Z102 - C2-Convencia Cívica PDF

Centro de Formação Profissional da Indústria Metalúrgica e Metalomecânica
Listen to the song and complete the lyrics with the jumbled verses.
CING- Nível 3- C2 Convivência Cívica 2


The basic notion of human rights lies in people’s recognition of the need to protect and affirm every other
person’s individual dignity. Human rights are important. No matter where people come from, or what their
age, culture, religion or income may be, they tend to talk about their concerns in terms of human rights.
Human rights issues are often seen as national or international in
scope, but human rights are equally relevant at an individual and
community level.
Some people seek ways to access their rights to land or to freedom

from discrimination. Some protest in pursuit of the right to a healthy
environment. Some people talk about the rights of the consumer and
the rights of the child. When people are in a dispute they may assert
their right to speak and to be heard. When people are accused of a
crime, they often focus on their right to be presumed innocent and
their right to a fair trial. Many people are often concerned about
human rights situations overseas and may find ways to call for
freedom from persecution and from torture for other people.
So what are human rights?

There is no universally agreed
definition; indeed, people’s
Rights are related to the values understanding of human rights is continually evolving. There are
that societies live by. general understandings, though, of what is meant by the term. One
These values have their origins way of looking at rights is to see them as a special kind of claim on
in the world's great religions and others. For example, the right to education means that everyone is
philosophies. entitled to a good education and, in particular, that governments
have an obligation to provide education facilities and services.
Value systems can vary in detail
between one society and Another way of understanding human rights is to look at the specific
another but the fundamental human rights that people around the world have agreed upon.
ideas are very similar. Equality and freedom from discrimination are generally accepted as
fundamental. Specific rights include the right to life, freedom from
Concepts of justice and human torture and other cruel and inhuman treatment, rights to a fair trial,
dignity are at the heart of these free speech and freedom of religion, rights to health, education and
values. an adequate standard of living. There are many others.
Rights are related to the values that societies live by. These values have their origins in the world’s great
religions and philosophies. Value systems can vary in detail between one society and another but the
fundamental ideas are very similar. Concepts of justice and human dignity are at the heart of these
values.
People everywhere seek physical security, freedom from suffering and freedom from unreasonable
restraint for themselves and their families. They seek equality and fairness, the opportunity to reach their
potential and acknowledgment of their inherent dignity.
Over the last few hundred years, ideas about human rights have developed as a way of expressing
some of those values. But whether expressed or not, rights are, and always have been, a part of the way
people interact with one another.

Which rights?
There can be disagreement about human rights – for example about which rights are more important or
whether a particular moral or legal right is a human right. When we talk about human rights we are
usually referring to those principles that the nations of the world have agreed to refer to as human rights.
These have been set down in international agreements and form part of international law. The rights set
out in these agreements are often also written into the domestic law of individual countries.
Human rights cover virtually every area of human activity. They

Human rights are universal. include civil and political rights, such as freedom of speech and
This means they apply to everyone, freedom from torture. They also include economic and social
regardless of status, race, gender, rights, such as the rights to health and education. Some rights
nationality or other distinction. apply to individuals, such as the right to a fair trial: these are
called individual rights. Others apply to groups of people, such as
the right to a healthy environment or to native title: these are called collective rights.
Human rights are more than mere demands: they have some special characteristics that have been
agreed by the international community. One of these characteristics is that human rights are universal.
This means they apply to everyone, regardless of status, race, gender, nationality or other distinction.
Indeed, equality is one of the fundamental human rights ideas. Another characteristic is that they are
indivisible – people are entitled to all rights, whether they are civil and political such as the right to a fair
trial or economic, or social and cultural such as the right to education.
Developed by the Human Rights and Equal Opportunity Commission, 2004
Task 1: Go through paragraph number 2 and transcribe the rights mentioned.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________
Task 2: “There is no universally agreed definition” of Human Rights but how did the author tried
to define them? (Paragraph 3 and 4)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________
Task 3: One of the characteristics mentioned in the text about Human Rights is that they are
Universal. What does this mean?
___________________________________________________________________________________
_________________________________________________________________________
Task 4: Which is the other characteristic of Human Rights mentioned in the text?
___________________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________________
Task 5: What do these words refer to in the text?
Their (line 4)__________________

They (line13) __________________
Them (3rd Paragraph) _____________
Their ( 5th Paragraph) _____________

Task 6: Find words/expressions in the text that mean the same as:
1st Paragraph
a) fundamental________________________
b) salary or wage______________________
c) subjects___________________
2nd Paragraph
a) search; look for________________________
b) in search ______________________
c) claim ___________________
d) to be considered/found _________________
e) worried about _______________
3rd Paragraph
a) has the right to________________________

b) give/offer ______________________
8th Paragraph
a) We are talking about ________________________

b) established ______________________
9th and 10th Paragraph
c) almost ________________________
d) without taking into account _____________________
e) which cannot be separated _______________________

