Book Premium

Download as pdf or txt
Download as pdf or txt
You are on page 1of 97

COPYRIGHT © 2020 BY SISTEMA DE ENSINO APLICAÇÃO - ASAP EXECUTIVE EXPRESS - REVISÃO: LUIZ HENRIQUE DE CASTRO

ASSIS. É PROIBIDA A REPRODUÇÃO TOTAL OU PARCIAL, POR QUALQUER MEIO OU PROCESSO, INCLUSIVE ÀS CARACTERÍSTICAS
GRÁFICAS E/OU EDITORIAIS. A VIOLAÇÃO DE DIREITOS AUTORAIS CONSTITUI CRIME (Código penal, art. 184, e Lei nº 6.895, de
17/20/1980), SUJEITANDO-SE A BUSCA E APREENSÃO E INDENIZAÇÕES DIVERSAS (Lei nº 9.610/98).
To the student:

ASAP EXECUTIVE EXPRESS ENGLISH COURSE is designed for English


students in different levels. It works as a self-study material, giving
independence to our students, with the same efficiency when used in a
conventional classroom. The Book 3 - PREMIUM encompasses 10 Units in
which the four basic skills are covered (Speaking, Reading, Listening and
Writing). Pay special attention to the symbol . It indicates that there is
(are) audio file(s) related to the exercise. All the audio files are available
online on our EAD portal, in which you are given access at the moment of
your registration as an ASAP student. There you will also find video classes
related to the content on this book and extra material for your study. We
strongly recommend the constant use of our EAD platform with all the
resources it has to offer. You will also have assistance of teachers via
forums and WhatsApp groups.

Finally, it’s important to reinforce that the study of any language cannot be
limited to a range of a lesson per week. At ASAP you will have all the tools
and orientation you need to improve your English daily basis proactively.
Use these tools with dedication and, soon enough, you will be amazed by
what the combination of hard work and the perfect tools can do. Take the
best from this opportunity!

Sincerely,

ASAP EXECUTIVE EXPRESS Coordination


SUMMARY
UNIT 1 4
-Lesson 1 - Introducing the topic: Learning English 5
-Lesson 2 - Reading comprehension 6
-Lesson 3 - Grammar in focus: The past perfect 8
-Lesson 4 - Talking time: At a restaurant 10
UNIT 2 12
-Lesson 1 - Introducing the topic: The D-Day 13
-Lesson 2 - Reading comprehension 14
-Lesson 3 - Talking Time: Verbs and prepositions 16
-Lesson 4 - Grammar in focus: Relative Clauses 17
UNIT 3 18
-Lesson 1 - Introducing the topic: Vegetarianism 19
-Lesson 2 - Reading comprehension 20
-Lesson 3 - Talking Time: Phrasal Verbs 23
-Lesson 4 - Grammar in focus: Present perfect continuous 24
UNIT 4 26
-Lesson 1 - Introducing the topic: Physical exercises 27
-Lesson 2 - Reading comprehension 28
-Lesson 3 - Talking Time: Idiomatic expressions 30
-Lesson 4 - Grammar in focus: Relative clauses (2) 31
UNIT 5 34
-Lesson 1 - Introducing the topic: Traffic 35
-Lesson 2 - Reading comprehension 36
-Lesson 3 - Talking Time: shopping 38
-Lesson 4 - Grammar in focus: Conditionals type 2 39
UNIT 6 41
-Lesson 1 - Introducing the topic: Smartphones 42
-Lesson 2 - Reading comprehension 43
-Lesson 3 - Talking Time: Discussing sentences and figures 45
-Lesson 4 - Grammar in focus: Passive voice 46
UNIT 7 48
-Lesson 1 - Introducing the topic: Crime and punishment 49
-Lesson 2 - Reading comprehension 51
-Lesson 3 - Talking Time: Violence 53
-Lesson 4 - Grammar in focus: -ing and -ed clauses 54
UNIT 8 56
-Lesson 1 - Introducing the topic: Summer season 57
-Lesson 2 - Reading comprehension 58
-Lesson 3 - Talking Time: a sun bath 61
-Lesson 4 - Grammar in focus: Relative clauses (3) 62
UNIT 9 63
-Lesson 1 - Introducing the topic: Use of Technology 64
-Lesson 2 - Reading comprehension 65
-Lesson 3 - Writing a formal email 67
-Lesson 4 - Grammar in focus: conditional sentences review 70
UNIT 10 71
-Lesson 1 - Introducing the topic: Brain ageing 72
-Lesson 2 - Reading comprehension 73
-Lesson 3 - Talking time and review 75
-Lesson 4 - Writing 76
EXERCISE BOOK 78
IRREGULAR VERBS 95
Unit 1

Lesson 1 - Discussing the topic - Learning English


Lesson 2 - Reading comprehension
Can Language Learning Happen During Sleep?

Lesson 3 - Grammar in focus


The past Perfect

Lesson 4 - Talking time


At a restaurant
Unit 1

Lesson 1 - Discussing the topic


You are about to read an article on language learning. But first
let’s discuss about the topic. Feel totally free to express your
thoughts. Write some guide lines and answer the questions
below!

1. How the initiative of studying English has changed your life so far?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. Which individual actions you think were effective during your learning process?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Do you think people should rely only on technology (apps, websites, Youtube, etc.) to
study English? Why?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. Can you think about any “non technological way” to study and improve your English? List
them below:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. Discuss with the class and list below the approaches you usually use outside the
classroom to sharpen your English basic skills (reading, writing, speaking and listening):
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5
Unit 1

Lesson 2 - Reading comprehension


Can Language Learning Happen During Sleep?

Read and Listen (Audio 01 from 00:00s)

1 A new study suggests some language learning can take place during sleep. Researchers from
Switzerland’s University of Bern say they discovered people were able to learn new language words
during deep levels of sleep. Results of the study recently appeared in the publication Current Biology.
Sleeping hours are generally considered unproductive time. But several studies have suggested some
learning activity can happen. Studies involving mice provided evidence that sleep learning is possible in
the brain of mammals.
2 Other human studies, the Swiss researchers said, found that simple learning through sounds may be
possible during sleep. But they added that “complex verbal learning” has not yet been demonstrated.
Much of the earlier research found that memories made when people were awake were reinforced and
strengthened during sleep. This supported the idea that information learned while awake is replayed and
deeply embedded in the sleeping brain.
3 The researchers theorised that, if replay during sleep improves the storage of information that is
learned while awake, the processing and storage of new information should also be possible during
sleep. The research group was led by Katharina Henke, a professor at the University of Bern and
founder of the school’s Center for Cognition, Learning and Memory. The researchers carried out
experiments on a group of young German-speaking men and women. The experiments centred on
periods of deep sleep called “up-states.” They identified these slow-wave peaks as the best moments for
sleep-learning.
4 During normal sleep, human brain cells are commonly active for a short period of time before they
enter a state of brief inactivity, the researchers said. The two states are continuously changing. The
researchers observed individuals in a controlled environment during brief periods of sleep. They
recorded brain activity as pairs of words were played for the study subjects. One word in the pair was a
real German word. The other was a made- up foreign word.
5 For later identification purposes, the German words chosen were things clearly larger or smaller than
a shoebox. Each word pair was played four times, with the order of the words changed each time. The
researchers said the word pairs were played at a rhythm that is similar to actual brain activity during deep
sleep. The goal was to create a lasting memory link between the false word and the German word that
individuals could identify when awake. When the subjects woke, they were presented with the false
language words – both by sight and sound. They were then asked to guess whether the false word
played during sleep represented an object smaller or larger than a shoebox. During this part of the
experiment, some of the subjects had their brain activity recorded by magnetic imaging technology. This
was meant to measure brain activity when the subjects were giving their answers to the questions.
6 Results of the study found that a majority of subjects gave more correct answers about the sleep-
learned words than would be expected if they had only guessed at random. The researchers said they
measured increased signals affecting a part of the brain known as the hippocampus. This brain structure
is very important for building relational memory during non-sleep periods. The researchers said memory
was best for word pairs presented during slow-wave peaks during sleep. The study suggests that
memory formation in sleep appears to be caused by the same brain structures that support vocabulary
learning while awake. The researchers say more studies are needed to support their findings. However,
the experiments do provide new evidence that memories can be formed and vocabulary learning can
take place in both conscious and unconscious states.
Bryan Lynn and Ashley Thompson
February 26, 2019 - VOAnews

65
Unit 1

Reading Comprehension

1. In paragraph 1, the expression 2. In paragraph 2, the extract


“take place” can be replaced by: “replayed and deeply embedded place”
referes to:
a. occur
b. become a. deep sleep
b. brain
c. perform
d. involve c. information learned
d. Idea

3. Summarise with your own words what the researches theorised in paragraph 3:

4. Describe with your own words what the researches informed in paragraph 4:

5. Give the number of the paragraphs that bring the following ideas:

a.Introduction
b. development of the subject

6. Listen to the extract of the text and write below its main ideas (Audio 02 from 00:00s)

REMEMBER! It’s important to read your answers aloud when


studying alone. That will help you to improve your pronunciation
as well as to reinforce possible new vocabulary.

7
Unit 1

Lesson 3 - Grammar in focus

The Past Perfect

Gabriel went to a barbecue last


w e e k . Vi n í c i u s w e n t t o t h e Past
barbecue too, but they didn’t see
each other. Vinícius left the
1pm 1.30pm Now
barbecue at 1:00 pm and Gabriel
Vinícius Gabriel
arrived at 1:30 pm. So, when left arrived
Gabriel arrived at the barbecue,
Vinícius wasn’t there. He had left Read these examples:
it.
Two actions are involved. • When Marcy got to school this
The first we talk about something morning, the class had already started.
that occurred in the past: Gabriel
arrived at the barbecue. This is • Diego didn’t go to the theatre, because
the starting point. Then, if we want he had already seen the play.
to talk about things that occurred
before this time, we use the past
• When we got into the stadium, the
perfect. When Gabriel arrived at
team had already scored a goal
the barbecue, Vinícius had already
left.

1. Now read the situations and write sentences from the words in parentheses:

a. You went to Helen’s office, but she wasn’t there.


She / go / home
When I

8
7
Unit 1

Lesson 3 - Grammar in focus

b. You invited Arimateia to go out, but he couldn’t go.


He / arrange / something else to do

c. You went to a soccer game last night. You arrived late.


The game / already / start

d. You were happy to see a friend of yours, after a long time.


I / not / see / her / since 1999

e. You offered Denis something to eat but he wasn’t hungry.


He / just / have lunch

2. Write three sentences using past perfect related to your reality. Thing about actions that
happened before you did something in the past:

3. Complete with the past simple and the past participle.


P. Simple P. Participle

Finish
See
Go
Visit
Call
Eat
Make
Drive

9
Unit 1

Lesson 4 - Talking time


When speaking English daily, you will face different situations!
Let’s prepare you for that! Below we have a dialogue at a
restaurant:

Read and Listen (Audio 03 from 00:00s)

• Good evening. How many people?


