Inglês: Módulo de Consolidação

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Acções S@bER+
INGLÊS
MÓDULO DE CONSOLIDAÇÃO
Sugestões de Actividades
CONSOLIDAR
ESTRUTURAR
ORGANIZAR
INGLÊS
ÍNDICE DE ACTIVIDADES
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CONTENTS
Table of Contents 5
Relationships 13
Health and Well-Being 41
A Consumer Society 65
Human Rights 85
Globalisation 107
The Environment and Nature Conservation 125
Listening - Scripts 157
Verbs 165
Universal Declaration of Human Rights 171
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TABLE OF CONTENTS
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TOPIC AREA: RELATIONSHIPS

SKILLS
UNIT LEXICAL AREAS
READING SPEAKING
1 What type of person are Physical and intellectual …Attitudes towards life… Discussion – who’s who?
you? characteristics
• taking notes
Attitudes towards life • discussing
2 Friends Describing people and …Making and keeping Asking/answering about

situations friends… likes, dislikes, personal
characteristics
Friendship: what is • True/false
friendship made of? • Quoting
3 Family Matters Relationships within the “Teens and Parents” Discussion - family
family “Close relationships with relationships, joys and
the seniors” problems within the family
• Reordering paragraphs
• Completing sentences
TOPIC AREA: HEALTH AND WELL-BEING

SKILLS
UNIT LEXICAL AREAS
READING SPEAKING
4 Nutrition and Food Safety Healthy and unhealthy “Superfood or Double Discussion – answering a
nutrition habits Trouble? quiz;
Exchanging points of view
• taking notes about nutrition habits
• completing statements
5 Dieting Outlining advantages and “Dieting to the point of Talking about the pros and
disadvantages of dieting starvation” cons of going on a diet
Discussing the importance
• answering questions of self-image
6 Stress Coping with stress “Stress” Discussing - exchanging

points of view about
• completing sentences stressful situations and
• answering questions ways of decreasing stress
TOPIC AREA: A CONSUMER SOCIETY

SKILLS
UNIT LEXICAL AREAS
READING SPEAKING
7 Impulse Buying Shopping habits and …A wife who could not Discussion –different kinds
attitudes stop spending… of buyers and what makes a
sensible buyer
• re-arranging paragraphs
• asking questions
8 Consumer skills Tips and tricks to become a “Retailers love to see you Answering questions about
sensible buyer spend…” shopping habits
• underlining sentences Referring personal experiences

• completing a table
Characterising the type of
buyers students generally are
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DEVELOPMENT
LANGUAGE AWARENESS GLOBAL TASK
LISTENING WRITING
Opinions about some well- Describing people Verb Tenses (Present and Organising a class
known personalities Past Simple) personality file (opinions,
• recognising attitudes and points of view, descriptions,
personal characteristics collected during the unit)
Writing personal feelings Auxiliary verbs for negative Illustrated booklet about
about friendship and interrogative sentences friendship
• guided composition
Degrees of adjectives
(comparative and Class discussion about
superlative) families’ characteristics
DEVELOPMENT
LISTENING WRITING
Writing personal opinions Relative Clauses Writing an e-mail message
about genetically modified to an international
ingredients organisation with class
• note-taking opinions about GM foods
Anticipating future health

problems
Writing about the dangers Collocations Writing a leaflet, warning

of irresponsible dieting (Verb + preposition) people of the dangers of
(Adjective + preposition) unhealthy diets and/or
eating disorders
Opinions about different Matching texts and titles Linking words Making a poster:
environments/ /atmospheres “10 Golden Rules to tackle
Writing some pieces of advice stress”
• numbering pictures on how to tackle stress
DEVELOPMENT
LISTENING WRITING
Characterising a sensible Word classes Writing a class shopping
buyer guide
• guided text based on

discussion questions
Writing a formal letter used to / be used to / / get Writing a letter of

used to complaint to a shop
• distinguishing between
different kinds of letters
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TOPIC AREA: HUMAN RIGHTS

SKILLS
UNIT LEXICAL AREAS
READING SPEAKING
9 Striving for Human Rights Human rights and “The Universal Declaration Talking about famous
freedoms of Human Rights” leaders/key figures
• scanning
10 Violence Prevention Discrimination and violence “Women’s Rights” Discussion – Is there any
against women • answering questions relationship between
inhuman treatment and
Respect and violence violent behavior?
prevention
11 Child Labour Children’s Rights Violation “Children’s rights” Describing pictures

• true / false
• matching
TOPIC AREA: GLOBALISATION

SKILLS
UNIT LEXICAL AREAS
READING SPEAKING
12 Living in a Global Changes in connections “Making globalisation Discussion – What do these
Village and patterns of life work for the world’s poor” labels mean to you?
• answering questions Talking about newspaper
• asking questions headlines
• referring expressions
13 Globalisation: Outlining advantages and “What is globalisation?” Talking about the pros and
Pros and Cons disadvantages of • gap-filling cons of globalisation
globalisation • antonyms
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DEVELOPMENT
LISTENING WRITING
1st, 3rd and 7th articles of Listing fundamental human There as subject Fundamental human rights
the Universal Declaration of rights and freedoms and freedoms
Human Rights • comparing ideas
• explaning meaning • exchanging opinions
Respet and violence Writing a formal letter to Word formation: prefixes Writing a collective letter –
prevention – a talk by Dr. Human Rights Watch and suffixes The importance of
Bruce Perry denouncing human rights
• note-taking Collocations violations
• answering questions
Writing about the Verb patterns: Discussion – The

exploitation of children to-infinitive bare infinitive explotation of children
-ing form E-mailing a message of
protest
DEVELOPMENT
LISTENING WRITING
Defining the world Passive voice
globalisation
Assessing globalisation Dictionary work Report speech Debating the pros and cons
• note-taking • defining words/phrases of globalisation
• matching
• combining sentences Globalisation – How has it Summarizing the debate
affected your life?
Writing a newspaper article
Listing topics for discussion
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TOPIC AREA: THE ENVIRONMENT AND NATURE CONSERVATION

SKILLS
UNIT LEXICAL AREAS
READING SPEAKING
14 What are we doing to Environmental problems “Environmental disasters” Discussing the impact of
nature? and their effects • matching climate change and the
• answering questions future of the earth
15 Where there’s a will Alternatives to save the “What can be done – by Discussion – Is there
there’s a way planet earth government and industry?” anything individuals can do
to help protect the
“What can be done – by environment? Isn’t it
you?” something for government
to do?
• underlining ideas
16 Campaigning for a Environmental pressure “Environmental activists: Talking about some well-
better future organisation heroes or villains?” known pressure groups
• marking ideas
(agree/disagree) Discussing why and how
• answering questions people campaign
• exchanging views for/against something
Referring personal
experiences
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DEVELOPMENT
LISTENING WRITING
Writing about the impact First conditional Writing and article about
of climate change the impact of climate
unless and if … not change on Portugal
Sending the article to an

English magazine /
environmental organization
Some simple ways to save Writing some pieces of Second condition Writing and article about
the Earth advice on how to live in the impact of climate
• ticking sentences harmony with the earth must and have to change on Portugal
mustn’t and don’t have to
Sending the article to an
English magazine /
environmental organization
Summarizing opinions on Present perfect Debating environmental

environmental activism activism and the activists’
for and since actions
Present perfect / Past
simple
Time expressions
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UNIT 1: WHAT TYPE OF PERSON ARE YOU?
LISTENING COMPREHENSION
Individual work
1. Listen to the texts about three of the personalities pictured below. If you recognize them, circle the
corresponding letters.
A B
D
E
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SPEAKING / WRITING
Pair work
2. With your partner, and the help of a dictionary, if necessary, discuss the words in the boxes. If you
want, you may add others that you remember. As you may see, they usually reveal four different
kinds of human characteristics: intellectual abilities, physical characteristics, attitudes towards life and
finally attitudes towards other people. Jointly, the four of them often define us as a person.
INTELLECTUAL ABILITY ATTITUDES TOWARDS LIFE
bright gifted silly optimistic introverted cruel

sharp clever stupid extravagant
foolish dumb sensitive tense sensible
PHYSICAL CHARACTERISTICS ATTITUDES TOWARDS OTHER PEOPLE
good-looking thin sociable argumentative

short ugly tall arrogant easy-going
slim massive attractive reliable jealous sincere
Which of these adjectives would you choose to describe the people you haven’t marked in the photos?
Still with your partner, write a small text about them.
The following connectors may help you build a better text: but; on the other hand; both…and;
however; and; as well as, etc.
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READING / VOCABULARY
Individual work
3. Now look at the words on the left. They also describe human character features and their meaning
is described on the right. Can you try and match the words with their description? The first one is
already done for you.
1 attractive A having a belief in one’s own value and abilities
2 hard-working B faithful to people, places or things
3 self-confident C behaving badly (used for children)
4 naughty D pleasant to look at
5 sensitive E dedicating a lot of time and energy to work
6 loyal F showing delicate feelings or judgement
1 D
4. As you know, some positive qualities, when taken too far and too strongly, may become negative
qualities. Of the following, which do you think have positive or negative connotations?
determined obstinate permissive
ambitious broad-minded pushy
mean eccentric economical
original frank blunt
POSITIVE NEGATIVE
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5. You’re now in possession of a lot of vocabulary, some positive and some negative, to describe the
type of people we all are.
What about you? What type of person are you?
Answer this quiz about you. Maybe it’ll help you see through your own personality.
Put Y for Yes, N for No and S for Sometimes
1. Are you usually smiling and happy?

2. Do you enjoy the company of others?
3. Do you find it difficult to meet new people?
4. Do you have definite plans for your future career?
5. Does your mood change often and suddenly for no reason?
6. Do you notice other people’s feelings?
7. Do you think the future will be good?
8. Can your friends depend on you?
9. Is your room often a mess?
10. Do you get annoyed if you have to wait for anyone?
11. Do you put off until tomorrow what you could do today?
12. Do you work hard?
13. Do you keep your feelings and ideas to yourself?
14. Do you often give presents?
15. Do you talk a lot?
16. Are you usually calm and not worried by things?
Fonte: New Headway, 2003
8 reliable reserved lazy easygoing
optimistic shy generous untidy
sociable impatient moody cheerful
talkative ambitious hardworking sensitive
Pair work
Work in pairs and talk to your partner about your positive and negative qualities. Then choose the
adjectives you think describe you best.
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READING AND SPEAKING PERSONAL NOTES
Group work
6. Some people have inner qualities and attitudes towards life which make them step
over the difficulties that may come their way. Read about some of these people and,
in small groups, discuss their attitudes. Use as many adjectives as you can to describe
them and their courageous points of view. Report your conclusion to the whole class.
TEXT
More and more people are losing their jobs because business is bad. What do these
people do when they have neither job nor wages?
William Collins and Adrienne Boger have gone through a difficult period, because they
lost their jobs last year. They got their redundancy payment and decided to start a new
life with it.
William Collins, 32.
‘I worked for a small family business. I repaired boats. When I lost my job, I got my
redundancy money and decided to start my own business. I’m optimistic, you know. I
always look on the bright side: at least I’m healthy and have initiative.
I couldn’t work for an employer now. I’m much happier on my own and I have fewer
sleepless nights. I’m more self-assured now. I’ve changed for the better’.
Adrienne Boger, 45.
‘I worked for a big multi-national company for 20 years. I became redundant and got
a payment of £ 95,000. I looked for other jobs but nobody wanted me. I was too old.
Then, at a party, a friend said she was going to open a delicatessen. I said ‘I’ll come in
with you’. We found a building and spent a lot of money on it. Then my friend dropped
out and I continued on my own.
At first, I worried a lot. I had to work seven days a week. Things didn’t go well and I
lost money. I found it difficult to sleep. I was much too tense. Even so, I didn’t quit.
I’m a determined woman and have a great strength of will. Now it’s much better. I’m
quite relaxed and easy-going… The business is going well and I’ve just opened my second
shop’.
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7. LANGUAGE AWARENESS
Verb Tenses
Have you noticed the differences when people speak about their daily life, their routines and the
things that are permanent in their lives and when they tell us about their past lives, the things
that took place years or months ago?
Well, in the first case they use the Present Simple and, in the second, the Past Simple.
Examples:
As you may see, they usually reveal four different kinds of human characteristics: intellectual abilities, phy-
sical characteristics, attitudes towards life and finally attitudes towards other people. Jointly, the four of
them often define us as a person.
I always look on the bright side: at least I’m healthy and have initiative.
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A. Present Simple
The verbs reveal, define, look, be and have are in the Present Simple. In these examples, the verbs
express something that is true or permanent in general.
With the exception of the verb to be and the modal verbs, all verbs in English add ‘s’ to the third
person singular (she reveals, it expresses, he looks, he has, etc). They are frequently used together with
adverbs and phrases of frequency (always, often, sometimes, usually, never, once a week, etc.).
In short, you may say that I reveal / look / have / define, they reveal / look / have / define, etc.,
BUT
she/ he/ it reveals/ looks/ has/ defines.
PRACTICE
Individual work
Use the verbs in brackets in the Present Simple and complete the blanks:
1. (have, be, work, think) William __________ now his own business and he _________ quite happy.
Although he ________ quite a lot every day, he _________ it’s worthwhile.
2. (say, know, deserve, be, believe) Both Adrienne and William ____ what being unemployed means.
As they always __________ ‘Life __________not always easy but if we ___________ in ourselves, things
will come our way’. Their attitude ___________ the appreciation of us all.
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B. Past Simple
I worked for a big multi-national company for 20 years. I became redundant and got a payment
of £ 95,000.
This statement means that she doesn’t work for that big multi-national anymore.
The Past Simple is used to speak about past actions, definite in time and already finished in the
past. That’s why this tense is often used with adverbials like last week/month/year, yesterday, in
1989, two years ago, etc.
There are two kinds of verbs in English, as in every other language: the regular and the irregular. At the
end of this manual, you’ll find the list of the leading forms of the irregular verbs. Anyway, the Past
Simple is always the middle form of the leading forms.
Ex: to become, became, become (irregular)
to get, got, got (irregular)
to work, worked, worked (regular)
To build the Past Simple in the affirmative is very easy: all persons take the same form (with the
exceptions again of the verb to be).
Ex: I worked for a big multi-national company for 20 years / she worked for a big multinational
company for 20 years / they worked for a big multi-national company for 20 years.
PRACTICE
Use the verbs in brackets in the Past Simple and complete the blanks:
1. (find, lose, open, spend, worry) When Adrienne _________ her job, she ___________ a lot but
fortunately she __________ a way of pulling through: she ____________ a shop but, of course, in the
first year, she __________ most of her redundancy money.
2. (be, find, close, work, start) In January 2000, William ___________ for a small family business
which ___________ its doors because they __________ unable to go on with so many employees and
such few orders. That’s why William __________ himself unemployed but full of courage and initiative:
with his redundancy payment he __________ his own business and he’s quite happy now.
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READING / ORAL INTERACTION PERSONAL NOTES
Individual and class work

8. Write some paragraphs about yourself using the information you gathered in 5. and
include your physical characteristics.
Put all the descriptions in a box and each one of you will pick one up.
Everybody will then read the description they’ve chosen and try to find out who’s who.
After disclosing everybody’s description, you may organise in the class, a class
personality file.
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STOP AND THINK
It’s time for you to decide which language skills/areas you need to practise more (e.g. reading, listening,
speaking, writing, vocabulary, verb tenses, asking/answering questions, negative structures, modal
verbs, comparison of adjectives/adverbs, prepositions, collocations, word formation…).
Complete this table and devise your own study plan.
Considering my performance in this unit, I concluded that I must…
revise
improve
practise
check
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UNIT 2: FRIENDS
SPEAKING
Pair work
1. What questions might you ask someone when you first meet?
For example:
Where do you come from?
Here are a few suggestions. Ask about:

– full name
– age
– marital status
– family
– job
– reasons for learning English
– (…)
2. Ask your partner some questions to find out what you have in common.
Make questions from the following words:

a. Live / near here?
b. How old / be?
c. What / do for a living?
d. Speak / any other languages apart from English?
e. Where / be born?
f. What / do in your spare time?
g. What sort of music / like?
h. Have / any special reason for learning English?
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3. Now tell the rest of the class what you found out about your partner and what you have in
common.
Useful language both / neither of us have children
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READING PERSONAL NOTES
Pair work
4. Read this text and write an appropriate title for it. Work in pairs.
TITLE:
Making friends isn’t always easy. Rita Robinson, author of The Friendship Book, and
Michael Spieldenner, a therapist, told us what they think about making friends and
keeping friends.
FRIENDSHIP STARTS WITH YOURSELF. “If you have a positive view of yourself, then
you’ll project that onto others. That will help you make friends because everyone likes to
be around positive people,” says Spieldenner.
FRIENDSHIPS DON’T JUST “HAPPEN”. Most friendships occur when people are
interacting. So if you’re lonely, join a group that interests you and you’ll find others who
share your interests.
FRIENDSHIP COMES IN DIFFERENT FORMS. There are acquaintances: people we may

like, but we don’t share our secrets with them. There are group friends: people we share
an activity with on a regular basis, but whom we may not see regularly once the group
activity ends. There are individual friends, who often become good pals and even best
friends.
FRIENDSHIPS CAN’T BE RUSHED. A new friendship may excite you so much that you
may want to spend tons of time with the person. Bad idea. “Friendships evolve. They
ripen slowly,” says Robinson.
FRIENDSHIP WORKS BOTH WAYS. You know when someone is your friend. You feel
good around the person. Plus, your friend does not pressure you to act a certain way. “A
friend wants the best for you and doesn’t expect you to think the same as he or she
does,” says Robinson.
FRIENDSHIPS AREN’T PERFECT. Every friendship has hurdles to overcome. Arguments

and misunderstandings occur. If you and a friend have a dispute, try to resolve it by
talking to each other. Respect each other’s opinions and feelings. And be prepared to
admit when you’re wrong. “If you don’t, the friendship may be irreparably damaged,”
says Spieldenner.
Choices, 2002
(adapted and abridged)
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5. Now compare the following statements with the text and decide which are True (T) and which are
False (F). Justify your choice by quoting from the text.
a. A self-assured person is more likely to make friends.

b. Not all friendships have the same strength.
c. The best way to develop a new friendship is by spending a lot of time together with a person.
d. True friends think the same way.
e. A friend has to be prepared to handle divergences.
LANGUAGES AWARENESS
6. Read the following sentences:
Are you writing to your pen friend?
How long have you been friends?
Do you keep in touch with her?
The words in bold are auxiliary verbs (be, have, do)*. We normally use them to form questions in
English.
Note the word order in questions:
Auxiliary verbs be and have: auxiliary + subject + main verb (-ing/past participle)
Auxiliary do: do + subject + main verb (infinitve)
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PRACTICE
Individual work
a. Complete the following sentences. Use these auxiliary verbs:
are / have / do / does
1. you live with your parents?

2. you trying to overcome your divergences?
3. she have any special reason for learning English?
4. you resolved your problems?
7. Now read these sentences:
They aren’t having problems in their relationship.
We haven’t met since December.
We don’t seem to have much in common.
To form negatives we often need auxiliary verbs, too.
Note the pattern in negative sentences:
Auxiliary verbs be and have: subject + auxiliary verb + not + main verb (-ing/past participle)
Auxiliary do: subject + auxiliary do + not + main verb (infinitve)
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PRACTICE
a. Complete the following sentences. Use these auxiliary verbs:
haven’t / isn’t / don’t /
1. They understand my view.

2. I seen her for ages.
3. She treating me fairly.
*REMEMBER
Auxiliary verbs be, have and do
Subject Present Simple Past Simple
I am was
you / we / they are were
she / he / it is was
I / you / we / they have

had
she / he / it has
I / you / we / they do
did
she / he / it does
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WRITING
Pair work
8. The American writer Henry Thoreau (1817 – 1862) wrote one day: “Friends do not live in harmony
merely, as some say, but in melody.” Follow his example and write down your own thoughts on
friendship. Work in pairs.
If you want, take ideas from the following:
– Friends share with us, count on us and ...

– Good friends listen to and respect ...
– True friendships survive the ups and ...
– When we have a good friendship we should ...
– If a friend hurts you, talk to him or her and try ...
– The ability to understand and respond to the needs of others is essential...
Class work
9. As a class, produce a booklet, containing all your thoughts on friendship and friends. Don’t forget
the illustrations.
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STOP AND THINK
revise
improve
practise
check
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UNIT 3: FAMILY MATTERS
VOCABULARY AND SPEAKING
Pair work
1. In pairs, complete the following sentences with the appropriate words or phrases from the box.
a) I always ________ my mum first if I have a problem.

b) I’ve never really ________ my father.
c) I ________ an only child.
d) My brothers and I ________ very well.
e) My parents ________ me a lot of freedom to go out with my friends.
f) I always ________ my children.
g) I don’t ________ teens today.
h) I ________ my sister.
i) I don’t like when people ________ my twin.
j) My daughter and I are always ________ .
get along trust am go to got on with gave understand

mix me up with fighting can’t stand
2. Which of the sentences in 1. are true for you? Tick (√) them.
3. Look at these pictures. How would you describe the relationships between these members of the
same family.
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PERSONAL NOTES READING
Pair work
4. On this page there are two articles about family relationships, but they have been
mixed up. Look at the titles. Read the paragraphs quickly and first decide which
paragraphs go with which subject. Work in pairs.
Teens and Parents Close relationships with the seniors
a Healthy relationships between teens and parents don’t just happen. Making them work
requires effort on both sides, because adolescence is a time of uncertainty for parents as
well as for teenagers.
b
“Teenagers need older people in their lives,” says Robert Tietze from Temple University,
in Philadelphia, Pennsylvania.
c
Fearful that their kids will get mixed up in drugs or the wrong crowd, they often respond
by instituting a lot of rules to try and keep their kids in line.
d “Parents are ready when kids turn 13 and all of a sudden become rebellious and don’t
want to go on family vacations or sit at the dinner table. Parents are shocked at this kind
of behaviour.”
e This researcher has found that teens who have a close relationship with an elderly
person do better at school and get along better with peers than teens who don’t have
these relationships.
f
As children make their way through adolescence, that shock turns into anxiety. When
teens begin to pull away and assert their independence, parents feel shut out.
g
But grandparents provide children with counselling and friendship. They pass on histo-
ry and family lore.
h
Having a close relationship with grandparents is particularly important. Parents provide
kids with structure, authority, and the basic necessities.
i “Adolescents have to recognize that parents spend the first 12 years raising their kids
and getting closer to them,” says Stan Katz, a clinical psychologist in Beverly Hills,
California.
Choices, 2000; Choices 2002

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5. Now put the paragraphs in the right order. Follow the example.
Teens and Parents Close relationships with the seniors
1 a 1 b
2 2
3 3
4 4
6. Complete these sentences according to the articles you’ve just read. Work in pairs.
a) Adolescence is a difficult period not only…

b) To keep their kids in line parents…
c) According to the findings of a study, when teens…
d) Grandparents play an important part…
LANGUAGE AWARENESS
7. Read these sentences and underline the comparative and superlative adjectives.
Teenagers need older people in their lives.
Mothers in general are more understanding than fathers.
Our relationship now is friendlier than before.
I’m the youngest in the family.
My father is the most inflexible person I’ve ever met.
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PRACTICE
Individual work
a. Now form the comparative and superlative of the following adjectives. Check the rules, if
necessary.
Example:
Adjective Comparative Superlative
happy happier happiest
close
patient
sensitive
thin
strict
bad
lovely
good
conservative
mean
8. Comparatives and Superlatives: basic rules
a. One-syllable adjectives and two-syllable adjectives ending in –y
adjective comparative superlative
adjective + er (the) adjective + est

old older the oldest
fat fatter the fattest
nice nicer the nicest
friendly friendlier the friendliest
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b. Other two-syllable adjectives and longer adjectives
arrogant more arrogant the most arrogant

boring more boring the most boring
understanding more understanding the most understanding
sensible more sensible the most sensible
c. Irregular adjectives
good better the best

bad worse the worst
far further/farther the furthest/farthest
REMEMBER:
One vowel + one consonant: double consonant (Ex.: fat, fa tter, the fa ttest);
If the adjective already ends with –e, we just add –r or –st (Ex.: nice, nic er, the nic est);
-y changes to -i (friendly, friendl ier, the friendl iest).
Equal comparisons are made with as…as/not as…as (Ex.: Vicky is as old as Rachel; I am not as
confident as you = I am less confident than you).
PRACTICE
Individual work
a. Complete these sentences by putting the adjectives in brackets into the comparative or super-
lative form.
1. When I was small, my _____ (old) sisters often took care of me.
2. Jeff is _____ (polite) than his brother.
3. Mary is _____ (shy) than her twin sister.
4. Who is the _____ (young) in your family?
5. And the _____ (old)?
6. My brother Patrick is the _____ (handsome).
7. They say I am the _____ (nosy) in the family. Nonsense!
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c INGLÊS
RELATIONSHIPS
DISCUSSING
Class work
9. What do you think?
Discuss the following questions, as a class.
• How strict were (are) your parents?

• Are fathers in general stricter than mothers?
• Are fathers better at keeping teens in line?
• Is it true that mothers relate better to daughters and fathers relate better to sons? Why or why
not?
• Do you want to bring up your children in the same way you were brought up?
38
INGLÊS
RELATIONSHIPS
c
STOP AND THINK
revise
improve
practise
check
39
HEALTH AND WELL-BEING
INGLÊS c
UNIT 4: NUTRITION AND FOOD SAFETY
READING COMPREHENSION / SPEAKING
Pair work
1. Nowadays it’s almost impossible to live without hearing the words “fast food” buzzing in your ears.
With your partner read, discuss and answer the following quiz and then look at the solutions.
FAST FOOD QUIZ
1. The hamburger is the most popular item in fast food restaurants.
True False
2. When you get a hamburger at a fast food restaurant, it probably contains meat
from just one cow.
True False
3. Cooking a hamburger to 160 degrees Fahrenheit will kill any bacteria living in the
meat.
True False
4. Cooking meat with radiation can kill bacteria, but it also makes the food radioactive.
True False
5. French fries are a nutritious alternative to potato chips.
True False
6. The hamburgers from different fast food restaurants are pretty much equal in
terms of fat and calories.
True False
7. Teenagers who drink a lot of coke are less likely to drink enough milk to get the
calcium they need.
True False
Source: The Daily Telegraph, 1986 (adapted)
Solutions: 1. False; 2. False; 3. True; 4. False; 5. False; 6. False; 7. True
43
c INGLÊS
PERSONAL NOTES 2. Were you surprised? Maybe not, but in the text below you’ll discover some very
serious things about food that should make you think . Still with your partner, read
it and note down all the things you didn't know about this issue.
TEXT
SUPERFOOD OR DOUBLE TROUBLE?
In 50 years, the world population could double to 11 billion people. But the food supply is
not growing at the same rate. Insects and disease destroy a lot of food. And each year, many
acres of fertile farmland are built on, or destroyed by erosion. This century, millions of
people around the world are at risk of suffering or even dying of malnutrition.
1. World Hunger and Malnutrition
GOOD NEWS
Scientists are creating genetically modified foods (GM) with built-in resistance to disease and
insects – so fewer crops will be lost. GM crops are being developed so that they can grow in
deserts and salty water. Some of them have been conceived to fight some diseases and Swiss
scientists have created a vitamin A-packed rice that can potentially save the lives of the million
kids who die of vitamin A deficiency each year.
BAD NEWS
There’s a lot that scientists still don’t know about the role of nutrients in disease prevention. We
know that vitamin A and other nutrients in foods are vital to good health. But there are
probably other crucial compounds in foods that haven’t been discovered yet. Genetic engineers
could accidentally decrease levels of those substances.
2. Food Allergies
Common Foods, such as nuts, fish and milk can cause scary and even fatal allergic reactions in
some people. If genetic engineering blend ingredients from these allergy-causing foods into
other foods, allergic people may not be able to avoid the foods that make them sick.
GOOD NEWS
Steve Taylor, the University of Nebraska scientist who detected the danger of allergies in the
soybeans, says the food-allergy threat is small because food engineers now avoid ingredients in
foods that cause dangerous allergic reactions. The benefits of genetic engineering justify the
risk, says Taylor. Also, genetic engineers will eventually save lives by identifying and removing
those ingredients in foods which may cause dangerous allergic reactions.
BAD NEWS
The risk of allergies is small, but real, says Rebecca Goldbug, a scientist with Environmental
Defense, a New York activist group. For example, when food Engineers added a Brazil-nut gene
to soybeans, people who were allergic to nuts became sensitive to the beans. Also, new food
allergies could be created as scientists introduce new genes into the food supply.
It can take up to 10 years for people to develop allergies to new substances.
Choices, 2000 (adapted and abridged)
44
INGLÊS c
3. Have you ever thought about these matters? Do you have your own feelings about them? Discuss
the information in the text with your partner and exchange points of view. Then complete the
following sentences:
a. If the world attains a population of 11 billion people in 50 years, there won’t
b. Some scientists are working on GMs to

c. However, others say that we still ignore
d. Because genetic engineers blend ingredients from allergy-causing foods into other foods,
e. If this is true, people who develop common allergies might

f. On the other hand, scientist Steve Taylor is convinced that genetic engineers
4. LANGUAGE AWARENESS
Relative clauses
Teenagers who drink a lot of coke are less likely to drink enough milk to get the calcium they need.
…genetic engineers will eventually save lives by identifying and removing those ingredients in
foods which may cause dangerous allergic reactions.
The people whose worst problem is being allergic to a lot of things wouldn’t know what to eat.
Look at the examples:

a. “Teenagers who drink a lot of coke…”
Who drinks a lot of coke? Teenagers. So who refers to teenagers and becomes the subject of
the relative sentence:
Who is a relative pronoun used for people.
45
c INGLÊS
b. “…ingredients in foods which (or that) may cause dangerous allergic reactions.”
Which substances may cause allergic reactions? Ingredients in foods:
which /that refers to ingredients and becomes the subject of the next sentence:
Which / that is a relative pronoun used for things.
c. “The people whose worst problem…”

Whose worst problem is it? It’s a problem of those people with allergic reactions: whose
refers to those allergic people.
Whose is a relative pronoun used for people

(referring to the problem the people have).
REMEMBER:
Most of the times, the pronoun that (informal) replaces which (more formal). In some cases, it
can also replace who (after anybody, anyone, etc.) but it is usually better to say who.
Have you noticed that the same words (who, which, whose) can also be interrogative
pronouns?
PRACTICE
Individual work
Read the text below and complete the blanks with the relative pronouns you’ve just studied:
Eating Disorder Causes

If you have an eating disorder, you may think the problem is just about food. But it’s not. Here
are some of the causes of eating disorders. Note that none of them has anything directly to do
with food.
Low self-esteem is one of the factors __________ may cause eating disorders;
Those _________ experience feelings of inadequacy or lack of control of life may also have nutri-
tion troubles: depression, anxiety, anger or loneliness are usually the cause for eating problems;
troubles may also happen with some people ____________ physical appearance or difficulty in
expressing emotions is a major problem.
(Source: National Eating Disorders Association) adapted
46
INGLÊS c
WRITING
Group work
5. A lot of your favourite foods are genetically modified or contain genetically modified ingredients. But
most times you’d never know it because governments don’t require food companies to tell you.
Should foods with genetically modified ingredients say so on the label? (source: Choices Magazine,
May 2000)
In small groups, write some paragraphs about this topic. Use the notes taken in 2.
6. Add any prior knowledge you may already have on healthy food and/or report facts from your own
experience. You may as well try to anticipate the future as far as food and health are concerned.
Class work
7. Read your texts in the class and incorporate the information you weren’t aware of or simply forgot.
8. E-mail the class conclusions to Choicesmag@Scholastic.com

Your message will be sent to the Food and Drug Administration, the agency that regulates the
labelling of foods derived from GM crop.
47
c INGLÊS
STOP AND THINK
revise
improve
practise
check
48
INGLÊS
c
UNIT 5: DIETING
SPEAKING AND VOCABULARY
Pair work
1. In pairs, discuss the following questions:
• Have you ever gone on a diet? Why?