If God __________ a name, what And yeah yeah god is great yeah yeah god is
____________it ___________ good
yeah yeah yeah yeah yeah
And ___________________ you call it to his
face What if God______________ one of us
If you _________________ faced with him in all Just a slob like one of _________
his glory Just a stranger on the bus
What ____________ you ask if you Trying to make his way home
___________ just one question He's trying to make his way home
Back up to heaven all alone
And yeah yeah God is great yeah yeah God is Nobody calling on the ____________
good Except for the pope maybe in rome
yeah yeah yeah yeah yeah
And yeah yeah God is great yeah yeah God is
What if God __________ one of us good
Just a slob like one of us yeah yeah yeah yeah yeah
Just a stranger on the bus
Trying to make his way home What if god _____________ one of us
Just a slob like one of us
If God __________ a face what ___________- Just a stranger on the ____________
it look like Trying to make his way home
And _________________ you want to see Just trying to make his way _____________
If seeing meant that you_____________ have to Like a holy rolling stone
believe Back up to heaven all _______________
In things like heaven and in jesus and the saints Just trying to make his way home
and all the prophets Nobody calling on the phone
Except for the pope maybe in _______________

Human Rights and Responsibilities

Human rights involve responsibility and duties toward other
people and the community. Individuals often have a Human rights are part of a context of
responsibility to ensure that they exercise their rights with due people living together in societies. As
regard for the rights of others. For example, exercising part of this, there must be a legal,
freedom of speech should not infringe someone else’s right to social and international order for human
privacy. Human rights are part of a context of people living rights to be realised effectively.
together in societies. As part of this, there must be a legal,
social and international order for human rights to be realised
effectively.
Governments have a particular responsibility to ensure that people are able to enjoy their rights. The
human rights claim by an individual or community implies an obligation on the part of the wider society,
usually through government, to guarantee the right in question. Governments today, if they wish to have
credibility, have to ensure a framework of law and have to provide services that together enable all their
citizens to enjoy a life in which their rights are observed. Whether or not governments actually do this, it
is generally accepted that this is the government’s responsibility and citizens can call them to account if
they fail to ensure rights.
Why are human rights important?

There has been a tremendous expansion in the understanding
Human rights are a prominent part of and application of human rights ideas over recent decades.
how people interact with others at all This has had many positive results and promises more.
levels in society - in the family, theKnowledge about human rights can empower individuals and
community, in educational institutions, promote remedies for specific problems. Values of tolerance
the workplace, in politics and in and equality promote the reduction of friction within society.
international relations. Proper observance of human rights promotes the security and
well-being of all people, including people living in countries
overseas. Action on human rights develops our ideas about
the kind of society we want to live in. Such action can include community discussions, incorporation by
administrators of human rights ideas into practical programs, activism on issues of concern and
legislation by governments, among many other things.
Human rights are a prominent part of how people interact with others at all levels in society – in the
family, the community, in educational institutions, the workplace, in politics and in international relations.
It is vital therefore that people everywhere should strive to understand what human rights are. When
people better understand human rights, it will be easier for them to promote justice and the well-being of
society.

Who has the responsibility to respect and protect human rights?
What are some terms that describe what human rights are concerned with?
Where do human rights come from?
Do you think human rights are important? Why?
Which rights are most important? Why?
Comprehension exercises on “Human Rights and Responsibilities”:

1. Match the word or expression to its synonym.
a) include 1. strive
b) in relation to 2. improve
c) guarantee 3. concern
d) consideration 4. overseas
e) disrespect 5. observance
f) make responsible 6. infringe
g) give power 7. regard
h) make better 8. call to account
i) respect (n.) 9. ensure
j) in other countries 10. toward
k) worry 11. involve
l) try very hard 12. empower
2. Answer the following questions:
a) What do Human Rights involve?

_________________________________________________________________
_________________________________________________________________
_______________________________________________
b) What do governments have to do to show credibility?

_________________________________________________________________
_________________________________________________________________
_______________________________________________
c) In which levels in society do Human Rights have influence?

_________________________________________________________________
_________________________________________________________________
_______________________________________________

Throughout history, concepts of ethical behaviour, justice and human dignity have been
important in the development of human societies, as has the question of the relationship of the
individual to the wider community.
Ideas about justice were prominent in the thinking of philosophers in the Middle Ages, the
Renaissance and the Enlightenment. An important strand in this thinking was that there was a
'natural law' that stood above the law of rulers. This meant that individuals had certain rights
simply because they were human beings. Significant development in thinking about human
rights took place in the seventeenth and eighteenth centuries. This found expression in the
American Declaration of Independence (1776) and the French Declaration of the Rights of Man
and the Citizen (1789). Whereas earlier the focus had been on the sovereignty of rulers, the
emphasis now started to shift to the rights of the individual as against the state, with its
associated ideas of fundamental freedoms that people should be able to enjoy.
The nineteenth and early twentieth centuries saw continuing advances in social progress, for
example in the abolition of slavery, the widespread provision of education and the extension of
political rights. Despite these advances, international activity on human rights remained weak.
The general attitude was that nations could do what they liked within their borders and that
other countries and the broader international community had no basis for intervening or even
raising concerns when rights were violated. This is expressed in the term 'sovereignty' or the
sovereign rights of a state to govern as it pleases, make whatever laws or decrees it wishes,
leaving it to others to condemn, praise or ignore.
The atrocities and violations of human rights that occurred during World War II galvanised
worldwide opinion and made human rights a universal concern. During World War II millions of
soldiers and civilians were killed or maimed. The promotion and protection of human rights
became an Allied war objective after U.S. President Roosevelt proclaimed the 'Four Freedoms' -
freedom of speech and belief, and freedom from want and fear - in 1941.
As the war drew to a close, the victorious powers decided to establish a world organisation that
would prevent further conflict and help build a better world. This new organisation was the
United Nations which came into existence in 1945. The purposes of the UN were essentially
four: to ensure peace and security, to promote economic development, to promote the
development of international law and to ensure the respect for human rights. In pursuit of these
goals, member governments of the UN have set up a vast and complex array of organisations
covering virtually every area of human activity.
Due to those organizations International human rights standards and national human rights laws
are seen as essential to the observance of human rights in particular countries. It is important
that both states and its people be vigilant about the dangers of human rights abuse, and that
individuals should know about their rights and the rights of others and that they should be able
to use international and national law as well as the legal system and national human rights
institutions to ensure that the promise of human rights protection is realised.