• Hi, table for four.
• This way please
• (after a while) So, what can I get you to drink?
• Could we have some mineral water, please?
• Certainly. Are you ready to order your meal?
• Yes, we are
• I’d like a carpaccio to start with, followed by a filet a parmigiana
• For me, just a mixed salad.
• We’d like prawn cocktails as starters, followed by Tomedo Machand du vin.
• Ok, how would you like your meat? Rare, medium, or well done?
• All medium, please.
• Right. Would you like some wine to follow with?
• Sure! What do you suggest?
• The house red is excellent, mam. It’s a medium dry cabernet.
• That’s fine.
• Thank you.

Now, answer the following questions. Go back to the dialogue if you


need.

1. Who are probably the person who greets the four people?

2. Considering the context, what are the four people?

3. What kind of language is used by the headwaiter / waiter?

10
Unit 1

4. How do you usually like your meat, rare, medium or well done?

5. In you point of view, is there any problem to eat rare meat? Why?

6. What are your favorite meats?

7. Role play a situation in which you go out to a restaurant with your friends. Use the menu
below to help you.

Meats
Beef: the flesh of cattle (= cows), eaten as food
Pork: meat from a pig, eaten as food
Chicken: the meat of this bird that is cooked and eaten
Lamb: the flesh of a young sheep eaten as meat
Turkey: the flesh of this bird used as food
Fish: the flesh of these animals eaten as food
Duck: the meat of this bird
Shrimp: a very small sea creature similar to a prawn but smaller, or its flesh eaten as food
Prawn: a small sea animal with a shell and ten legs, that can be eaten

11
Unit 2

Lesson 1 - Discussing the topic - The D-Day


Lesson 2 - Reading comprehension
The D-Day (Normandy landings)

Lesson 3 - Talking time


Verbs and prepositions
Lesson 4 - Grammar in focus
Relative Clauses
Unit 2

Lesson 1 - Discussing the topic

You are about to read an article about the D-Day, one of the most
important events on WWII. First let’s discuss about the topic. Feel
totally free to express your thoughts. Write some guide lines and
answer the questions below

1. What do you know about the event known as “The D-Day”?


___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. How had this event influenced the rest of the WWII?


___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. What do you think about human conflicts for territory? Do they still happen nowadays?
Would you be able to give examples?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. What is your opinion about nuclear weapons? Are they “a necessary evil” or an
unnecessary thing?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. Discuss with the class the theme “peace x war”. What are the reasons nowadays that can
lead a civilised society into war:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

13
Unit 2

Lesson 2 - Reading comprehension


D-Day (Normandy landings)

Read and Listen (Audio 04 from 00:00s)

1 The Normandy landings of Operation Overlord during World War II - codenamed Operation
Neptune but most commonly known as D-Day—took place on June 6, 1944. On this day,
approximately 156,000 Allied troops crossed the English Channel in a massive amphibious
military assault, breaking through the Germans’ extensively fortified Atlantic Wall to begin the
invasion of German-occupied France.

Preparation

2As early as 1942, the Allies were considering an invasion of northwestern France, which had
been occupied by Germany since 1940. Aware of this threat, Adolf Hitler ordered the construction
of the “Atlantic Wall,” which consisted of landmines, bunkers, and other obstacles to fortify 2,400
miles of French coast.

3
In mid-1943, the Allies made definite plans for an Allied invasion the following year, to be
headed by American general Dwight Eisenhower. The highly secret invasion of Normandy was
scheduled to begin June 5, but due to poor weather it was postponed until the following day.

Invasion

4 In the predawn hours before the beach landings, thousands of American, British, and Canadian
paratroopers were dropped behind enemy lines on the eastern and western flanks of the landing
zones. Their objective was to secure roads and bridges, which would both hinder the Germans’
ability to counterattack as well as facilitate the progress of the landing forces off the beaches.

5 The Allied landings on the beaches began at 6:30 a.m. American, British, and Canadian infantry
divisions landed along a 50-mile stretch of Normandy coast on five beaches: Utah (assigned to
the Americans), Omaha (Americans), Gold (British), Juno (Canadians), and Sword (British). Allied
troops faced German resistance on all beaches, but the bloodiest fighting was on Omaha.

Aftermath

6 By the night of June 6, all five beaches had been captured, and the Allies had made progress
in pushing their way inland. In total, about 156,000 infantrymen, 13,000 aircraft, and 6,000 ships
participated in D-Day, and more than 4,000 Allied troops were killed.

7 Over the following 2 ½ months, the Allies fought their way through northern France. The Battle
of Normandy was considered complete at the end of August, with the liberation of Paris and the
retreat of German forces across the River Seine. The success of D-Day and the following
Normandy campaign directly influenced the Allies ability to liberate Western Europe from German
control.
Author Unknown

14
Unit 2

Reading Comprehension

1. In paragraph 1, the word “codenamed” 2. In paragraph 2, the word “which”


can be replaced by: referes to:
a. Known as a. The Allies
b. Realised b. Invasion
c. Spoiled c. Northwestern France
d. Revealed d. 1942

3. Find in paragraph 3, the reason that led to the decision of postponing the operation:

4. Reread the paragraph 4 and explain the reason for the Allies to use para shooters:

5. Without using a dictionary, try to explain the meaning of the adjective amphibious
in paragraph 1:

6. Use a dictionary and write down 3 synonyms for the verb “to retreat” in paragraph 7:

7. TRUE or FALSE
- Overload was a codename for the operation in Normandy ( )
- The operation had to be postponed due weather conditions ( )
- America, Britain and Canada were members of the operation ( )
- The resistance that the Allied troops faced were harsh ( )
- The operation had direct effect on the success of the Allies against German troops ( )

8. It’s time to build vocabulary! Write all the words in the text you didn’t know, look them on the
dictionary and write example sentences with them. Don’t copy the examples from the
dictionary

REMEMBER! It’s important to read your answers aloud when


studying alone. That will help you to improve your pronunciation
as well as to reinforce possible new vocabulary.

15
Unit 2

Lesson 3 - Talking time


It is usual in English some sentences to end with a preposition,
e.g. Where do you como from? Listen to the audio and complete
the following sentences:

Listen and complete: (Audio 05 from 00:00s)

a. Who do you usually have lunch__________?


b. What are you studying English___________?
c. What do you spend most money _________?
d. Who does your teacher remind you _______?
e. When you go out with your friends, what do you talk __________?
f. What kind of music do you like listening _______?

1. (in pairs) Ask one of your classmates the questions above

2. Now let’s talk about:

a. The best city you have ever visited…


b. Your favourite subject (in general)…
c. The last time you went dancing…
d. A close friend…
e. A film you have watched…
f. A book you have read…
g. The last party you’ve been to…
h. Your favorite sport…

Lot’s of verbs in English are followed by a preposition. In most


cases, this structure is called "collocation". A collocation is
basically a combination of two different words that often go
together in a sentence. However, sometimes a collocation made
up by a verb and preposition (or another class of word) gains a
different meaning. In that case we have what we call Phrasal
Verbs. We will learn Phrasal verbs late in this book. So, now,
discuss in classroom with your teacher the most common
collocations of verbs and prepositions and play with them

16
Unit 2

Lesson 4 - Grammar in focus


Relative clauses (1)

A clause is a part of a sentence. A Relative


Clause explains what type of person or
thing the speakers mean.

Now, read the examples below:

The woman who lives next door is an actress. Where is the slice of cake which was in the fridge?

Relative clause Relative clause

WHO is used for people WHICH is used for things

The woman who lives next door is an actress. Where is the slice of cake which was in the fridge?

THAT can be used for both people and things

The woman that lives next door is an actress. Where is the slice of cake that was in the fridge?

1. Complete with who or which:


a. I like players _________ have style as well as ability.
b. A TV program _________ seems to go on forever is Malhação.
c. A good meal is a meal _________ most people enjoy.
d. A waiter is a person _________ works in a restaurant.
e. The things _________ I’m selling are sorted in boxes.
f. I don’t like people _________ are arrogant.

2. Make sentences with who or which:


a. The man - he sells newspaper - is my friend.

b. The laptop - I use it for work - is broken.

c. Who is the woman? - she is moving to the seventh floor.

17
Unit 3

Lesson 1 - Discussing the topic - Vegetarianism


Lesson 2 - Reading comprehension
Many South Africans welcome the vegan lifestyle

Lesson 3 - Talking time


Phrasal Verbs
Lesson 4 - Grammar in focus
Phrasal Verbs
The Present Perfect Continuous Tense
Unit 3

Lesson 1 - Discussing the topic

You are about to read an article about Vegan lifestyle. A lifestyle


that has been becoming more popular every day. Before reading,
let’s discuss about the topic. Feel totally free to express your
thoughts. Write some guide lines and answer the questions below

1. Are you a vegetarian? Is there any in your family? Would you consider the idea of
becoming a vegetarian one day?
___________________________________________________________________________________
___________________________________________________________________________________

2. In your point of view, what are the reasons for someone to become vegetarian?
___________________________________________________________________________________
___________________________________________________________________________________

3. Do you like meat? What kind of meat do you like?


___________________________________________________________________________________

4. In your opinion, is it right killing animal for eating? Explain:


___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. Would you know how to replace meat protein in your daily life?
___________________________________________________________________________________
___________________________________________________________________________________

6. What do you know about slaughterhouses?


___________________________________________________________________________________
___________________________________________________________________________________

7. How do think animals are treated in this kind of places?


___________________________________________________________________________________
___________________________________________________________________________________

8. Do you know the Portuguese saying “Se sentindo como um boi indo para o abate”? If yes,
try to explain its idea in English:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

19
Unit 3

Lesson 2 - Reading comprehension


Many South Africans welcome the vegan lifestyle

Read and Listen (Audio 06 from 00:00s)

1 Vegetarianism is growing in popularity in a lot of countries. And now, South Africa is one of
them.Today, more and more South Africans are experimenting with the vegetarian way of life by
cutting all meat out of their diet. Others are exploring veganism. Vegans are similar to vegetarians
but they avoid all animal-based products, including milk and eggs. Some vegans do not eat honey.
2 A Google Trends report puts South Africa at 14th around the world in searches for the word
"vegan," the only African nation to be listed so high.There is no official count of how many vegans
there are in South Africa. But the interest has led to the birth of vegetarian and vegan restaurants in
Johannesburg, the nation's economic center.
3 Dayalan Nayagar is 41-years-old and works as a financial advisor. He says he decided to change
his diet in 2019 after being a meat-eater his whole life. "And I got introduced to this whole new way
of eating, you know healthy, eating organic-type food from plants and I couldn't believe it. Like I said,
[it] blew my mind and I got fully involved into it and haven't turned back." But the owners of one of
Johannesburg's newest and most popular vegan eateries say vegans do not owe anyone an
explanation.
4 Banesa Tseki is one of two owners of Nest Space, a vegan café and yoga space. She says people
have given her warnings about veganism. For example, someone told her she would “definitely die.”
“All I’m trying to do is live a life that’s sustainable for me and that makes me happy.” Her business
partner, Anesu Mbizvo, is a medical doctor. Mbizvo says science supports a vegan diet. Both she
and co-owner Tseki teach yoga and said they feel stronger and better since cutting meat from their
diet.
5 But veganism can be a lonely road for many South Africans.The country is Africa’s top consumer
of meat from cows, pigs and sheep, based on information from the Organisation for Economic Co-
operation and Development. Many South Africans express shock at the thought of giving up meat,
which is central to celebrations and spirituality. This is an issue for many African vegans, including
Anesu Mbizvo. "In African culture, a big part of a family's net worth is their livestock. Their livestock
define the wealth of a family. And so when you slaughter an animal at a gathering, it's seen as you
giving of yourself." But offering home-grown vegetables, she added, would not be considered as
valuable. She said, “I think that's one of the barriers to veganism for people of African cultures." But
she also understands giving up meat can have undesirable effects on some lives. Her father heads a
large farm in Zimbabwe and employs many members of the community. If he cut out his meat
business, she says, all of those people would lose their jobs.
6 Some South Africans are finding their path somewhere in the middle. Thirty-one-year-old Thandiwe
Ngubeni is a communications specialist. She still eats meat — but less and less of it as time goes by.
She says "I feel way more energised when I eat a vegetarian or vegan meal. It actually just gives me
more energy.” Ngubeni said the vegan food does not cause a heavy feeling in her stomach.
Tseki – the co-owner of Nest Space – has been vegan since 2017 and supports the slow method.
She said there is no right way of cutting back on meat and animal products. Doing so has a lot of
benefits but it’s “a choice only you can make.”

