thought
Past Participle
Found
Brought
Thought
Base Form
Sell
Vender
Tell
Dizer, contar
Past
Sold
Told
Past Participle
Sold
Told
PAST PARTICIPLE – IRREGULAR VERBS
Past = Past Participle
PAST PARTICIPLE – IRREGULAR VERBS
Past = Past Participle
In the same group, we’ll f ind the verbs to f ind, to bring, and to think, which will have 
the same form in the past and in the past participle.
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Another group of verbs will undergo some changes in their past forms, but their past 
participle forms are spelled and pronounced just like their base forms. 
Base Form
Bet
Apostar
Cut
Cortar
Hurt
Machucar
Past
Bet
Cut
Hurt
Past Participle
Bet
Cut
Hurt
Base Form
Come
Vir
Run
Correr
Become
Tornar-se
Past
Came
Ran
Became
Past Participle
Come
Run
Become
PAST PARTICIPLE – IRREGULAR VERBS
Keep the same form
PAST PARTICIPLE – IRREGULAR VERBS
Base form = Past Participle
There is a group of verbs that do not change their base forms in the past. 
This group will also keep the same form in the past participle. 
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For some others, we’ll add -N or -EN to the base form to make the past participle, 
and they may change the pronunciation of the stressed vowel.
Base Form
Break
Quebrar
Choose
Escolher
Get
Pegar, conseguir
Past
Broke
Chose
Got
Past Participle
Broken
Chosen
Gotten
Base Form
Drive
Dirigir
Ride
Montar
Write
Escrever
Eat
Comer
Fall
Cair
Forbid
Proibir 
Past
Drove
Rode
Wrote
Ate
Fell
Forbade
Past Participle
Driven
Ridden
Written
Eaten
Fallen
Forbidden
PAST PARTICIPLE – IRREGULAR VERBS
Past Participle = Past + -N or -EN
PAST PARTICIPLE – IRREGULAR VERBS
Base form = Past Participle
Moreover, there is a group of verbs that have three different forms. Check some examples grouped 
according to phonological patterns as we did with the f irst group.
To make the past participle of some verbs, we’ll repeat the same form of the past and add -N or -EN.
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And now you know the past participle of irregular verbs, when to use it, 
as well as how to use it in the active and passive voices.
The highly frequent verbs to be, to do, and to go also have different forms. 
Check it on the table.
Notice that there are two different past forms for the verb to be, but there 
is only one for the past participle, which is been.
Base Form
Grow
Crescer
Know
Saber, conhecer
Fly
Voar
Past
Grew
Knew
Flew
Past Participle
Grown
Known
Flown
Base Form
Be
Ser, estar
Do
Fazer
Go
Ir
Past
Was/Were
Did
Went
Past Participle
Been
Done
Gone
PAST PARTICIPLE – IRREGULAR VERBS
Past (-EW) = Past Participle (-OWN)
PAST PARTICIPLE – IRREGULAR VERBS
Some verbs that end in -EW in the past, will have their endings changed 
to -OWN in the past participle.
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I can’t drive.
Eu não posso dirigir.
(subject: I + modal verb: can + not (can’t) + main verb: drive)
I can’t play the piano.
Eu não posso tocar piano.
(subject: I + modal verb: can + not (can’t) + main verb: play + 
complement: the piano)
I can drive.
Eu posso dirigir.
(subject: I + modal verb: can + main verb: drive)
I can play the piano.
Eu posso tocar piano.
(subject: I + modal verb: can + main verb: play + complement: the piano)
Modal verbs function as auxiliary verbs, adding meaning to the main verb. 
Modal verbs express possibility, probability, ability, permission, assumption, 
obligation, or prohibition.
Modal verbs have the same sentence structure. In the affirmative, the structure 
is the subject, the modal verb followed by the main verb in the base form, and 
it can be followed by a complement or not.
In negative sentences, we keep the same pattern, but include NOT after the 
modal verb. We generally use the contracted form can’t.
MODAL VERBS
Affirmative Form
MODAL VERBS
Negative Form
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Modal Verb Can
Can you drive?
Você pode dirigir?
(modal verb: can + subject: you + main verb: drive)
Can you play the piano?
Você pode tocar piano?
(modal verb: can + subject: you + main verb: play + complement: the piano)
In interrogative sentences, we invert the position of the modal verb and the subject. 
The structure is the modal verb, the subject, the main verb in the base form, and a 
complement, when necessary. 
The modal verb can in its aff irmative form typically expresses possibility, present ability, 
and permission. In the negative form, it expresses lack of possibility, lack of ability, and lack 
of permission.
MODAL VERBS
Interrogative Form
MODAL VERBS
Uses
Affirmative
Possibility
I can meet you later.
Eu posso te encontrar mais tarde.
Present Ability
I can dance very well.
Eu posso/sei dançar muito bem.
Permission
You can come in. 
Você pode entrar.
Negative
Lack of Possibility
I can’t meet you later.
Eu não posso te encontrar mais tarde.
Lack of Ability
I can’t dance very well.
Eu não posso/sei dançar muito bem.
Lack of Permission
You can’t come in.
Você não pode entrar.
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Interrogative
Asking a Favor
Can you help me?
Eu não posso te encontrar mais tarde.
Asking for Permission
Can I come in?
Eu não posso/sei dançar muito bem.
Asking about Possiblity
Can we meet after work?
Você não pode entrar.
As for the interrogative form, the modal verb can is typically used to 
make requests. It’s used to ask for favors and for permission, or to 
ask about the possibility of something happening. 
MODAL VERB CAN
Uses
It’s important to acknowledge that these uses are usually easily noticed within the context, since the same 
sentence in different contexts may have different meanings. 
You can speak English.
Você pode/sabe falar inglês.
It’s possible for you to speak English in a certain situation.
É possível que você fale inglês em determinada situação.
You have the ability to speak English.
Você tem habilidade para falar inglês.
You have permission to speak English in a certain situation.
Você tem permissão para falar inglês em determinada situação.
MODAL VERB CAN
Contexts
And this is how you use the modal verb can. 
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Modal verbs are also known as modal auxiliary verbs because they add 
meaning to the main verb. Modal verbs can express possibility, probability, 
ability, permission, assumption, obligation, or prohibition.
Modal verbs follow the same sentence structure. Let’s look at structures 
in the affirmative, negative, and interrogative forms.
In the affirmative, the structure is the subject, the modal verb, and the main 
verb in the base form, which may be followed by a complement or not. 
Take a look at the table.
In negative sentences, we’ll include the word not after the modal verb. 
When we use the negative form, we generally use the contracted form couldn’t.
Subject + Modal Verb + Main Verb in the Base Form + Complement
We could go to the gym.
Nós poderíamos ir à academia.
Subject + Modal Verb + Not + Main Verb in the Base Form + Complement
We couldn’t go to the gym.
Nós não pudemos ir à academia.
MODAL VERBS
Affirmative
MODAL VERBS
Negative
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Modal Verb Could