• Why do so many people go on a diet?
• Is dieting safe?
2. Now decide how effective the following

measures are as a way of losing weight.
Mark them as follows:
– not very effective
– quite effective
– very effective
* skipping meals
* taking regular exercise
* reducing your daily calorie intake
* not eating for long hours
* burning off more calories than you eat each day
* having a nutritionist to help you lose weight
* eating hamburgers and french fries
* limiting intake of fats, oils and sweets
* eating in moderation
* taking diet pills
* drinking plenty of water
* cycling
* eating dessert every day
49
c INGLÊS
Pair work
3. In pairs, read the following article and justify its title.
Dieting to the point of starvation
Some people feel driven to be thin because our culture seems to place such a high
value on it. People with low self-esteem and negative body image, that is, people who
feel ashamed, self-conscious and anxious about their body, often have a distorted view
of what their body really looks like and are more likely to develop eating disorders, such
as anorexia and bulimia.
People with anorexia can diet to the point of starvation. On the other hand, people
with bulimia eat lots of food in one sitting and then try to expel it by vomiting, taking
laxatives or exercising excessively. Anorexics develop all symptoms of malnutrition,
including heart, kidney, and liver damage. Bulimics often develop ulcers, irregular heart
beats, and rotten teeth (from acid in the vomit).
Jamie Donovan, 24, has suffered from an eating disorder. Today, she is healthy and
speaking out to warn people about eating disorders.
“I was always a perfectionist. I was fearful of failure. I was successful in many things.
I did well at school, and I had a great boyfriend. Then my boyfriend broke up with me,
and school started getting harder, and my body started changing… Everything was out
of control.
I started to question myself. Was I not pretty enough? Was I not thin enough? I
decided to go on a diet and exercise to lose weight. I ended up exercising five hours a
day and eating next to nothing.
I had to admit I had a problem. Once I did, my parents got me into therapy, and I
began seeing a nutritionist. It took a long time to learn how to balance food and exercise
in my life. My therapist helped me realize how small my life had become. I couldn’t go
out for dinner or lunch because I couldn’t eat anything.
Now I’m cured. Anyway, my eating disorder is a scar that is always going to be with
me. It’s impossible to forget it. But I no longer think about what I’m going to eat or how
much I’m going to exercise every day. I understand that my health and happiness are far
more important than concentrating on food and worrying about weight and calories. A
person’s physical appearance says little about their character and value as a person.”
Choices, 2003
50
INGLÊS
c
4. Now answer these questions about the article you’ve just read. Work with your partner.
a. Why do some people develop eating disorders?

b. How do eating disorders harm our health?
c. Jamie refers that she decided to go on a diet after breaking up with her boyfriend. How do
you explain her reaction?
d. Why does Jamie compare her eating disorder with a scar?
LANGUAGE AWARENESS
5. Read these sentences.
Some people feel anxious about their bodies.
Jamie Donovan has suffered from an eating disorder.
She was fearful of failure.
She was successful in many things.
She learned how to balance food and exercise.
I no longer think about what I’m going to eat.
Happiness is more important than concentrating on food and exercise

and worrying about weight and calories.
The words in bold are examples of word combinations, that is, words that occur together very
frequently. This is what we call collocation. Collocations are very common in English. Being able to use
collocations well is a sign of good English.
There are different types of collocations.
Here are some examples:
suffer from verb + preposition make a decision verb + noun

worry about verb + preposition overcome a problem verb + noun
anxious about adjective + preposition connection between noun + preposition
successful in adjective + preposition difficulty in noun + preposition
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c INGLÊS
PRACTICE
Individual work
a. Match a word from A with a word from B to make a common combination. Look at the
examples at the entries for the verb or adjective in your dictionary to help you. Remember
dictionaries usually show the most common collocations in bold. Work with a partner.
A B A B
verb + preposition adjective + preposition
belong addicted
blame afraid
care about associated about
bad
complain at for
concerned
contribute for in
good
feel in of
guilty
lead to to
harmful
look with high with
replace interested
result wrong
b. Now, using the collocations above, complete the following sentences.
verb + preposition
1. Fatty foods sometimes _____ _____skin problems.

2. We should _____ unhealthy foods _____ healthy alternatives.
3. Some people _____ more _____ their image than their health.
4. Anorexics _____ _____ being fat, although they are often average or underweight.
5. Eating disorders can _____ _____death.
6. Jamie _____ _____a therapy group of anorexics and bulimics.
7. Some experts on eating disorders _____ the media _____ promoting the idea that “thin is in”.
8. A troubled relationship with someone can _____ _____the development of an eating disorder.
9. How do you _____ _____your body, when you _____ _____yourself in a mirror?
52
INGLÊS
c
adjective + preposition
10. What is _____ _____my diet?

11. Some foods are _____ _____ our health.
12. Particular fruits and vegetables are especially _____ _____ the skin.
13. Some people feel _____ _____ eating too much.
14. There are people who are _____ _____ chocolate.
15. Anorexics starve themselves because they are _____ _____putting on weight.
16. We should persuade people not to go on diets which are_____ _____ them.
17. She was only_____ _____ her looks and weight.
18. Sweets are_____ _____ calories.
19. I am_____ _____ a friend who seems to have an eating disorder.
20. Depression is _____ _____50 percent of eating-disorder cases.
DISCUSSING AND WRITING
Class work
6. As a class, discuss the following questions:
– Why do you think diets and dieting have become so important to so many people in recent
years?
– Why are teens so susceptible to eating disorders?
– Do you think that seeing ultrathin stars on TV and in films can cause teens to develop eating
disorders?
Group work
7. In groups, produce a leaflet, warning people of the dangers of unhealthy diets.
53
c INGLÊS
STOP AND THINK
revise
improve
practise
check
54
INGLÊS c
UNIT 6: STRESS
LISTENING
Pair work
1. You are going to hear different opinions about different environments/atmospheres. Look at the pic-
tures and number them according to the listening.
2. Look at the photos. In pairs, decide where the following

people are and what they are doing.
55
c INGLÊS
3. Look at the words in the box and choose the one/ones that apply to each photo. Can you think of
any other words?
stressful • informal • exciting • soothing • restful • cheerful

rigid • exhausting • healthy • depressing • unhealthy • tedious
4. In pairs, talk about situations / events / atmospheres that you find restful, depressing, unhealthy,
exciting…
5. Match the beginnings in column A with an appropriate ending in column B.
A B
1. Stress can affect… a. …helps decrease anxiety.

2. To avoid stress… b. …by unhealthy food habits.
3. Taking regular exercise… c. …we need to think positively.
4. Stress levels are influenced… d. …both our physical and emotional condition.
56
INGLÊS
c
Pair work
6. Read this text. Compare your own ideas about stress with those in this text. Work
in pairs.
STRESS
A certain degree of stress is inevitable in life. However, the pressures of modern world
can push stress to dangerously high levels.
Stress is an energy and it is not negative in itself. It is important to understand that
stress doesn’t come from an event itself, that is, from the things that are happening in
our lives. It comes from the meaning we give to what has happened. Some people work
better under stress and use it in a positive way, while others get depressed because they
are unable to cope with everyday problems. The point at which stress becomes a problem
changes from person to person and from day to day. In some situations, if we are rested
and feel good about ourselves, a little stress will not be a problem. On the other hand, if
we are tired and feel unsure about our abilities even a small amount of stress can cause
problems. In fact, stress can lead people to do things they wouldn’t usually do, such as
arguing more often with friends and relatives, abusing of alcohol, cigarettes or drugs,
eating too much or eating nothing at all.
Stress affects not only our mental but also our physical condition. As a result, some
people even develop psychosomatic diseases. Although we can’t completely eliminate
stress, we can learn to modify our behaviour. Stress is not just caused by our mental or
emotional condition. It is also influenced by how tired we are, whether we have a
balanced diet with enough vitamins and minerals, whether we get enough physical
exercise, and whether we can relax. If we feel stressed, there are several things we can
do. First, we need to learn how to think positively and trust more in our own abilities.
Once we believe in ourselves, we can make our lives better. Second, we need to get
enough sleep, eat well and do some regular exercise. Doing physical exercise is a way to
let go of angry feelings. Finally, we need to find what is causing the stress in our lives, so
that we can change that bit by bit.
In conclusion, if we believe we can control stress, we can begin to control our lives.
Then we can start to use stress in a positive way.
7. Answer the questions. Work with your partner.
a. Why do some people work better under stress?

b. What kinds of things are people likely to do under stress?
c. How does the text show the mind and body working together?
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c INGLÊS
8. Complete the following sentences using ideas from the text you’ve just read.
a. Having a balanced diet…

b. If we want to control stress…
c. We are more susceptible to stress when…
d. We need to find why…
LANGUAGE AWARENESS
9. Look back at the article and notice the words in italics. Look up their meaning in a dictionary, if
necessary. What contribution do these words/phrases make to the text?
The words in italics are linking words. We use words/phrases like however, while, on the other
hand or as a result to show logical relationship between sentences or parts of a sentence and to
structure our ideas.
Examples of linking words
Positive Addition Purpose

and, both…and, not only…but also, to, so that, in order (not) to, etc.
as well as, what is more, besides (this/that), etc. Ex.: People should do regular exercise so that they let
Ex.: This atmosphere is both relaxing and go of angry feelings.
comforting.
Negative Addition Effect/Result

Neither…nor, either as a result, consequently, therefore, so, etc.
Ex.: I don’t appreciate that either. Ex.: He doesn’t have much self-confidence and
therefore he is more vulnerable to stress.
Contrast Time
but, although, however, while, on the other hand, etc. when, whenever, as soon as, once, before, after, etc.
Ex.: Some experts believe our temperament also Ex.: She got stressed as soon as she arrived home.
determines our ability to withstand stress. However,
others suggest that temperament is not the most
relevant factor.
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INGLÊS c
Examples of linking words
Giving Examples Place

such as, for example, for instance, especially, etc where, wherever
Ex.: Eating disorders such as anorexia and bulimia Ex.: Wherever he was, he was anxious most of the
can be caused by stress. time.
Cause/Reason Listing Points/Events

because, for this reason, due to, as, etc. To begin: first, firstly, to start/begin with, first of all,
Ex.: Due to stress some people suffer from night- etc.
mares and insomnia. Ex.: To start with, we have to think positively.
To continue: second, secondly, afterwards, then,
after that, etc.
Ex.: Afterwards, we have to believe in ourselves.
To conclude: finally, lastly, in the end, eventually,
etc.
Ex.: Lastly, we have to do something to change our
lives.
Condition Summarising
if, whether, unless, etc. in conclusion, to sum up, in short, etc.
Ex.: You won’t get rid of stress unless you under- Ex.: To sum up, I firmly believe we can all learn to use
stand what is causing it. stress in a positive way.
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c INGLÊS
PRACTICE
Individual work
a. Complete these sentences using a suitable word/phrase from the list.
although while when if
as well as so that such as
1. __________ we're tired and run down, things that ordinarily wouldn’t bother us probably will.
2. __________ most people find it difficult to cope with stress, there are those who are able to
use it in a positive way.
3. Too much stress can lead to anxiety and depression, __________ a greater susceptibility to
colds and flus.
4. Researchers say that high levels of stress can cause serious diseases, __________ high blood
pressure and cancer.
5. Some people do relaxation exercises to decrease stress, __________ others prefer to listen to
soothing music.
6. __________ you eat well and get enough sleep, you’ll feel much better.
7. Learn to recognize signs of stress, __________ you can combat its negative effects.
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INGLÊS c
READING AND WRITING PERSONAL NOTES
Group work
10. Time is one of the causes of stress. Here is a list on how to tackle time. Match the
pieces of advice below (1-10) to the appropriate headings. Work in small groups.
Identify time wasters First things, first

Kill two birds with one stone
Set goals Stop procrastinating
Park everything in its place Take some time to veg out
Write a daily “to do” list Use a planner Just say no
10 TIPS
1. Before you decide how to spend your 6. Don’t take on too much just because you
time, ask yourself what is most important want to please people. Learn to say no
to you in life. Write down your goals, and when asked to do something that doesn’t
look them over from time to time, to be fit in with your goals.
sure you’re working towards them. 7. Why not get on your stationary bicycle
2. Have a place to write down your work and read your favourite magazine? This
schedule, dates with friends, and all the way you’ll be exercising your body and
important obligations. Check the planner relaxing your mind.
regularly. Once something is down on 8. Don’t wait until the last minute to do
paper, you don’t have to worry about something that has to be done! Never
remembering it. put off till tomorrow what you can do
3. Each morning, make a list of the things today!
you need to get accomplished that day 9. Try to organize your desk, your drawers,
and… stick to it! your wardrobe… That way you won’t
4. OK, you have your planner and your “to waste time looking for matching socks or
do” list. But what should you do first? working pens.
Think about what’s most important or 10.Yes, you can get a lot done in one day…
urgent and set priorities. but do not exaggerate! Don’t burn out.
5. Watching TV at random is a waste of Make an appointment with yourself to do
time. Try to cut down on things you don’t nothing.
consider essential and concentrate on the
targets you’ve set. Choices Magazine, 99 (adapted)
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c INGLÊS
11. Discuss whether these pieces of advice are relevant or not. Add any other ideas to this list of advice.
12. In group, write 10 GOLDEN RULES TO TACKLE STRESS, following the model in 10. Don’t forget to
use linking words to structure your ideas.
Examples of useful language
Start by…
Always remember …
It is important to/not to…
Make an effort to/not to…
Avoid…
Try…
Don’t let…
Take every opportunity you can to…
Be careful to/not to…
Stop…
You should never/always…
13. Read out your list to the rest of the class and discuss any divergences on how to decrease stress.
Class work
14. As a class, decide which list of advice is the best and pin it on a wall chart.
62
INGLÊS c
STOP AND THINK
revise
improve
practise
check
63
A CONSUMER SOCIETY
INGLÊS
A CONSUMER SOCIETY
c
UNIT 7: IMPULSE BUYING PERSONAL NOTES
READING COMPREHENSION /SPEAKING
Pair work
1. Are you a “shopaholic”?
When you go shopping, do you hunt for bargains or buy until you’re broke? With
your partner, take this quiz and decide what sort of buyers you both are: Spenders?
Savvy spenders? Frugal spenders?
QUIZ
a. You’ve been waiting for a new CD/DVD to come out. When it finally does, you:
1. buy it and play it immediately;
2. buy it, and, while you’re at it, buy five others that look good. After all, why
not?
3. decide, in the end, not to buy it. Maybe one of your friends will buy it and you
can always go and play it at his/her house.
b. This year on your birthday, your friends gave you a certificate to your favourite shop. You:
1. spend it immediately – and then regret that you wasted it;
2. hold on to it until you can think of something you really, really want;
3. keep it until it expires because you can’t decide what to buy.
c. You’ve just finished a successful shoe-shopping trip (you’ve bought two pairs) when
you spot a chic black bag on sale. You:
1. grab it and buy it. You’ve never been able to resist sales. OK, you’ve just
bought a new bag last week, but what’s one more?
2. shrug your shoulders and leave the shop. Sure, your bag is falling apart and this
one is super cute, but you don’t really need one, do you?
3. look longingly at the bag and then turn away. You’ve spent enough money for
one day.
d. You’ve saved for months and now you have enough money to buy a new stereo. But
who could guess there were so many brands? You’re in the store, surrounded by dif-
ferent models, and have no idea which one to buy! You:
1. pick the cheapest one. It may not have every feature you want but why waste
money?
2. talk to the salesperson about the different models, then go home without
buying anything. You need to do some more research - and some comparison
shopping - before you make your decision;
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A CONSUMER SOCIETY
PERSONAL NOTES
3. pick the one with the cool neon display that comes with free headphones and
– more important – one of your friends has one just like it.
e. When you see something on the Internet you want to buy, you:
1. carefully check that the site is legitimate and you’re actually getting what you
pay for;
2. just do it. The Internet is so convenient, it’s hard to resist;
3. decide against it. It’s just not worth the risk.
f. How often do you withdraw money from your savings account?