Original text: Alice Bryant


February 15, 2020 - VOAnews
Adapted by Luiz Henrique Assis

20
Unit 3

Reading Comprehension

1. In paragraph 1, the word “them” 2. In paragraph 3, the word “eateries”


refers to : can be replaced by :
a. South Africa a. Store
b. Vegetarians b. Supermarket
c. A lot of countries c. Veganism
d. Popularity d. Restaurant

3. According to paragraph 2, what was the consequence of the increasing interest in veganism
in South Africa?

4. According the informations paragraph 4, how Tseki started to feel after quitting meat?

5. Describe with your own words the challenges faced by the “new vegans” in South Africa
mentioned in paragraph 5.

6. Mark TRUE of FALSE according to the text:


- South Africa has an official number of vegans in the country ( )
- Vegetarianism has been decreasing in popularity ( )
- There is scientific proof supporting vegan diets ( )
- The transition from meat-eating to veganism has become an issue among South Africans ( )

21
Unit 3

Lesson 3 - Talking time


Now, you’re going to listen to 3 dialogues. Listening to dialogues
is an effective way to improve your speaking and listening skills
and get more familiar to daily conversations. After listening,
answer to the following questions, both orally and writing.

Conversation 01 (Audio 07 from 00:00s)

1. Where was Mary born?

2. Where did she grow up?

3. When and why did she move to Belo Horizonte?

4. Does she miss her hometown? Why?

Conversation 02 (Audio 07 from 00:00s)

1. Why did Fred call off the meeting?

2. What is the problem with the director?

3. Why isn’t Adam surprised with the director’s illness?

4. Has the director already got over the cold?

22
Unit 3

Lesson 3 - Talking time

Conversation 03 (Audio 08 from 00:00s)

1. What is the news about?

2. What happened in the bank?

3. How much money did the burglars run away with?

4. Has Tony believed the news at first?

5. Is the police doing well in the case?

6. What does Tony think about the burglars?

In pairs (oral exercises)

1. Were you born in the place you grew-up?


2. Do you miss your hometown? Or any placed you have visited?
3. Have you ever had to call off a meeting or an appointment? If yes, what were the reasons?
4. How long does it take you to get over a cold?
5. Has the weather been changing drastically recently? If yes, in which ways?
6. Have you ever had your house broken into?
7. What security measures regarding your house do you take when you travel for a long period?
8. Have you ever seen someone running away from the police?

23
Unit 3

Lesson 4 - Grammar in focus

Phrasal Verbs

Phrasal verbs are multi-word verbs that consist of a verb and a preposition or adverbs or particle,
which adds to its meaning. Some of the phrasal verbs are easy to understand, for example, fall down
because the verb and the preposition has the same meaning. Other such as take after are more
difficult to understand because the preposition after is not used in one of its common sense. Many
phrasal verbs such as get back, get away, and get off have several meanings, literal and metaphorical.
We strongly suggest the study of Phrasal Verbs using dictionary.

This list contains some examples of frequently used phrasal verbs:

To call off: to cancel


To figure out: find solution to a problem
To find out: to discover information
To get in: to enter
To get over: to recover from an illness.
To get out: to leave
To grow up: to become an adult, to raise
To hand in: to distribute
To keep on: to continue
To leave out: to omit

1. Complete these sentences with the suitable phrasal verb:


a. Could you please _________ the leaves from the roof?
b. I was born in Goiânia but I _________ in Belo Horizonte.
c. They _________ the meeting because there weren’t enough people.
d. Please _________ in the room without noise. The baby is sleeping.
e. She is _________ from a terrible cold.
f. The police is trying to _________ more information about the burglary.
g. The police is trying to _________ more information about the burglary.
h. Please try to _________ this problem for me.

24
Unit 3

Lesson 4 - Grammar in focus

The Present Perfect Continuous Tense

Read these examples:


A)
It has rained a lot this week – Present perfect.
It has been raining for four hours – Present perfect continuous.
B)
Joseph has talked to Esther on the phone a few times this week – Present perfect.
Joseph has been talking to Esther on phone for half an hour – Present perfect continuous.

The present perfect continuous is used to express the duration of an activity that is in progress.
- It has been raining for you hours.
- Paul went to Victoria. He has been driving for five hours up to now.

Past

Now

1. Complete these sentences using the present perfect or the present perfect continuous:
a. The library isn’t far away from here. I (walk) _________ there several times.
b. How long (live) _________ in the city?
c. I (write) ______________ since I came here.
d. I (study) ______________ English at ASAP for 1 year.
e. I (work) ______________ since 7.00 this morning.

2. Write four sentences about you, describing any experience, work, study, etc. using the present
perfect continuous tense:

25
Unit 4

Lesson 1 - Discussing the topic - Physical exercises


Lesson 2 - Reading comprehension
Enough sleep could reduce risk of injury, study finds

Lesson 3 - Talking time


Idiomatic expressions
Lesson 4 - Grammar in focus
Relative clauses - whose, whom and where
Unit 4

Lesson 1 - Discussing the topic

You are about to read an article about the relation between a good
sleep and injury levels during exercising. But first, let’s discuss
about the topic. Feel totally free to express your thoughts. Write
some guide lines and answer the questions below

1. Do you regularly practise physical exercises? If yes, what kind of exercises you practise?
___________________________________________________________________________________
___________________________________________________________________________________

2. Do you think it’s mandatory to get instructions from a professional before starting an
exercise routine?
___________________________________________________________________________________
___________________________________________________________________________________

3. Discuss with the class the benefits of a well planed routine of exercises:
___________________________________________________________________________________

4. In your opinion, why is it so difficult for some people to build an exercise routine?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. Which factors you think are important to take in consideration before starting an exercise
routine?
___________________________________________________________________________________
___________________________________________________________________________________

6. Have you ever got injured during exercising? If yes, how?


___________________________________________________________________________________
___________________________________________________________________________________

7. What do you know about the relation of good sleeping and exercising?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

27
Unit 4

Lesson 2 - Reading comprehension


Enough sleep could reduce risk of injury, study finds

Read and Listen (Audio 09 from 00:00s)

1 A new study suggests that healthy adults who get at least eight hours of sleep a night may be
less likely to experience common exercise-related injuries.The study was based on information
from over 7,500 United States soldiers in the Army’s Special Operations Forces. About 95 percent
of the study subjects were men. The researchers found that soldiers who got no more than four to
five hours of sleep a night were over two times as likely to report bone or muscle injury in the last
year than those who slept eight hours or longer.
2 Tyson Grier is with the U.S. Army Public Health Center in Maryland. He was one of the writers of
the study. He said that getting enough sleep not only improves physical performance among active
people, but it "may also...have a positive impact on musculoskeletal injury prevention.” During the
yearlong study, more than half of the soldiers said they had experienced at least one
musculoskeletal injury.
3 Most study subjects – about 63 percent – reported getting six to seven hours of sleep a night.
About 10 percent reported getting no more than four hours. Only 16 percent got eight hours or
more. Compared to those who reported eight hours of sleep or more each night, soldiers who slept
seven hours were 24 percent more likely to experience a musculoskeletal injury.The risk climbed as
the hours of sleep dropped, with a 53-percent greater injury risk at six hours of sleep. At five hours
of sleep, the risk of injury was two times greater.
4 In the Army, two-thirds of injuries are from musculoskeletal overuse. Most are caused by physical
training or repetitive activities, the research team wrote in the study, which was published in Sleep
Health. About 42 percent of Army soldiers report an average of five hours of sleep or less each
night. The study notes that making sure soldiers get enough rest could be a way to reduce injury
risk.
5 One limitation of the study is that researchers depended on soldiers reporting how long they slept
each night. And, additional research would be needed to test whether increasing sleep time really
reduces injuries. Dr. Hohui Wang is with the University of California, San Francisco. He was not
involved in the study. He said that getting too little sleep leads to decreased attention and mental
energy, which can lead to people being more likely to get hurt. Wang added that sleep loss causes
“cell damage in multiple organs.” Getting extra sleep might help reverse this cell damage over time.
6 Most people are healthiest and perform their best with seven to nine hours of sleep a night, said
Captain Jeffrey Osgood. He is with the Walter Reed Army Institute of Research in Maryland. He
was not involved in the study. Osgood offered suggestions for how people can get more – and
better-quality – sleep. He advises the following: “Try to avoid caffeine, nicotine, and exercise in the
hours leading up to sleep; avoid using alcohol as a sleep aid; don’t go to bed hungry; try to keep
your bedroom dark and quiet; use sleep masks and/or earplugs if needed; and keep your
smartphone/devices out of bed.”

Adapted text: Ashley Thompson and


Mario Ritter
March 09, 2020 - VOAnews

28
Unit 4

Reading Comprehension

1. Mark TRUE of FALSE according to the text:


- Probability of exercise-related injures is connected with sleep hours per day ( )
- Most results were found in women ( )
- Good sleep improves physical performance ( )
- Most of the subjects of the study get more than 8 hour of sleep per day ( )
- Repetitive activities can cause muscle injuries ( )

2. In paragraph 1 the authors start the text giving a summary of the study later analysed in the text.
Write a new introduction paragraph, but instead of presenting the study try to call the attention of the
reader in another way, e.g., presenting questions about the subject sleeping x exercising:

3. According to the results presented in paragraph 3, what is the connection between sleeping hours
and chances of exercises-related injuries?