The Universal Declaration of Human Rights was adopted by the United Nations General Assembly in
1948. It is the basis for human rights protection and promotion around the world and has been endorsed
by all countries. Many countries have included its provisions in their basic laws or constitutions.
Those who drafted the Declaration had very much in mind the extreme human rights violations that had
been perpetrated during World War II and the preceding years. The United Nations was all about
promoting a better world through international co-operation, including in the field of human rights. In
adopting the Declaration, the United Nations emphasised the inherent dignity of every person and that
recognition of human rights was the basis for freedom, justice and peace. It called on governments and
individuals to promote respect for human rights through education and government policies.
The Universal Declaration is a powerful and eloquent statement, setting standards that provide a
framework for human rights supporters to call human rights violators to account. In its own words, it is
'… a common standard of achievement for all peoples and all nations …'
The rights set out in the Universal Declaration cover not only civil and political rights, which protect
individuals from government abuse of power, but also economic, social and cultural rights, which are the
basis for adequate standards of living that will ensure human dignity.
The existence of the Universal Declaration by itself does not mean that human rights violations do not
continue to occur. However, there is widespread recognition of what human rights are, due largely to the
existence of the Universal Declaration and other United Nations human rights standards.
In accepting international human rights standards, governments agree to ensure

that the people living within their boundaries are able to access and enforce the
rights set out in the instrument concerned. If a country chooses to sign and
'become party' to a human rights treaty, that country must ensure that its
domestic legislation complies with the treaty's provisions. If it fails to comply with
the terms of the treaty, that country will be in breach of international law.
A large number of nations of the world have accepted the major human rights treaties and committed
themselves to the provisions they set out. This underscores the universality of human rights principles.
Taken together, this great body of standards represents the aspirations of the people of the world for
justice, higher standards of moral behaviour and the elimination of suffering. It has achieved this through
a process of consultation and negotiation, which has synthesised ideas coming from all of the world's
cultures, religions and political and legal systems.
The implementation of international human rights law is for the long term. Much remains to be done to
achieve the UN Charter's goal of 'better standards of life in larger freedom'. Documents and laws on their
own cannot ensure the achievement of human rights objectives. They must be supported by education,
vigorous debate and active effort on the part of individuals, communities, organisations and
governments.

Why is the Universal Declaration of Human Rights important?
Why do countries agree to become ‘parties’ to different human rights treaties?
Which of these are human rights and which fall into other categories, such as assertions,
entitlements etc?
Human right Other
The right to life, liberty and security of person
The right to remain silent
The right to bear arms
The right to freedom of thought
The right to freedom of speech
The right to party
The right to own property
The right to assert authorship
The right to drink alcohol
The right to work
The right to privacy
The right to a nationality
The right to your opinion

A SUMMARY OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
1. Everyone is born free and we should all be treated in the same way.
2. Everyone is equal despite differences in skin colour, sex, religion or language.
3. Everyone has the right to life and to live in freedom and safety.
4. No one has the right to treat you as a slave nor should you make anyone your slave.
5. No one has the right to hurt you or to torture you.
6. Everyone has the right to be treated equally by the law.
7. The law is the same for everyone, it should be applied in the same way to all.
8. Everyone has the right to ask for legal help when their rights are not respected.
9. No one has the right to imprison you unjustly or expel you from your own country.
10. Everyone has the right to a fair and public trial.
11. Everyone should be considered innocent until guilt is proved.
12. Every one has the right to ask for help if someone tries to harm you, but no-one can
enter your home, open your letters or bother you or your family without a good reason.
13. Everyone has the right to travel as they wish.

14. Everyone has the right to go to another country and ask for protection if
they are being persecuted or are in danger of being persecuted.
15. Everyone has the right to belong to a country. No one has the right to prevent you from
belonging to another country if you wish to.
16. Everyone has the right to marry and have a family.
17. Everyone has the right to own property and possessions.
18. Everyone has the right to their own religion and change their religion if they
want to.
19. Everyone has the right to say what they think.
20. Everyone has the right to take part in meetings and to join associations in a peaceful way.
21. Everyone has the right to help, choose and take part in the government of their country.
22. Everyone has the right to social security and to opportunities to develop their
skills.
23. Everyone has the right to work for a fair wage in a safe environment and to join a trade
union.
24. Everyone has the right to rest and leisure.
25. Everyone has the right to an adequate standard of living and medical help if they are ill.

26. Everyone has the right to go to school.
27. Everyone has the right to share in their community's cultural life.
28 . No one has the right to take away any of the rights in this declaration.