1. Never. Why do they think they call it a savings account?
2. Every once in a while, if you need it for something important;
3. What’s a savings account?
g. How often do you go shopping?

1. Rarely. You hate shopping;
2. Whenever your family or friends want to window-shop. It’s more about
hanging out than it is about buying anything;
3. When you’re happy. Or when you’re depressed. Basically, whenever you can.
Source: Choices 2002

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A CONSUMER SOCIETY
INGLÊS c
2. Still in pairs, re-arrange the paragraphs to make a text. PERSONAL NOTES
TEXT
“Every time I got a monthly statement it always said: ‘Why don’t you increase your credit
limit?’”
“I blame London stores that encouraged me to spend and spend. I just had to pick up the
telephone and ask for more, and their salesman replied: ‘Of course, madam’.”
Mrs. Ethel Jenkins, 39, who earns £ 180 a week as a domestic worker, and whose
husband is unemployed, used finance companies and big store credit cards to buy presents
for her children and furnishings for her home;
She said all she had left now were assets worth £ 192. She had filed her own petition for
bankruptcy because she ‘didn’t know how to solve the problem’.
A housewife who went on an £ 22,922 three-year spending euphoria complained in the

London Bankruptcy Court yesterday that credit was far too easy to get. ‘There should be
a law to change these things’ she told the court. ‘It’s so easy, you just go on and on’.
Questioned by Mr. Martin Biggs, she said she started opening bank accounts and applying
for credit cards in 1999. In March 2001 she obtained a £ 4,640 loan to buy a caravan.
Then she borrowed elsewhere £ 4000 for kitchen equipment she did not really need.
(Adapted from Headway, 1989)
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c INGLÊS
A CONSUMER SOCIETY
3. Now that you’ve read the whole story about a wife who could not stop spending, work out the
questions for the following answers:
a. 39.
b. £ 22,922.
c. £ 180 a week.
d. A domestic worker.
e. No, he’s unemployed.
f. She needed it to buy presents for her children and furnishings for her home.
g. Because she wanted to buy a caravan.
h. The London stores.
LANGUAGE AWARENESS
Individual work
4. In the text, there are a lot of words related to money. Read the article again and put those words in
the appropriate columns. Use your dictionary to check the meaning of unknown words.
NOUNS VERBS COLLOCATIONS
bankruptcy to spend to open a bank account
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A CONSUMER SOCIETY
c
SPEAKING / ORAL INTERACTION / WRITING
Class work
5. As a class, consider the discussion questions below, weigh the pros and cons, the circumstances and
the age level of consumers. Maybe you’ll come to a consensus… or maybe not. Anyway, there must
be a majority of your classmates who think the same way. Write a class shopping guide containing
the main ideas about how to become a sensible buyer.
DISCUSSION QUESTIONS
– When you’re shopping, why is cheapest sometimes not best? When a product that you want
to buy is available in a range of prices, how do you decide which one is best for you? Is
cheapest ever best?
– Why does shopping sometimes help people feel better if they are upset or depressed? Is it
healthy to use shopping as a form of therapy? Why or why not?
– When you know what you want to buy, how do you research where to buy it? What are some
resources that you can use to find out about prices and other key details? Which of them are
most reliable?
– Many people want to rush out and buy something the moment they have a little money. Why
is this not a good long-term strategy?
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STOP AND THINK
revise
improve
practise
check
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UNIT 8: CONSUMER SKILLS
SPEAKING
Class work
1. Are you a savvy shopper? Well, you’d better answer these questions first… Work as a class.
a. What things do you enjoy spending money on?

b. What do you think is a waste of money?
c. Do you usually resist the impulse to buy what you don’t need?
d. Do you read labels and compare prices before buying a product?
e. Do you usually pay for things with cash, by cheque or by card? Why?
f. Are you aware of your rights as a consumer?
g. Have you ever complained about a faulty article?
h. What did you do?
• Did you return the article?
• Did you write a letter of complaint?
• Did you get your money back?
• Was the article replaced with a new one?
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Pair work
2. Read this text and learn some tricks. Underline those you didn’t know. Work with a
partner.
Retailers love to see you spend. Learn their tricks,

so you can save a bundle*.
by Pearl Gaskins
Welcome to the world of retail – an industry dedicated to separating you from your
money. There is a whole science of retailing and stores use this science to try to persuade
customers to buy lots of their merchandise. But by becoming more aware and alert as a
consumer you may be able to resist the impulse to buy what you don’t need.
One of the first principles of sales is that people are more likely to spend money in sur-
roundings that are pleasant, attractive, and comfortable. For example, colour has a
powerful effect on people’s moods. Blue encourages customers to spend more time
looking at products in a shop. That’s why we advise you to make a shopping list. This
prevents you from being influenced by shop environment. Music, lighting and even scent
are examples of other powerful stimuli. When our senses are stimulated with these
ingredients, we are less likely to make good purchasing decisions.
Another trick of the trade involves strategic positioning of products. Frequently
purchased products are often displayed in the far corner of the supermarket. This way
shoppers have to walk through the shop and end up buying a lot of goods they didn’t
intend to buy. Displaying tempting goods at eye level also works.
If you learn these tricks, you’ll feel proud of yourself and save a lot of money.
Choices, 1999
* a great deal of money
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3. Complete the table below according to the article.
RETAILERS SHOPPERS
Techniques to persuade shoppers Strategies to avoid losing control
• •
• •
(…) (…)
LANGUAGE AWARENESS
4. Read these three sentences and notice the difference between
used to be used to and get used to
I used to lose control at the supermarket and buy a lot of unnecessary items. But now I
don’t. I no longer buy unplanned items without giving myself some time to think about it.
• We use used to (+ infinitive) to talk about a past habit or a past situation that no longer
happens;
• used to is always past. There is no present;
• We form questions with did + use to;
• We form the negative with didn’t + use to.
Only a few people are used to reading labels and comparing prices. It’s normal for them
to do that.
• We use be used to (+ ing form) to say that we are familiar with something.
You’ll have to get used to saving money if you don’t want to go bankrupt. You’ll have to
become accustomed to this harsh reality.
• We use get used to (+ ing form) to describe the process of becoming used to something.
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PRACTICE
Individual work
a. Complete the sentences with the appropriate form of used to, be used to or get used to.
1. When we were younger we ________ window-shop along the avenue.

2. At first I ________ making a shopping list, but now I always make one. It helps save money.
3. You’ll ________ handling money once you become more self-disciplined.
4. ________ she ________ spend a lot of money when she was single?
WRITING
Group work
5. Work in small groups. Study the language shown in the boxes below. Then answer the questions.
Dear Sir/Madam, Dear Mrs McDonald,
Yours faithfully, Best wishes,
Dear Mr Smith, Dear John,
Yours sincerely, Love/Best regards,
a. Which of the above salutations and endings would you use when writing to:
– a friend of yours?
– the sales manager of a store? (you do not know his/her name)
– the personnel manager of the company you work for?
– your landlady?
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6. Below is an outline of a formal letter. Look at it carefully.
Sender’s name Thomas Spencer

and address 24 Queen’s Street
London EC4
UNITED KINGDOM
Date
4th April 200…
Herbert Ramsey
Receiver’s address 29 High Road
Belfast
NORTHERN IRELAND
Salutation Dear Sir,
Body of the letter
Complementary close Yours faithfully,
Signature Thomas Spencer
NOTES:
The body of a letter usually includes more than one paragraph.
The first paragraph of a formal letter usually states the reason for writing.
Some useful sentences are:
• I am writing to you about…

• I am writing to apologise for…
• I am writing to complain about…
• I would like to inform you…
• It was a pleasure to receive your letter, and…
The middle paragraph usually contains the main ideas of the letter and, therefore, explains each
situation in detail.
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The conclusion should include a polite remark.

Some useful sentences are:
• Could you please make the necessary arrangements for replacement…

• Thank you for your attention. I hope to hear from you soon.
• I am now returning the damaged items and would be grateful if you would…
• I look forward to receiving your reply.
• Would you please let me know as soon as possible whether…
7. Last December, you spent a few days in London and did some shopping. You bought an anorak, but
when you got home you found the zip fastener was damaged. Write to the shop to complain. Work
in small groups.
Set your letter out clearly;
Choose an appropriate salutation;
Explain what is wrong;
Say you are returning the faulty article and a copy of the receipt and that you would like
replacement as soon as possible;
End the letter appropriately.
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STOP AND THINK
revise
improve
practise
check
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PROGRESS CHECK: UNITS 1 – 8
VOCABULARY
1. Put moody, reliable or self-confident into each gap.
a. My sister and I are quite different. She’s good and clever and always feels sure about her own
worth and abilities. She’s a lot more __________ than I am.
b. He isn’t easy to get on with, because he is generally __________ and unpredictable.
c. Everybody liked and trusted her. In fact, she was a charming and __________ woman.
2. Complete the following sentences using a verb from the box.
trust stand get on
a. My sister and I don’t __________ well.

b. I know I can __________ you.
c. He’s too selfish. I can’t __________ him.
3. For each blank write ONE single word acceptable both in meaning and form.
a. Healthy eating __________ to reduce the risk of __________ many conditions such as heart
__________, cancer, obstipation, obesity, and tooth decay. By eating a good variety and
balance of foods, __________ regular exercise, not drinking too much, and not smoking at all,
you can give yourself the best chance of living a __________ life.
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AUXILIARY VERBS
4. Put one of the following auxiliaries into each gap.
am is have haven’t do doesn’t don’t
Brian Hello. 561783.

Andy Hello. Is that Brian?
Brian Yes. Who (1)__________ calling?
Andy This is Andy Williams. (2)__________ you remember me?
Brian Of course I (3)__________ . Where are you? I (4)__________ seen you for ages and I
(5)__________ missed you a great deal.
Andy I (6)__________ spending the weekend here in London.
Brian Great. I’d like to meet you. After all, we (7)__________ always been good friends. Are
you on your own?
Andy No, I’m with my girlfriend. She (8)__________ know you but that won’t be a problem.
Brian Good. Listen, why (9)__________ we dine out ?
Andy That’s great. What time?
Brian About 8.00, at Victoria station?
Andy OK. We’ll be there. Bye.
Brian Bye.
COMPARATIVE AND SUPERLATIVE ADJECTIVES
5. How old am I?
I have two brothers, Michael and Bill, and two sisters, Janet and Samantha. Michael is 25.
Bill is 5 years younger than Michael but he is 3 years older than Samantha. Samantha is 2
years younger than I am and she is 8 years younger than Janet.
a. Who is the youngest in the family?

b. How old is Bill?
c. How old am I?
d. Is Michael older than me?
e. Who are the twins?
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COLLOCATIONS
6. Look at the chart below. Make seven sentences by matching a line in A with a line in B and a
line in C.
A B C
I don’t worry eating disorders.

Some people have difficulty from our health.
She is really concerned about you?
Is there anything wrong to chocolate.
Skipping meals isn’t good with expressing themselves.
More and more people suffer in minor details.
Some people are addicted for her weight.
RELATIVE CLAUSES
7. Complete this paragraph using who, that/which or whose.
The heart is the strongest muscle in the human body. And just like other muscles, the heart
likes and needs a good workout. Aerobic exercise is what you need. This is the type of exer-
cise __________ makes your muscles use oxygen. It is beneficial to every part of your body,
including the heart. People __________ do some sort of aerobic exercise at least 3 times a
week get fitter and healthier. What’s more, most of the other muscles in your body enjoy
exercise, too. People __________ muscles are stronger can be active for longer periods of
time without getting worn out. This type of exercise also helps you let go of stress and angry
feelings.
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LINKING WORDS
8. Put each of the following linking words in its correct place in the paragraph below.
so that because therefore however in short
Some people see genetic engineering as something unethical __________ scientists haven’t
evaluated the risks sufficiently. __________, others believe genetic engineering is opening
up great opportunities in agriculture, food and medicine. __________, opinions diverge
greatly on this issue. __________, it is important to make people aware of this issue
__________ they can have a real say in what’s going on.
WRITING
9. Complete the following ideas by writing two more sentences. Don’t forget to use linking words.
a. Before spending money on something you don’t really need, …

b. If you don’t want to lose control at the supermarket, …
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UNIT 9: STRIVING FOR HUMAN RIGHTS
Class work
1. Discuss the following as a class:
• What do the following names have in common? In what way are these people connected?
• What are they famous for?
Princess Nelson
Diana Mandela
Mother Theresa Xanana
of Calcutta Gusmão
Martin Luther
King
Pair work
2. The phrases on the right all have to do with human rights.
In pairs, complete the following sentences with the suitable phrase from the box.
(Ex: e. There can be no discrimination in the application of human rights.)
rights and
freedoms
a. The European system of ______________
no discrimination
was founded at the end of the Second World War.
human rights
b. Wars are a ______________human rights. protection
c. The United Nations strive to guarantee __________for all
peoples. the right to
d. Human rights _________ no matter where they live. violation of
e. There can be ________________ in the application of human rights. concern all

f. Everyone has ___________ education. individuals
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Pair work
3. Scan read the text. (‘Scan reading’ means reading quickly to find specific information).
You’ll need that information to answer some questions about it.
Human Rights
In recent years human rights have become an increasingly prominent issue in world
affairs. Though the notion of human rights often means different things to different
societies and cultures, since the end of Second World War there has emerged a general-
ly accepted concept of minimum standard rights to which all human beings and peoples
are entitled.
The Universal Declaration of Human Rights, adopted by the General Assembly of the
United Nations in December 1948, remains the generally recognized basic norm of
international human rights. It sets out a series of ‘equal and inalienable rights of all
members of the human family’ as a ‘common standard of achievement for all peoples
and nations’. They include not only civil and political rights, but also basic economic and
social rights.
The Universal Declaration demands for everyone freedom of thought, conscience,
speech, religion and assembly. All people have a right to life, liberty, the equal protection
of the law, and personal security and privacy. Further, ‘everyone has the right to a
standard of living adequate for (…) health and well-being.
The United Nations considers complaints about the violation of human rights in its
Commission On Human Rights. Attempts to develop a system for protection of human
rights have also been made at regional level.
The recognition of human rights has been embodied in many international
agreements and conventions which include detailed agreements on human rights, par
ticularly the freer movement of people, information, and ideas between East and West.
There also exist several international non-governmental and non-partisan organisations
working to promote the protection of human rights. Among the best-known of these are
Amnesty International, the International Commission of Jurists, and the International
League for Human Rights
The New Caxton Encyclopedia, vol. 10
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4. In pairs, answer the following questions about the text as quickly as possible. This is a competition.
See which pair can finish first:
a. When was the Universal Declaration of Human Rights adopted?