4. According to the informations in paragraph 3, what would be a good strategy to reduce injuries?

5. What are the advices given by Captain Jeffrey Osgood in paragraph 6?

6. Excerpt 01 (Audio 10 from 00:00s) 7. Excerpt 02 (Audio 11 from 00:00s)

Which parts of the text does the Which parts of the text does the
listening include? listening include?

a – Part of development and conclusion. a – Part of development and conclusion.


b – Introduction and development. b – Introduction and development.
c – Introduction. c – Introduction and conclusion.

29
Unit 4

Lesson 3 - Talking time


Idiomatic expressions

Match the meaning of the idiomatic expressions below using the figures as reference
to guess the meaning of each one

To drop someone a line


To die out

To dish something out To without

SEM

To drop in

Passar sem
Fofocar
Deixar um bilhete
Visitar sem avisar
Desaparecer aos poucos

Now, write a sentence with each one of the idiomatic expressions above and share them
with your classmates:

30
Unit 4

Lesson 4 - Grammar in focus

Relative clauses (2)

Relative clauses with whose, whom, where


and without determiners or conjunctions

Read the examples:


Whose indicates possession
The woman called the police. Her purse was stolen and/or relationship.
Therefore, it replaces
The woman whose purse was stolen called the police possessive adjectives (his,
her, their…)
I know a boy. His brother is a footballer

I know a boy whose brother is a footballer

1. Now, combine the sentences using whose:

a. I met someone. His father writes child stories.

b. The girl was sad. Her dog died.

c. The man is my teacher. You met his wife.

d. The mother is very proud. Her son is a judge.

e. I have a friend. Her sister is an actress.

f. We have a neighbour. Her dog barks all night.

g. I met a man. His son is an astronaut.

31
Unit 4
Lesson 4 - Grammar in focus

Relative clauses (2)

Read the examples:

I wanted to see a man. He was in the hospital Whom is possible when it is


the object of the relative
clause!
The man whom I wanted to see was in the hospital.

Relative clause I wanted to see him Object of the verb in the relative clause!

I know a man. He is in the hospital.

I know a man who is in the hospital.

Relative clause He is in the hospital. Subject in the relative clause!


WHOM NOT POSSIBLE

WHOM is very formal. It’s not often used in spoken English


INSTEAD you omit the determiner!
SO YOU SAY The man I wanted to see was in the hospital!

You omit ONLY when the


determiner is the object of
the relative clause!

Read the examples:


To give information about PLACES
The hotel was very expensive. We stayed in there. we can use WHERE in the relative
clause. You also can omit WHERE

The hotel where we stayed in was very expensive


or
The hotel we stayed in was very expensive

32
Unit 4
Lesson 4 - Grammar in focus

Relative clauses (2)

2. Now, combine the sentences into one:

a. An orphan is a child. His/her parents are dead.

b. The police officer was polite. He gave me directions.

c. The thanked me. I helped him.

d. The waiter was helpful. He served us lunch.

e. We stayed in a house. It wasn’t far away from the beach.

f. We visited a city. I spent my childhood there.

g. John is visiting a town. He was born there.

33
Unit 5

Lesson 1 - Discussing the topic - Traffic


Lesson 2 - Reading comprehension
Is there an answer for traffic congestion?

Lesson 3 - Talking time


Shopping
Lesson 4 - Grammar in focus
Conditional sentences type 2
Unit 5

Lesson 1 - Discussing the topic


You are about to read an article about traffic problems.
But first, let’s discuss about the topic. Feel totally free to
express your thoughts. Write some guide lines and
answer the questions below

1. Does your city has traffic problems?


___________________________________________________________________________________

2. What are the worst and the best hours to drive in your city?
___________________________________________________________________________________
___________________________________________________________________________________

3. Do you enjoy driving?


___________________________________________________________________________________

4. Does public transportation work in a satisfactory way in your city? Explain your answer.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. In your opinion, what the population can do to improve traffic conditions?


___________________________________________________________________________________
___________________________________________________________________________________

6. In your opinion, what the government can do to improve traffic conditions?


___________________________________________________________________________________
___________________________________________________________________________________

7. What is your opinion on the use of alternative means of transportation, like bikes and
phone apps?
___________________________________________________________________________________
___________________________________________________________________________________

8. In your point of view, phone apps for lifts contribute to heavy traffic in your city? Explain
how:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

35
Unit 5

Lesson 2 - Reading comprehension


Is there an answer for traffic congestion?

Read and Listen (Audio 12 from 00:00s)

1 Vehicle traffic is getting worse in the United States and many cities in the world, a recent study
has found. But new policies in some cities have proven effective in reducing the number of
vehicles on the road. By cutting automobile travel, many cities are also cutting releases of
pollutive waste gases and shortening the time it takes for people to get to work.
2 However, overall, drivers in 2019 spent more time trapped in traffic than in past years. INRIX
Inc., a private business that studies transportation, released its yearly report on traffic last week.
INRIX ranked congestion in more than 900 cities worldwide. In the United States, the report
found that on average drivers lost 99 hours last year because of traffic congestion. That is an
increase of two hours from 2017. The report also says congestion cost drivers nearly $88 billion
in 2019, or an average of $1,377 each.
3 For the second year in a row, Boston, Massachusetts topped the list as the most congested
city in the U.S. The average commuter lost 149 hours a year to traffic. That cost each driver
$2,205 for time lost in congestion.Coming up behind Boston on the U.S. list was Chicago,
Illinois; Philadelphia, Pennsylvania; New York City, New York and Washington, D.C. Los
Angeles, California historically has been known for bad traffic. But it ranked sixth in this report.
Researchers say usual congestion does not have the same effect there because the area is so
large and has a huge road system.
4 Worldwide, Bogota, Colombia, topped the list as the most congested city, with drivers losing
191 hours a year. Right behind was Rio de Janeiro in Brazil, with 190. Mexico City was third with
158 hours lost a year, followed by Istanbul, Turkey with 150. Behind them were São Paulo,
Rome, Paris, London, Boston and Chicago.
5 Overall, the most congested cities are older cities or those growing quickly, INRIX reports. The
company says this shows that very fast urbanisation is taking place in Latin America. And, INRIX
says, some cities in Europe are not well-designed for automobile use.The report found Wichita,
Kansas, had the lowest levels of congestion. Drivers there lost less than two hours a year in
traffic.
6 INRIX collected and studied location data from car makers, mobile apps and freight drivers.
The data did not identify drivers themselves. Trevor Reed, an INRIX researcher wrote the report.
He said congestion fees on drivers in the British and Swedish capitals, and in Singapore, have
reduced car traffic considerably. New York plans to add congestion fees in 2021. It would be the
first U.S. city to do so. The fees might lead to fewer cars on roads. Chicago and Los Angeles are
studying possible use of such fees.

Credits: Authors Anne Ball and


Caty Weaver
March 19, 2020 - VOAnews

36
Unit 5

Reading Comprehension

1. According to paragraph 1, what a new study has found?

2. In paragraph 2, the highlighted word 3. In paragraph 3, the highlighted expression


can be replaced by: means:
a. Thus a. In a straight line
b. In general b. In the following
c. Currently c. Consecutively
d. Nowadays d. In general

4. According to paragraph 3, the author makes a relation between hours spent in traffic and money
loss. Explain with your own words how the reason for this:

5. According to paragraph 3, explain why cities like Los Angeles, California, although the bad traffic
doesn’t show the same effects observed in cities like New York City, New York and Washington D.C.

6. According to paragraph 5, INRIX repots that older cities and cities growing quickly have the
most congested traffic. Which would be the reasons for that?

7. In your opinion, congestion fees are the right solutions for traffic problems in Brazil? Explain:

37
Unit 5

Lesson 3 - Talking time


Listen and answer (Audio 13 from 00:00s)

1. What are you listening to? 2. It’s a…


a. News bulletin a. Daily report of a specific time of the year
b. A formal conversation b. Interview
c. A radio music program c. Quiz show

3. Listen again and answer orally:

a. Who has the week been very busy for?


b. Why has is been so busy?
c. What are the businesses expectations?
d. What happened in the first semester of the year?
e. What are the problems faced?
f. What is the reporter dreaming about Atlético Mineiro football team?

4. In pairs, discuss and write your answers for the questions below:

a. Do you do your Christmas shopping in advance? Why?

b. Is there any advantages on leaving the shopping to the last time? Give examples:

c. Where do you usually go your shopping?

d. What are the advantages of going shopping in shopping malls?

e. Have you ever had problems going shopping during Christmas time? Which kind of problems?

f. Are you a football fan? Which player would you like to see in your team?

38
Unit 5

Lesson 4 - Grammar in focus

Conditional Sentences
Type 2

As you know, conditional sentences have two parts: the if clause and the main clause. There are
three kinds of conditional sentences and some variations are possible but, for the time being, you
should concentrate in the basic forms.

Just to remember the first conditional (type 1)

• If he studies hard, he will pass his exams.

This kind of sentence implies that the action in the if clause is quite probable.

Now, read these examples:

• If I had money, I would lend it to you. (I don’t have money)


• If I were you, I would get a better job. (I’m not you)
• If someone tried to blackmail me, I would call the police. (I don’t expect anyone to blackmail me)
In these kinds of sentences, the if clause indicate unreality or improbability. More examples:

• If I had money, I would buy a house in the beach.


• If I lived near my work, I would buy a house in the beach.
• If I lived near my work, I would sleep a little more.
• If Gabriel were here, he would go with us.
• If he didn’t have to work tomorrow, he would stay until later.
• I would be very frightened if I saw a ghost.

When the main clause comes before the if clause


we don’t separate the sentences with comma (,)

Construction

If + subject + verb (past simple) + complement , subject + would + verb (infinitive) + Complement
Or
Subject + would + verb (infinitive) + Complement + If + subject + verb (past simple) + complement

39
Unit 5

Lesson 4 - Grammar in focus

Conditional Sentences
Type 2

1. Now, complete the sentences below with the verb in brackets in the right form:
a. If I studied English harder, I ________ (speak) much better.
b. If I sold my car, I ________ (not get) enough money for it.
c. If I had a million dollars, I ________ (buy) a Ferrari.
d. If I knew how to swim, I ________ (enter) the swimming competition.
e. She would go to Florida if she _________ (get) a Visa.
f. Mary would go to your party if you _________ (invite) her.
g. Peter would be angry if you _________ (not invite) him to come with us.
h. Marcus would do this job if you _________ (ask) him.
i. Mel would lose some weight if she ___________ (do) more exercises.

2. Now, complete the sentences below with your own ideas:


a. I would stay in a five-star hotel if _______________________________
b. I would buy a flat in Copacabana if _____________________________
c. I would go to Japan if________________________________________
d. I would feel very angry if______________________________________
e. I would be very happy if______________________________________
f. Melo would go with us if______________________________________

40
Unit 6

Lesson 1 - Discussing the topic - Smartphones


Lesson 2 - Reading comprehension
How fast can you write on your smartphone?