Source: Getting on 9

A. Find in the text:

a) an adverb of frequency - __________________

b) a gerund - __________________
c) one verb in the simple present - _________________
d) one verb in the simple past - ___________________
e) one verb in the past continuous - __________________
f) one verb in the past participle - ___________________
B. Answer the following questions.

a) Why are intelligent and beautiful girls in Saudi Arabia unhappier than the other girls?
____________________________________________________________________________________________
__________________________________________________________________________________________
b) Sara is described as a charming girl. List the words / expressions which refer to her physical appearance and
those which refer to her personality.
____________________________________________________________________________________________
__________________________________________________________________________________________
c) Sara had already made up her mind about what she intended to do with her life. Explain her plans.
____________________________________________________________________________________________
__________________________________________________________________________________________
d) Why did her father want her to marry the old man from Jeddah?
____________________________________________________________________________________________
__________________________________________________________________________________________
e) When she heard about her marriage she “cursed our father, our land, our culture”. Why did she do that?
____________________________________________________________________________________________
__________________________________________________________________________________________
f) State your opinion on the issue.
____________________________________________________________________________________________
____________________________________________________________________________________________
C. How do you think Sara reacted before her wedding? Complete the following extract by choosing the
missing words from the list below.
prior to telephone trauma disgusting obedience hidden penetrated vaguely fed

up daily recall messages going even confined
I barely ____________ the wedding of my other sisters. I ____________ remember tears, but I was so young and
the emotional ____________ of marriage to a stranger had not ____________ my thoughts.
Sara was the perfect daughter, with her quiet ____________. But she surprised us during the weeks ____________
her wedding.
Apparently she had ____________ strength for she called our father’s office ____________ and left ____________
for him that she was not going to marry. She ____________ called the office of the man she was ____________ to
marry and left a message that he was a ____________ old man. Father, ____________ with Sara’s behaviour, had
our ____________ disconnected. Sara was ____________ to her room.

“Everyone has the right to their own religion

and change their religion if they want to.”
The newspaper article on this page deals with an issue that has recently surfaced in many European
countries. Read it and then discuss it.
The issue of the headscarves is very contentious and is discussed in many European countries. Although
in our country there are no plans to introduce laws such as those applied in France, you probably have an
opinion on the matter.
Read the statements below which were sent to a forum organised by the BBC World Service, and make a
list of all the advantages and disadvantages of such a ban. Then write an argumentative composition on
the issue.

DISCURSIVE COMPOSITIONS
Suggestions on how to write one
1) Spend a little time thinking about the issues involved. Make quite sure you understand what the
discussion should be about.
2) Brainstorm points for and against. Remember to do this in note form.
3) Decide on how you intend to structure the composition. Here are two suggested ways of doing this:
A.
INTRODUCTION
• ____________
• ____________ POINTS IN FAVOUR (each on a line)
• ____________
• ____________
• ____________ POINTS AGAIST (each on a line)
• ____________
CONCLUSION
B.
INTRODUCTION
• POINT IN FAVOUR Notes:

• POINT AGAIST
- Ideally, such
• POINT IN FAVOUR pairings should be
• POINT AGAIST thematically linked.
• POINT IN FAVOUR - The points against

• POINT AGAIST can, of course, come
first.
CONCLUSION
If you choose the first type of structure, it is a good idea to include a brief statement of intent to
orientate the reader.
e.g. I will begin by looking at the points in favour of capital punishment.

I will now turn to the arguments against.
4) Try to think of a few examples of real-life cases or events that can be used to illustrate certain key
points.
5) Finally in the planning stage, think of what to put in the introduction and conclusion.
6) Now you can begin to write a first draft of the essay.
7) Check it through for grammar and spelling errors and make the necessary corrections.
8) Write the final version.
Don’t forget!
- your own opinion should only be made explicit in the conclusion. Points should be presented impartially
using expressions such as the following:
Some people say that… / Others claim that… / There are those who argue that… / It is often said that… /
…
- appropriate paragraphing: new point on a new line. The introduction and the conclusion should be only
one paragraph each,
Linking expressions
Starting:
First of all, To begin with, For a start,
Putting points in order:

Firstly, Secondly, etc, Lastly, Finally.
Introducing a further point:

In addition, … Furthermore, … Moreover, … What is more, …
Introducing a contrasting point:

However, …. On the other hand, … Nevertheless, … On the other side of the coin,…
Introducing a consequence:
Therefore, … Thus, … Consequently, … As a result, …
Introducing a conclusion:
To sum up, … In conclusion, … To conclude, …
Introducing your personal view (in the conclusion):

In my view / opinion, … Personally, … As far as I am concerned, …

Identify the theme of the song. Find evidence in the lyrics to support your answer.
Then listen to it and fill in the gaps.
Don’t give Up
Kate Bush & Peter Gabriel
In this proud land we grew up strong Though I saw it all around

We were wanted all along Never thought that I could be affected
I was taught to fight Thought that we'd be the last to go
Taught to win It is so strange the way things turn
I never thought I could fail
Drove the night toward my home
No fight left or so it seems The place that I was born, on the lakeside
I am a man whose dreams have all deserted As daylight broke, I saw the earth
I've changed my face The trees had burned down to the ground
I've changed my name
But no one wants you when you lose Don't give up
You still have us
Don't give up Don't give up
'Cause you have friends We don't need much of anything
Don't give up Don't give up
You're not beaten yet 'Cause somewhere there's a place
Don't give up Where we belong
I know you can make it good
Moved on to another town
Tried hard to settle down
For every job, so many men
So many men no one needs
A.
1. How would you describe this song?
a) lively
b) simple
c) suitable for someone in despair
2. The man singing is: 3. The woman singing is:

a) disappointed a) sympathetic
b) pleased b) optimistic
c) ashamed c) hopeless
d) hopeful d) apprehensive