b. What does it set out?
c. What type of rights does it include?
d. According to the U.D.H.R., how different are people before the law?
e. Which organisation considers complaints about the violation of human rights?
f. Are there any other organisations working to foster respect for human rights?
LISTENING AND WRITING
Individual work
5. Listen to the 1 st, 3 rd and 7 th Articles of the U.D.H.R.
In your own words, explain the meaning of:
• Spirit of brotherhood
• Security of person
• Equal before the law
LANGUAGE AWARENESS
The adverb there used as subject
(…) there has emerged a generally accepted concept of minimum standard rights (…)
There also exist several international non-governmental and non-partisan organisations (…)
There can be no discrimination in the application of human rights.
The adverb there is often used as subject with some verbs like exist, emerge, appear, seem,
be, etc., (especially when referring to something or somebody for the first time).
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PRACTICE
Individual work
Complete the gaps in the text with the verbs from the box. Don’t forget to use there as the
subject.
be seem come
Whenever we sit in front of our TV, _______ always _________ the most distressful information
about what’s going on in the world. ________ _______ to be no regard for human rights and
that’s a worldwide phenomenon. _______ may ________ explosions, riots or criminal assaults
against people and property but, used as we are, we don’t even close our eyes before so much
unhappiness and distress. _______ should _______ a way of stopping this for the sake of human
rights.
WRITING
Group work
7. You’ve listened to 3 of the 30 Articles of the U.D.H.R. In small groups, list other important human
rights not yet mentioned.
8. Compare your list with those of your classmates. Add to your list some of the rights you’ve
forgotten.
Class work
9. As a class, discuss the importance of the rights you’ve chosen. List them in order of importance (the
1st being the most important for the class).
10. Write an introduction to the importance of fundamental human rights and freedoms to go with
your list and display it on the wall /in the hall of your institution, etc.
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STOP AND THINK
revise
improve
practise
check
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UNIT 10: VIOLENCE PREVENTION
Universal Declaration of Human Rights
Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading

treatment or punishment.
Pair work
1. In pairs, read the following statements and mark them like this: T (True), F (False) or NS (Not Sure).
a. Violence can be verbal, physical or psychological.
b. Most scientists believe some people are born violent.
c. Human rights are culturally determined.
d. Women’s lives matter less than men’s.
e. There is a connection between marginalisation and violence.
Class work
2. As a class, discuss the interrelation, if any, between inhuman or degrading treatment and violent
behaviour. Take notes of the ideas discussed.
WRITING
Pair work
3. In pairs, complete the following sentences, using your notes, wherever possible.
a. …to be treated respectfully.

b. Violence reflects…
c. …may give rise to attitudes of rebellion.
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PERSONAL NOTES LISTENING
Individual work
4. You are going to hear part of a talk by Dr. Bruce Perry, an expert on violence pre-
vention. Listen to what he said and answer these questions individually:
a. Which three forms of respect did Dr. B. Perry mention?

b. List five ways of promoting respect and preventing violence.
READING
Pair work
5. You are going to read an article about women’s rights. Use your dictionary, where
necessary. Remember, most times it is possible to infer the meaning of a word from
the context. Work in pairs.
Women’s rights
Information from Human Rights Watch
Millions of women through- killed for having sex, forced to dom to be fully and complete-
out the world live in condi- marry, assaulted for not con- ly human and equal without
tions of abject deprivation of, forming to gender norms, and apology or permission.
and attacks against, their fun- sold into forced labour. Ultimately, the struggle for
damental human rights for no Arguments that sustain and women’s human rights must
other reason than that they excuse these human rights be about making women’s
are women. abuses barely disguise their lives matter everywhere all the
Abuses against women are true meaning: that women’s time. In practice, this means
relentless, systematic, and lives matter less than men’s. taking action to stop discrimi-
widely tolerated. Our duty as The Women’s Rights. nation and violence against
activists is to expose and Division of Human Rights. women.
denounce as human rights Watch fights against the
violations those practices and dehumanisation and margin-
policies that silence and sub- alisation of women.
ordinate women. We reject We promote women’s equal
any law, culture, or religion in rights and human dignity.
which women are systemat- The realisation of women’s
ically discriminated against, rights is a global struggle
excluded from political partici- based on universal human
pation and public life, segre- rights and the rule of law. It
gated in their daily lives, raped requires all of us to unite in
in armed conflict, beaten in solidarity to end traditions,
their homes, denied equal practices, and laws that harm 2003, Human Rights Watch (abridged)
divorce or inheritance rights, women. It is a fight for free- Web site www.hrw.org
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6. In pairs, answer the following questions. Then discuss these questions as a class.
a. What sort of discrimination is implicit in paragraph 1?

b. What do activists do to help promote women’s protection and dignity?
c. Give examples of situations of dehumanisation and marginalisation of women.
d. Do you agree that the realisation of women’s rights is a global struggle? Explain your view.
LANGUAGE AWARENESS
7. Word Formation: Prefixes and Suffixes
• Prefixes are syllables which we add before certain words to form new words. The meaning of
these new words depends on the prefix that has been used.
• Prefixes are often used to give adjectives a negative meaning.
EXAMPLES
human inhuman / legal illegal / fair unfair
honest dishonest / polite impolite
responsible irresponsible
• Suffixes are syllables which we add to the end of certain words to form new words.
• Many nouns are formed from+
• + a verb + suffix.
EXAMPLES
segregate segregation / improve improvement / differ difference
argue argument / humanise humanisation / suffer suffering
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PRACTICE
Individual work
a. Which prefix forms the opposite of these words?
.....loyal .....aware .....dependent .....tolerant

.....reliable .....complete .....known .....equal
.....partial .....reparable .....logical .....obedient
b. Write nouns from these verbs by adding a suffix. (Note: don’t forget spelling changes!)
demonstrate employ
express conclude
recognise agree
accept decide
8. Do you remember what a collocation is? … A collocation is when two words (or sometimes more
than two) are seen together frequently. You have already learned some collocations in Unit 5. In the
article you’ve just read there are some more collocations.
PRACTICE
Pair work
a. In pairs, read through the article once again and underline examples of different categories of
collocations. Use different colours for different categories.
b. Now complete these sentences, using some of the collocations you’ve just found. Work in pairs.
1. Unfortunately ……………….. women are a sad reality.

2. In some countries women are systematically ……………….. and ………………..
social, educational and political life.
3. All over the world groups of activists ……………….. women’s discrimination.
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WRITING
Class work
9. As a class, write a collective letter to the Women’s Rights Division of Human Rights Watch congra-
tulating them on their contribution towards the promotion of women’s dignity. E-mail the letter to
the Direction of the Women’s Rights Division.
REMEMBER:
– Begin the letter with an appropriate greeting;

– Introduce yourselves and explain the purpose of your letter;
– Congratulate them on the good job they have done;
– Reinforce the importance of exposing and denouncing human rights abuses in
general and women’s human rights violations in particular;
– Write a concluding comment;

– Choose a suitable sign-off;
– As this is a formal letter, avoid using short forms (e.g. you’re, you’ve, isn’t,
don’t …).
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STOP AND THINK
revise
improve
practise
check
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UNIT 11: CHILD LABOUR
Pair work
1. In the box below, you’ll find some words that may help you describe the pictures on the right. In
pairs, choose the word that best fits each picture.
playtime / poverty / illegal / happiness
unjust / laughter / security / discrimination
unsafe / toys / school
2. Write one sentence for each picture using the words you’ve chosen.
3. With your partner, discuss the situation pictured and the way children should be treated. Write some
sentences to describe happy children using the words from the box you didn’t choose earlier.
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PERSONAL NOTES READING COMPREHENSION
Children’s rights
Children around the world suffer appalling abuses. Too often, street children are
killed or tortured by police. Children as young as seven or eight are kidnapped and
recruited to serve as soldiers in military forces.
Sometimes as young as six years old, children are forced to work under extremely dif-
ficult conditions, often as bonded labourers or in forced prostitution. They are imprisoned
in inhumane conditions, sometimes in cells with adults. They are often brutalised by
guards or not protected from assaults by other inmates.
Refugee children, often separated from their families, are vulnerable to exploitation,
sexual abuse, or domestic violence. Ironically, within the care of the state, children are
often subject to abuse and mistreatment – orphaned and abandoned children are
housed in appalling institutions where they suffer from cruelty and neglect; many die.
For many students, life in and outside of the classroom is intolerable – at the hands of
peers and teachers, many children suffer under acts of discrimination, abuse, sexual
violence, and harassment. In many countries, teachers are allowed to use corporal
punishment on children.
Children are discriminated against in education because of their race or ethnicity.
Children orphaned or otherwise affected by HIV/AIDS are discriminated against and often
are left to fend for themselves.
Human Rights Watch, 2003

website www.hrw.org
Individual work
4. Read the text silently. You may use your dictionary if you don’t understand somet-
hing really important, but don’t forget that you can understand many things in con-
text without having to look them up in the dictionary. It saves time and helps you get
a deeper insight of the main ideas.
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5. After reading the text decide whether these statements are true (T) or false (F):
– Children often become soldiers by force.
– There are special prison cells for children.
– State institutions are sometimes awful places.
– Children are sometimes subjected to discrimination in schools because of their race.
6. Correct the false statements.
7. According to the ideas expressed in the text, match the sentences in column A with their endings in
column B.
A B
1. Police often… a)… sometimes mistreated by teachers.

2. Small children are… b)… torture children.
3. Children housed in institutions often c)… by force to serve in the army.
suffer… d)… from cruelty at the hands of their
4. In some countries at war, children ‘educators’.
are taken…
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LANGUAGE AWARENESS
8. To-Infinitive, Bare infinitive and – ing form
It saves time and helps you get a deeper insight of the main ideas.
Children love playing but many adults don’t even think how vital it is to them.
In English, whenever there are two verbs following each other, you have three different sentence
building:
• The first verb may be followed directly by an infinitive;
Ex: They want to stop the awful mistreatment of children.
They intend to proceed with their efforts to disclose this situation.
In these examples, ‘want’ and ‘intend’ are followed by an infinitive with ‘to’.
This happens with a lot of verbs:
agree attempt choose hope prepare decide

forget hesitate manage neglect offer threaten seem
plan aim fail guarantee volunteer tend etc.
• But there are plenty of other verbs followed by a ‘bare infinitive’ (that means an infinitive
without ‘to’). Among others, you have the verbs of perception (verbs related to our senses),
the modal verbs and some very frequent expressions:
see watch hear observe feel perceive

cannot but had better had rather
make help dare etc.
Ex: They didn’t see the police arrive.

We’d better do something before it’s too late.
The speech against the exploitation of children was so violent that it made the mob cry.
In these examples, the verbs ‘see’ ‘make’ and the expression ‘had better’ are followed by bare
infinitives.
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• There are also some verbs usually followed by the gerund (the ‘–ing form’ of the verb):
like* prefer love hate dislike start finish avoid enjoy

consider keep** imagine suggest resist admit
etc.
* except in the Conditional where you should use an infinitive with ‘to’.
** keep with the meaning of going on.
Ex: Children prefer studying to working.

The activists considered going on strike.
In these examples, the verbs ‘prefer’ and ‘consider’ are followed by gerunds.
PRACTICE
Individual work
Fill in the gaps with the appropriate form of the infinitive in brackets:
a) Some groups of activists will keep on _______ (try) to avoid abuses concerning children.
b) Engaged activists suggested _____________ (demonstrate) in the streets of some Asian coun-
tries to stop those who make children ________ (work) for them.
c) The problem is that governments don’t want __________ (solve) the problem for economic
reasons, but they could __________ (do) it if they wanted to.
d) They prefer__________ (tolerate) this situation to _________ (do) what they should.
e) There are many people who would like ____________ (fight) for the rights of children.
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WRITING
Group work
9. In your group, discuss whether the table is applicable to some parts of the world.
SEX SCHOOLING TOYS

Male or female None or very little Unknown
AGE PLAYTIME HEALTH AND SAFETY

Any age as from 4 Never PROVISION
None
CHARACTERISTICS HOLIDAYS
Poor and vulnerable; None PAY
minorities where applicable Below the minimum wage,
SICK LEAVE often nothing
DAYS OF WORK PER WEEK None
Up to 7; 365 days a year
ACCOMODATION
Basic; often deducted from
pay
10. List some examples of the exploitation of children, you know or heard of in Portugal as well as abroad.
11. With the information given in the table, write a small text about that situation.
Class work
12. Exchange your text with the texts of other groups. Complete your own with other groups’ ideas
and information.
13. You should end up with a text written by the whole class.
14. In the class, prepare an e-mail protesting message to be sent to the Council of Europe. Your class
text will be the attachment.
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STOP AND THINK
revise
improve
practise
check
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GLOBALISATION
INGLÊS
GLOBALISATION
c
UNIT 12: LIVING IN A GLOBAL VILLAGE
SPEAKING AND VOCABULARY Ass

em
Por bled
tug in
Pro al
du
ce
of
Bra
zil
y
tal
inI
led
occo Sty
r
Mo
e in
d
Ma
a
esi
don
In
in
de
Ma
Ma
de
in
Ch
ina
Pair work
1. In pairs, discuss what these labels mean to you.
2. Try to explain the reasons why you can buy these products everywhere in Portugal and, in some
cases, at very low prices.
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GLOBALISATION
3. Read the newspaper titles below and again discuss the reason why this happens.
Portuguese
tomato
production
cut down
European
by the
Commission
European Union
decide:
Milk quota maintained

Less vineyards, in the Azores.
too much wine. No fine applied
Says the European due to peripheral
Agriculture situation.
Commissioner
WRITING
4. Write some notes about the ideas discussed.
5. Share your notes with those of your class. Have any of the groups thought of the word
“globalisation”?
6. After the work done so far, can you try and define what ‘globalisation’ means to you and your
partner?
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READING COMPREHENSION PERSONAL NOTES
Individual work
7. The following text will help you tackle this topic. Don’t forget to use your dictionary
to solve important vocabulary difficulties.
Making globalisation work for the world’s poor
The world is smaller than it has ever been… Its six billion citizens are closer to each
other than ever before in history.
Each one of us is increasingly connected to people we will never meet, from places
we’ll never visit.
Many of our clothes or shoes will have been made by people thousands of miles
away – perhaps those people are laughing at a translated version of one of ‘our’ sitcoms.
The fuel in our cars, the microprocessors in our computers, the coffee in our cups – so
many of the products we buy in our shops have journeyed half-way around the world.
And we’re connected in other ways too. For example, jobs in some parts of the world
depend on trade with, or investment from, faraway countries. People travel more, but so
do pollution and diseases.
As the world’s population becomes more and more connected, the process has been
recognised and given a name: globalisation.
And yet, while living standards rise for many as a result of globalisation, more than a
billion people on our planet live in extreme poverty, forced to make ends meet on a tiny
income and very few basic services. These are the people for whom the shrinking of the
planet has delivered no progress.
Eliminating such extreme poverty is the greater moral challenge the world now faces.
(…) But reducing poverty is not just a moral issue. The closer we are connected across the
continents, the more we become dependent on each other.
And, if we don’t take action now to reduce global inequality, there’s a real danger that
life for all of us – wherever we live – will become unsustainable.
(…) Progress is not inevitable. It depends on political will. And this depends on
governments and people across the world.
The challenge is to connect more people from the world’s poorest countries with the
benefits of the new global economy. And that means globalisation must be managed
properly – to benefit everyone.
(Crown Magazine, adapted and abridged)
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GLOBALISATION
8. Now that you’re familiar with the meaning of the word “globalisation” and the importance it has
taken in our everyday life, answer in writing the following questions about the text:
a. Why does the author say that the world became “smaller”?
b. What’s the moral issue put forward by economists and other pro-globalisation activists?
c. What danger will the world face if globalisation is not properly managed?
9. Scan the text again and find the questions for the answers below:
a. No, it’s not only a moral issue but also a real need.
b. Because information is almost instantaneous.
c. Yes, if it is properly managed.
10. Look at the text once again. What do the following words stand for?
a) line 1 – its b) line 3 – us

c) line 11 – do d) line 23 – this
Class work
11. In pairs again, try to complete the following sentences so that they make sense in accordance with
the text:
a) We are increasingly connected ……..

b) ...... often come from very faraway countries.
c) Globalisation is the source …….
d) So far, millions of Africans have not yet ………..
12. According to your notes, discussions in the class and the text, make a list of all the benefits the
world may expect from economic and social globalisation. Keep your notes because you’re going
to need them later.
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LANGUAGE AWARENESS
13. The passive voice
Read these sentences and try to answer this question: which sentence is in the passive and which is in
the active? Make a guess!
What danger will the world face if globalisation is not properly managed?
What danger will the world face if we don’t manage globalisation properly?
* That’s it!
• The first sentence is in the passive (... if globalisation is not managed).