Lesson 3 - Talking time


Discussing sentences and figures
Lesson 4 - Grammar in focus
The Passive voice
Unit 6

Lesson 1 - Discussing the topic

You are about to read an article about the use of


smartphones. But first, let’s discuss about the topic. Feel
totally free to express your thoughts. Write some guide lines
and answer the questions below

1. Do you have a smartphone? How long do you have it?


___________________________________________________________________________________
___________________________________________________________________________________

2. Do you struggle with the use of it?


___________________________________________________________________________________

3. In your opinion, why people of young age are more likely to learn quickly how to use new
technology?
___________________________________________________________________________________
___________________________________________________________________________________

4. Are an early adopter?


___________________________________________________________________________________

5. Which are the advantages and the disadvantages of smartphones in our daily life?
___________________________________________________________________________________
___________________________________________________________________________________

6. How the technology has been changing the way we interact with each other? Explain:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

7. Would you be able to quit the use of smartphones for 30 days? Explain your answer:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

42
Unit 6

Lesson 2 - Reading comprehension


How fast can you write on your smartphone?

Read and Listen (Audio 14 from 00:00s)

1 Many Americans use smartphones for most or all of their day-to-day communication activities.
One result is that people have gotten faster and better at typing emails and text messages on their
phones. But how fast are we at using an electronic device compared to typing words on a
traditional, physical keyboard? A new study has some answers. A team of researchers carried out
an experiment. It involved more than 37,000 volunteers from over 160 countries.
2 The study was a project of researchers from Finland’s Aalto University, England’s University of
Cambridge and ETH Zurich, the Swiss Federal Institute of Technology. They used an Internet-
based system to test the typing speed of people on their smartphones. On average, the volunteers
estimated they spent about six hours a day using their phones. The majority said they used two
thumbs to write messages. Both Android and iPhone users were tested, and most said they used
the device’s standard keyboard. The volunteers were given 15 English sentences to type out on
their phones “as quickly and accurately as possible.” The research team found that on average,
people wrote about 36 words per minute. Those tested made a typing mistake 2.3 percent of the
time.
3 The researchers noted that 36 words per minute is about 25 percent slower than the average rate
for people using a computer keyboard. In a 2018 University of Cambridge study, the average speed
for computer typists was about 52 words per minute. The researchers noted one reason for the
narrowing of speed rates between smartphones and computers. They said people have become
slower at typing on keyboards over the years. Seventy-five percent of those taking part in the study
had typing speeds below 44 words per minute. But the fastest phone typists reached speeds of
over 80 words per minute.
4 The published results show there was no difference between males and females in the typing
speeds. Subjects who reported using two thumbs or two fingers reached speeds of 38 words per
minute. Those who said they used only one finger typed 29 words per minute. Among age groups,
the fastest typists on an electronic device were between 10 and 19 years old. They typed nearly 40
words per minute. People aged 40 to 49 wrote about 29 words per minute. And the rate dropped to
26 words per minute for those aged 50 to 59.
5 Anna Feit, a researcher at ETH Zurich, helped lead the study. She said it makes sense that
younger people have higher typing speeds because they generally spend a lot more time on their
devices. "Such a large amount of experience transfers to the development of typing skill,” Feit said.
“And explains why young people - who spend more time with social media, communicating with
each other - are picking up higher speeds."
6 The researchers also found that a phone’s automatic correct tool can be extremely helpful. Users
were able to type faster than those without the correct tool. But word prediction tools were not very
helpful to users in the experiment, noted Aalto University researcher Sunjun Kim.“The given
understanding is that techniques like word completion help people,” Kim said. “But what we found
out is that the time spent thinking about the word suggestions often outweighs the time it would take
you to type the letters, making you slower overall.”
7 The researchers call the difference between typing words on a smartphone and a physical
keyboard "the typing gap." They predict this gap will further narrow in the future as people get less
skilled with keyboards and as smart methods for typing on devices continue to improve.
Credits: Authors: Bryan Lynn and
George Grow
October 09, 2020 - VOAnews
43
Unit 6

Reading Comprehension

1. In paragraph 2, the highlighted word 2. The highlighted idea in paragraph4


refers to: can be summarized in:
a. The universities a. Using one finger to type is better than
using two
b. The study
b. If you use thumbs to type you type faster
c. Smartphones
c. People typing with two fingers are faster
d. The researches than those typing with one finger
d. People should always type with one finger

3. Mark TRUE of FALSE according to the text:


- Studies were performed to check how fast people are when typing on smartphones ( )
- The study was done by researches from different universities ( )
- Good sleep improves physical performance ( )
- People are able to type up to 100 words per minute according to the study ( )
- Men type faster than women ( )
- Young people have higher typing speeds ( )

4. According to the information presented in paragraph 5, what is the connection stablished


between age and typing speeds and how age affects the last?

5. Summarize the main idea of each one of the seven paragraphs in one sentence. Then use
your sentences as guide line to retell the contents of the text to the rest of the class in your own
words

44
Unit 6

Lesson 3 - Talking time


In pairs, discuss the sentences below

1. There have been considerably changes on the way we communicate during the last
decade.

2. What are the main reasons for those changes?

3. Do you get influenced by those new means of communication? How?

4. Discuss the affirmative “smartphones are not phones”.

5. How often do you use your smartphone for a conventional phone call?

6. What are the advantages and disadvantages of being an early adopter?

7. Do you consider the smartphone an allied in your daily life?

8. Observe the images below. Discuss the meaning and the relevance of what each one
represents

45
Unit 6

Lesson 4 - Grammar in focus

The Passive Voice

Read the examples:

Tense Active Passive


The news shocks me. I am shocked by the news.
Simple present The news shocks Mary. Mary is shocked by the news.
The news shocks us. We are shocked by the news.

The news shocked me. I was shocked by the news.


Simple past The news shocked us. We were shocked by the news.

Present perfect Ted has done the job. The job has been done by Ted.

Ted will do the job. The job will be done by Ted.


Future
Ted is going to do the job. The job is going to be done
by Ted.

Observe that all the passive verbs are formed with any tense of verb to
be + past participle.

Remember that regular verbs end in ed and some past participles are
irregulars. Ex: went, saw, etc.

46
Unit 6

Lesson 4 - Grammar in focus


1. Change the active verbs to passive verbs follow the example:

a – The police protects me.


I’m protected by the police.

b – The police protects George.


____________________________________________________________
c – The police protects us.
____________________________________________________________
d – John helped me.
____________________________________________________________
e – John helped my parents.
____________________________________________________________
f – The child broke the window.
____________________________________________________________
g – The children broke the windows.
____________________________________________________________
h – Susan has seen a wolf in the street.
____________________________________________________________
i – People have seen wolves in the street.
____________________________________________________________
j – Mary will help Joseph.
____________________________________________________________
k – Paul will buy a house.
____________________________________________________________
l – Mel will mail the letter.
____________________________________________________________
m – Nelson is going to repair the window.
___________________________________________________________
n – Judy is going to paint the window.
____________________________________________________________
o – Marcy is going to fax the letters.
____________________________________________________________

2. Change the sentences from active to passive:

a – Glaucio invited me to party.


____________________________________________________________
b – Newton invited me to his wedding.
____________________________________________________________
c – The Police arrested Fernandinho Beira-Mar.
____________________________________________________________
d – His confession embarrassed me.
____________________________________________________________
e – Her explanations confused the teacher.
____________________________________________________________
f – A doctor has examined the sick woman.
____________________________________________________________

47
Unit 7

Lesson 1 - Discussing the topic - Crime and punishment


Lesson 2 - Reading comprehension
Man who tried to scape prison dressed as woman found dead

Lesson 3 - Talking time


Violence
Lesson 4 - Grammar in focus
The ing and ed clauses and adjectives
Unit 7

Lesson 1 - Discussing the topic

You are about to read an article about crime and


punishment. But first, let’s discuss about the topic. Feel
totally free to express your thoughts. Write some guide lines
and answer the questions below

1. Are you familiar with the laws against crime in Brazil?


___________________________________________________________________________________

2. Do you think they are effective? Explain:


___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. In your opinion, is the Brazilian prison system effective? Explain:


___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. Are against or in favour of public investments on prison systems? Explain:


___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. What are the main problems faced by the Brazilian prison system?
___________________________________________________________________________________
___________________________________________________________________________________

6. In your opinion, what would be effective actions to solve the problems you cited?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

7. Have you ever been victim of a crime? If you want and feel comfortable with, share your
story:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

49
Unit 7

Lesson 1 - Discussing the topic

8. Let’s test your vocabulary on the topic. Write the meaning (first, try it without the help of
your teacher or a dictionary):

To arrest:________________________________________________________________

Charge:_________________________________________________________________

Lawyer:_________________________________________________________________

To prosecute:_____________________________________________________________

Prosecutor:______________________________________________________________

To release:_______________________________________________________________

Guilty:__________________________________________________________________

In custody:_______________________________________________________________

Manslaughter:____________________________________________________________

The jury:_________________________________________________________________

Judge:__________________________________________________________________

Trial:____________________________________________________________________

To be acquitted:___________________________________________________________

Burglary:________________________________________________________________

Assalt:__________________________________________________________________

Arson:__________________________________________________________________

50
Unit 7

Lesson 2 - Reading comprehension


Man who tried to scape prison dressed as woman found dead

Read and Listen (Audio 15 from 00:00s)

1 A man who tried to escape jail in Brazil by dressing as his daughter was found dead in his room
Tuesday. Prison officials reported that he appeared to have taken his own life. News of the man’s
attempt to escape went viral last weekend. The man had tried to walk out of the prison wearing a
rubber mask to hide his identity. But he was caught before he could leave and his unusual attempt
failed.
2 Clauvino da Silva was a drug dealer from the city of Angra dos Reis. He was stopped by prison
guards at the Bangu prison complex last Saturday as he tried to go out the front door after visiting
hours disguised as his daughter. Prison officials in the state of Rio de Janeiro said his plan was to
leave his daughter inside the prison in his place.
3 When he began trying to speak like a woman, “the guard realized that it was an attempted
jailbreak and identified him,” Moyses Henriques said. Henriques helps lead prison operations in Rio
state. “It was an inmate trying to escape as a woman.”
4 Henriques said officials believe the disguise had been secretly brought to the prison by a
pregnant woman. Such women are often used to transport things illegally to prisons because they
do not face the careful searches of other visitors.
5 Prison officials said Silva’s daughter and seven other people were arrested on suspicion of
having tried to help him escape. Before his death, Silva was moved to another area of the prison,
the officials added. Henriques said Silva’s jailbreak attempt was one of hopelessness. He was
“facing a sentence of 73 years, and he recently got another 25 years more,” said Henriques.
6 Brazil’s prisons have become a major issue for new President Jair Bolsonaro, who has promised
to fix years of growing crime and violence. Last week, at least 57 people died after a prison riot
broke out in the northern state of Para.
7 Brazil’s prison population has increased by 800 percent in 30 years to around 750,000 inmates.
The nation now has the world’s third-largest number after China and the United States. Prison
gangs used to form to protect inmates and push for better conditions. But they now hold great
power that extends beyond prison walls. The gangs are linked to bank robberies, drug trafficking
and the illegal transport of guns. Jailed gang leaders often give orders secretly through mobile
phones.