B. Read the poem.

Unemployment Line
by Robb (Rabbitt) MacKay
Now there's a new craze going around

It's getting bigger in most every town
From New York City out to Hollywood
Got everybody in the neighbourhood
Down in the unemployment line

You got yourself a place and I got mine
We been here waiting since the clock struck nine
Down in the unemployment line
Now every day you've got to fight the horde

Just to read what's on the bulletin board
When you go back and try and claim your space
Some other sucker come and stole your place
I hope the people in the government

Tell us how we're going to pay the rent
How we're going to get enough to eat
Now that the working man is obsolete
If things keep going like they seem they do

Won't be long before they're down here too
And they can be a part of this here mob
Working nine to five to find a job
C. Choose the correct synonym for the following words:
a) craze c) obsolete
- people with mental problems - fat
- fashion - out of date
- labyrinth - hungry
b) horde d) mob
- horse - group of people
- boss - line
- crowd - government

D. Answer the questions about the poem.
a) How many people does the problem referred to in the first verse affect?
_________________________________________________________
b) Who does the writer accuse of being responsible for what he’s going
through?
_________________________________________________________
c) What might be the consequence if the responsible people do nothing for
the unemployed people? Why?
_________________________________________________________
E. There are lots of words and expressions related to the world of work. You
can find some below. Match each word / expression on the left with their
meaning on the right.
1. be given the sack a) be given a better job

2. get a rise b) answer an advertisement
3. get a promotion c) decide to leave
4. retire d) a person or company that pays someone to work
5. apply for a job e) be fired
6. resign f) someone who is paid regularly to work
7. employee g) stop working because of age / years worked
8. employer h) be given more money
1 - ____ 2 - ____ 3 - ____ 4 - ____ 5 - ____ 6 - ____ 7 - ____ 8 - ____
F. There are also lots of English proverbs related to work. You will fond some
below. Match the beginning of the proverb to its end.
Can you say them in your own language?
1. If you don’t work,… a) do it yourself.

2. If you pay peanuts,… b) pleasure.
3. A bad workman… c) to his trade.
4. You cannot make bricks… d) you shan’t eat.
5. Business before… e) make light work.
6. Every man… f) blames his tool.
7. Many hands… g) you get monkeys.
8. If you want a thing well done… h) without straw.
1 - ____ 2 - ____ 3 - ____ 4 - ____ 5 - ____ 6 - ____ 7 - ____ 8 - _____

A- Fill in the gaps with the Present Simple of the verbs in the box.
be (2x) drink have (2x) brush watch play go wake study eat like
Peter _______ (1) an eleven-year-old student. He _______ (2) at a local school. He usually ________ (3) up very early
because his father _______ (4) a doctor and has to go to the hospital early in the morning. After Peter wakes up, he
_________ (5) a shower and later he _________ (6) his teeth. He _________ (7) to spend a long time in the shower. He
rarely _________ (8) breakfast at home. Most of the times he and his father stop in a nearby café to have breakfast. Peter
only has classes in the morning. In the afternoon he _________ (9) tennis and later he goes to his grandmother’s house to do
his homework and study. Sometimes he __________ (10) tea and _________ (11) scones with his grandmother. It’s his
favourite part of the day. At the end of the day he _______ (12) home and, ___________ (13) TV. He loves cartoons. He has
dinner with his parents and his sister and usually goes to bed at 9pm. Peter is never tired of his routine.
B – Answer the following questions:
1. How old is Peter?

________________________________________________________________
2. Where does Peter have breakfast?
________________________________________________________________
3. What does Peter do in the afternoon?
________________________________________________________________
4. What does Peter do at the end of the day?
________________________________________________________________
5. When does Peter go to bed?
________________________________________________________________
C- Write these sentences in the interrogative and negative forms of the Simple Present
1. Peter loves books.

Int. ________________________________________________________________________________
Neg._______________________________________________________________________________
2. They drive to work everyday.

Int. ________________________________________________________________________________
Neg._______________________________________________________________________________
3. Peter and his sister have got a pet.

Int. ________________________________________________________________________________
Neg. _______________________________________________________________________________
D- Use the verbs listed below in the Past Simple to fill the gaps
decide live remember eat love visit like X2 rain want
1 Pepe Hernandez in Cuenca from 1992 to 1995. 2 Mari Sarmiento to learn how to fly.
3 It all day yesterday. 4 Miguelín to buy a new stereo.
5 Sofia didn't anything for breakfast. 6 Angela and Ramón each other very much.
7 Simon didn't Benidorm. 8 Did you to turn everything off?