• The second one is in the active (… if we don’t manage globalisation).
Compare:
subject object
Globalisation destroys cultural traditions. ACTIVE
Cultural traditions are destroyed by globalisation. PASSIVE
subject object
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PRACTICE
Individual work
Complete:
• When we say what people or things do, we use ____________ verbs (e.g. destroys, is
destroying, will destroy…);
• When we say what happens to people or things (or rather, what is done to them) we use
____________ verbs (e.g. is/are destroyed, is/are being destroyed, will be destroyed…);
• To make passive verb forms, we use the auxiliary verb ____________ + the ____________ of
the main verb (e.g. am/is/are destroyed);
• In a passive sentence the verb to be remains in the ____________ tense as the active verb;
• The ____________ of the active sentence becomes the subject in the ____________ sentence;
• When we want to say who did or what caused the action, we use the preposition
____________ + agent (the subject of the active sentence);
• The ____________ is often omitted in passive sentences (e.g. when the subject of the active
sentence is unknown, unimportant or obvious from the context).
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GLOBALISATION
c
STOP AND THINK
revise
improve
practise
check
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INGLÊS
GLOBALISATION
c
UNIT 13: GLOBALISATION: PROS AND CONS
LISTENING COMPREHENSION
Individual work
1. Listen to some texts about globalisation. You’ll hear them twice. First, try to understand their
general meaning. Then, match the titles below with texts A, B, C, D and E. If necessary, take notes
while listening.
The meaning of How shall we cope

globalisation with inequality?
The end of personal

communication?
‘I’ve got no time to

socialise with my People left behind
neighbours’
2. Now match the sentences in columns A and B according to the meaning of the texts you’ve just
heard.
A B
1. To make globalisation work for a)… live under inhuman conditions.

everybody… b)… may endanger our face-to-face
2. Millions of women… human communication.
3. Were we happier… c)… governments face a huge social task.
4. Interdependence is a key word… d)… before all the current available
5. Too much Internet and mobile technology?
phones… e)… of the modern world.
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WRITING
3. Using your dictionary, if necessary, please explain, in your own words, the meaning of the following
phrases?
a) Global issue c) Global needs

b) Global village d) Global inequality
4. Can you think of other expressions that include “global”?
READING/VOCABULARY
Pair work
5. In pairs, read the text. You’ll find out that some words/phrases are missing.
Fill in the gaps with words and phrases from the box.
What is globalisation?
This is unlikely to be the first time you have __________ it, and it will not be _____________. Even
the word ________ has different meanings, but overall, globalisation is about ______________
affecting our lives. This information looks ___________ globalisation and encourages you to think
about your ___________ points of view ____________ some of the questions it
________________. It means that we, a ______________ ‘we’, rely on _____________, and on the
awareness that our lives affect other people ____________ else in the world.
Worldaware (adapted and abridged)
somewhere each other heard about

processes of change raises the last
own at worldwide itself on
6. Here are some words about the benefits and/or dangers of globalisation. With your partner, try to
find their opposites:
modern inequality poverty buying
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LANGUAGE AWARENESS
7. Reported Speech
Look at the example:
1. “The central challenge (…) is to ensure that globalisation becomes a positive force for all the
world’s people (…)”, warned the United Nations Secretary General, Kofi Anan, in April 2000.
2. The journalist wrote in his newspaper that the U.N. Secretary General had warned the General
Assembly that the central challenge (…) was to ensure that globalisation became a positive
force for all the world’s people”.
What happened here?

In 1., Kofi Anan is directly addressing the General Assembly.
In 2., a journalist is reporting what he heard Kofi Anan say: the journalist is using the reported (or
indirect) speech.
He said it was essential that globalisation……….
Reporting verb Reported clause
There are plenty of reporting verbs: say*, tell*, announce, state, explain, warn, write, and a lot of
others. When the reporting verb is in the past tense, it is usual for the verb in the reported clause to
move “one tense back”. In the Future, it moves to the Conditional.
* after say and tell , you may omit that
That is:
Direct Speech Reported Speech
Present Simple Past Simple

Present Continuous Past Continuous
Past Simple Past Perfect
Present Perfect Past Perfect
Past Perfect Past Perfect
Future Conditional
Conditional Conditional
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GLOBALISATION
PRACTICE
Individual work
Report these sentences using the words or phrases in italics:
1. “We are aware of the terrible consequences of the most appalling inequalities in the world.”
(Kofi Anan, announced).
2. “At first, people thought that free trade would be more appealing but now they don’t know
what to think because strong economies are becoming stronger whereas poor people are
getting poorer”. (American journalist Peter Moses, admitted).
3. “Governments and international agencies will have to be much more concerned with the
future generations if they don’t want to be the cause of more social riots”. (Worldaware,
warned).
WRITING
8. You’re now able to explain the meaning of globalisation. Has it already affected your life so far?
If yes, in what way?
Pair work
9. In the 12 th Unit, you’ve been asked to keep your notes about some benefits of globalisation. Now
that you’ve been informed of the dangers globalisation can bring about, in pairs, make a list of topics
for discussion. Don’t forget to use both your imagination and your previous knowledge to describe
the way products and services are traded all over the world (why, how and where). Don’t forget to
mention some products and services, and the benefits, if any, for the population.
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SPEAKING / WRITING
Class interaction
10. As a class, prepare a debate. Half of the class will stand up for globalisation while the other half will
put forward its drawbacks. Debate the pros and cons of globalisation.
Here are some examples of useful language
Giving opinions
I believe that…
It seems to me that…
In my view…
Giving reasons
I’m for/against…
First of all… and secondly…
Finally…
Balancing points of view
I accept what you say about that, but I still feel that…
Yes, but on the other hand…
And what’s more…
Agreeing
That’s true.
You’re right there.
Yes, definitely.
Disagreeing
I agree up to a point but…

On the contrary.
I totally disagree.
Dealing with interruptions and returning to the point
That’s all very well, but…

As I was saying…
Going back to what I said before
(…)
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11. Elect a spokesperson who will orally present the conclusions of his/her group.
12. All you have to do now is to write a résumé of the debate. With these notes each group must write
their own conclusions in the form of an article as if it were to be published in the press.
13. Choose the best articles. Add the information gathered throughout this unit and make a class
newspaper. You may use press cuttings, showing national and foreign products, to illustrate your
points.
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GLOBALISATION
c
STOP AND THINK
revise
improve
practise
check
123
THE ENVIRONMENT AND NATURE CONSERVATION
INGLÊS c
UNIT 14: WHAT ARE WE DOING TO NATURE?
We are the only species that can choose either to look after our world or to destroy it.
VOCABULARY
Pair work
1. The words/phrases below all relate to the environment and environmental problems. In pairs, tick the
words/phrases you already know. Then look up the meaning of those you don’t know.
climate change harmful gas emissions pollute
global warming holes in the ozone layer
toxic waste use up greenhouse effect preserve
save natural resources
2. In pairs, choose words/phrases from Exercise 1. to complete the following sentences.
a. If we__________ the earth’s reserves, our survival will be at stake.

b. Oil spills, chemical waste and sewage __________ rivers and seas.
c. The earth’s __________ are fast disappearing.
d. The __________ can lead to dramatic changes in climate.
e. __________ may cause the ice at the North and South Poles to melt and sea levels to rise.
f. The greenhouse effect is caused by __________ gases known as greenhouse gases.
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3. In pairs, read the following articles quickly. Then match these titles with the articles.
Account for your choice.
Sea-level rise
The greenhouse effect - a thoroughly bad thing?
Stop burning fossil fuel Climate disaster
1.
It seems ironic that on the day the world’s scientists issue a report saying the problem is escal-
ating, the US president should say he is not sure whether global warming is a reality or a threat.
Man is having a serious effect on the climate, and temperature and sea-level rises are going
to be higher than was predicted in the last report five years ago, according to the latest
research. Scientists have studied every aspect of climate change and come to the conclusion
that it is speeding up dramatically.
In the worst case, temperatures could rise 6ºC in the next century and sea levels by a meter.
Add to that the regional differences - for example it gets much warmer in big landmasses like
Europe and North America - and the changes are too fast for natural vegetation like trees to
adapt. The result is potentially disastrous.
Guardian Newspapers Limited

(abridged)
2.
Half of humanity lives in coastal zones. Bangladesh, the Netherlands and the small, low-lying
islands of the Pacific are particularly at risk of flooding from sea-level rise, which would force
their inhabitants to flee, becoming environmental refugees.
In 1996, the Carteret Islands, part of Solomon Islands northeast of Australia, were washed
over by a tidal wave. The 1,700 islanders lost their entire vegetable crop. Sea level has risen
30cm per year since 1991 in the Carterets, and it is predicted that the islands will be
uninhabitable by 2001.
Greenpeace
(abridged)
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INGLÊS c
PERSONAL NOTES
3.
Without it, the planet wouldn’t be warm enough to support life as we know it. The
problem is that beneficial natural levels of greenhouse gases in the atmosphere are being
boosted by human activities, especially the burning of fossil fuels. If nothing is done to
curb emissions of CO2, for example, the amount of CO2 in the atmosphere will probably
be more than double pre-industrial levels by the end of the 21st century.
New Scientist
(abridged)
4.
The actual average world-wide temperature change is quite small – less than a degree or
so in a hundred years. But we are burning more and more, so the rate of temperature rise
may increase. And remember the temperature change that caused the ice age was only four
degrees or so.
If we persist in burning off the rest of our fossil fuels, we could face another similar change in
average temperature - but this time an increase – and that could mean widespread flooding,
more desert areas, crop failures and a lot more.
The last couple of years’ erratic weather – hot summers, windy winters – could only be a small
sample of what we might expect.
Natta
(abridged)
SPEAKING
Group and Class work

4. Discuss the following questions in group and then as a class.
a. What are the impacts of climate change?

b. Which adjective would you choose to characterise our future – dim or bright?
c. Which article (1- 4) did you find:
– the most striking?
– the most worrying?
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LANGUAGE AWARENESS
5. Read the following sentence:
If we don’t reverse the damage, we will put our future at risk.
• This is a real possibility. We use the first conditional to talk about things that may or may not
happen in the future or that are a probable situation in the future.
• Now complete this rule about first conditional sentences according to the example in 5.
If + ……………….......... + ……………….......... + ………………..........

(if clause) (main clause)
(first conditional)
• In conditional sentences, the if clause often comes first but it can come second as well. When
the if clause comes first, put a comma after it. You don’t need a comma when it comes
second.
Example: We will put our future at risk if we don’t reverse the damage.
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INGLÊS c
PRACTICE
Pair work
a. In pairs, match A and B to make first conditional sentences. Follow the example.
Example: (d, 5) If we don’t make an effort to protect endangered species, some animals will
disappear.
A B
a. if we use recycled materials 1. polar ice caps will melt

b. we will destroy the planet on which 2. we will avoid the advancing
we live destruction of our planet
c. if temperatures rise 3. if we don’t stop using up the natural
d. if we don’t make an effort to protect resources
endangered species 4. we won’t see world problems solved
e. if we don’t put pressure on political 5. some animals will disappear
representatives
6. Read these sentences:
If we don’t act now, the quality of our life will be seriously threatened.
=
Unless we act now, the quality of our life will be seriously threatened.
• Very often, we can use unless to mean if … not.
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c INGLÊS
PRACTICE
a) Now complete these sentences using if or unless.
1. __________ decision-makers don’t make an effort to reach agreement, many of our hopes
will be dashed.
2. Politicians will do nothing, __________ public opinion puts pressure on them.
3. __________ we stop burning so much fossil fuel, warming trends will continue.
4. People will stop releasing pollutants into our environment __________ they are severely
penalised.
b) Rewrite each sentence, beginning as shown. Make the necessary changes.
1. If global efforts don’t halt climate change, all countries will be affected.
Unless …
2. Our quality of life will suffer unless we change the way we do things.
If …
3. If politicians don’t find alternative solutions to world problems, the most successful animals on
earth - human beings - will face a dim future.
Unless …
4. Most problems will remain as they are unless people help activists fight for an improved
environment.
If …
WRITING
Group work
7. Scientists say the world is heating up. Summers in Portugal are getting hotter and this fact results in
fires, water shortages, more desert areas… In group, write an article about the impact of climate
change on Portugal.
Choose the best article and send it to an English magazine or environmental organisation.
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STOP AND THINK
revise
improve
practise
check
133
INGLÊS c
UNIT 15: WHERE THERE’S A WILL THERE’S A WAY
VOCABULARY
Pair work
1. The words below have to do with the preservation of our planet. Complete the diagram. Work in
pairs.
p __ p __ r
n __ t __ __ __ l r __ __ __ u __ __ __ s
wildlife
fu __ l water
save
e __ __ __ gy e __ __ __ t __ __ __ __ __ y
reserves w __ __ ld
2. Make similar diagrams for the verbs:
preserve and reduce
3. Complete the following sentences, using what you’ve learned.
a. Using public transport instead of a car is a first step to gas emissions.
b. If we use recycled , we will avoid cutting down trees.
c. The use of renewable energies is a way to the earth’s natural resources.
d. Recycling helps to preserve not only the but also our own .
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Class and group work

4. Before reading the texts, discuss the following questions as a class.
a. Is there anything individuals can do to help protect the environment?

b. Isn’t it something for governments to do?
5. The following texts put forward ideas on how governments, industries and individ-
uals can help avoid climate change and save life on Earth. Use a green highlighter for
marking any ideas similar to those of your class. Use a red highlighter for marking
new/different ideas. Work in group.
What can be done - by government and industry?
Most of the blame for greenhouse gas emissions lies with people in the prosperous
developed world who produce almost five billion tonnes of CO2 and other gases each
year. At a United Nations conference in Kyoto in 1997, legally binding targets were
drawn up that should result in developed countries reducing their greenhouse gas emis-
sions by just over five per cent by 2012. While this is not enough to avoid the risk of dan-
gerous climate change, at least it is a first step.
If they are to achieve their targets, governments everywhere must take immediate
action that will lead to cleaner energy production, more efficient energy use, better and
more efficient public transport, responsible industrial and agricultural practices, careful
forestry procedures and far more effective waste management. We must invest in
buildings that use solar energy and are well insulated, and in vehicles powered by
alternative fuels. And all the time, we must plant more trees in our towns and cities: they
provide shade, keep temperatures down, and absorb CO2.
All these things will help us control climate change. There will be other benefits from
these measures. People and businesses can save money, and the negative health effects
associated with air pollution from traffic and industry can be reduced.
WWF-UK – Web site www.wwf-uk.org
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PERSONAL NOTES
What can be done - by you?
Everyone can do something to reduce the threat of climate change. Cutting out just
one car journey a week will help. So will turning the central heating down by merely 10C.
Using insulation, energy-saving electrical appliances and efficient light bulbs will make a
difference, too: some compact fluorescent bulbs can last 10,000 hours and use only 20
per cent of the electricity consumed by ordinary bulbs. You can also choose an electricity
ompany that offers a green tariff by supplying electricity from renewable energy sources.
If everyone pressed for better public transport – then used it – we would save millions
of litres of fuel. Other simple actions that will benefit the planet include reusing and
recycling paper, glass, aluminium, tin and clothing, and not buying disposable products
(especially plastic) or anything with a lot of unnecessary packaging.
Climate change has come and gone in natural cycles since the early days of the planet.
But this time it has been brought about by human abuse of our fragile environment. We
are the cause of the problem… but we can also be the solution.
Do we plunder the Earth – or make sure we protect it for future generations? The
choice is ours.
WWF-UK – Web site www.wwf-uk.org
6. Complete these sentences according to the texts you’ve just read. Work in group.
a. Developed countries are to blame …

b. As a result of the Kyoto Protocol, developed countries …
c. Climate change control depends not only …
d. We can make a difference to energy saving by …
e. … buying overpackaged goods.
f. … the root cause of climate change.
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LANGUAGE AWARENESS
7. Read the following sentence from text 2.
If everyone pressed for better public transport, we would save millions of litres
of fuel.
• This is an imaginary/hypothetical situation. We use the second conditional to talk about

situations which are contrary to facts in the present.
PRACTICE
Pair work
a) Now complete this rule about second conditional sentences according to the example in 7.
If + ……………….......... + ……………….......... + ………………..........