Credits: Authors: Gabriel Stargardter and


Sergio Queiroz
August 07, 2019 - VOAnews

51
Unit 7

Reading Comprehension

1. Mark TRUE of FALSE according to the text:


- Clauvino da Silva was an assassin from the city of Angra dos Reis ( )
- Clauvino was caught hidden in a farm near the city ( )
- Clauvino wasn’t successful on his attempt of pretending to be a woman ( )
- Prison population has increasing in Brazil ( )
- Brazil has the world’s biggest prison population nowadays ( )

2. According to the information presented in paragraph 2, what was Clauvino’s plans to scape
prison?

3. According to paragraph 4, how the disguise was brought to the prison?

4. According to paragraph 3, what ruined Clauvino’s disguise?

5. According to paragraph 2, what was Clauvino charged for?

6. According to paragraph 7, why were the prison gangs formed for and how do they act now?

52
Unit 7

Lesson 3 - Talking time

1. Are you for or against the use of gun by civilians?


___________________________________________________________________________
___________________________________________________________________________

2. Do you think you put your life at risk when you react a robbery?
___________________________________________________________________________
___________________________________________________________________________

3. Have you ever witnessed a robbery? If yes, can describe it?


___________________________________________________________________________
___________________________________________________________________________

4. Do you feel safe in the streets of your city?


___________________________________________________________________________
___________________________________________________________________________

5. Would you live in cities like Rio and São Paulo despite the violence in those cities?
___________________________________________________________________________
___________________________________________________________________________

6. What could be done to solve the security problems in our country?


___________________________________________________________________________
___________________________________________________________________________

7. Have you ever heard of death penalty?


___________________________________________________________________________
___________________________________________________________________________

8. Are you for against this kind of punishment?


___________________________________________________________________________
___________________________________________________________________________

53
Unit 7

Lesson 4 - Grammar in focus


The -ing and -ed clauses

Read the examples:


Do you know the man looking at us? Alan showed me his well preserved LP collection
-ing clause -ed clause

The -ing clauses say


what somebody or
The -ed clauses have
something is (or was)
a passive meaning
doing at a particular
time

The -ing clauses also The -ed is the past


say what happens all participle!!! Remember
the time : The road to check it for irregular
connecting the cities is verbs
broad.

More examples:
I don’t talk to people sitting next to me on a bus The woman wounded was taken to hospital
The roof covering the house needs to be repaired Many of the goods made China are exported

1. Choose the correct word:

a – The boy injured/injuring was taken to the hospital.

b – Who were those people waiting/waited outside the house?

c – There is a path leading/led to the river.

d – The FBI never found the kidnaped/kidnaping child.

e – The University sent me a brochure with all the information I needed/needing.

f – There were some children swimming/swum in the river.

54
Unit 7

Lesson 4 - Grammar in focus


The -ing and -ed adjectives

Read the examples:

John’s lecture is boring John is bored

The -ing adjectives


The -ed adjectives tells
tells us about a thing
us about how one fells
or a person.

More examples:
My job is really interesting I’m not interested in my job anymore
The teacher gave us a simplifying explanation Sandra is annoyed. She doesn’t like loud music

Bored

Boring

2. Choose the correct word:

a – Are you interesting/interested in art?

b – The idea sounds very exciting/excited!

c – It’s embarrassing/embarrassed to see how he behaves.

d – He has done an amazing/amazed job!

e – I was amazing/amazed by his job.

f – I didn’t find the play funny. I wasn’t amusing/amused.


55
Unit 8

Lesson 1 - Discussing the topic - Summer season


Lesson 2 - Reading comprehension
Melanoma can happen on skin that does not get sun

Lesson 3 - Talking time


A sun bath
Lesson 4 - Grammar in focus
The conditional sentences Type 3
Unit 8

Lesson 1 - Discussing the topic


You are about to read a text about the dangers of the
summer season. Feel totally free to express your
thoughts. Write some guide lines and answer the
questions below

1. Where do you often go on vacation?


___________________________________________________________________________

2. When do you normally go?


___________________________________________________________________________

3. Is summertime, the time of year you travel mostly?


___________________________________________________________________________

4. Do you take any special care? What do you do?


___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Have you ever heard of the risks of skin problems due excessive sun exposure? What kind
of problems do you think excessive sun exposure can cause?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Skin Cancer
What is it? It is the abnormal increase and without control of cells that consist the skin. The
most common are the “spleen cellular” and “spine cellular”. The most dangerous is
“melanoma”.
What is the main cause? The ultraviolet radiation is the main cause for the development of
skin cancer and the premature ageing of the skin. Solar rays and artificial sun are sources of
radiation.
Who are the “risk group” people? People with/without spots who always expose
themselves the sun without protection.

57
Unit 8

Lesson 2 - Reading comprehension


Melanoma can happen on skin that does not get sun

Read and Listen (Audio 16 from 00:00s)

1 Melanoma is an often deadly skin cancer that can develop when a person spends too much time
in the sun without protection. But medical doctors now say the disease can form even with little time
out in the sun. “Melanomas can occur anywhere on the body, not only in areas that get a lot of sun,”
Doctor Kucy Pon told Reuters by email. She said the most common place for melanoma in men is
the back, while for women it is their legs.
2 In a new study, Pon and co-writer Robert Micieli warn about the danger of melanoma. They say it
makes for only about 1 percent of skin cancers but causes the majority of skin cancer deaths. Their
research recently appeared in the Canadian Medical Association Journal. More than 90 percent of
melanomas are caused by too much ultraviolet radiation. They said the radiation could come from
the sun or from special sun lamps used at tanning salons – places people go to darken their skin.
3 The two researchers note that radiation from the sun is not the main cause of some melanomas
on body parts like the hands, the bottom of feet, and the inside of noses. Instead, they say, the
cancer’s development may more closely look like how non-skin cancers form.
4 Pon said cases of melanoma have been rising over the last 30 years. It is estimated that 192,300
new cases are expected in the United States in 2019. Pon added that the disease can affect anyone,
with any skin color. Older people, those with skin markings called moles, and people with a family
history of melanoma are especially at risk, however. “The first sign of a melanoma is an unusual
looking mole or freckle,” said Pon. But she warned that, in one of every 10 melanoma patients, the
melanoma may have no color at all and is difficult to notice. “These un-pigmented melanomas may
be pinkish-looking, reddish, purple, normal skin color or …clear and colourless,” said Doctor Ronald
Moy. He is a skin specialist from Beverly Hills, California, and a spokesman for the Skin Cancer
Foundation.
5 Moy said in an email that these un-pigmented melanomas can look like other forms of skin cancer.
Even worse, they can be mistaken for harmless moles or scars. This is especially dangerous,
because early detection is critical for successfully treating melanoma. “Prevention and early
detection are key,” said Doctor Emily Newsom, who is with UCLA Health in Los Angeles, California.
6 Skin specialists advise people to use sunscreen repeatedly and to wear sun-protective clothing
and a wide hat to cover one’s face. Dr. Jeffrey Farma leads the Melanoma and Skin Cancer Program
at Fox Chase Cancer Center in Philadelphia, Pennsylvania. He said researchers have made
“tremendous breakthroughs” in learning about the genes involved in melanoma. As a result,
researchers have been able to treat advanced melanoma and improve the survival rate.

Credits: Adapted by: Hai Do and Ashley


Thompson
June 10, 2019 - VOAnews
58
Unit 8

Reading Comprehension

5. In paragraph 1, the highlighted term refers to:


a. Protection
b. Melanoma
c. Deadly
d. The sun

6. In paragraph 1, turn the highlighted sentence into reported speech :

7. Read again paragraph 3 and write with your own words the finding reported:

59
Unit 8

Reading Comprehension

8.Mark True or False according to the text:


- Melanomas can occur anywhere on the body ( )
- None of melanomas are caused by too much ultraviolet radiation ( )
- Cases of melanoma have been rising over the last 30 years ( )
- The first sign of a melanoma is an unusual looking mole or freckle ( )
- Researchers have been able to treat advanced melanoma and improve the survival rate ( )

9. How can you define skin cancer?

10. What is the main cause?

11. Who are the people in the risk group?

60
Unit 8

Lesson 3 - Talking time


1. Did you have any of the information written in the last lessons? Which?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What do you know about ultraviolet rays?


_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. Have you ever over-sunbathed?


_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

4. How did you feel?


_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

5. What did you do?


_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

6. Do you exaggerate your exposure to the sun?


_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

7. What are your favorite activities during your vacation?


_____________________________________________________________

8. Do you think that, there have been considerable changes to the climate in the
past years?
_____________________________________________________________
_____________________________________________________________

9. What are the mains causes of these changes?


_____________________________________________________________
_____________________________________________________________

10. Do you think developed countries could do more to help the countries in
development, specially concerning environmental issues? Write your remarks.
____________________________________________________________
____________________________________________________________
____________________________________________________________

61
Unit 8

Lesson 4 - Grammar in focus


The conditional sentences Type 3

Read these examples:

If I had known Paul was coming, I would have met him at the bus station.

If he had tried to escape, he would have stopped by the police.

If I had got the visa, I would have left the country.

Note that the verb in the if clause is in the past perfect tense and the verb in the main clause is in
the perfect conditional. The time is past, and the conditional cannot be fulfilled because the
action in the if clause didn’t happen.

I didn’t know Paul was coming.

He didn’t try to scape.

I didn’t get a visa.

1. Now, put the verbs in the correct form:

a. Bob didn’t know I was in hospital. If he had known (he/know), he would


have gone (he/go) to visit me.

b. Mary got to the station in time to catch her bus. If ________ (she/miss) the bus, ________ (she/be)
late for her appointment.

c. I didn’t know Carlos was coming. If _________(I/know) it, _________ him a surprise.

2. Make up sentences with if for each situation:


a. I wasn’t tired, so I went for a walk.
If I had been tired, I wouldn’t have gone for a walk.

b. Beth wasn’t hungry, so she didn’t eat anything


____________________________________________________________

c. David didn’t get a taxi because he didn’t have any money.


____________________________________________________________

d. I wasn’t injured in the car accident because, I was using a seat belt.
____________________________________________________________

e. I was able to buy a Ferrari because I won the mega-sena.


____________________________________________________________

62
Unit 9

Lesson 1 - Discussing the topic - Use of Technology


Lesson 2 - Reading comprehension
Should schools ban mobile phones?

Lesson 3 - How to write formal emails

Lesson 4 - Grammar in focus


The conditional sentences - Review
Unit 9

Lesson 1 - Discussing the topic


You are about to read a text about the use of technology.
Feel totally free to express your thoughts. Write some
guide lines and answer the questions below

1. When did you first get a smartphone? There was any special reason for your acquisition?
___________________________________________________________________________
___________________________________________________________________________

2. What do you use your smartphone for?


___________________________________________________________________________
___________________________________________________________________________

3. In your opinion, what are the advantages and disadvantages of this technology?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. It’s impossible not associate the use of smartphones and social media. Do you think social
medias are a good or a bad tool? Explain
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. “We have never been so close and so distant at the same time”. What can you say about
this affirmation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. Do you think smartphones are a good tool for educational purposes? Explain your answer:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

64
Unit 9

Lesson 2 - Reading comprehension


Should schools ban mobile phones?