E- Fill in the gaps with the Simple Past of the verbs in brackets.
be (2x) drink have (2x) brush watch play go wake study eat like
Last weekend Carmela (go) to the cinema to see "The Others". Carmela (not like) it because it
(be) about ghosts and she is afraid of them. When she (come) home with her friend Lola, she (feel)
very strange. They (hear) a noise behind them, but they could not see anyone. It (run) a lot and there
(be not) any taxis on the street, so they (have) to go home walking. The noise (be) still behind them and
while they (try) to see what or who it (be), the lights on the street (go) out and they
(cry) for five minutes.
F- Simple Past or Past Perfect?
I can't believe I (get) that apartment. I (submit) my application last week, but I didn't think I had
a chance of actually getting it. When I (show) up to take a look around, there were at least twenty other people
who (arrive) before me. Most of them (fill, already) out their
applications and were already leaving. The landlord said I could still apply, so I did.
I (try) to fill out the form, but I couldn't answer half of the questions. They (want) me to include
references, but I didn't want to list my previous landlord because I (have) some problems with him and I knew
he wouldn't recommend me. I (end) up listing my father as a reference.
It was total luck that he (decide) to give me the apartment. It turns out that the landlord and my father
(go) to high school together. He decided that I could have the apartment before he (look) at my
credit report. I really lucked out!
G- Supply the correct form of the verb.

1. She ___________________ (to go) to the office every day.
2. We ___________________ (to go) to the theatre last night.
3. Where _____________________ (you/to go) for a holiday last year?
4. He ___________________ (to feel) ill yesterday, so I _____________ (to tell) him to go to the doctor.
5. He was very disappointed. He _____________ (to try) to pass the exam for ages.
6. He ___________________ (to know) her for a long time before he finally ___________ (to get) married to her.
7. _____________________ (he/generally/to wash) the car on Saturdays?
8. He wondered why he _____________ (to choose) that job, which __________ (not to seem) so rewarding as he
____________ (to think).
9. It was clear that autumn ______________ (to come) at last.
10. It_____________ (to begin) to rain just a minute ago.
11. _________________________ (not/she/to come) here yesterday?
12. When I got there, she _______________ (to tell) me she _______________ (to know) about the secret for a long
time.

Review of Tenses
1. Complete with the present simple.
1. The bus ______________ (leave) at eight o’clock every day.

2. _____________________ (she/go) to work by bus.
3. We usually _______________ (travel) abroad in summer.
4. They rarely _____________ (spend) their free time at home.
5. My sister ____________ (not watch) TV at night.
6. _____________ (your father/ watch) the news in the evening.
7. ______________________ (the film/start) at 10:00 pm?
8. They ____________ (always/ to play) the piano in the evening.
9. She ______________ (to know) you quite well.
10. They _____________ (not/to live) in Chicago.
11. What time __________________ (the boys/ to wake up)?
12. We ___________________ (always/ to make) mistakes.
13. ______________________ (she/ generally/ to have) breakfast at seven?
14. ______________________ (we/ to leave) for Madrid at three?
15. ______________________ (the children/not/to walk) to school every morning?
2. Form sentences using the present simple.

1. He / have / dinner at seven /never.
_____________________________________________________________
2. Susan / go away / at weekends /rarely.
_______________________________________________________________
3. He / be / late for work/ always.
_______________________________________________________________
4. You / go / to the theatre / how often/?
_______________________________________________________________
5. My father /take / his car in for service / every six months
_______________________________________________________________
6. She / play / football / on Sunday morning/?
_______________________________________________________________
3. Complete with the past simple.
1. Robbie Williams’ singer career _____________ (begin) when he ___________ (join) the boy band Take That.
2. Before then, Robbie _______________ (have) one job as a window and doors salesman.
3. He ______________ (not be) very good at this.
4. He _____________ (leave) Take that because he wasn’t being taken seriously.
5. _________________ (he/sing) a song with Nicole Kidman?
6. He _____________ (write) many of his own songs.
7. He _______________ (not give) a concert last month.
8. ______________ (you / buy) his last album?
9. How many years ago __________________ (he/ start) singing?

10. He ____________ (take) part in a celebrity football match for charity last month.
11. ______________________ (she/ arrive) in time?
12. They _________________ (not eat) any chocolate.
13. _________________________ (she/ to clean) the backboard?
14. Two years ago we __________________ (to visit) Italy.
15. The doctor ________________ (not tell) her to stay in bed.
4. Complete the sentences with the present simple or the past simple of the verbs in brackets.
1. Last night I ___________________ (send) her an e-mail.

2. She _________________ (not surf) the Net everyday.
3. Danny usually __________________ (read) all kind information he _______ (get) about snowboard.
4. In 1980 _______________ (there to be) less snowboarders than today.
5. Some years ago people _______________ (not worry) so much about sports.
6. Every day Danny ______________ (start) practising at 8.30 a.m.
7. __________________________ (you/see) Danny on TV last night?
8. Nowadays, Danny ___________________ (be) the best rider in the world.
5. Complete the sentences with the past perfect of the verbs in brackets.
1. He _______________________ (study) a lot for the test.

2. When he entered the room she ____________________ (already/leave).
3. They realizes that they _____________________ (make) a big mistake.
4. He _______________ (inform) them about the new changes in the programme.
5. We ____________________ (move) to the nearest village before he arrived
6. She ____________________ (read) the short story before they asked her to do it.
7. I bought a car when I ___________________ (save) up enough money.
8. She _______________________ (explain) why it was difficult to find the youth club.
9. When I arrived at the airport, the plane ___________________________________________________ (take off/ already).
10. ________________________ (she/return) to the hotel?
11. John ______________________________ (already/waste) all his money.
12. Peter ______________________ (visit/already) his uncle.
7. Complete the gaps using the Past Simple or the Past Perfect of the verbs in brackets:
a) After he _______________ (arrive) at the centre for disable people he _____________ (realise) he ____________________ (leave)
his mobile phone at home.
b) Before he ____________ (buy) this new wheelchair he ______________ (do) some research to find out its good points.
c) They ____________________ (be) great athletes before they ________________ (have) their car accident.
d) When he _______________ (see) the wheelchair in the shop, he _______________ (begin) to dream about buying it.
e) As soon as they _________________ (read) the book about cerebral paralysis, they ________(take) it back to the library.

Ex.1- Look at the sentences, underline the tenses and fill in the tables.
Type 1= Expresses __________________________________________________

Examples:
If I disrespect my fellow citizen, I won’t be well respected either.
If you respect the human rights, you will be respecting yourself.
If Human rights are ensured, people will live freely.
If UNICEF doesn’t protect children’s rights, they won’t prevail.
If ________________+ Future Simple (____________+ _______________)
Type 2= Expresses _________________________________________________

Examples:
If I disrespected my fellow citizen, I wouldn’t be well respected either.
If you respected the human rights, you would be respecting yourself.
If Human rights were ensured, people would live freely.
If UNICEF didn’t protect children’s rights, they wouldn’t prevail.
If- _________________ + Conditional ( __________+ _______________)
Type 3=Expresses __________________________________________________

Examples:
If I had disrespected my fellow citizen, I wouldn’t have been well respected
either.
If you had respected the human rights, you would have been respecting yourself.
If Human rights had been ensured, people would have lived freely.
If UNICEF hadn’t protected children’s rights, they wouldn’t have prevailed.
If- _______________ + Conditional Perfect (__________ + _________ + past participle)

Ex.2. Rewrite the sentences:
1- Type 1- If you work hard, you will pass the test.

a) Type 2- If you_____________________________________________
b) Type 3- If you _____________________________________________
2- Type 1- If you open the door, you will get a surprise.

a) Type 2- If you_____________________________________________
b) Type 3- If you _____________________________________________
3- Type 1- If you tell me the answer, I will give you a prize.

a) Type 2- If you_____________________________________________
b) Type 3- If you _____________________________________________
4- Type 1- If he goes to the meeting, I will see him.

a) Type 2- If he_____________________________________________
b) Type 3- If he _____________________________________________
5- Type 1- If he tries, he will succeed.

a) Type 2- If he_____________________________________________
b) Type 3- If he _____________________________________________
6- Type 1- If people respect one another, they will be respected.

a) Type 2- If people_____________________________________________
b) Type 3- If people_____________________________________________
7- Type 1- If the world protects children, they will live much happier.
a) Type 2- If the world_____________________________________________
b) Type 3- If the world _____________________________________________
8- Type 1- If UNICEF doesn’t exist, there will not be children protection.

a) Type 2- If UNICEF_____________________________________________
b) Type 3- If UNICEF _____________________________________________
9- Type 1- If countries sign the Treaty, they will respect the Human Rights.
a) Type 2- If countries _____________________________________________
b) Type 3- If countries _____________________________________________
10- Type 1- If you see discrimination, you will feel the need to fight against it.
a) Type 2- If you_____________________________________________
b) Type 3- If you _____________________________________________

Ex.3- Complete the blanks with correct tense of the verbs in brackets
a) I _________________ (introduce) the net to poor communities if people had backed me up.
b) If teachers ____________ (be) well-prepared to use new technologies, they will help all
students to achieve high standards.
c) Young people ______________ (become) skilled users of the internet if they are given
educational opportunities.
d) If he had built an Internet resource centre for the local community, he __________ (win)
the elections.
e) If all of us are linked together generation to generation, we _________ (effect) a positive
change in our community life.
f) If people only knew what they could achieve, they ___________ (hesitate) to learn Internet
skills.
g) Her parents ____________ (give) her money if things get tight.
h) If she _________ (have) love and attention from her parents, she wouldn’t have upset them.
i) Marie will pursue a career in social work if she __________ (have) an opportunity to enrol at
College.
j) If these teenagers had talked to their parents, they __________ (solve) many problems.
k) If they ________ (be) victims of dysfunctional families, they would still be carefree
teenagers.
l) If the school bus______________ (come) soon, we ___________________ (have to take)
a taxi.
m) If I _____________ (speak) German, my Interrail trip to Austria ___________ (be) more
interesting.
n) They __________ (buy) a car, if they ______________ (have) enough picnic.
o) If it ________________ (rain) tomorrow, they ____________ (cancel) the picnic.
p) I will contact you if I ____________________ (receive) his e-mail today.
q) Senior members of society ___________________ (benefit) greatly if they were
introduced to the use of web communications.
r) If children hadn’t been exposed to the Internet, they __________________ (not/ contact)
with some aspects of today’s society.
s) If I had known you would become so addicted, I ___________________ (not/teach) you
how to use a computer.
t) If television were more careful, children_______________ (not/have) access to so many
images of violence.
u) If journalists were impartial, newspapers articles _____________ (not be) biased.

If-Clauses
1- Write the verbs in brackets in their correct forms into the gaps.
1. We would pass the exam if we _________________________(to learn) more.
2. I __________________________ (to go) to the party if you come with me.
3. If they _____________________ (to buy) the cat, their children would have been
happy.
4. You'll catch a cold if you ___________________________ (not/to wear) a pullover.
5. If I ______________________ (to see) the film, I wouldn't have bought the video.
6. If you_____________________ (to wait) a minute, I'll come with you.
7. If I went anywhere, it _____________________ (to be) Australia.
8. We_______________ (to watch) TV tonight if Peter hadn't bought the theatre tickets.
9. Would you go out more often if you _____________________ (not/to have) to do so
much in the house?
10. If they____________________ (to have) enough money, they would buy a new car.
11. If it rains, I ___________________________ (not/to play) football.
12. I_________________________ (to phone) you if I hadn't seen you today.
13. If he hadn't missed the train, he _____________________ (to arrive) here in time.
14. I will miss the school bus if I_____________________ (not/to get up) early.
15. We could have helped John if we ____________________(to know) about his problems.
16. If we_____________________ (to cycle) to Dresden, it will be a fantastic trip.
17. If I go to Leipzig, I _______________________(to see) the zoo.
18. If I were a millionaire, I___________________ (to live) in Beverly Hills.
19. If we had read the book, we ___________________ ( not to watch) the film.
20. I could have arrived in time if I_______________________ (to catch) the train.
21. If the teacher explained the grammar once more, I__________________( to make) a
good test.
22. My friend would stay longer in Vienna if he ____________________ (to have) more time.
23. If it had not rained I ____________________ (to go) for a walk.
24. If Jim travelled to Scotland again, he _________________ (to open) a whisky distillery.

2- Rephrase the sentences.
1. Mary didn’t go to Spain because she was late.

If Mary hadn’t ___________________________________________________
2. They don’t study English so they aren’t successful.

If they study_____________________________________________________
3. English absorbed many foreign languages. So it is the most international of tongues.

If English didn’t __________________________________________________
4. Some students don’t exchange ideas with foreign students. They don’t have internet.
If some students had internet________________________________________
5. Captains use English so that they communicate with ships from other countries.
If they don’t ____________________________________________________
6. Some people can’t speak English, so they don’t have good jobs.
But if they could __________________________________________________
7. You should learn English.

If I were you ____________________________________________________
8. Astronauts try to discover new things and so they’ll improve the world we live in.
If astronauts didn’t_______________________________________________
9. Scientist discovered a new planet because they were very persistent.

If scientist hadn’t__________________________________________________
10. The robot can’t answer you because he wasn’t paying any attention.
If he paid________________________________________________________
11. I didn’t see the news on TV. I didn’t about the accident.
If I had _________________________________________________________
12. When we brought his books back, the librarian suggested other books.
If we hadn’t______________________________________________________

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Centro de Formação Profissional da Indústria Metalúrgica e Metalomecânica

CING- Nível 3- C2 Convivência Cívica 2

CING- Nível 3- C2 Convivência Cívica 3

Some people seek ways to access their rights to land or to freedom

So what are human rights?

CING- Nível 3- C2 Convivência Cívica 4

Human rights cover virtually every area of human activity. They

Task 1: Go through paragraph number 2 and transcribe the rights mentioned.

Task 5: What do these words refer to in the text?

Their (line 4)__________________

CING- Nível 3- C2 Convivência Cívica 5

a) has the right to________________________

a) We are talking about ________________________

9th and 10th Paragraph

CING- Nível 3- C2 Convivência Cívica 6

CING- Nível 3- C2 Convivência Cívica 7

Human Rights and Responsibilities

Why are human rights important?

CING- Nível 3- C2 Convivência Cívica 8

Who has the responsibility to respect and protect human rights?

Where do human rights come from?

Do you think human rights are important? Why?

Which rights are most important? Why?

Comprehension exercises on “Human Rights and Responsibilities”:

1. Match the word or expression to its synonym.

2. Answer the following questions:

a) What do Human Rights involve?

b) What do governments have to do to show credibility?

c) In which levels in society do Human Rights have influence?

CING- Nível 3- C2 Convivência Cívica 10

CING- Nível 3- C2 Convivência Cívica 11

In accepting international human rights standards, governments agree to ensure

CING- Nível 3- C2 Convivência Cívica 12

Why is the Universal Declaration of Human Rights important?

Why do countries agree to become ‘parties’ to different human rights treaties?

The right to life, liberty and security of person

The right to remain silent

The right to bear arms

The right to freedom of thought

The right to freedom of speech

The right to party

The right to own property

The right to assert authorship

The right to drink alcohol

The right to work

The right to privacy

The right to a nationality

The right to your opinion

CING- Nível 3- C2 Convivência Cívica 13

A SUMMARY OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

2. Everyone is equal despite differences in skin colour, sex, religion or language.

5. No one has the right to hurt you or to torture you.

6. Everyone has the right to be treated equally by the law.

10. Everyone has the right to a fair and public trial.

11. Everyone should be considered innocent until guilt is proved.

13. Everyone has the right to travel as they wish.

CING- Nível 3- C2 Convivência Cívica 14

they are being persecuted or are in danger of being persecuted.

belonging to another country if you wish to.

1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 -

1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - _

If __+ Future Simple (+ _)

If- _ + Conditional ( + _)

If- _____ + Conditional Perfect ( + _ + past participle)