(if clause) (main clause)
b) Complete the following second conditional sentences. Work in pairs.
1. If we were wiser, …
2. We would save a lot of energy …
3. If the prosperous developed world reduced their greenhouse gas emissions, …
4. Would global temperatures go down … ?
5. If people started reusing plastic bags, …
6. If we sorted our rubbish for recycling, …
7. If governments and businesses worked together, …
8. People would change consumption habits …
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INGLÊS c
LISTENING
Individual work
8. Listen to some tips on how to save the earth. Which of the following aspects are mentioned in the
article? Mark them with a tick ().
a. Recycle plastic bags.
b. Buy low-energy light bulbs.
c. Avoid taking your car.
d. Use a microwave oven whenever possible.

e. Help endangered species.
f. Avoid using batteries whenever possible.
g. Use solar energy.
h. Buy organic food.
i. Take a short shower instead of a bath.
LANGUAGE AWARENESS
9. Read these sentences from the first text:
must take immediate action.

Governments
have to
must plant more trees.

We
have to
• We use must or have to (modal verbs for necessity and obligation) to say that it is necessary
to do this or that. Often it doesn’t matter which we use.
• There is sometimes a difference between must and have to. We use must when the speaker
decides that something is necessary. So with must the speaker expresses his own feelings/wis-
hes. With have to the speaker is just giving facts not his own feelings.
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EXAMPLES
Decision-makers really must do something about pollution. (The speaker personally feels that deci-
sion-makers must do something.)
As a result of the Kyoto Protocol, developed countries have to cut their emissions of greenhouse
gases. (This is not a personal opinion. The obligation comes from the agreement.)
• Have got to has the same meaning as have to, and is often used in everyday speech.
• We use must to refer to the present and future. Must has no infinitive, participles or past
tense. We use have to when we need to use other tenses.
EXAMPLES
Developed countries had to set themselves specific targets. (PAST)
Some politicians will have to reconsider their positions. (INFINITIVE)
Some countries have had to agree on the need for change. (PRESENT PERFECT)
• Must is rarely found in the question form. The usual question form is Do we have to…?
• Mustn’t and don’t have to are completely different. Compare:
EXAMPLES
We mustn’t burn toxic waste. (It’s the law).
(We don’t have to join an environmental organisation to help preserve the environment. (It is not
necessary to do it.)
• We use mustn’t in prohibitions and don’t have to when something is unnecessary.
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INGLÊS c
PRACTICE
Individual work
a. Put in must or have/has (got) to.
1. In my view, we __________ involve the local press to publicise the importance of recycling.
2. You __________ return these empty bottles.
3. Our country also __________ cut on greenhouse gas emissions.
4. We __________ persuade people to stop dropping litter.
b. Complete the sentences, using mustn’t or don’t have to.
1. We __________ go by car. We can take a bus.

2. You __________ burn tyres. It’s dangerous.
WRITING
Group work
10. It’s everybody’s responsibility to preserve the world we live in. So it’s important to make people
aware of the need to change habits and learn to live in harmony with the earth. In group, make a
poster, showing how individuals can help preserve the world. You should:
– Make the poster appealing;

– Include some (6-8) pieces of advice;
– Use clear language;
– Include images or cartoons.
11. Put all your posters on temporary display in the hall of your institution, for example.
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STOP AND THINK
revise
improve
practise
check
142
INGLÊS c
UNIT 16: CAMPAIGNING FOR A BETTER FUTURE
Pair work
1. Have you ever heard of these organisations? What exactly do you know about them?
Friends of the Earth

Greenpeace WWF
2. In pairs, complete the following paragraphs to get further information about these pressure groups.
Choose suitable words from the boxes.
Text 1
WWF is the world’s __________ and __________ experienced independent conservation

organisation, with over 4.7 million __________.
WWF’s ultimate __________ is to stop and eventually reverse, the accelerating __________ of our
planet’s natural environment, and to help __________ a future in which __________ live in
__________ with nature.
goal supporters degradation harmony most humans build largest
Text 2
Greenpeace is a __________ organisation supported by memberships and donations.

Our __________ to protect the natural world could not have succeeded without our supporters,
whose contribution have helped us win some significant victories __________ some of the most
__________ industrial companies in the world. We have raised public awareness of __________
issues in general, and have campaigned against deforestation commercial __________,
__________ of radioactive waste in the ocean and the __________ of the ozone layer.
dumping against non-profit powerful depletion campaigns whaling environmental
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Text 3
Friends of the Earth is a major force behind today’s __________ movement. There are Friends
of the Earth groups in 4 continents, __________ to guarantee some of the most __________
environmental issues: protecting groundwater against __________, fighting for __________ air,
defending __________ ecosystems, __________ and __________ the destruction of the ozone
layer, and more.
contamination striving green endangered elemental reversing breathable halting
Group work
3. In group, discuss the following:
a. Have you ever campaigned for/against any issue?

b. What kind of things have you/your group done to draw people’s attention to that cause?
c. Have you succeeded?
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Pair work
4. In pairs, read the article and mark the ideas you agree with and those you object to
as follows:
Agree Object ✘
Environmental Activists: Heroes or Villains?
Over the past few years, we have all become more concerned about the environment.
Holes in the ozone layer, the ‘Greenhouse Effect’, the pollution of seas and rivers,
experiments on laboratory animals, the slaughter of whales and seals – all this has been
headline news.
But more often than not, the headlines haven’t started with the issues. Instead, atten-
tion has been stirred up because someone has taken direct, dramatic, and sometimes
illegal action to publicise an environmental problem. Then the media start to talk about
the issues. And then something might be done about the problem.
For some, the people who carry out environmental direct action campaigns are heroes.
But others see them as criminals and describe their actions as ‘environmental terrorism’.
How do people who take direct action on behalf of the environment justify what they do?
Paul McGee has been involved in planning and carrying out campaigns for
Greenpeace for several years. He feels that direct actions are often the key to success:
‘Greenpeace is well known because of our direct actions’, he says, ‘because they’re more
dramatic and visual than just writing a letter to a minister. We believe strongly that damage
to our environment is wrong, and we’re prepared to risk our lives to bring these issues to
the public. And that’s the only way we can do it, by taking risks’.
Robin Smith, an Area Organiser for BUAV, the British Union for the Abolition of
Vivisection, also feels that direct action is sometimes the only option. In his view, direct
action campaigns open up public debate and that’s what really matters: ‘The object of a
lot of actions is to focus attention on a particular area and try and get the information
necessary to open up public debate’.
How far are environmental activists prepared to go? Robin Smith believes that strict
guidelines are very important. ‘When you take part in direct action, you’ve got to have
impeccable motives and strict limits on what is acceptable. Non-violence must be an
absolute priority’.
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PERSONAL NOTES
‘There is one guideline for Greenpeace actions,’ says Paul McGee, ‘that it must be
safe. And we would never take direct action against individuals. We attack ships, yes, but
we would never dream of attacking the crew of that ship. We’ve had violence done to
us on lots of occasions – but we simply don’t respond.’
How do you feel about these arguments? Is environmental activism a kind of vigilante
movement, with people taking the law into their own hands and undermining the
democratic process? Or is direct action the only way to break through and make us face
problems that might otherwise be ignored? It’s an important question, and one that we
each have to answer for ourselves.
Current (abridged and adapted)
Group work
5. Work in group and discuss the following questions. Note down your opinions.
a. What is meant by ‘direct action’?

b. Do you believe direct actions carried out by environmental activists can be
effective?
c. Do you agree with the arguments used by the environmental campaigners
Paul McGee and Robin Smith or not? What is the other side of the
argument?
d. What do you think are the best ways of drawing people’s attention to an
environmental problem and opening up public debate?
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LANGUAGE AWARENESS
6. Read this sentence from the text:
Over the past few years, we have all become more concerned about the
environment.
• we have become = present perfect (have + past participle)
• The present perfect connects the past and the present:
PAST PRESENT PERFECT PRESENT
We use the present perfect:
• For an action which started in the past and continues up to the present. In this case we often
use for and since.
EXAMPLES
Paul McGee has been an activist for several years. (unfinished past)
He has campaigned for the environment and for animals since 1993. (unfinished past)
REMEMBER
Use for Use since
with time periods: for five years with a point in time: since 1993
(duration) for a long time (starting point) 8 o’clock
for a few minutes since last week
for ages since childhood
for half an hour since yesterday morning
… …
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The present perfect is also used:
• For a past action that has a present result. The exact time is not mentioned because it is
unimportant. The emphasis is placed on the action.
EXAMPLES
Protest groups have raised public awareness of environmental issues.

(People are more aware now)
Protest groups have helped stop dumping of radioactive and chemical waste in the ocean.
(Dumping of these substances did stop!)
• The present perfect is usually used with the following time expressions:
EXAMPLES
just We have just started an environmental club in our community.
yet We haven’t written the club regulations yet.
already We have already decided on some important issues.
ever Have you ever thought of the need to change consumption habits?
never No, I’ve never thought of that.
always Americans have always ignored the warnings about gas emissions.
7. Present perfect or past simple? Do you know the difference?
• The present perfect is for unfinished actions.

• The past simple is for completed actions.
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COMPARE
Present Perfect We have written protest letters to government officials.

(We did it in the past and go on doing the same.)
We have waited for a reply for five years.

(We haven’t got one yet.)
Past Simple We wrote protest letters to government officials in 1998.

(This happened at a specific time in the past).
We waited for a reply for five years.

(But we got it!)
• The present perfect is not used with adverbs of finished time (e.g. yesterday, last weekend,
then, in 1995…). If we say the exact time, we have to use the past simple.
EXAMPLES
The Secretary of State for the Environment gave a press conference last week.
Yesterday he announced his resignation.
PRACTICE
Individual work
a. Fill in with for or since.
1. CFCs were used in aerosol sprays and refrigerants __________ many decades.
2. I’ve been a member of Greenpeace __________ its inception.
3. Protest groups have put pressure on governments and businesses __________ the past twen-
ty years.
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b. Put the verbs in brackets into the present perfect or the past simple.
1. Trees are disappearing because of fires and logging but the government __________ (start) to
plant new trees.
2. Last year our community __________ (organise) a thousand kids to plant a thousand trees.
3. Environmental pressure organisations __________ (use) a variety of imaginative methods to
influence decision-makers.
4. In the 80s Friends of the Earth __________ (alert) people to the effects of acid rain.
SPEAKING
Class work
8. As a class, discuss the following questions:
a. How important is environmental activism?

b. Do you think it is acceptable to do illegal and sometimes dangerous things to attract
people’s attention to a cause you believe in?
• Use the functional phrases suggested in Unit 13, activity 10.
WRITING
9. As a class, summarise your main opinions on the issue discussed.
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INGLÊS c
STOP AND THINK
revise
improve
practise
check
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INGLÊS
PROGRESS CHECK
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PROGRESS CHECK: UNITS 9 – 16
VOCABULARY
1. Complete the sentences with the adjectives discriminated, violent and safe.
a. Children should have a __________ environment to grow up healthy and happy.

b. Some people are ___________ because of their race, sex or religion.
c. Women are subjected to _____________ behaviours much more often than men.
2. Complete the following sentences using the correct forms of the verbs in the box.
eliminate connect leave
a. The first goal of globalisation was ___________ the appalling differences between the North
and the South and __________ all the countries in such a way that no one would be
___________ behind.
TO-INFINITIVE, BARE INFINITIVE AND – ING FORM
3. Complete the sentences with the verb forms from the box.
say playing to work
a. Children like __________ but a lot of them are forced _________.

b. Unfortunately, we didn’t hear any government ___________ that strong measures were going
to be taken to stop child labour.
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PROGRESS CHECK
THE PASSIVE VOICE
4. Choose the appropriate verbs from the box and complete the sentences.
destroy not yet/reduce cause
a. The gap between rice and poor countries ________________.

b. African commerce and industry ________________ if rich countries keep on selling less expen-
sive western products in Africa.
c. Most of the times, inequality _______________ by unfair trade.
CONDITIONAL CLAUSES
5. The following sentences are conditional clauses. Complete the gaps with the correct form of the
verbs in brackets.
a. If certain countries continue to develop their industries, regardless of environmental damages,

the whole world ____________ (suffer) from their pollution.
b. The future generations won’t enjoy clean air, fresh winds and pure water if we
____________(keep) on spoiling our environmental conditions.
6. The sentences above refer to a real possibility. Let’s now suppose that this was merely a hypothetical
situation. Re-write the sentences as if you believed that this would never happen.
a. _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
b. _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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PROGRESS CHECK
c
WORD FORMATION: PREFIXES AND SUFFIXES
7. Write the nouns formed by adding a suffix to the following verbs:
improve ____________ differ ______________

accept ______________ agree ______________
employ _____________ conclude ___________
8. Write the adjectives, meaning the opposite of those below, by adding a prefix:
______ obedient ______ tolerant

______ reliable ______ dependent
______ honest ______ known
REPORTED SPEECH
9. Read the following conversation between two friends:
Brian – How are you, Joe? I haven’t seen you for a while! What have you been doing?
Joe – It’s a long story: last September I received an invitation to join Greenpeace for a cam-
paign they were preparing in New Zealand. I accepted and spent three months there.
(…)
After this conversation Brian met Joshua and he told him the news about Joe.
Write what Brian said.
Start like this:
“Brian told Joshua that he had met Joe and that he ……………………………
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ACTIVIDADE 12
WRITING
10. Remember the topics you’ve studied and complete the following ideas by writing two more
sentences.
a. According to the Universal Declaration of Human Rights people are not different before the
law. Everybody…
b. Irrational animals don’t destroy their habitats. Man is the only one who…
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LISTENING - SCRIPTS
INGLÊS
LISTENING
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SCRIPT 1
UNIT 1
TEXTS
A. He was in prison for a long, long time. His determination and courage allowed him to over-
come the difficulties of imprisonment and loneliness.
Important political changes put an end to his situation and he finally became
President of his country.
He’s now retired but his voice is still heard and respected not only by his countrymen but in
the whole world.
B. She was a very beautiful woman but her success and all the glamour around her weren’t
enough to make her deal with her insecure character. She desperately looked for happiness
and true love.
She sunk into a great depression and died alone by drugs and alcohol. Because of her
alleged relationship with the President of her country, some say there were political reasons
behind her death but the truth has never been really established.
C. His life has been, and still is, a stormy and adventurous one, full of scandals, bad companies
and love affairs. He’s got several children by several mothers. Some love him; others hate
him.
Although he’s over 60 now, his fans idolise him and travel hundreds of kilometres just to see
and listen to him.
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LISTENING
SCRIPT 2
UNIT 6
TEXTS
1. It’s really relaxing and helps you unwind after a busy day. Invented some 2,000 years ago in
India, this stress-reliever is more than mere exercise. It’s designed to make you feel
comfortable in your skin and helps you control and relax both your mind and your body.
2. The air is clear, the pace of life is slower, and the people are more relaxed and friendly. It’s
in places remote from the noisy cities and that you can experience the true beauty of
nature and notice the small things in life – the first step toward leading a calm life.
3. I don’t fancy living in big cities. What I’d want is to live in a little house in the country
because it’s quiet and healthy. In big cities you have to queue for everything – in the banks,
supermarkets, post offices… Big cities are very noisy and polluted and there’s too much
traffic… I hate getting stuck in a traffic jam… it gets on my nerves…
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LISTENING
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SCRIPT 3
UNIT 9
TEXTS
Article 1.
All human beings are free and equal in dignity and rights. They are endowed with reason
and conscience and should act towards one another in a spirit of brotherhood.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 7.
All are equal before the law and are entitled without any discrimination to equal protection
of the law. All are entitled to equal protection against any discrimination in violation of this
Declaration and against any incitement to such discrimination.
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LISTENING
SCRIPT 4
UNIT 10
RESPECT AND VIOLENCE PREVENTION
It is impossible to know the complete explanation for any act of violence. While we will never really
know the full answer to why people kill, we do know how to help decrease violence. We do know how
to create safe homes, schools and communities. At the heart of all violence prevention is respect. The
following forms of respect can help you be part of the solution.
1. Respect for Others