Read and Listen (Audio 17 from 00:00s)

1 Mobile phones have changed the way we communicate, but people disagree on whether the devices
are useful tools for education. Students can be easily distracted by their phones during class. Are they
listening to the teacher or texting their friends? Are they taking a picture of a quiz to cheat? Maybe they
are playing a game, or watching a video, instead of paying attention. School officials, teachers and
parents all are trying to find out the best way to supervise students’ use of mobile or cellphones.
2 In the Canadian province of Ontario, officials are restricting phone use during teaching time. However,
there are exceptions for classroom activities, health and other emergencies.
France passed a law in 2018 banning the use of cellphones in schools for students up to age 15, the age
when they go to high school. Last July, California Governor Gavin Newsom signed a new law. It says state
public and charter schools can ban students from using smartphones in class and at school. It does not,
however, say schools are required to completely ban the devices. The law asks school districts, charter
schools and education offices to develop cellphone policies to prevent, or limit students’ use of the devices
at school. There are exceptions, which include emergencies or issues related to health and well-being.
3 One high school, in California’s Silicon Valley area, had a serious problem with students and their
cellphones. Joanne Sablich, a French teacher, said students using their phones in class had been a real
problem. They were “checking their phones and texting -- going on social media,” she said, and she would
have to take the phone “over and over and over." The schools vice principal, Adam Gelb, said some
students were spending as much as 11 or 12 hours a day on their phones. So, the administration turned to
technology for answers. San Mateo High School now locks up cellphones during the day in a special
container. Each student must put their phone away in a small bag with a magnetic lock. It is called a Yondr
Pouch. At the end of the day, students unlock the bag with another device. The bag is being used in
schools in both the United States and Europe. The cost for the equipment is around $20,000 a year for a
school, or $12 for each student.
4 Teacher Joanne Sablich is happy. She sees a difference in students’ behavior. She said they are “very
engaged this year,” instead of just looking at their phones. Other schools are choosing simpler answers to
the problem—they ban cellphones in classrooms. One of these schools is Forest Hills school district, near
Grand Rapids, Michigan. School officials decided this school year to ban cellphones throughout the day,
including at lunch.
5 Dan Behm is the superintendent of the district. He told the publication Education Week the reason why
district officials put the ban in place. They “wanted to provide a clean break for students and not have the
frenetic energy that can happen if kids start texting each other or social-media posts start going,” Behm
said. They tried the ban last year as a test. Behm said they found that students said they were less
anxious when they were not so attached to their devices.
6 Education Week found that more than 30 schools, and in some cases school districts, have put in place
some kind of restrictions during the current or last school year. Districts across the country also have their
own versions of phone restrictions both formal or informal. One district choosing not to ban cellphones is
Saint Marys Area School District in the state of Pennsylvania. Brian Toth is the superintendent of the small
rural district. He told VOA, each teacher can decide whether, and when, to restrict students’ cellphone use.
Toth said students have grown up with cellphones, and “it is our responsibility to teach them proper use for
tools within the classroom.” He added that schools are teaching about cellphones and how to use them
with social media and the Internet. “It is part of changing education for kids,” he said. “As long as we teach
them to use them responsibly.” The technology is here, Toth said, schools should use it to help students,
and not fear it.
Credits: Authors: Anne Ball and Mario

65
Ritter
February 04, 2020 - VOAnews
Unit 9

Reading Comprehension

1. How are the cell phone policies of the 3. In paragraph 2, the highlighted word
schools mentioned in the story similar? can be replaced by :
a. The policies all limit cell phone a. Forbidding
use to some extent b. Allowing
b. They all completely ban cell c. Not using
phones in school d. Considering
c. They change depending on
the students’ age
d. The policies all allow short periods
of cell phone use

2. In paragraph 1, the highlighted word


refers to:
a. The technology
b. The smartphones
c. The teachers
d. The students

4. Summarize with your own words the highlighted excerpt on paragraph 3:

5. What was the solution for problems like this taken by Forest Hill school district mentioned in
paragraph 4?:

6. Summarize Brian Toth’s opinion on banning smartphones from schools stated in paragraph 6,
and after give your own:

66
Unit 9

Lesson 3 - Writing a formal email


The rules for writing formal emails in English

To write an email in English in the right way, don’t improvise! Read the following advice to avoid
making serious mistakes that could compromise the success of the email from the moment it is
received.

Subject
The subject is the first piece of information that the recipients of an email see, and if it’s written
incorrectly or unclearly, it could push the reader to delete it without even opening it! So it’s
important to give a clear and precise message, right from the start, indicating the content or
reason for writing in two or three words that grabs the attention of the recipient.

Style
Unlike many other languages which require long complex sentences in a formal written context,
English is very concise and favors short sentences and a simple structure. Make sure you break
up the text into two or three paragraphs – this enables the reader to quickly see the key points.

Courtesy formulas
When you write an email in English, you’re not only using another language but you’re also
entering another culture with different habits. The Anglo-Saxons in general pay a lot of attention
to forms of courtesy and gratitude, therefore never forget to add them.

Check the email


Never send an email in English without having re-read what you wrote. Grammatical or typing
mistakes are very common even in your own language, so in English you can make errors much
more easily. Double-checking what you’ve written is a simple step to take that can prevent you
from appearing unprofessional and above all careless.

Signature
Be sure to have set your emails to end with all the important information about you, including:

name and surname


job title
relative details about your company (name, address..)
link to the company website

The format of a formal email in English

Introduction
Body of the text
Conclusion

Signature

67
Unit 9

Lesson 3 - Writing a formal email


Depending on the type of relationship you have with the person you’re writing to, there are different
ways of starting an email, but any email should always start with a greeting. In our specific case
being formal, the most appropriate options are:

Dear Mr/Mrs/Ms (surname of the recipient, e.g. Mr Black)


Dear Sir/Madam (if you don’t know the name of the recipient) or more generally ‘To whom it may
concern’

After the initial greeting you need an introductory sentence that indicates clearly the reason for
writing and is consistent with the subject of the email. Introduce yourself briefly (long texts often
discourage people from reading them), then follow on with:

I am writing with regard to… (email subject)


I am writing in connection with… (email subject)
I am writing in reference to…

If you’re writing an email to send information, you can start with one of the following sentences:

I am writing to let you know…


I am delighted to tell you… (if you’re communicating good news)
I regret to inform you that… (if you’re communicating bad news)

If instead you’re replying to an email you received, you can say:

I am writing in response to…


I am writing in reply to…
I am writing to thank you for… (if you need to thank the recipient)

Body of the text


There are no conventional formulas for writing the body of the text because this varies according to
the function of what you need to communicate. It’s useful to prepare an initial draft and then proceed
with any corrections.

The general rules are that the text should be divided into short paragraphs that avoid abbreviations
and acronyms, both of which you can use, on the contrary, when you write an informal email to
family and friends.

Based on the type of message you’re sending, there are various ways to write a final invitation
before ending the email, such as:

I look forward to hearing from you soon


Thank you in advance
For further information, please do not hesitate to contact me
Please let me know if you have any questions
Thanks for your attention

68
Unit 9

Lesson 3 - Writing a formal email


Conclusion
The most common way to end an email are:

Best regards
Kind regards
Yours faithfully (if you began the email with ‘Dear Sir/Madam’ because you don’t know the name of
the recipient)
Yours sincerely (if you began the email with ‘Dear Mr/Mrs/Ms + surname)
Regards
Example:
Subject: Delivery delay

Dear Mr Pascal,

We regret to inform you that we will not be able to respect the deadline
previously agreed for the delivery of your order. Our supplier has warned us
today that they are experiencing supply problems, which will result in a
delay in our production chain. We count on your understanding and thank
you for your patience.

Please accept our apologies.

Best regards,

… (Signature)

1. Now, write a formal email. You can choose the subject:

69
Source: Wallstreetenglish
Unit 9

Lesson 4 - Grammar in focus

The conditional sentences - Review

1. Complete the sentences with your own ideas:


a. If he runs, he will be there in time for the game.
b. If she studies hard, she _____________________________.
c. If I get a better job, I _______________________________.
d. If it stops raining _________________________________.
e. If you eat too much you ____________________________.
f. If you don’t do enough exercise, you ______________________.
g. If I work hard, I ___________________________________.
h. If Ann goes with me ___________________.

2. Complete the sentences with your own ideas using should, must and have to:
a. If you want to lose weight, you _________________________.
b. If you want to pass your exams ________________________.
c. If you want to be a doctor ____________________________.
d. If you want to avoid accident __________________________.
e. If you drive ________________________________________.

3. Complete the sentences with your own ideas:


a. If I did more exercise, I would be fitter.
b. If I smoked less ____________________________________.
c. If I knew her phone number ___________________________.
d. If Carlos knew my address ___________________________.
e. If it had a choice I __________________________________.
f. If I were you _______________________________________.
g. If I lived in the country ______________________________.
h. If I had a million dollars ______________________________.

4. Complete the sentences with your own ideas:


a. If I had tried it again, I would have passed.
b. If I had known you were coming, I _______________________.
c. If Bob had bought the tickets in advance, we _______________.
d. If I had studied hard my English book, I ___________________.

70
Unit 10

Lesson 1 - Discussing the topic - Brain ageing


Lesson 2 - Reading comprehension
Dementia: A growing worldwide health problem

Lesson 3 - Talking time and review

Lesson 4 - Writing
Unit 10

Lesson 1 - Discussing the topic


You are about to read an article on development of
dementia while ageing. Feel totally free to express your
thoughts. Write some guide lines and answer the questions
below

1. How often do you exercise?


___________________________________________________________________________

2. What are your favorite exercises?


___________________________________________________________________________
___________________________________________________________________________

3. In your opinion, what are the benefits of exercising?


___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Is there any age limit for exercising?


___________________________________________________________________________

5. What are the kind of exercises that can activate your brain?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. Do you like crosswords, puzzles and quizzes?


___________________________________________________________________________
___________________________________________________________________________

7. What do you know about dementia and its development?


___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

8. Do you think dementia is a natural unavoidable process? Explain:


___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

72
Unit 10

Lesson 2 - Reading comprehension


Dementia: A growing worldwide health problem

Read and Listen (Audio 18 from 00:00s)

1 Ageing is normal. But dementia is not a normal part of ageing. The World Health Organization
(WHO) defines dementia as an illness marked by a decline in a person’s ability to think, reason and
understand “beyond what might be expected from normal ageing.” It results from a variety of
diseases and injuries that affect the brain, such as Alzheimer disease or stroke. About 50 million
people around the world have dementia.
2 WHO experts warn that dementia is a “rapidly growing public health problem.” People with
dementia are often not able to care for themselves. Their need for care, the WHO adds, creates
great economic problems for families and societies. Experts estimate that by the year 2030 caring
for people with dementia will cost about $2 trillion (US$) every year. That is what health experts
from the World Health Organization said in a recent statement to the press. They add that there are
nearly 10 million new cases every year and that number is set to triple by the year 2050.

How to reduce the risk of getting dementia

3 As a part of their awareness campaign, the WHO released new guidelines for reducing the risk of
getting dementia. WHO experts say that scientific evidence confirms that what is good for our
hearts is also good for our brains. Having an active and healthy lifestyle is the best way to avoid
getting dementia as we age. The WHO guidelines include the following:

-exercise regularly
-do not smoke
-do not drink harmful amounts of alcohol
-keep a healthy weight
-eat a healthy diet
-keep your blood pressure, cholesterol and blood sugar at healthy levels

4 The guidelines are common sense advice given by many other health organizations, such as the
U.S. National Institute on Ageing. But they are important reminders. They can help healthcare
providers advise their patients on what they can do to help prevent cognitive decline and dementia.
5 The new guidelines can also help governments and policy-makers design social programs to
help people lead healthy lifestyles. WHO experts add that possibly following a Mediterranean-style
diet may help prevent dementia. But they warn against taking vitamin B or E pills, fish oil or other
so-called “brain health” pills. They say there is “strong research showing they don’t work.”
6 The WHO advises countries to create support plans to help caregivers. Dr. Dévora Kestel is
Director of the Department of Mental Health and Substance Abuse at the World Health
Organization. In a statement to the press, she said that people who care for people with dementia
are very often family members. These family members “need to make considerable adjustments to
their family and professional lives to care for their loved ones.”

Credits: Authors: Anna Matteo


June 03, 2019 - VOAnews

73
Unit 10

Reading Comprehension

1. Which of the following best sums up the new


WHO guidelines?
a. Taking “brain health” pills every
day can help.
b. Having an active and healthy
lifestyle is best for the brain.
c. Eating fatty foods that are bad for
the heart may be good for the brain.
d. Exercising is good for the heart
but not important for brain health.

2. New WHO guidelines suggest ways to avoid


getting dementia. Which is true of these
guidelines?
a. The guidelines contain advice given
by other health organizations.
b. They will cost countries a lot of
money but are worth it.
c. The guidelines say to cut out salt from
your diet completely.
d. The guidelines are not intended to be
used by governments, just people.

3. What do the WHO health experts (in this


article) say about so-called “brain health”
pills?
a. Take them once a day because they
are scientifically proven to work.
b. Do not take them because they
could lead to heart disease.
c. Only men should take them because
they do not work for women.
d. Do not take them because there is
strong research showing they don’t
work.

74
Unit 10

Lesson 3 - Talking time and review


1. In pairs, prepare to retell the contents of the article. Write brief notes to use as guidelines:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Change to reported speech. Make sure you put the verbs in the correct form:

a. Aparecida said “I love all the activities we do here”


______________________________________________

b. He said “I am working very much”


______________________________________________

c. Joseph said “The brain exercises improved my process of reasoning”


_________________________________________________________

d. Carlos said “I have to study hard”


______________________________________________

e. The psychologist said “I recommended all the exercises during their vacation”
________________________________________________________________

f. Susan said “I was sleeping when Paul phoned me”


______________________________________________

g. Carlos said “I have lived in BH since 1979”


______________________________________________

h. Mary said “I wanted to learn Japanese when I was young”


________________________________________________

75
Unit 10

Lesson 4 - Writing
1. In pairs, discuss with your classmate the best articles in this book. Prepare to write a
summary of two of them. We would like to know things you have learned from them and if they
were useful to you someway.

2. Write down your notes:


___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SUMMARY 01

76
Unit 10

Lesson 4 - Writing
SUMMARY 02

77
Exercise Book
Exercise Book

1. “The researchers carried out experiments on a group of young German-speaking men and
women.” Explain the meaning of the expression in bold:

2. “The goal was to create a lasting memory link between the false word and the German word that
individuals could identify when awake”. Explain the meaning of the expression in bold:

3. “However, the experiments do provide new evidence that memories can be formed and vocabulary
learning can take place in both conscious and unconscious states.” Explain the meaning of the
expression in bold:

4. Now, write down 3 examples for each one of the expression in bold in exercises 1, 2 and 3. DO
NOT copy examples from dictionaries:

5. Read the situations and write sentences using the words in brackets:

a. You went to the cinema, but you were late.


(the movie / begins / I / arrived)
The movie had already begun when I arrived in the cinema.

b. You moved back to your parents house after many years. The house didn’t look the same.
(it / change / a lot)
_________________________________________________________________________________
c. I invited my girlfriend to go on a trip with me. But she couldn’t come
(she / arrange / something else to do)
_________________________________________________________________________________
d. It was nice to go to a restaurant after a long time
(I / not / eat out / for ages)
_________________________________________________________________________________
e. John offered me something to eat, but I wasn’t hungry.
( I / just / eat / breakfast)
_________________________________________________________________________________

79
Exercise Book

6. Complete the sentences with the correct form of the verb in brackets:

a. I was driving (drive) home when I passed by a garden and remembered our first kiss.

b. She ____________ (go) home after lunchtime. She wasn’t feeling well.

c. I just _____________ (decided) to move to London.

d. Please, ________________ (forget) to bring me my notes tomorrow. I really need them.

e. I ____________________ (look for) my keys all morning and couldn’t find them yet.

f. He ______________ (allow) anyone to leave home early despite the power went down in the whole
building.

7. You have listened to a dialogue at a restaurant in Unit 1 - Lesson 4. Now it’s you turn to to tell us
about an experience (good or bad) you have had at a restaurant. Write below a text about that
experience and try to make a good use of your vocabulary. For meanings and synonyms check the
dictionary:

80
Exercise Book

8. “Aware of this threat, Adolf Hitler ordered the construction of the “Atlantic Wall,” which consisted of
landmines, bunkers, and other obstacles to fortify 2,400 miles of French coast.” Explain the meaning
of the expression in bold:

9. Now, rewrite the sentence using synonyms:

10. “In the predawn hours before the beach landings, thousands of American, British, and Canadian
paratroopers were dropped behind enemy lines on the eastern and western flanks of the landing
zones.” Explain the meaning of the expression in bold:

11. Now, rewrite the sentence using synonyms:

12. Complete the sentences with one word:

a. Midway home I saw the accident which was mentioned on the radio.

b. I stayed at the hotel ___________ you recommended.

c. I invited my Susie to the party.


Who is Susie?
The girl ________ works with me.

d. It was nice to go to that restaurant __________ is on TV all the time.

e. John, ___________ lives next door is always in trouble with the police.

f. The place in the mountains ____________ you told me about is indeed really beautiful.

g. I bought this chocolates for the errand boy _________ helped me during the week _______ I was
sick.

81
Exercise Book

13. Look at the image below. Write a text containing the following points: what the picture illustrates
and your opinion about this type of conflict.

14. Now, look for words in the dictionary covering this topic (war / army) and write examples of use.
DO NOT copy the examples in the dictionary:

82
Exercise Book

15. Write down the meaning of the phrasal verbs below. Try to do so without the use of a dictionary:

To call off:______________________________
To figure out:____________________________
To find out:______________________________
To get in:________________________________
To get over:______________________________
To get out:_______________________________
To grow up:______________________________
To hand in:_______________________________
To keep on:_______________________________
To leave out:______________________________

16. Now, create a sentence with each one of the phrasal verbs above. Use the verbal tense you want:

17. Now, look for 10 phrasal verbs (different from those in exercise 15) in a dictionary and afterwards
write down 10 sentences with them using the verbal tense you want. Remember to train their
pronunciation:

Phrasal Verbs and meanings:

Sentences:

83
Exercise Book

84
Exercise Book

20. Read the situations and make sentences with the present perfect continuous using the words in
brackets:

a. You was feeling very tired.


(I / work / hard all day)
I have been working hard all day.

b. The girls were sweating a lot.


(they / play tennis / for hours)
_________________________________________________________________________________
c. Freddy was falling asleep during the class.
(He / attend classes / all day long)
_________________________________________________________________________________
d. The grass outside is wet
(it / rain / since yesterday)
_________________________________________________________________________________
e. John has lots of stains on his shirt.
( He / paint / his room / for two days)
_________________________________________________________________________________

21. Look at the pictures below. What have they been doing all day long?

85
Exercise Book

23. Now answer the questions in 22:

a.
b.
c.
d.
e.
f.

24. Write about members of your family (or friends) using the of the present perfect continuous
you can:

86
Exercise Book

25. Complete with the suitable preposition:


a. What are the things you care_____________________________?
b. Is there anything you need to get rid _______________________?
c. Who you live _________________________________________?
d. Where are you ________________________________________?
e. Is there anything you want to apologize ____________________?
f. What are you looking forward ____________________________?

26

27

28

87
Exercise Book

29. Read the excerpt below. Summarize it with your own words:

“Vegetarianism is growing in popularity in a lot of countries. And now, South Africa


is one of them.Today, more and more South Africans are experimenting with the
vegetarian way of life by cutting all meat out of their diet. Others are exploring
veganism. Vegans are similar to vegetarians but they avoid all animal-based
products, including milk and eggs. Some vegans do not eat honey.
A Google Trends report puts South Africa at 14th around the world in searches for
the word "vegan," the only African nation to be listed so high.There is no official
count of how many vegans there are in South Africa. But the interest has led to the
birth of vegetarian and vegan restaurants in Johannesburg, the nation's economic
center.”

30. Now, write a short text expressing your opinion about vegetarianism:

31. Talking about vegetables, do you know the name of the vegetables / fruits illustrated below?:

88
Exercise Book

32. Read the affirmation about traffic below:

“Overall, the most congested cities are older cities or those growing quickly, INRIX reports.”

Now, write a text with your own ideas containing points that confirm the affirmation:

89
Exercise Book

35. Use the words in brackets to form -ing or -ed sentences using There is / There are / There was
etc. :

a. The house is empty. (nobody / live / in it)


There is nobody living in it.

b. The accident wasn’t serious. (nobody / get hurt)

c. I can hear footsteps. (somebody / come)

d. The plane was full. (a lot of people / travel)

e. We were the only guests at the hotel. (nobody else / stay there)

f. The piece of paper was blank. (nothing / write / on it)

90
Exercise Book

37. Use the a dictionary and name the numbers:

1 11

2 12

3 13

4 14

5 15

6 16

7 17

8 18

9 19

10 20

91
Exercise Book

38. Use the a dictionary and name the numbers:

1 15
2 16
3 17
4 18
5 19
6 20
7 21
8 22
9 23
10 24
11 25
12 26
13 27
14 28

92
Exercise Book

39. Use the a dictionary and name the numbers:

1 18

2 19

3 20

4 21

5 22

6 23

7 24

8 25

9 26

10 27

11 28

12 29

13 30

14 31

15 32

16 33

17 34

93
Exercise Book

40. Use the a dictionary and name the numbers:

1 18

2 19

3 20

4 21

5 22

6 23

7 24

8 25

9 26

10 27

11 28

12 29

13 30

14 31

15 32

16 33

17 34

94
Irregular Verbs
IRREGULAR VERBS

95
94

You might also like