Hate kills. If someone views another person as less than human, harming or killing that person
will be just like killing any other animal. When people respect and work to understand each
other, violence decreases.
2. Respect for Ourselves

People with little regard for themselves will act in ways that are impulsive, dangerous and
violent. A huge percentage of impulsive violence takes place under the influence of alcohol
and other drugs.
3. Respect for Life

People tend to be less horrified by violence when they are surrounded by it. And much
of this violence involves guns. Guns have made us more and more insensitive to human
suffering.
What You Can Do:

Don’t laugh at jokes that use hateful ideas – and certainly don’t repeat them. Hateful
beliefs are like a cancer. They can spread, invade and destroy.
Reach out to isolated kids. You know who they are. Include them. Look them in the eyes; talk
to them; sit with them. You will be surprised at how much you both can share and grow.
Stay away from alcohol and drugs. Be with people you know and trust in places that are
safe.
Don’t watch so much violence. It is everywhere, but try to watch violent films less.
Never play with guns. If your family has a gun, keep it in a safe place. You never know.
Prevention is better than cure.
By Dr. Bruce Perry

Choices, (adapted and abridged)
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LISTENING
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SCRIPT 5
UNIT 13
Text A
Globalisation means the growing interdependence and interconnectedness of the modern
world.
White Paper on International Development, 2000
Text B
‘One in five of the world’s population - two-thirds of them women – live in abject poverty:
on the margins of existence, without adequate food, clean water, sanitation or healthcare,
and without education.’
White Paper on International Development, 2000
Text C
‘The central challenge we face today is to ensure that globalisation becomes a positive force
for all the world’s people, instead of leaving billions of them in squalor.’
Kofi Annan, United Nations Secretary General, April 2000
Text D
‘People spend their lives talking on their mobile phones and ignore the people around them.
In the end all this technology is destroying our sense of community.
Remember that society got along just fine before we had mobile phones, faxes, e-mails and
such, maybe better because people had more time for each other.’
Robert Moses, US journalist
Text E
‘Forget the hype about the Internet creating a global village and all those things about
bringing people together – we’re in danger of producing a society where people spend their
lives in front of a screen, and become unable to communicate face-to-face.’
Robert Moses, US journalist
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LISTENING
SCRIPT 6
UNIT 15
SOME SIMPLE WAYS TO SAVE THE EARTH
Here are some easy ways to help make our environment a cleaner, greener place:
Reduce Rubbish:
a. Wash, reuse and recycle glass bottles;
b. Reuse plastic bags. Wash them when they’re dirty;
c. Recycle paper and cardboard items like empty cereal boxes, notepaper, newspapers, and
magazines;
d. Don’t throw away cans of oil, paint or fuel. Save them for special rubbish pickups
called “toxic waste collections”;
Cut Back on Energy:

e. Turn off the lights when you leave a room;
f. On short journeys don’t take your car. Walk or ride your bike;
g. Open the fridge when you’ve decided what you want to eat – not while you decide;
h. Warming something up? A microwave oven uses one-third the energy of a conven-
tional oven;
Protect Animals:
i. Don’t buy clothes or objects made of ivory, tortoise shell, coral, or reptile skins. They
come from endangered animals or plants;
Keep the Earth Green:

j. Plug in portable recorders and radios whenever you can instead of running them on
batteries;
Save Water:
k. When you brush your teeth, turn off the water until you need to rinse;
l. Choose wisely: Take showers instead of baths.
Science World
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VERBS
INGLÊS
VERBS
c
LIST OF IRREGULAR VERBS
1. 4. 5.
Verbs which are the same Verbs which have the Verbs which have
in all three forms same form for Past Simple all forms different
and Past Participle
Infinitive Past Past Infinitive Past Past
Simple Participle Infinitive Past Past Simple Participle
cost cost cost Simple Participle be was been
cut cut cut bend bent bent begin began begun
hit hit hit bring brought brought bite bit bitten
hurt hurt hurt build built built blow blew blown
let let let burn burnt burnt break broke broken
put put put buy bought bought choose chose chosen
set set set catch caught caught do did done
shut shut shut dig dug dug draw drew drawn
dream dreamt dreamt drink drank drunk
feed fed fed drive drove driven
2. feel felt felt eat ate eaten
Verbs which have the same find found found fall fell fallen
form for the base form and get got got fly flew flown
the Past Participle have had had forget forgot forgotten
hear heard heard freeze froze frozen
Infinitive Past Past hold held held give gave given
Simple Participle
keep kept kept go went gone
become became become lay laid laid hide hid hidden
come came come lead led led know knew known
run ran run learn learnt learnt lie lay lain
leave left left ride rode ridden
3. lend lent lent ring rang rung
One verb has the same form lose lost lost see saw seen
for the Infinitive and the make made made shake shook shaken
Past Simple mean meant meant sing sang sung
meet met met speak spoke spoken
Infinitive Past Past read read read steal stole stolen
Simple Participle say said said swim swam swum
beat beat beaten sell sold sold take took taken
send sent sent tear tore torn
shine shone shone throw threw thrown
shoot shot shot wear wore worn
sit sat sat write wrote written
sleep slept slept
slide slid slid
smell smelt smelt
spend spent spent
stand stood stood
teach taught taught
tell told told
think thought thought
understand understood understood
win won won
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VERBS
FUNCTIONS OF MODAL VERBS

ability • I can speak English and French. (present)
• When I was five I could read and write. (past repeated action)
• She was able to open the door. (she managed to do it; past single action)
lack of ability • I can’t do this exercise. (present)

• A year ago, Juliana couldn’t speak English at all. (past repeated action)
• I couldn’t / wasn’t able to do that exercise. (past single action)
obligation/duty/necessity • You must attend the meeting. (you are obliged to)
• Everyone has to pass a driving test before getting a driving licence. (it’s a fact)
• I must take some rest. (I’ve decided)
lack of necessity • you don’t have to / don’t need to be here at 9 o’clock precisely. (it isn’t necessa-
ry)
asking for permission • Can I open the window, please? (informal)

• Could you tell me the time, please? (more polite)
• May/might I ask you a question, please? (formal)
giving permission • You can park your car over there. (informal)
• You may call me tomorrow morning. (formal)
refusing permission • You can’t / mustn’t use this phone. (informal)

• You may not use this phone. (formal)
prohibition • You mustn’t / can’t drive without a licence. (it’s against the law)
possibility • We could / may / might arrive a little earlier. (It’s possible)
certainty • She must be at home. (positive; I’m sure she is)

• She can’t be working. (negative; I’m sure she isn’t)
requests • Can / will you help me with the homework? (informal)

• Could / would you explain this to me? (more polite)
• May I have one of those flyers? (formal)
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VERBS
c
suggestions • Shall we ask her to go with us?
• We can / could ask her to go with us.
(= Why don’t we ask her…? / How about asking her…?)
offers • Shall / can / could I repeat the explanation? (Do you want me to repeat it?)
advice • You ought to / should revise for your test next week. (I advise you to)
• You must study harder. (I strongly advise you to)
169
UNIVERSAL DECLARATION OF HUMAN RIGHTS
INGLÊS c
Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948
On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed
the Universal Declaration of Human Rights the full text of which appears in the following
pages. Following this historic act the Assembly called upon all Member countries to publicize
the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded
principally in schools and other educational institutions, without distinction based on the
political status of countries or territories."
PREAMBLE
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of
the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have
outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy
freedom of speech and belief and freedom from fear and want has been proclaimed as the highest
aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion
against tyranny and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental
human rights, in the dignity and worth of the human person and in the equal rights of men and
women and have determined to promote social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations,
the promotion of universal respect for and observance of human rights and fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest importance for the
full realization of this pledge,
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Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF

HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that
every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by
teaching and education to promote respect for these rights and freedoms and by progressive
measures, national and international, to secure their universal and effective recognition and observance,
both among the peoples of Member States themselves and among the peoples of territories under their
jurisdiction.
Article 1.
All human beings are born free and equal in dignity and rights.They are endowed with reason and
conscience and should act towards one another in a spirit of brotherhood.
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of
any kind, such as race, colour, sex, language, religion, political or other opinion, national or social
origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the
political, jurisdictional or international status of the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 4.
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their
forms.
Article 5.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
Article 6.
Everyone has the right to recognition everywhere as a person before the law.
Article 7.
All are equal before the law and are entitled without any discrimination to equal protection of the law.
All are entitled to equal protection against any discrimination in violation of this Declaration and against
any incitement to such discrimination.
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Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the
fundamental rights granted him by the constitution or by law.
Article 9.
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10.
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial
tribunal, in the determination of his rights and obligations and of any criminal charge against him.
Article 11.
(1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty
according to law in a public trial at which he has had all the guarantees necessary for his defence.
(2) No one shall be held guilty of any penal offence on account of any act or omission which did not
constitute a penal offence, under national or international law, at the time when it was committed. Nor
shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was
committed.
Article 12.
No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence,
nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law
against such interference or attacks.
Article 13.
(1) Everyone has the right to freedom of movement and residence within the borders of each state.
(2) Everyone has the right to leave any country, including his own, and to return to his country.
Article 14.
(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.
(2) This right may not be invoked in the case of prosecutions genuinely arising from non-political
crimes or from acts contrary to the purposes and principles of the United Nations.
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Article 15.
(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.
Article 16.
(1) Men and women of full age, without any limitation due to race, nationality or religion, have the
right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage
and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending spouses.
(3) The family is the natural and fundamental group unit of society and is entitled to protection by
society and the State.
Article 17.
(1) Everyone has the right to own property alone as well as in association with others.
(2) No one shall be arbitrarily deprived of his property.
Article 18.
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to
change his religion or belief, and freedom, either alone or in community with others and in public or
private, to manifest his religion or belief in teaching, practice, worship and observance.
Article 19.
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold
opinions without interference and to seek, receive and impart information and ideas through any
media and regardless of frontiers.
Article 20.
(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.
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Article 21.
(1) Everyone has the right to take part in the government of his country, directly or through freely
chosen representatives.
(2) Everyone has the right of equal access to public service in his country.
(3) The will of the people shall be the basis of the authority of government; this will shall be expressed
in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by
secret vote or by equivalent free voting procedures.
Article 22.
Everyone, as a member of society, has the right to social security and is entitled to realization, through
national effort and international co-operation and in accordance with the organization and resources
of each State, of the economic, social and cultural rights indispensable for his dignity and the free
development of his personality.
Article 23.
(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of
work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal work.
(3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his
family an existence worthy of human dignity, and supplemented, if necessary, by other means of
social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his interests.
Article 24.
Everyone has the right to rest and leisure, including reasonable limitation of working hours and
periodic holidays with pay.
Article 25.
(1) Everyone has the right to a standard of living adequate for the health and well-being of himself and
of his family, including food, clothing, housing and medical care and necessary social services, and the
right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack
of livelihood in circumstances beyond his control.
177
c INGLÊS
(2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in
or out of wedlock, shall enjoy the same social protection.
Article 26.
(1) Everyone has the right to education. Education shall be free, at least in the elementary and funda-
mental stages. Elementary education shall be compulsory. Technical and professional education shall be
made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote understanding,
tolerance and friendship among all nations, racial or religious groups, and shall further the activities of
the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.
Article 27.
(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts
and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting from any scien-
tific, literary or artistic production of which he is the author.
Article 28.
Everyone is entitled to a social and international order in which the rights and freedoms set forth in this
Declaration can be fully realized.
Article 29.
(1) Everyone has duties to the community in which alone the free and full development of his
personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are
determined by law solely for the purpose of securing due recognition and respect for the rights and
freedoms of others and of meeting the just requirements of morality, public order and the general
welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of
the United Nations.
178
INGLÊS c
Article 30.
Nothing in this Declaration may be interpreted as implying for any State, group or person any right to
engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms
set forth herein.
179

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INGLÊS c

Health and Well-Being 41

The Environment and Nature Conservation 125

Listening - Scripts 157

Universal Declaration of Human Rights 171

TOPIC AREA: RELATIONSHIPS

2 Friends Describing people and …Making and keeping Asking/answering about

TOPIC AREA: HEALTH AND WELL-BEING

6 Stress Coping with stress “Stress” Discussing - exchanging

TOPIC AREA: A CONSUMER SOCIETY

• underlining sentences Referring personal experiences

Anticipating future health

Writing about the dangers Collocations Writing a leaflet, warning

• guided text based on

Writing a formal letter used to / be used to / / get Writing a letter of

TOPIC AREA: HUMAN RIGHTS

11 Child Labour Children’s Rights Violation “Children’s rights” Describing pictures

TOPIC AREA: GLOBALISATION

Writing about the Verb patterns: Discussion – The

TOPIC AREA: THE ENVIRONMENT AND NATURE CONSERVATION

Sending the article to an

Summarizing opinions on Present perfect Debating environmental

INTELLECTUAL ABILITY ATTITUDES TOWARDS LIFE

bright gifted silly optimistic introverted cruel

PHYSICAL CHARACTERISTICS ATTITUDES TOWARDS OTHER PEOPLE

good-looking thin sociable argumentative

1 attractive A having a belief in one’s own value and abilities

2 hard-working B faithful to people, places or things

3 self-confident C behaving badly (used for children)

4 naughty D pleasant to look at

5 sensitive E dedicating a lot of time and energy to work

6 loyal F showing delicate feelings or judgement

determined obstinate permissive

ambitious broad-minded pushy

mean eccentric economical

original frank blunt

Put Y for Yes, N for No and S for Sometimes

1. Are you usually smiling and happy?

Fonte: New Headway, 2003

8 reliable reserved lazy easygoing

optimistic shy generous untidy

sociable impatient moody cheerful

talkative ambitious hardworking sensitive

William Collins, 32.

Adrienne Boger, 45.

she/ he/ it reveals/ looks/ has/ defines.

Individual and class work

STOP AND THINK

Complete this table and devise your own study plan.

Considering my performance in this unit, I concluded that I must…

Here are a few suggestions. Ask about:

Make questions from the following words:

Useful language both / neither of us have children

FRIENDSHIP COMES IN DIFFERENT FORMS. There are acquaintances: people we may

FRIENDSHIPS AREN’T PERFECT. Every friendship has hurdles to overcome. Arguments

a. A self-assured person is more likely to make friends.

d. True friends think the same way.

e. A friend has to be prepared to handle divergences.

6. Read the following sentences:

Are you writing to your pen friend?

How long have you been friends?

Do you keep in touch with her?

Note the word order in questions: